Research Findings Discussions

B. Research Findings Discussions

1. Common Response of the Research Problem

The main problem of the research was “How does Quartet Game increase the students’ ability in mastering vocabulary at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016?”. The common response is Quartet Game increases the st udents’ ability in mastering vocabulary by teaching the students a material about descriptive text.

Based on the text, the researcher introduced the words to the students and find out the meaning of the words, how to pronounce it and make it in a sentence. Then, the students can differentiate where adjective or noun and etcetera in the words.

After the researcher applied the procedures to the students, the researcher asked the students’ difficulties during teaching and learning process by ordering

them to pose some questions.

Moreover, in applying the procedure of Quartet Game, the researcher had conducted it into two cycles. To increase the students’ ability in mastering vocabulary

during two cycles, the researcher always improved all the weaknesses after conducting the research each meeting. In Cycle I, the average of the students’ mark in

mastering vocabulary by using Quartet Game was 69 and Cycle II the average of the students’ value was 89.9. Based on the average of the students’ ability in each cycle, the researcher found the increase of the students’ ability in mastering vocabulary.

Therefore, the researcher concluded that Quartet Game increases the students’ ability in mastering vocabulary at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016.

2. Analysis and Interpretation of the Research Findings

Based on the result of observation and evaluation sheet, it showed that there was upgrading of the research result. It could be verified from the percentage of the students who had done the activities and the activities that were done by the researcher. Upgrading of the research result can be elaborated on the next page.

In the Cycle I especially in Second meeting the researcher gave test to the students was extend to know the students’ ability. In fact, the students’ result showed that most of the students were not passed of Minimum Competence Criterion (MCC). The students’ high value in the second meeting of Cycle I was

87 and the lowest value was 5. Moreover , the average of the students’ value was

69. Although in Cycle I there were students who got value classified in “Very Good” and “Good” level, the researcher was not satisfied because there were many students did not pass of MCC. Therefore, the researcher decided to continue in Cycle II, by implementing the 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. In the Cycle II, the researcher taught the students about the improvements that had been designed in the previous meeting. In teaching the improvements to the students, had been brought a big influence of the students’ achievements in Cycle II.

It showed from the result of observation sheet, most of the students had been done the activities. Moreover, the students’ value was upgrading, all of them passed of Minimum Competence Criterion (MCC) 75 score. The higher value that the students got was 100 and the lowest value was 80. Then, the average of the students value was 89.9.

Based on the result of the research, the problems that had been indentified were solved such as; the students were lack to identify the generic structures of descriptive text. The students were lack in mastering the descriptive vocabularies. The students were lack in pronouncing vocabulary. The students were lack in mastering language features in descriptive text. The technique were used have no variation. Because the researcher taught the student about the words that the students did not know especially the words that related to the text were used.

Furthermore, the researcher implemented the Quartet Game they are; the researcher identified the four cards that contained words. After the researcher implemented the steps of Quartet Game, it shows that the students were successful in mastering vocabulary especially the word that the students did not know related to descriptive text. Therefore, the researcher did not continue the meeting in the next cycle because the result of the students was satisfied. Most of them passed of Minimum Competence Criterion (MCC) 75 scores.

3. Research Findings versus the Latest Related Research

Sri Rahayu (2013) searched about Improving English Vocabulary by Using Quartet Game. In her research, she said Quartet Game made the students easily to comprehend the meaning in every vocabulary.

After that, she concluded that Quartet Game is an interesting and creative strategy to be implemented in the teaching vocabulary in the classroom. The result of the research showed that Quartet Game made the students’ vocabulary improved. In her research she used Classroom Action Researcher (CAR).

The researches above had differences between them. In this research, the researcher did the research in 2016 while Sri in 2013. And the subject of the researcher was SMP Swasta Kristen Tomosa 1, while her subject was SD Bunaya Kabanjahe.

4. The Research Findings versus Theory

The findings of the research showed that the students’ ability in mastering vocabulary at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016 was increased by using Quartet Game.

Cambridge English (2013) says, Quartet Game is an interesting and useful activities that can be used whether

for practicing listening, speaking, writing, and reading skill, spelling dictation or as a vocabulary review. Quartet Game is coming after in topic, mood or language. In order to explain the organization of an activity, the teacher should make a lesson plan first so that he or she can decide in which part of the lesson going to use the Quartet Game.

Then, Elisabeth (2006:6) states, “The game may function as a vocabulary review, a review of the previous lesson and they can be applied at the beginning, and

or at the end of the lesson”.

Therefore in Wikipedia states,

Quartets are played with three or more players, with the aim to win all the quarts (sets of four). Each card usually has a number and letter (1A, 1B, 1C, 1D, 2A, 2B etc.) in the top right or left corner of the card. The winner is the person with the most quarts.

While in the research findings when taught the students in mastering vocabulary by using Quartet game in teaching and learning process, the students did not remaind well the previous lesson. Moreover, when implementing the procedure of Quartet game especially when identifying the words in quartet, most of them did not know read the words; make it in sentence and how to pronounce it. While in theory said the game may function as a vocabulary review of the previous lesson.

The theories expected the re searcher should achieve all the theory’s target in teaching vocabulary to students but in fact the students could not achieve it, but it does not mean that it is as a contradiction. However, the researcher hopes that theory applied by the next researchers of his/her research in the next time.

5. Research Findings Implication

After getting the result of the research, the researcher stated some implication of the research, as follows.

a. Quartet game is effective for the small class.

b. The researcher felt interested and joyful to use Quartet game to the students in teaching vocabulary mastery and made the students achieve

MCC.

c. The students can use Quartet game as a stimulation to improve their vocabulary mastery.

d. The English teacher can use Quartet game as a guideline to improving the students’ ability in mastering vocabulary.

e. The readers can use Quartet game as additional knowledge to overcome the students’ problem in mastering vocabulary.

6. Analysis of the Research Findings Limitation

The limitation is necessary to explain in order that the readers have the same insight with the researcher. The research findings limitations are:

a. The researcher applied the Quartet Game to the students’ to improve their ability in mastering vocabulary.

b. The researcher used descriptive text.

c. The subject of the researcher was SMP Swasta Kristen Tomosa 1 Gido.