TEACHING VOCABULARY THROUGH PICTIONARY GAME TO FIRST GRADE STUDENTS OF SMP AL-KAUTSAR BANDAR LAMPUNG
ABSTRACT
TEACHING VOCABULARY THROUGH PICTIONARY GAME TO FIRST GRADE STUDENTS OF SMP AL-KAUTSAR BANDAR
LAMPUNG
By
Shirtha El Rusyda
The purposes of this research are to find out students’ vocabulary achievement after being taught by using Pictionary Game, and to describe the process of the implementation of Pictionary Game in teaching vocabulary. The research was qualitative, and quantitative one. This research was conducted to the first grade students of SMP Al-Kautsar Bandar Lampung. One class was chosen as the sample of the research. In collecting the data, the researcher used vocabulary test, and observation. The data were analyzed by using Repeated Measures T-test in SPSS 17.0 with significant level of 0.05.
The result of the research showed that there is a significant difference of the students’ vocabulary achievement after the implementation of Pictionary Game. The students’ mean score of pretest and posttest increased 24 points after the implementation of Pictionary Game. Furthermore, the researcher found that the T-value is 7.199 and T-table is 2.056. Thus, it can be concluded that the students’ vocabulary achievement significantly increased after the implementation of Pictionary Game.
Moreover, based on the observation, the implementation of Pictionary Game could bring the enjoyment to the students during the process of learning and reviewing vocabulary. Additionally, the implementation of Pictionary Game does not only boost students’ motivation to memorize and understand the meaning of vocabulary, but also influences the students to be the problem-solvers, to be active and independent learners, and helps them to be creative thinking learners. Furthermore, the students could also teach and learn from each other, and form good interaction with their friends.
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TEACHING VOCABULARY THROUGH PICTIONARY GAME TO FIRST GRADE STUDENTS OF SMP AL-KAUTSAR
BANDAR LAMPUNG (A Script)
By
Shirtha El Rusyda
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG 2014
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TABLE OF CONTENTS
Page
ABSTRACT ... i
CURRICULUM VITAE ... vi
MOTTO ... vii
ACKNOWLEDGEMENTS ... viii
DEDICATION ... xi
TABLE OF CONTENTS ... xii
I. INTRODUCTION 1. 1. Background of the Problem ... 1
1. 2. Identification of the Problems ... 4
1. 3. Limitation of the Problems ... 5
1. 4. Formulation of the Problems ... 5
1. 5. Objectives of the Problems ... 6
1. 6. Significances of the Problems ... 6
1. 7. Definition of Terms ... 6
II. FRAME OF THEORIES 2. 1. Review of Previous Research ... 8
2. 2. Review of Related Literature 2. 2. 1. Vocabulary ... 10
2. 2. 2. Teaching Vocabulary ... 14
2. 2. 3. Game ... 15
2. 2. 4. Teaching Vocabulary through Game ... 17
2. 2. 5. Pictionary Game ... 18
2. 2. 6. Teaching Vocabulary through Pictionary Game ... 19
2. 2. 7. Advantages and Disadvantages of Pictionary Game ... 20
2. 2. 8. Theoretical Assumption ... 21
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III. RESEARCH METHODS
3. 1. Research Design ... 22
3. 2. Population and Sample ... 23
3. 3. Setting ... 23
3. 4. Data Collecting Techniques ... 24
3. 5. Research Procedures for Collecting Data ... 25
3. 6. Research Instruments ... 27
3. 7. Tryout Test 3. 7. 1. Data Validity ... 28
3. 7. 2. Data Reliability ... 30
3. 7. 3. Level of Difficulty ... 31
3. 7. 4. Discrimination Power ... 32
3. 7. 5 Scoring System ... 33
3. 8. Data Analysis 3. 8. 1. Vocabulary Test ... 34
3. 8. 2. Process ... 35
3. 9. Hypothesis Testing ... 36
IV. RESULTS AND DISCUSSIONS 4. 1. Normality Test ... 37
4. 2. Random Test ... 38
4. 3. Results of the Students’ Vocabulary Achievement 4. 3. 1. Students’ Vocabulary Achievement before the Implementation of Pictionary Game ... 39
4. 3. 2. Students’ Vocabulary Achievement after the Implementation of Pictionary Game ... 40
4. 4. Hypothesis Testing ... 43
4. 5. Results of the Process of the Implementation of Pictionary Game in Teaching Vocabulary ... 44
4. 6. Discussions 4. 6. 1. Students’ Vocabulary Achievement ... 49
4. 6. 2. The Process of the Implementation of Pictionary Game in Teaching Vocabulary... 52
V. CONCLUSIONS AND SUGGESTIONS 5. 1. Conclusions ... 55
5. 2. Suggestions ... 56
REFERENCES ... 58
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin, the writer would like to acknowledge her countless thanks to the Most Gracious and the Most Merciful, Allah SWT who always gives her all the best of this life and there is no doubt about it to finish this research. Shalawat and Salaam is addressed to the Prophet Muhammad SAW and his family. I would like to present my thanks to everyone who has helped me, especially in completing this script. Alhamdulillah, all of honors are just for Allah Azza Wajalla, the almighty,
Then I want to express my sincere thanks to:
1. The writer’s first advisor, Ujang Suparman, M.A., Ph.D. for his advice, suggestions, encouragement, patient, and valuable guidance which are very helpful in finishing this script. Thank you very much for your time to share your great knowledge and experiences to me.
2. The writer’s second advisor, Drs. Sudirman, M.Pd., who has guided me with his worthy corrections and suggestions to improve the quality of this script. 3. Dr. Ari Nurweni, M.A. as the examiner who has given suggestions and critics
to the script. It will be hard for the writer to make the script become perfect without her contributions.
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4. Dr. Muhammad Fuad, M.Hum. as the chairperson of Language and Art Education Department for his contribution and attention.
5. All lecturers of English Education Study Program of FKIP UNILA, who have transferred much knowledge to me, for guidance, instruction, and help during study at the university.
6. The writer’s beloved parents, Riyanto and Suhartini. Thank you so much for your prayer, support, affection, advices, guidance, and help in all my life, your love is beyond any words.
7. The writer’s sister, Sabila Rusyda, who often encourages me to learn and try many new things, so that I will not regret my life. Thank you for everything. 8. My Gratitude to the Headmaster of SMP Al-Kautsar Bandar Lampung, Dra.
Hj. Sri Purwaningsih who has given me permission, and helps for present study. Mr. Arismun, S.Pd. as an English teacher, who has allowed me to conduct a research in his class, and Mr. Ade Adriansyah, M.Pd., who has helped me during the observation. The seventh grade students of SMP Al-Kautsar Bandar Lampung, who helped me during my research, especially 7A class.
9. My partners in craziness: Yenny Ramadhani, Iga Apriliana Mahardika, Intan Permata Sari, Pipit Ashari, Nurmala Putri, Ayu Widjaya Andari, Dias Permata Sutji, Nia Wahyuningtyas, and Aprilia Damayanti. There is not any replacement when it comes to you, NTC.
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10.Special thanks are to the writer’s best friends: Aria Safitri, Indah Nurhasanah, Logi Bellamari Puspita, Maulini Rizki, Puspa Aprilia Ningtias, Ria Sukanti Effendi, Yulia Agustiara Putri, Desi Rahayu, Reza Ramanda, Resti Febtrina, Rizki Amalia, Karina Rabiula, Wisnu Wijaya, Putra Mahardika, Devy Emsa, Garsinia Dwiranu, Rima Mauli, Fitriah Wirani, and Titik Oktavia who always be by the writer’s side during ups and downs. Thank you for the motivation and suggestion that you have given to me.
11. The writer’s beloved friends in English Education Study Program 2010. Thank you for all unforgettable memories.
12.My wonderful friends at KKN and PPL, Desti Wahyuning and Prabawati Ningtyas who always supported and attended the writer’s seminar.
13.The last, this script is far from being perfect, but it is expected that this script will be useful not only for the researcher, but also the readers. For this reason, constructive thought which full of suggestions and critics is welcome to make this script better.
Finally, may Allah SWT receive all their works and kindnesses. Amin. Bandar Lampung, August 24th, 2014 The Writer,
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CURRICULUM VITAE
The writer was born in Bandar Lampung on April 9th, 1992. She is the second child of Drs. Riyanto and Ir. Suhartini. She is the youngest child with an older sister named Sabila Rusyda.
She graduated from TK Al-Kautsar in 1998. Still in the same year, she continued her study at SD Kautsar and graduated in 2004. In 2004, she entered SMP Al-Kautsar and finished her study in 2007. After graduating from junior high school, she continued her study at SMAN 5 Bandar Lampung and graduated in 2010.
In the same year, she was registered as a freshman in English Education Study Program at Teacher Training and Education Faculty, University of Lampung. From July 1st to September 17th, 2013, she carried on Teaching Practice Program (PPL) at SMA PGRI 1 Tumijajar, West Tulang Bawang. She did her research at SMP Al-Kautsar, Bandar Lampung from April 21st to May 14th, 2014.
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DEDICATION
This script would proudly be dedicated to: My beloved father and mother
Riyanto & Suhartini My beloved older sister
Sabila Rusyda
My grandmothers who always pray for me My big family
My awesome friends And
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LIST OF APPENDICES
Appendix Page
Appendix 1. Lesson Plan 1 until Lesson Plan 3 ... 62
Appendix 2. Reliability of Tryout Test ... 74
Appendix 3. Level of Difficulty and Discrimination Power of Tryout Test ... 75
Appendix 4. Coefficient of Reliability ... 77
Appendix 5. The Analysis of Tryout Items (Upper Group) ... 78
Appendix 6. The Analysis of Tryout Items (Lower Group) ... 79
Appendix 7. Tryout Test ... 80
Appendix 8. Pre-test ... 85
Appendix 9. Post-test ... 88
Appendix 10. Table of Frequency of Pretest ... 91
Appendix 11. Table of Frequency of Posttest ... 92
Appendix 12. The Increase of Students’ Vocabulary Achievement ... 93
Appendix 13. The Analysis of Hypothesis Testing ... 94
Appendix 14. T-Table ... 95
Appendix 15. The Gain Score between Students’ Pretest and Posttest ... 96
Appendix 16. The Increase of Noun and Verb ... 97
Appendix 17. The Normality of Pretest and Posttest in Experimental Class ... 98
Appendix 18. The Random Test of Pretest and Posttest in Experimental Class ... 100
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LIST OF TABLES
Table Page
Table 1. Table of Specification (Tryout Test) ... 29
Table 2. Table of the Normality Test of Pretest ... 37
Table 3. Table of the Normality Test of Posttest ... 38
Table 4. Table of the Random Test of Pretest ... 38
Table 5. Table of the Random Test of Posttest ... 39
Table 6. Table of Specification (Pretest) ... 40
Table 7. Table of Distribution Frequency of Pretest Scores ... 40
Table 8. Table of Specification (Posttest) ... 41
Table 9. Table of Distribution Frequency of Posttest Scores ... 41
Table 10. Table of the Gain Score between Students’ Pretest and Posttest ... 42
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MOTTO
“You may be disappointed if you fail, but you are doomed if you don’t try.” (Beverly Sills, 1929 – 2007)
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I.
INTRODUCTION
This chapter discusses the background of the problem, identification of problems, limitation of problems, formulation of problems, objectives of the research, significances of the research, and definition of terms.
1. 1. Background of the Problem
Vocabulary is an important aspect of language in which the students should learn and acquire in order to master a foreign language, such as English. By having a great amount of English vocabulary, it is easier for the students to be able to speak, to read, to write, and to listen to the words which are related to the target language.
By mastering English vocabulary, the students may be able to choose proper words to be spoken during a conversation with different people, in different environment, and situation. In reading skill, the students require to learn various vocabularies to be able to comprehend what message is delivered by the author in the written material. It is also essential for the students to have numerous vocabularies to write sentences which are good, appropriate, and highly varied. Additionally, in order to be a good listener who can understand what someone or the teacher says, the students are also required to learn various vocabularies.
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However, many students who have learnt English for several years in school still face some difficulties when they have to memorize and understand English vocabulary. The writer found this problem during her Teaching Practice Program (PPL). She found that although the students who were taught by her were already in their second grade of secondary school, most of them could not understand the English words in the textbook during reading activity and the English words which were said during teaching learning process. For example, when the students were asked to do an assignment in the textbook, they did not do it immediately nevertheless they opened the dictionary to translate the questions first, and then translated their answers from Bahasa into English word-by-word.
When the writer discussed about the students’ problem in memorizing and understanding English vocabulary to the teacher, he explained that the students’ interest in learning English was low. Consequently, it was difficult to make the students understand about the importance of studying English vocabulary.
Students’ disability to memorize and understand English vocabulary, and their reliance on dictionary continually may cause a great problem for them while studying in the school, especially when they have to do an assignment or an examination. Using dictionary in language learning process only make the students dependent learners. If they do not have the dictionary with them, they will get confused easily toward the language that they find.
The students’ problems in learning and memorizing vocabulary may also happen because most of English teachers in Indonesia still teach the vocabulary
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conventionally. For example, based on the writer’s experiences during her study in high school, she found that the teacher would only give assignment to the students to translate English texts in order to find and learn new vocabularies by themselves without motivating them by applying various teaching techniques or fun games which can help them in remembering the vocabularies further.
During her pre-observation, the researcher found that the classroom activity was mostly teacher-centered. The teacher explained the learning material to the students. When the teacher asked some questions, not all students were active in responding the questions. The students who actively participated were those who sat at the front and middle rows. Meanwhile, the students who sat behind were not very active in responding the teacher’s question and did not pay attention to what the teacher said. Some of them even laid their head down on the table and chatted with their friends without getting any reprimand from the teacher.
Moreover, in reviewing new words which had been found, the teacher ordered the students to make a note. However, some students did not exactly do what the teacher had instructed. The teacher faced a difficulty to attract whole students in recalling English vocabulary.
Less interactive classroom and the use of conventional teaching technique only make the students become uninterested in becoming active participants in learning process. At last, it may become the biggest obstacle for the students’ to learn English vocabulary. The teacher may also face a difficulty to know whether the students have fully understood the vocabulary or not. Moreover, students’
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passiveness in language learning process may also occur because the teacher rarely holds fun activity for reviewing new English vocabulary which obstructs students’ success in memorizing, maintaining, and understanding the vocabulary that they have learnt in their mind for a long time.
Pictionary Game is one of fun activities which can be used by the teacher to make the students interested in learning English vocabulary. Pictionary Game is considered as a suitable technique to be implemented in the classroom for teaching vocabulary, especially in reviewing vocabularies which are studied by the students, since the teacher allows the students to be active participants in recalling English vocabulary by describing the vocabulary through their own drawings. Based on that consideration, the writer is interested in conducting a research related to the implementation of Pictionary Game in teaching vocabulary. In this research, the researcher focused on finding out students’ vocabulary achievement after they were taught by using Pictionary Game and describing the process of the implementation of Pictionary Game to teach vocabulary.
1. 2. Identification of Problems
In reference to the background of problem, the following problems can be identified:
1. Classroom activity is mostly teacher-centered.
2. The process of learning English vocabulary may not be interactive.
3. The teacher may find a difficulty in attracting whole students to recall English vocabulary.
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4. The teacher may find a difficulty in motivating the students to follow the lesson seriously.
5. The students may find a difficulty in memorizing, maintaining, and understanding English vocabulary which they have learnt.
6. Most teachers may rarely review new English vocabulary.
7. Most teachers may not use fun techniques for reviewing new English vocabulary.
8. The teacher may let the students to use dictionary continually.
9. Some students may not actively participate in teaching learning process.
1. 3. Limitation of Problems
This research is concentrated on investigating the following issues: 1. Teacher’s technique for reviewing English vocabulary.
2. Teacher’s difficulty in attracting whole students to recall English vocabulary. 3. Students’ passiveness during teaching learning process.
1. 4. Formulation of the Problems
In line with the limitation of problems above, the research problems can be formulated as follows:
1. How is the students’ vocabulary achievement after being taught by using Pictionary Game?
2. How is the process of the implementation of Pictionary Game to teach vocabulary in SMP Al-Kautsar Bandar Lampung?
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1. 5. Objectives of the Research The objectives of this research are:
1. To find out the students’ vocabulary achievement in SMP Al-Kautsar Bandar Lampung after being taught by using Pictionary Game.
2. To describe the process of the implementation of Pictionary Game in teaching vocabulary in SMP Al-Kautsar Bandar Lampung.
1. 6. Significances of the Research
The findings of this research are expected to be beneficial theoretically and practically:
1. Theoretically
The findings of this research may contribute useful information for future research regarding the implementation of Pictionary Game in teaching vocabulary.
2. Practically
To give the teacher an overview about the students’ vocabulary achievement after being taught through Pictionary Game, and the process of the implementation of Pictionary Game in the classroom, and to be taken into consideration to develop interactive teaching learning process.
1. 7. Definition of Terms
In order to have the same perception about the terms used in this study, the following definitions are presented:
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1. Vocabulary is defined as the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do.
2. Teaching Vocabulary is an activity to get the students interested in playing with words and language, so that they acquire words.
3. Game is a form of play with goals and structure. In every game, there should be a goal which will be achieved by the players at the end of the game. The goals can be achieved if the players follow the structures of the game.
4. Pictionary Game is a guessing word game invented by Robert Angel with graphic design by Gary Everson and first published in 1985 by Angel Games Inc.
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II. FRAME OF THEORIES
Chapter two discusses things related to review of previous research and review of related literature. This frame of theories is presented in the following points:
2. 1. Review of Previous Research
This part describes some works which are relevant to this research. The researcher reviews some previous researches to find out what have been studied by the other researchers. First is a research which was conducted by Fadhilah in 2011. In this research, experimental design was used by the researcher to find out the effectiveness of Pictionary Game to facilitate students in learning English concrete nouns. The data was collected through test which was given to the experimental and control class after the treatment. The researcher used two classes as the experimental and control class. Each class consisted of twenty students. Documentation, pre-test, post-test, and observation check list were used as the instruments to collect the data by the researcher. From the data analysis, the researcher found that the mean value pre-test from experimental class was 53.6 and post-test was 80.70. On the other hand, the mean value pre-test from control class was 53.0 and post-test was 73.75. Furthermore, the test of hypothesis using t-test formula was 3.142 while the critical value on t was 1.68. The result showed
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that the value of t-test was higher than the critical value. Thus, it can be concluded that using Pictionary Game is more effective than without using Pictionary Game in teaching concrete nouns.
In 2013, Rhahima also did research about Educational Pictionary Guessing Game. The samples were 82 seventh grade students of SMP Negeri 8 Palembang in the 2012/2013 Academic Year which were divided into two groups, experimental and control group. The experimental group was consisted of 41 students and the control group was also consisted of 41 students. The researcher collected the data by using vocabulary test (pre-test and post-test), and also by giving questionnaire to the samples at the end of the meeting. EPGG was implemented to the experimental group whereas the control group did not use EPGG. The results of vocabulary test were analyzed by using independent and paired samples t-test SPSS program, and the questionnaire were analyzed by using percentage formula. The first results of the analysis showed that EPGG was an effective medium to
improve the students’ vocabulary achievement. In the second results of the
analysis, she found that there was also a significant improvement in vocabulary achievement between the students who were taught by using EPGG and those who were not. The questionnaire also showed that EPGG was really helpful for the students in learning English vocabulary since the result of questionnaire showed that EPGG could motivate them in learning vocabulary.
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From the results of research reviewed above, it can be inferred that Pictionary Game is a good game to be used in teaching vocabulary, especially in helping the
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students in memorizing previous English vocabulary and improving their vocabulary achievement. In this research, the researcher decided to not only focus
on finding out students’ vocabulary achievement after they were taught by using
Pictionary Game, but also on the process of the implementation of Pictionary Game to teach vocabulary in the classroom.
2. 2. Review of Related Literature
Review of related literature is used by the researcher to support her in composing the research theoretically. It contains definition of terms and theories which are related to the topic of this research.
2. 2. 1. Vocabulary
Lessard-Clouston (2013:2) defines vocabulary as the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do. It means vocabulary is not limited only for single words, but also phrases which contain more than two or more words. It is necessary for someone who wants to learn English as a second language to have a great amount of vocabulary in order to be able to use it in the social interaction. Wilkins as quoted by Thornbury (2002:13) states that without grammar very little can be conveyed; without vocabulary nothing can be conveyed. This idea shows us how vocabulary has such a vital role in the process of learning a new language. It will be difficult for us to present our ideas in written or oral form clearly in a society if we do not have a great amount of vocabulary.
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According to Lessard-Clouston (2013:3), the concept of a word can be defined in various ways, but three significant aspects that the teachers need to be aware of and focus on are form, meaning, and use. Nation (2001) as quoted by Lessard-Clouton (2013:3) states that the form of a word involves its pronunciation (spoken form), spelling (written form), and any word parts that make up this particular item (such as a prefix, root, and suffix). The word unacceptable is an example of word parts. Prefix un- means „not’ or „reverse action’, accept is the root, and –
able is the suffix which means „ability’ or „worth’. Thus, the word unacceptable
means something wrong which cannot be accepted.
Moreover, meaning encompasses the way that form and meaning work together, in other words, the concept and what items it refers to, and the associations that come to mind when people think about a specific word or expression (Nation, 2001 as noted by Lessard-Clouton, 2013:3). For example, when the word love is thought, we can imagine about color pink, shape of heart, boyfriend, girlfriend, and other things which is associated with the word love.
Nation (2001) as quoted by Lessard-Clouton (2013:3) states that use involves the grammatical functions of the word or phrase, collocation that normally go with, and finally any constraints on its use, in terms of frequency, level, and so forth. For example, the word kids in grammar can be used as a subject in a sentence, the word play is used as verb, and the word handsome is used as an adjective in a sentence.
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Based on the statement above, it can be inferred that in learning vocabulary, the students should know how to form the words, understand the meaning of the words, and how to use them. Understanding the meaning of English vocabulary is essential for the students to be able to form and use the word properly. It is also useful for the students to help them in doing assignment in the textbook or when they have to explain about something to other people.
Furthermore, for acquiring a foreign language, the students should learn vocabulary well. By mastering a great number of vocabularies, the students will learn foreign language easily. It means that the more vocabulary that the students master, the better result in learning process they will get. Brett and Mckay (2012) states that by building vocabulary, we can get the ability to say what we mean; help us in understanding other people, in understanding what we read, in becoming a more informed and involved citizen, in communicating effectively; can bolster the ability to grasp ideas and think more logically and incisively; boosts powers of persuasion; and help us in making a good impression on others. Therefore, the learners of foreign language should think more about building vocabulary as many as possible before starting to master language skills.
Fries (1974) as cited in Asliaty (2012:9) classifies vocabulary into four types:
1. Content words represent the name of subject or things that is nouns; action down by with those things, which is verbs; qualities of things, which is adjectives; and the indication such meanings as frequency, degree, manner and place, which is adverbs.
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For examples:
- I want to buy a guitar.
Noun
- Ajeng drinks her coffee.
Verb
- Sonia has a cute puppy.
Adjective
- Heru did his job carefully.
Adverb
2. Function words are those words which are used as a means of expressing relation of grammar or structure, such as conjunction, article, and auxiliaries. For examples:
- Jimmy and Neutron are best friends.
Conjunction - Selvie is a smart girl.
Article
- I don’t know you.
Auxiliary
3. Substitution words are those which represent the individual things or specific action as substitutes for whole form classes of words, that is, indefinites.
For examples:
- Someone is watching you from behind.
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4. Distributed words, those are distributed in use according to grammatical matter as the presence or absence of a negative.
For example:
- Neither you nor I should be here.
- Either the girls or the boys are planning to leave.
Based on the explanation above, there are four types of English vocabulary. In this research, the vocabularies which were used in Pictionary Game were content words. Content words, such as nouns and verbs, were used due to their capability to stand by themselves and could be associated with other words.
2. 2. 2. Teaching Vocabulary
In teaching vocabulary, the teacher should be able to find various methods and some teaching techniques which are suitable according to the situation of the students. It is really important to make the students become interested in learning vocabulary. Graves (2000) in Diamond and Gutlohn (2006) states that if we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word-conscious students who will make words a lifetime interest. This means that it is very important for the teacher to make the students eager in learning new vocabularies by using enjoyable teaching technique.
In preparing the vocabularies that will be used as the learning materials during teaching learning process, the teacher should select the vocabulary considerately.
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According to Nation (1990:5), there are four considerations that can be used to know about what kinds of vocabulary need to be taught to the students:
1. The word is very frequent and very important for the learners. 2. The word causes particular difficulty.
3. The word is needed for another activity, such as a game, a reading or listening exercise, a talk.
4. The word contains features of regular patterns. Knowledge of these patterns will help learners master other words easily.
It is also essential for the teacher to select the learning material based on the curriculum. Therefore, it will be suitable with the ages, level, and needs of the students. Without using a suitable learning material to students’ competence and level, it will be very hard for the students to be successful in evolving their vocabulary. In this research, the vocabularies that the researcher used were nouns and verbs which were taken from the procedure texts in students’ handbook and textbook.
2. 2. 3. Game
Maroney (2001) defines a game as a form of play with goals and structure. In every game, there should be a goal which will be achieved by the players at the end of the game. The goals can be achieved if the players follow the structures of the game. According to Maroney (2001) these structures consist of define actions that the players take, method for resolving the consequences of each action, and usually the sequence and timing of actions. It means that playing games is not
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about playing something endlessly without getting anything and without going through some steps. Every game is created with different purposes and ways to achieve it.
Simpson (2011) states that teacher should be encouraged to use games to help practice new language in the classroom. He also states that games can indeed teach the students, and they offer a way to practice new structures and add genuine enjoyment to a lesson. In addition, Shaptoshvili (2002:36-37) states that games can be important and enjoyable ways of practicing vocabulary for learners. This means that using games in the teaching learning process, especially in teaching English vocabulary, will help the students learn English vocabulary in a less stressing way. Khan (1996) in Hong (2002) states that teachers need to consider which games to use, when to use them, how to link them up with the syllabus, textbook or program and how, more specifically, different games will benefit students in different ways. It means that before deciding to implement some games in the classroom, the teacher should do some preparations in order to create fine teaching learning process and create positive atmosphere. The teacher should also use learning materials which are derived from the syllabus for the game, thus the implementation of the game will be beneficial for the students.
Kim (1995) states that there are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging.
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3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing, listening, and reading.
5. They encourage students to interact and communicate. 6. They create a meaningful context for language use.
Based on the statement above, it can be inferred that game is a great solution for the teacher to emerge the positive atmosphere during the teaching learning process and it can help the students to be active, creative, and communicative learners in the classroom.
2. 2. 4. Teaching Vocabulary through Game
In teaching vocabulary, the teacher can use various methods to make the students become attracted in the learning process; one of them is through game. Neyadi (2007) found in her research that using games and activities to practice vocabulary enhances students’ ability to memorize words, encourages student interaction, and enhances student motivation. This means that game can be a great solution for the teacher who wants to make the students become more active in the classroom.
In addition, games can make the students to be more focus in learning, because they do not feel that they are forced to learn (Azar, 2012:253). Learning vocabulary can be tough for the students to do. The students have to acknowledge many English words and remember them in a limited time; consequently, they may feel a great pressure in studying English at school. By using games to teach
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vocabulary, the pressure which the students feel may decrease during teaching learning process.
Furthermore, Azar (2012:255-256) found in his research that teaching vocabulary through games can bring relaxation and fun for the students, thus help them learn, and retain new words more easily; games create motivation for the learners to get involved and participate actively in learning activities; and vocabulary games bring real context in the classroom, and enhance students’ use of English in flexible, communicative way. The games may help the teacher to create interactive classroom, and the students can be helped to remember English vocabulary without feeling any pressure. In simple words, it can be explained that teaching vocabulary by using games are really helpful for both of teacher and students.
2. 2. 5. Pictionary Game
Pictionary Game is a guessing word game invented by Robert Angel with graphic design by Gary Everson and first published in 1985 by Angel Games Inc. (Ravulur, 1997). For a long time, Pictionary Game has been an enjoyable family game because it can be played anywhere with nearly any set of words (Zeiger, 2006-2013). She states that excelling at Pictionary Game is not about artistic talent but it is about thinking outside the box and coming up with unique ways to get a point across without speaking or using written word. This means that in playing Pictionary Game, the player who is chosen as an artist does not have to be someone who likes drawing or a master in art. It is free for the artists to visualize the word into a picture by using their own creativity. However, there are some
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rules which should be obeyed during the implementation of Pictionary Game. The rules are explained as follows:
1. An X can only be used to cross something out, or to indicate an area (like on a map). Never use an X as a letter, like brand-X.
2. Players cannot use secret or pre-arranged clues-like drawing an ear for “sounds like,” or dashes for the number of letter in each word.
3. The students can draw mail for male, or blew for blue, etc. 4. The sketches may not include letters or numbers.
(Hasbro, 1993)
2. 2. 6. Teaching Vocabulary through Pictionary Game
Pictionary Game nowadays has been adapted into game which can be applied in a classroom. Ku (2004) states that Pictionary Game is a board game about communication among team members and we need at least two teams to play. Pictionary Game involves the students guessing words or phrases from drawings. Thornbury (2002:104) states that the steps to play Pictionary Game to teach vocabulary are:
1. The teacher divides the students into teams.
2. The teacher asks each group to choose one person as an artist.
3. The teacher tells the artists to go in front of the class where the teacher shows them a word on a card.
4. At a cue, the artists quickly return to their group and try to get their group to correctly guess the word by drawing it.
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6. Three new „artists’ have a turn with another word.
2. 2. 7. Advantages and Disadvantages of Pictionary Game
In playing Pictionary Game, the students have to make their own pictures or drawings based on the English vocabulary which is showed on card. Hinebaugh (2009:188-193) states that playing Pictionary Game has several advantages, such as:
1. Pictionary Game can be used as excellent teaching tool for developing communication and creative thinking skills.
2. It is suited to reinforce ideas in other subject matters for those students who are visual learners.
3. It can develop and reinforce any number of facts, figures, or concepts.
4. Pictionary rules will focus the development of creativity and corollary thinking. Players not only must be creative but also must choose sketches that will effectively communicate the association to the rest of their team.
5. It is well suited for developing specific grammar and vocabulary skills.
On the other hand, Fadhilah (2011:16) states that the disadvantages of the implementation of Pictionary Game are it might make the students become too noisy in the classroom and teaching learning activity might not give any conducive atmosphere at all. Before starting to play Pictionary Game, the teacher should remind the students that the team which makes loud noises or being rude during the game will get minus one point. This reminder will help the teacher in making less noisy classroom.
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2. 2. 8. Theoretical Assumption
Vocabulary is an important aspect of language that should be learned by the students. The students who do not have various vocabularies will be difficult to use and understand the language during listening, reading, speaking, and writing. It is important for the teacher to help the students in learning new vocabulary and recalling it. The researcher assumes that Pictionary Game can be a great game to help the students in learning English vocabulary because the teacher allows the students to be active participants in recalling English vocabulary by describing the vocabulary through their own drawings. By using Pictionary Game, it will be easier for the students to memorize and understand the English vocabulary, thus the students will get better achievement in vocabulary.
2. 2. 9. Hypothesis
Based on the theories and theoretical assumption above, the researcher formulates the hypothesis as follows: there is a significant difference of the students’ vocabulary achievement after being taught through Pictionary Game.
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III. RESEARCH METHOD
This chapter discusses how the researcher conducted the research. Everything related to the model of research, such as research design, population and sample, setting, data collecting techniques, research procedures, research instruments, try out test, data analysis, and hypothesis testing are described as follows:
3. 1. Research Design
This research was administered through qualitative quantitative design. Qualitative design was used to describe the process of the implementation of Pictionary Game in the classroom. Meanwhile, the quantitative design was used to
find out students’ vocabulary achievement after the implementation of Pictionary
Game. In this research, the writer used one group pretest-posttest design to
calculate students’ vocabulary achievement before and after the treatment. The
research design is as follows:
T1 X T2 T1 : Pre-test
X : Treatment T2 : Post-test
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The pretest was administered to the students in order to know the students’ vocabulary achievement before the treatment. After that, the treatment of teaching vocabulary through Pictionary Game was given to the students. The posttest was administered in order to find out the students’ vocabulary achievement after the treatment.
3. 2. Population and Sample
The population of this research was all seventh grade students of SMP Al-Kautsar Bandar Lampung in the second semester of 2013/2014 academic year. In relation to the design, the researcher took only one class as the sample out of eight classes in seventh grade. The researcher chose the class randomly, and 7A class, which consisted of 31 students, was chosen to be given a treatment. Meanwhile, the students of 7B class were given the tryout test.
3. 3. Setting
This research was conducted at SMP Al-Kautsar Bandar Lampung. The research was conducted from April 21st to May 14th, 2014. The schedules are described as follows:
Activity Time
Conducting pre-observation February 19th, 2014 Administering tryout test April 21st, 2014 Administering pretest April 28th, 2014 Conducting first treatment April 29th, 2014 Conducting second treatment April 30th, 2014 Conducting third treatment May 13th, 2014 Administering posttest May 14th, 2014
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3. 4. Data Collecting Techniques
The researcher used several techniques in collecting the data: 1. Vocabulary Test
Vocabulary test was used for collecting the data by the researcher. It was used to measure students’ vocabulary achievement. The test consisted of pretest and posttest. The pretest was given to find out students’ vocabulary achievement before the treatment. Meanwhile, the posttest was given to know students’ vocabulary achievement after the treatment.
Before administering the pretest, the researcher gave tryout test which consisted of 30 multiple choice questions in another class. The result of tryout test was analyzed to find out which items that should be eliminated and which should not for pretest and posttest. In pretest and posttest, the questions consisted of 15 items which were divided into 7 vocabularies of noun, and 9 vocabularies of verb.
2. Observation
In order to collect the data during the process of the implementation of Pictionary Game, the researcher used observation. In this research, the researcher became a participant observer because she did not only observe the
students’ activities but also taught them during the research. The researcher,
along with the English teacher, observed the students’ behavior during the
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Appendix 19) was used by the researcher and the English teacher in the middle of teaching learning process.
3. 5. Research Procedures for Collecting Data
In collecting the data, the researcher conducted the following procedures: 1. Determining the research problems
The problems of the research were intended to find out whether students’
vocabulary achievement can significantly increase after being taught by using Pictionary Game and to investigate the process of the implementation of Pictionary Game in the classroom.
2. Preparing the instruments for collecting the data
The researcher prepared vocabulary test, which consisted of tryout test, pretest, and posttest. Observation sheet was also prepared for investigating the teaching learning process.
3. Determining the class for the sample
The population of this research was all seventh grade students of SMP Al-Kautsar Bandar Lampung in the second semester of 2013/2014 academic year. 7A class was chosen as the sample of this research.
4. Administering tryout test
The tryout test was administered to choose which items that should be presented in the pretest and posttest. The tryout test consisted of 30 multiple choice items with four alternative answers (A, B, C, and D) for each, one was the right answer and the others were the distracters. The test was conducted in 30 minutes.
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5. Administering the pretest
The pretest was given to find out students’ vocabulary achievement before
being taught through Pictionary Game. The test consisted of 15 multiple choice items. It had four alternative answers (A, B, C, and D); one was the right answer, and the others were the distracters. The test was conducted in 30 minutes.
6. Conducting the treatment
After giving the pretest to the students, the researcher conducted the treatment for three times by using Pictionary Game. The treatment was conducted in 40 minutes.
7. Administering the post-test
The posttest was given to find out students’ vocabulary achievement after
being taught through Pictionary Game. The test consisted of 15 multiple choice items which were similar to the items in pretest. It had four alternative answers (A, B, C, and D); one was the right answer, and the others were the distracters. However, the formation of the items was distinguished from the pretest. The test was conducted in 30 minutes.
8. Analyzing the data
The data from pretest and posttest were analyzed by using SPSS (Statistical Package for Social Sciences) 17.0 for Windows to find out whether students’ vocabulary achievement can significantly increase after being taught by using Pictionary Game or not. Meanwhile, the data from observation sheet were analyzed to investigate the process of the implementation of Pictionary Game in the classroom.
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9. Reporting the result of data analysis
After analyzing the data, the result was reported in the script.
3. 6. Research Instruments
In this research, the instruments that were used by the researcher were as follows: 1. Pretest
The pretest was administered before conducting the treatment to find out
students’ vocabulary achievement before the implementation of Pictionary
Game was given to them. It consisted of 15 items, and was conducted in 30 minutes.
2. Posttest
The posttest was administered to the students after the treatments to find out
students’ vocabulary achievement after the implementation of Pictionary
Game. There were 15 items in the posttest and the questions were the same as those in pretest but the order of the questions was changed.
3. Observation Sheet
Observation sheet was used during the treatment to find out students’ activity
during the implementation of Pictionary Game. There were 10 things that were observed by the researcher and the English teacher, they are (1) respond to the game enthusiastically, (2) attentively focus on listening to the explanation, (3) ask some questions to the teacher, (4) pay attention to the teacher’s instruction, (5) are well-regulated and have a well-mannered, (6) follow the teacher’s order well, (7) act orderly and do not make impolite behavior, (8) are well-prepared
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to participate in playing Pictionary Game, (9) discuss the answer with their groups seriously, and (10) work cooperatively in the group.
3. 7. Tryout Test
Tryout test was used to find out the quality of the test that was used as the instrument of the research. The researcher could determine which items in tryout test that should be revised for pretest and posttest.
3. 7. 1. Data Validity 1. Vocabulary Test
The validity of the test is the extent to which it measures what it is supposed to measure (Heaton, 1991: 159). There are two types of validity based on Hatch and Farhady (1982:281), they are content validity, and construct validity. These validities were used in this research in order to measure whether or not the test has a good validity.
a. Content Validity
Content validity is the extent to which a test measures a representative sample of the subject matter content (Hatch and Farhady, 1982: 251). In content validity, the material given is based on the curriculum. In this research, the test was based on KTSP curriculum, and the syllabus for first grade of junior high school students. The material that was learnt by the students at that time was procedure text, thus the researcher used vocabularies which were based on the material that had been taught by the teacher. The material was content words (noun and verb).
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Table 1. Table of Specification (Tryout Test)
No Word Class Number of items Percentage
1 Noun 1, 2, 7, 9, 10, 13, 17, 19, 21, 22, 25, 27, 30.
43% 2 Verb 3, 4, 5, 6, 8, 11, 12, 14, 15, 16, 18,
20, 23, 24, 26, 28, 29.
57%
Total 30 items 100%
In order to make sure the validity of the content, the researcher also used inter-rater in which she asked several colleagues to be the evaluators of the content of the test before administering it to the students.
b. Construct Validity
Construct validity focuses on kind of the test that is used to measure the ability. According to Setiyadi (2006), if the instrument measures one aspect, for example vocabulary; the construct validity can be measured by evaluating
all items in the test. If all items have measured students’ vocabulary
achievement, then the instrument has fulfilled the construct validity. In order to make sure the construct validity of the test, the researcher also asked the colleagues to evaluate the test before it was administered to the students.
2. Process
For the data validity of the process, the researcher used triangulation. In this research, the researcher used time and methodology triangulation. The observation was conducted in different time (time triangulation), and the researcher also used observation and notes (methodology triangulation) to gather the data.
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3. 7. 2. Data Reliability
According to Hatch and Farhady (1982: 243), reliability of a test can be defined as the extent to which a test produces consistent result when administered under similar conditions. To estimate the reliability of the test, this research used split-half technique which requires the researcher to split the test in two similar parts, first and second half (Hatch and Farhady, 1982:246). To measure the coefficient of the reliability between odd and even group, this research used Spearman Brown Formula as follows:
√
Note:
rxy : coefficient of reliability between odd and even groups N : number of the students
: square of x : square of y
: total score of odd group : total score of even group
(Hatch and Farhady, 1982:245) Then, this research used Spearmen Brown’s Prophecy Formula to know the coefficient correlation of whole items. The formula is as follows:
Note:
rk : the reliability of the test rxy : the reliability of half test
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The criteria of reliability are: 0.90 – 1.00 : high
0.50 – 0.89 : moderate 0.0 – 0.49 : low
(Hatch and Farhady, 1982: 246) The result of the calculation by using the formulas above showed that the reliability of the test was 0.70 (see Appendix 4). It can be believed that the reliability of the test was moderate in which the criterion of moderate reliability is in the range of 0.50 – 0.89 (Hatch and Farhady, 1982:246).
3. 7. 3. Level of Difficulty
A test is considered as a good test if it is not too easy or too difficult to be answered by the students. To find out the level of difficulty, this research used this following formula:
LD = Note:
LD : level of difficulty
R : the number of pupils who answer correctly N : the total number of pupils following the test The criteria are:
LD < 0.30 : difficult LD = 0.30 – 0.70 : average LD > 0.30 : easy
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After calculating the level of difficulty by using the formula above, the researcher found that there were 19 easy items (1, 4, 5, 6, 7, 8, 9, 12, 13, 14, 15, 17, 18, 19, 21, 22, 26, 29, and 30); 10 average items (2, 3, 11, 16, 20, 23, 24, 25, 27, and 28); and 1 difficult item (number 10) in the test (see Appendix 3).
3. 7. 4. Discrimination Power
Discrimination power is used to indicate the discrimination of the failure and the success of the students. To find out the discrimination power, the researcher used this following formula:
DP = Note:
DP : discrimination power
U : the proportion of upper group students L : the proportion of lower group students N : total number of students
The criteria are:
1. If the value is positive discrimination, there are a larger number of more knowledgeable students then poor students who get the item correct. If the value is zero, it means that there is no discrimination.
2. If the value is negative, it means that there are more low level students than the high level students who get the correct item.
3. In general, the higher the discrimination index, the better. In classroom situation, most items should be higher than 0.20 indexes.
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By calculating through the formula of discrimination power above, the researcher found that there were 9 poor items (1, 6, 7, 12, 14, 20, 22, 26, and 30) and 6 bad items (4, 5, 9, 10, 15, and 17) which means that those items were not good to discriminate between smart and poor students; and there were 11 satisfactory items (2, 3, 8, 11, 13, 18, 19, 21, 23, 25, and 27) and 4 good items (16, 24, 28, and 29) which means that those items were good to discriminate between smart and poor students.
The items which had difficult and easy level of difficulty level but had satisfactory and good discrimination power were revised and administered. The items which were average in difficulty level and had satisfactory discrimination power were administered. Meanwhile, the items which were bad and poor discrimination power were dropped. The calculation of the discrimination power of the tryout test can be seen on Appendix 3.
3. 7. 5. Scoring System
In this research, Tayler-Powell’s formula was used to score the students’ test result. The formula is as follows:
S =
Note:
S : the score of the test
R : the total of the right answers N : the total items
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In order to know the students’ vocabulary achievement, the writer calculated the
students’ scores by doing three steps:
1. Scoring the pretest and posttest
2. Tabulating the result of the test and finding out the mean of the pretest and posttest by applying this formula:
X = Note:
X : mean
∑X : the total score of the students N : number of the students
3. Making conclusion from tabulated results of the test given that were statistically analyzed by using SPSS (Statistical Program for Social Sciences) 17.0 for Windows.
3. 8. Data Analysis 3. 8. 1. Vocabulary Test
After conducting the pretest and posttest, the data were analyzed to find out whether there is an increase of students’ vocabulary achievement after being taught by using Pictionary Game or not. The following steps were used to
examine students’ score:
1. Scoring the pretest and posttest
2. Tabulating the score of students’ vocabulary test result using Repeated
Measures t-test. The formula is as follows:
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Note:
X1 : mean of the pretest X2 : mean of the posttest
S : standard error of differences between two means (denominater) SD : standard deviation
n : number of students
(Hatch and Farhady, 1982: 116) 3. Making conclusion from tabulated results of the test given that were statistically analyzed by using SPSS (Statistical Program for Social Sciences) 17.0 for Windows to test whether or not the increase of students’ vocabulary achievement was significant.
3. 8. 2. Process
The researcher used several steps to analyze the data from observing students’
activities, they are: 1. Count the total score
The researcher counted the total score of students’ activities. There were 10
activities that the researcher and the English teacher observed, they are (1) respond to the game enthusiastically, (2) attentively focus on listening to the explanation, (3) ask some questions to the teacher, (4) pay attention to the
teacher’s instruction, (5) are well-regulated and have a well-mannered, (6)
follow the teacher’s order well, (7) act orderly and do not make impolite
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discuss the answer with their groups seriously, and (10) work cooperatively in the group.
2. Making description from the data
The researcher made the description based on the collected data from
researcher’s observation and the English teacher’s observation.
3. 9. Hypothesis Testing
The hypotheses of this research are:
a. H0 : There is no significant difference of the students’ vocabulary achievement
after being taught through Pictionary Game.
b. H1 : There is a significant difference of the students’ vocabulary achievement
after being taught through Pictionary Game.
In order to test the hypotheses, Repeated Measures t-test was used through Statistical Package for Social Sciences (SPSS) 17.0 for Windows at the significance level of 0.05 (p<0.05).
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V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusions of the research and also the suggestions to other researchers and teachers who want to apply Pictionary Game in teaching vocabulary.
5. 1. Conclusions
Based on the research findings and discussion, the conclusions can be stated as follows:
1. There is a significant difference of the students’ vocabulary achievement after the implementation of Pictionary Game. It was proved by looking at students’ mean score from pretest to posttest, and the t-value. The mean score of pretest was 65.15, and the mean score of posttest was 89.15. After Pictionary Game
was implemented, the students’ mean score of pretest and posttest increased
24 points. Moreover, the students’ increase in noun was 27.5, and the
students’ increase in verb was 21.5. They got higher increase in noun than
verb. Based on the calculation through Repeated Measures t-test for SPSS 17.0, it was found that the t-value was 7.199 which was higher than the t-table (7.199>2.056). Thus, after the implementation of Pictionary Game, the students’ vocabulary achievement increased significantly.
2. By using Pictionary Game, the process of learning vocabulary could be an enjoyable activity for the students. The implementation of Pictionary Game
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does not only boost students’ motivation to memorize and understand the meaning of vocabulary, but also influences the students to be the problem-solvers, to be active and independent learners, and helps them to be creative thinking learners. Furthermore, the students could also teach and learn from each other, and form good interaction with their friends.
5. 2. Suggestions
Based on the conclusions above, the researcher suggested the following things: 1. To the teacher
a. It is suggested that the English teacher implement Pictionary Game for teaching vocabulary, especially during reviewing activity, since it is more enjoyable for the students.
b. It is recommended that the English teacher use whiteboard rather than paper in Pictionary Game. This will prevent any group to cheat with their teammates during picturing the vocabulary.
c. It is suggested that the English teacher give some time to the students to remember the word that they are going to draw.
2. To the other researchers
a. It is suggested that the other researchers implement Pictionary Game in Senior High School, since this research was already done in Junior High School.
b. The other researchers can try to implement Pictionary Game in reviewing the vocabularies which have been learnt in listening or speaking activity.
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Since in this research, Pictionary Game was already implemented in reviewing the vocabularies which were learnt during reading activity.
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REFERENCES
Arnone, M. P. 2013. Fostering Curiosity in Your Students. Creativity Now!, Vol. 70, No. 5, 36-40. http://www.educationoasis.com/resources/Articles/foster ingcuriosity.htm. Retrieved on May 26th, 2014.
Asliaty. 2012. Increasing Students’ Vocabulary Achievement by Using Picture through Silent Way Technique at Grade VII of SMP Muhammadiyah 3 Bandar Lampung. Unpublished Script. Bandar Lampung: Lampung University.
Azar, A. S. 2012. The Effect of Games on EFL Learners’ Vocabulary Learning
Strategies. International Journal of Basic and Applied Science, Vol. 01, No. 02, 252-256. https://www.academia.edu/1787034/The_Effect_of Games_on_EFL_Learners_Vocabulary_Learning_Strategies. Retrieved on November 13th, 2013.
Brett and Mckay, K. 2012. The Importance of Building Your Vocabulary (And 5 Easy Steps to Doing It). http://www.artofmanliness.com/2012/10/03/the-importance-of-building-your-vocabulary-and-5-easy-steps-to-doing-it/. Retrieved on February 27th, 2014.
Diamond, L. and Gutlohn, L. 2006. Teaching Vocabulary. http://www.reading rockets.org/article/teaching-vocabulary. Retrieved on October 3rd, 2013. Fadhilah, S. 2011. Teaching English Concrete Nouns Using Pictionary Game: An
Experimental Study With the Fourth Graders of SDN 01 Donowangun Talun Pekalongan in the Academic Year 2010/2011. Semarang: IAIN Walisongo.http://library.walisongo.ac.id/digilib/files/disk1/104/jtptiain-gdl -sitifadhil-5192-1-fileskr-h.pdf. Retrieved on November 6th, 2013.
Gentner D, Boroditsky L. 2001. Individuation, relativity, and early word learning. In: Bowerman, M., Levinson, S.C. (Eds.), Language acquisition and conceptual development, pp. 215–256. UK: Cambridge University Press. Hasbro. 1993. Rules for Pictionary. http://www.hasbro.com/common/instruct
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Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied Linguistics. Massachusetts: Newborry House Publisher, Inc.
Heaton, J. B (ed). 1991. Writing English language test. New York: Longman Inc. Hinebaugh, J. P. 2009. A Board Game Education. Lanham: R&L Education. Hong, L. 2002. Using Games in Teaching English to Young Learners. The
Internet TESL Journal, Vol. VIII, No. 8. http://iteslj.org/Lessons /Lin-UsingGames.htm. Retrieved on December 12th, 2013.
Huyen, N.T.T. & Nga, K.T.T. 2003. Learning Vocabulary through Games: The Effectiveness of Learning Vocabulary through Games. The Asian EFL Journal. http://asian-efl-journal.com/quarterly-journal/2003/12/31/learning -vocabulary-through-games-the-effectiveness-of-learning-vocabulary-thro ugh-games. Retrieved on May 13th, 2013.
Kim, L. S. 1995. Creative Games for the Language Class. Forum, Vol. 33, No. 1. http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol33/no1/P35.htm. Retrieved on February 25th, 2014.
Ku, A. 2004. Pictionary Tactics. Bon Journal. http://www.bonjournal.com/entries/ j041228.htm. Retrieved on November 13th, 2013.
Lessard-Clouston, M. 2013. Teaching Vocabulary. In Farrell, T. S. C. (Ed.),
English Language Teacher Development Series. Alexandria: TESOL International Association. https://www.academia.edu/2768908/Teaching Vocabulary. Retrieved on February 25th, 2014.
Maroney, K. 2001. My Entire Waking Life. The Games Journal.
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Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston: Heinle & Heinle Publishers.
Neyadi, O. S. A. 2007. The Effects of Using Game to Reinforce Vocabulary Learning. Action Research and Initial Teacher Education in the UAE. http://marifa.hct.ac.ae/files/2011/07/The-Effects-of-Using-Games-to-Reinforce-Vocabulary-Learning.pdf. Retrieved on November 30th, 2013. Ravulur, N. 1997. Game Boys. Puget Sound Business Journal.
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Rhahima, A. 2013. Teaching Vocabulary to the Seventh Grade Students of SMP Negeri 8 Palembang through Educational Pictionary Guessing Game. Palembang: Sriwijaya University. http://www.akademik.unsri.ac.id/ paper4/download/paper/TA_06091401014.pdf. Retrieved on November 15th, 2013.
Setiyadi, B. 2006. Teaching English As a Foreign Language. Yogyakarta: Graha Ilmu.
Shaptoshvili, S. 2002. Vocabulary Practice Game. English Teaching Forum, Vol. 40, No. 2, 34-37. http://americanenglish.state.gov/resources/english-teaching-forum-2002-volume-40-number-2. Retrieved on February 25th, 2014.
Shohamy, E. 1985. A Practical Handbook in Language Testing for The Second Language Teacher. Tel Aviv: Tel Aviv University.
Simpson, A. J. 2011. Why Use Games in the Language Classroom. Humanizing Language Teaching, Vol. 13, No. 2. http://www.hltmag.co.uk/apr11/ mart02.htm. Retrieved on February 25th, 2014.
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V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusions of the research and also the suggestions to other researchers and teachers who want to apply Pictionary Game in teaching vocabulary.
5. 1. Conclusions
Based on the research findings and discussion, the conclusions can be stated as follows:
1. There is a significant difference of the students’ vocabulary achievement after the implementation of Pictionary Game. It was proved by looking at students’ mean score from pretest to posttest, and the t-value. The mean score of pretest was 65.15, and the mean score of posttest was 89.15. After Pictionary Game
was implemented, the students’ mean score of pretest and posttest increased
24 points. Moreover, the students’ increase in noun was 27.5, and the
students’ increase in verb was 21.5. They got higher increase in noun than verb. Based on the calculation through Repeated Measures t-test for SPSS 17.0, it was found that the t-value was 7.199 which was higher than the t-table (7.199>2.056). Thus, after the implementation of Pictionary Game, the
students’ vocabulary achievement increased significantly.
2. By using Pictionary Game, the process of learning vocabulary could be an enjoyable activity for the students. The implementation of Pictionary Game
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does not only boost students’ motivation to memorize and understand the meaning of vocabulary, but also influences the students to be the problem-solvers, to be active and independent learners, and helps them to be creative thinking learners. Furthermore, the students could also teach and learn from each other, and form good interaction with their friends.
5. 2. Suggestions
Based on the conclusions above, the researcher suggested the following things: 1. To the teacher
a. It is suggested that the English teacher implement Pictionary Game for teaching vocabulary, especially during reviewing activity, since it is more enjoyable for the students.
b. It is recommended that the English teacher use whiteboard rather than paper in Pictionary Game. This will prevent any group to cheat with their teammates during picturing the vocabulary.
c. It is suggested that the English teacher give some time to the students to remember the word that they are going to draw.
2. To the other researchers
a. It is suggested that the other researchers implement Pictionary Game in Senior High School, since this research was already done in Junior High School.
b. The other researchers can try to implement Pictionary Game in reviewing the vocabularies which have been learnt in listening or speaking activity.
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Since in this research, Pictionary Game was already implemented in reviewing the vocabularies which were learnt during reading activity.
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