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Considering about the facts of some improvement dealing with teaching vocabulary through board games above, finally the teacher and the writer
decided not to revise the next plan and stopped the cycle.
B. Discussion
This section presents the discussion of the research findings concerning on the students responses toward vocabulary learning which are conducted through
board games and problems faced by the researcher during the research. The data
8 ANANTISYA WIJAYANTI
24 9
6 37
12 8.9
37 12
8.9 9
DYAN ANUGRAH WIDHIANTO 22
6 5.1
27 6
6 32
9 7.5
10 ELYAS LATHIF
28 6
6.2 35
9 8
31 15
8.4 11
ENDRAS PINASTO 25
6 5.6
25 6
5.6 23
9 5.8
12 FAISAL ANDRE FERGIAWAN
21 6
4.9 25
6 5.6
26 12
6.9 13
FATIM AH ARUM SARI 21
3 4.4
23 6
5.3 25
6 5.6
14 FITNANI AGUSTIN HIDAYAH
33 6
7.1 34
9 7.8
34 12
8.4 15
IKHSAN SETIAWAN 28
6 6.1
28 9
6.7 27
12 7.1
16 ILYAS AL- ASYARI
27 3
5.5 34
6 7.3
34 9
7.8 17
ILYAS RIXQI M ARTUTI 31
3 6.2
31 6
6.7 30
12 7.6
18 INDAH PRABAWATI KUSUM A
27 6
6 32
6 6.9
29 9
6.9 19
JONATHAN BANGKIT CHRIS 21
6 4.9
23 6
5.3 26
12 6.9
20 M OH. ANDRIKA M UTIA
39 9
8.7 40
12 9.5
37 15
9.5 21
M ARIA OKTAFIANI ARI S 31
9 7.2
35 9
8 38
12 9.1
22 M ETIYANI
28 5.1
27 6
6 26
9 6.4
23 NIKEN AYU M UTIASARI
21 6
4.9 29
6 6.4
32 12
8 24
OKTA WIDA AYU HAPSARI 18
6 4.4
24 6
5.5 23
9 5.8
25 PINGKY M ELINDIA M ARGANIS
29 3
5.8 29
6 6.4
32 6
6.9 26
RIZKY ADINDA ANESWARI 31
6 6.7
34 9
7.8 31
12 7.8
27
RIYANDITA ANGGRAINI PUTRI
25 3
5.1 35
6 7.5
34 9
7,8 28
ROZA AYU M AGDALENA 37
3 7.3
34 9
7.8 36
12 8.7
29 SEFRIAN DISTA DAM ANIK
19 6
4.6 27
9 6.6
27 9
6.6 30
SISKA NUR INDAHSARI 18
6 4.4
27 6
6 31
9 7.3
31 SITI KHOFIFAH
30 6
6.6 32
6 6.9
28 12
7.2 32
TRI AM BARSARI 25
6 5.6
30 12
7.6 30
15 8.2
33 WISNU M URTI NUGROHO
17 6
4.2 27
9 6.5
34 WINDA SAFITRI
21 3
4.4 27
6 6
33 9
7.6 35
YOSHAN ARDHI PRATAM A 34
6 7.3
33 9
7.6 37
12 8.9
36 YUSUF ARLENTHA
30 9
7.1 30
9 7.1
31 9
7.3 37
ALFIANITA NUR FADHILAH
37 12
8.9 40
12 9.5
38 15
9.6
M ean 25.8
5.67 5.82
29.3 7.54
6.72 30.8
10.7 7.51
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of the research findings were gained from the observation fieldnote, interview, photograph, and test.
1. Observation
Based on the writer’s observation fieldnote, there was an improvement on the vocabulary class quality in cycle I. Supported by the observer’s fieldnote, it
can be seen that the students were more active than before. Although there were some students who looked bored and noisy, the teacher could see that most
students were enthusiastic. Many students could remember the vocabularies taught in the first cycle. It also proved that the students’ motivation improved. The
use of pictures and board games were useful to gain the students attention. Group work was good means to let the students communicate and share their knowledge
to others. In the second cycle, the writer found out that the students were more
active. They asked the teacher about the lesson, replied the teacher’s questions, and even offered themselves to be the volunteers. Most students joined the
activities. The writer concluded that the students’ vocabulary mastery improved, especially in their pronunciation, spelling, and word meaning understanding.
2. Interview
The writer conducted interview to the English teacher and some students. The data taken from the interview could be used to support the data from
observation fieldnote. The writer conducted an interview with the English teacher before the research. The interview was used to investigate the classroom situation
before the research. From the result of the interview, it can be concluded that the
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teacher was the center of the teaching learning process. The English teacher usually explained the material and made a discussion with the students without
giving further information. She took all the material from the textbook. She seldom used communicative activity in the classroom.
In the end of cycle II, the writer conducted interview with some students. The students said that they were happy to learn with the researcher and it was
easier to learn vocabulary with the researcher method.
3. Photographs
In this research, the writer used photograph as a technique in collecting data. She took photographs in each meeting describing all steps in classroom
activities. The photographs were used to represent the classroom situation during the action. It supported the other data which could provide visual description
towards the classroom activities.
4. Test
The result of the students’ vocabulary mastery through the action can be seen with the use of test. The writer conducted pre test and post test in each cycle.
The students’ achievement can be shown by analyzing the students score before the research and the students’ score during the cycle. The students’ mean score in
the pre test before the action was 5.82. The mean score in the end of the first cycle was 6.72. The students’ mean score improved to 7.50 in the second cycle.
Generally, employing board games are useful in teaching vocabulary. The students’ mean score in doing tests was one of proof that board games can
improve students’ vocabulary mastery. The great students’ involvement in joining
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the class also supported the activeness of employing board games. Therefore, it is not necessary to put board games in doubt to improve students’ vocabulary
mastery. It is proven that board games can improve students’ vocabulary mastery, actually for the students of the fourth grade of SD N CENGKLIK II.
C. Hypothesis Testing
