Improving the Students Ability in Master
IMPROVING THE STUDENTS ’ ABILITY IN MASTERING VOCABULARY BY USING QUARTET GAME AT THE EIGHTH GRADE OF SMP SWASTA KRISTEN TOMOSA 1 GIDO IN 2015/2016 THESIS
By
AGUSRIANG LAIA Reg. Number 122108002 INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY, 2015/2016
IMPROVING THE STUDENTS ’ ABILITY IN MASTERING VOCABULARY BY USING QUARTET GAME AT THE EIGHTH GRADE OF SMP SWASTA KRISTEN TOMOSA 1 GIDO IN 2015/2016 THESIS
Submitted as a Partial of the Requirement For getting Degree of Sarjana (S1) In English Department
By AGUSRIANG LAIA
Reg. Number 122108002
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY, 2015/2016
ABSTRACT
Laia, Agusriang, 2016, Improving the Students’ Ability in Mastering Vocabulary by using Quartet Game at the Eighth Grade of SMP Swasta Kristen Tomosa
1 Gido. Thesis advisors (1) Adieli Laoli, S.Pd., M.Pd and (2) Yasminar Amaerita Telaumbanua, M.Pd.
Key words : Vocabulary, Quartet Game.
Vocabulary is a principal component of overall communicative competence that enables the students to interact to others in such written and oral form. Vocabulary mastery is the ability to use the words in conducting the communication and understanding the meaning of the words or phrases in English.
The purpose of this research was to improve the students’ ability in mastering vocabulary. In improving the students’ ability in mastering vocabulary, the researcher used Quartet Game. The subject of this research is the students of SMP Swasta Kristen Tomosa 1 Gido at the eighth grade which is the total number of the students was 18 students. This research was applied in two cycles. Each cycle consists of planning, action, observation and reflection. The researcher collected the data from the result of the observation paper and evaluation paper. In the observation paper, the researcher searched about the activities of the students during teaching-learning process, while the observation paper for the researcher is noting the researchers’
activities in teaching vocabulary by using Quartet Game. In the evaluation paper, the researcher searched about the students’ ability by matching the words to the text.
From the result of each Cycle, the researcher finds that the students get an improvement in their vocabulary by using Quartet Game. The improvement rises in the second meeting of Cycle I to the second 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%). Then, the average of the students’ value was 69. Then 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 activities were one student (5.6%). Then, the average of the students’ value was 89.9.
Based on the result above the researcher concludes that Quartet Game could
be done in tea ching vocabulary and could improve the students’ ability in mastering vocabulary. From the research, the researcher had some suggestions such as (a) the students should be motivated to use dictionary during learning English; (b) the English teacher suggests to take Quartet Game as media in teaching their students in mastering vocabulary, because it makes the students active in learning English; (c) the researcher expected the English teacher to select the appropriate text and interesting to the students so the students are easily comprehend the text. In this research, the researcher used Classroom Action Research (CAR). The researcher stops this research in Cycle II because the students’ ability achieves MCC.
ACKNOWLEDGEMENTS
Praise the Lord for His blessing and love which makes the researcher finish the research. The study research is made as the requirement for S-1 program at English Education Program in Institute of Teachers Training and Education of Gunungsitoli. Based on the requirement, the researcher makes a research entitled: “Improving the Students’ Ability in Mastering Vocabulary by using Quartet game at the Eighth Grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016.”
Since the researcher started the research, there are a lot of things that challenge the researcher in making thesis research. It is the first time for the researcher to make a research and it becomes so hard at the beginning. However, there are a lot of helps and supports given by all of the people around the research which make the researcher finish it successfully. Because of their support, in this occasion, the researcher wants to thank you to:
1. Special thanks for her beloved family especially to her parents, Mr. Helana Sokhi Laia and Ms. Suliria Zendrato for giving support and motivation to her for the entire life of her, especially during this research. They have given her all of the things that she needs in material way. They are all the reason for her to be herself, strong and life with their love. She loves their all! Jesus blesses her family.
2. Mr. Adieli Laoli, S.Pd, M.Pd, as her first advisor and also the Dean of Faculty of Education of Languages and Arts. Thank you for his guidance to her in finishing the research. The research cannot be held wi thout his guidance and help. You’re a good leader, a good figure, a kind person.
3. Ms. Yasminar A. Telaumbanua, S.Pd., M.Pd, as her second advisor and the Chair of the English Education Study Program. Thank you so much. She is the true leader, never says
“I’m tired”, always does the best, a responsible figure.
4. Mr. Afore Tahir Harefa, S.Pd.,M.Hum as the Secretary of English Department, who has helped her to prepare and manages the administration letters. Thank you
for giving suggestion and share his knowledge to her. He is as a brother for us, always does the best for all.
5. All of her thesis examiners who have guided her in giving the final touch for the research. She did not know how to manage her mistakes without their guidance and help, thanks for being so patient to her.
6. Atasi Zega as her lovely boyfriend. Thanks for all of supports, motivates, and accompanies her faithfully to do the best. And thanks a lot because he always
remind her to learn and sometimes was angry when her are lazy. May Jesus blessing their relation until in marriage and create their dreams.
7. The Headmaster of SMPS Kristen Tomosa 1 Gido Mr. Yamonaha Gulo, S.Pd and the English teacher Ms. Indri Yanti Larosa, S.Pd for their suggestion and help her to finish her research. Especially for Ms. Feberlian Zendrato, S.Pd the English teacher when she be a teaching trainee on PPLT, thank you for of all.
8. All her best friends (Yuspinta, Yusni, Seni Hati). Her best friend Ribka Delvia Lase. Thanks for all who always supports, motivates, reminds, and accompanies
her faithfully to do the best. Especially to Yasaro Zega, who always helps her and her place to ask something. You are her best friend, thank you for all. I’m so sorry
if I always disturb you. May Jesus bless you.
9. All of her friends from the English education study program for supporting and accompanying her during conducting the research.
10. And the last but not least to all of the people who enlighten her way in many ways, you may not know how about it, but she learns lots from you all.
Gunungsitoli, 28 July 2016 Researcher,
Agusriang Laia Reg. Number 122108002
LIST OF FRAMES
Page
1. The Conceptual Framework of Research by Using Quartet Game..................... . 26
2. The Research Procedure of Improving the Students’ Ability in Mastering Vocabulary by Using Quartet Game................................................................... . 31
LIST OF TABLES
Page
1. The total number of the students in SMP Swasta Kristen Tomosa 1 Gido.......... 29
2. The students’ ability in mastering vocabulary by using Quartet Game in the second meeting of cycle I............................................................................... 55
3. The students’ ability in mastering vocabulary by using Quartet Game in the second meeting of the cycle II........................................................................ 67
4. The students’ activities for all cycles................................................................... 70 5. The researcher’s activities for all cycles......................................................................... 71 6. The students’ ability in mastering vocabulary after applying Quartet Game.................73
CHAPTER I INTRODUCTION
A. The Background of the Problem
Vocabulary is one of the important aspects in teaching English language, as stated by Kamil & Hiebert (2005), Vocabulary is generically defined as the knowledge of words and word
meanings. More specifically, we use vocabulary to refer to the kind of words that students must know to read increasingly demanding text with comprehension.
In addition, “Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children.” (Rupley, Logan &
Nichols, 1998/99) in Sedita (Insights on Learning Disabilities:2005). Students’ word knowledge is linked strongly to academic success because students who have large vocabularies can understand new ideas and concepts more quickly than students with limited vocabularies.
According to Anderson & Freebody, (1981) in William E. Nagy, Center for the Study of Reading (1988:2), Vocabulary knowledge is fundamental to reading comprehension; one can't
understand text without knowing what most of the words mean. A wealth of research has documented the strength of the relationship between vocabulary and comprehension. The proportion of difficult words in a text is the single most powerful predictor of text difficulty, and a reader's general vocabulary knowledge is the single best predictor of how well that reader can understand text.
They emphasize what teacher supposes to principles to be done in teaching reading text. Building a strong vocabulary belongs to principles to be done in teaching reading. So, based on the explanation beside the researcher concludes that vocabulary could not be separated from reading. To understand the reading text need to know many words and words could be growth by reading itself. In other hand, both of them are closely related which is necessary to support each other.
The syllabus of KTSP (2006) of SMP Swasta Kristen Tomosa 1 Gido at the eighth grade, competence standard comprehends the meaning of written text and short essay in a very simple form of descriptive and procedure text related to the environs. Furthermore, the basic competence expects the students to be able to respond meaning and rhetorical stages accurately, fluently and received to a very simple essay related to the environs in the form of descriptive/procedure. The MCC (Minimum Competence Criterion) at SMP Swasta Kristen Tomosa 1 Gido is 75.
In fact, the hope of the syllabus could not be achieved yet. It was proven the researcher observes the students’ ability in school of SMP Swasta Kristen Tomosa 1 Gido especially the eighth grade. The researcher found some students ’ difficulties, the
students did not know vocabularies well. The students could not get fun and joyful in teaching-learning process, the students could not identify the definition of the words, the students could not identify the function of part of speech (verb, noun, adjective, etc) in descriptive text, the students were quickly forget to remember vocabularies, and the teacher did not introduce the unfamiliar words in the text before comprehending the text.
So, to solve the problem in the page before the researcher collaborates with the English teacher there, tried to found an appropriate strategy. It is Quartet Game that is used to solve the problem as mentioned above and to improve the students’ ability in mastering vocabulary especially in reading skill.
Regarding to the explanation above, the researcher wanted to did a research. The researcher applied Quartet Game to improve the students ’ ability in vocabulary entitled “Improving the Students’ Ability in Mastering Vocabulary by Using
Quartet Game at the Eighth Grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016 ”.
B. The Identification of the Problems
The researcher has identified the students’ problems in learning English especially in mastering vocabulary, namely:
a. The students could not get fun and joyful in teaching-learning process.
b. The students could not identify the definition of the words.
c. The students could not identify the generic structures of descriptive text.
d. The students could not identify the function of part of speech (verb, noun, adjective, etc) in descriptive text.
e. The students quickly forgot to remember vocabularies.
f. The teacher seldom introduced the unfamiliar words from the reading text before comprehending the certain text.
C. The Limitation of the Problems
In conducting the research, the researcher has limited the problem to search about improving the students’ ability in mastering vocabulary focus on specific participants especially in descriptive adjective, passive voice, noun phrase by using Quartet Game at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the problems above, the researcher has formulated t he problem as follows: “How can Quartet Game improve the students’ ability in mastering vocabulary focus on specific participants especially in descriptive adjective, passive voice, noun phrase at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016? ”
E. The Purpose of the Research
The purpose of the research is to improve the students’ ability in mastering vocabulary focus on specific participants especially in descriptive adjective, passive voice, noun phrase by using Quartet Game at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016.
F. The Significance of the Research
The research findings of the research could be significant for:
a. The researcher, as an experience to teach vocabulary in her teaching activities in learning English by using Quartet Game.
b. The students, as motivation to improve their willing to learn English by using Quartet Game.
c. The English teacher, as stimulation to improve their ability in teaching activity in the classroom, especially in teaching vocabulary by using Quartet Game.
d. Next researchers, as a comparative material of her/his research that is relevant to the topic of the research.
e. Readers, information to make them more interested to learn English.
G. The Assumptions of the Research
In the research the researcher had some assumptions, they are:
1. Vocabulary is the language component that should be mastered by the students.
2. Quartet Game is very interesting, creative and active for the students in learning English correctly.
H. The Limitations of the Research
In the research, the researcher focused on:
a. The subject of the research was the eighth grade of SMP Swasta Kristen Tomosa
1 Gido.
b. The researcher conducted Classroom Action Research (CAR) to do the research.
c. The research implemented Quartet Game in teaching vocabulary.
d. The researcher focused on improving the students’ ability in mastering vocabulary, especially in adjective.
I. The Key Terms Definitions of the Research
To avoid the misunderstanding about the definitions that are used in the research, the researcher gives some explanations that concern with definition are:
1. Vocabulary is the key to help students to comprehend, analyze and predict the certain text.
2. Quartet Game is one game which is used by the researcher to improve the students’ ability in mastering vocabulary by giving demonstration on how to succeed this game in order that the students can be interested in teaching and learning processes. The word knowledge helps the students feel confident about reading the text because the students already recognize the words, understand what the words mean, and can use each one in a sentence.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Vocabulary
a. The Definition of Vocabulary Vocabulary is called as the language component. It can be defined as a total
number of the words. According to Chastain (1988) the lack of needed vocabulary is the most common cause of students’ in ability to say what they want to say during
communication activities. In addition, tests of vocabulary often provide a good guide to reading ability (Heaton, 1990).
Hornby (1987:959) gives the definition of vocabulary as follows. Vocabulary is the total number of words, which (with rules for combining them)
make up a language. Furthermore, according to Manser (1995:461) vocabularies are, (1) Total number of words in a language. (2) Words known to a person. (3) List of words with their meaning.
Ur (1998) states, “Vocabulary can be defined, roughly, as the words we teach in the foreign language”. From the theories above, the researcher concludes that vocabulary contains of words in a language which has meaningful that should be mastered by the st udents’. Through vocabulary the students can express their ideas to improve their reading ability.
b. The Importance of Vocabulary Mastering vocabulary in English is very important. It is basic item in a
language. In learning language, the students learn all about the language included the vocabulary of the language. Then, mastering the basic item in the language can influence toward the language.
Vocabulary knowledge has become an educational priority in teaching English. Therefore in learning language the students have to master vocabulary because vocabulary is a basic knowledge to master the four skills in English. As
Steven (1999:3) says, “To develop students’ language skills in listening, speaking, reading and writing, the learners have to maste r vocabulary”. The researcher defines
that mastering vocabulary is very important for students’. It is the basic to learn English.
From the statement above it can be concluded that, vocabulary is very necessary to the students and the English teacher should teach vocabulary clearly for the students and explain the importance of mastering vocabulary to make them interested to learn English. Therefore, the students should master many vocabularies to help them to improve their ability in comprehending and understanding the meaning of the certain text.
c. The Kinds of Vocabulary
According to Wren and Martin (1990: 3), “That words or vocabulary are divided into different kinds or classes, are called parts of speech, which includes
noun, verb, adjective, pronoun, preposition, conjunction, interjection, and adverb”.
1) Noun is a word that refers to a person, a place, or a thing, a quality or an activity. For example: I am a student.
Noun
2) Verb is a word or phrase that expresses an action or state of being. For example: He buys a book.
Verb
3) Adjective is a word that describes the thing, quality, state or action which a noun refers to. For example: She is beautiful.
Adjective
4) Pronouns stand ‘for noun’. The prefix ‘pro’ means for hence the word pronoun means ‘for noun’. For example: We went to the bookstore (we indicate two persons or more).
Pronoun
5) Preposition is used before a noun or pronoun to show place, position, time, or method.
For example: The broom is behind the door.
Preposition
6) Conjunction is words that combine words, phrases or sentences. For example: He is poor but honest.
Conjunction
7) Interjection is a word or phrase to express an emotion or attitude such as delight, surprise, shock and disgust, but which has no referential meaning. For example: Oh my God.
Interjection 8) Adverb describes or adds to the meaning of a verb, an adjective, another adverb, or a sentence and which answers such questions as how, where, when. In English many adverbs have an-ly ending.
For example: John is reading carefully.
Adverb
The eight parts of speech above are the important elements to the students in mastering vocabulary well. Because the eight parts of speech have the important role in the sentences arrangement. When the researcher applied Quartet Game to the sttudents at SMP Swasta Kristen Tomosa 1 Gido, the students had mastered part of speech. So, the students were able to comprehend the text.
d. The Types of Vocabulary
According to NCS Pearson Inc (2007), there are four types of vocabulary, they are as follows.
i. Listening vocabulary The words we hear and understand. Starting in the womb, fetuses can detect sounds as early as 16 weeks. Furthermore, babies are listening during all their waking hours – and we continue to learn new words this way all of our lives. By the time we reach adulthood, most of us will recognize and understand close to 50,000 words. (Stahl, 1999; Tompkins, 2005) Children who are completely deaf do not get exposed to a listening vocabulary. Instead, if they have signing models at home or school, they will be exposed to a “visual” listening vocabulary. The amount of words modeled is much less than a hearing child’s incidental listening vocabulary.
2) Speaking vocabulary The words we use when we speak. Our speaking vocabulary is relatively limited: Most adults use a mere 5,000 to 10,000 words for all their conversations and instructions. This number is much less than our listening vocabulary most likely due to ease of use.
3) Reading vocabulary The words we understand when we read text. We can read and understand many words that we do not use in our speaking vocabulary. This is the 2nd largest vocabulary if you are a reader. If you are not a reader, you cannot “grow” your vocabulary.
4) Writing vocabulary The words we can retrieve when we write to express ourselves. We generally find it easier to explain ourselves orally, using facial expression and intonation to help get our ideas across, then to find just the right words to communicate the same ideas in writing. Our writing vocabulary is strongly influenced by the
words we can spell.
So, in teaching vocabulary the whole of language skills in English must be recognized together as a supporting type which relates to another to build up the word knowledge of the students.
Hatch and Brown (1995) in Alqahtani, indicate two kinds of vocabulary, namely receptive vocabulary and productive vocabulary.
1) Receptive Vocabulary Receptive vocabulary is words that learners recognize and understand when they are used in context, but which they cannot produce. It is vocabulary that learners recognize when they see or meet in reading text but do not use it in speaking and writing (Stuart Webb, 2009).
2) Productive Vocabulary Productive vocabulary is the words that the learners understand and can pronounce correctly and use constructively in speaking and writing. It involves what is needed for receptive vocabulary plus the ability to speak or write at the appropriate time. Therefore, productive vocabulary can be addressed as an active process, because the learners can produce the words to express their thoughts to others (Stuart Webb, 2005).
Receptive vocabulary is vocabulary which is received when it is heard and seen while productive vocabulary is vocabulary when it is pronounced, written, and spelt.
In relation to the research, the researcher taught the students by using Quartet Game to imp rove the students’ ability in mastering vocabulary through receptive and productive vocabulary.
e. Teaching Vocabulary
Teaching vocabulary is one of the most discussed parts of teaching English as a foreign language. When the teaching and learning process takes place, problems will appear to the teachers. They have problems of how to teach students in order to gain satisfying results. The teacher should prepare and find out the appropriate techniques, which will be implemented to the students. A good teacher should prepare herself or himself with various and up-to-date techniques. Teachers need to be able to master the material in order to be understood by students, and make them interested and happy in the teaching and learning process in the classroom. The teachers should be
concerned that teaching vocabulary is something new and different from student’s native language. They also have to take into account that teaching English for young
learners is different from adults. The teachers have to know the characteristics of her\his students. They moreover need to prepare good techniques and suitable material in order to gain the target of language teaching.
Teaching words is a crucial aspect in learning a language as languages are based on words (Thornbury, 2002). It is almost impossible to learn a language without words; even communication between human beings is based on words.
Both teachers and students agree that acquisition of the vocabulary is a central factor in teaching a language (Walters, 2004).
Marzano (2008:201) proposes six steps approaches to teach content vocabulary, the steps are: 1) Explain. Provide a student-friendly description, explanation, or example of the new
term. 2) Restate. Ask students to restate the description, explanation, or example in their own words. 3) Show. Ask students to construct a picture, symbol, or graphic representation of the term. 4) Discuss. Engage students periodically in structured vocabulary discussions that help
them add to their knowledge of the terms in their vocabulary notebooks. 5) Refine and reflect. Periodically ask students to return to their notebooks to discuss and refine entries. 6) Apply in Learning Games. Involve students periodically in games that allow them to play with terms.
So, teaching vocabulary is important to the students. Not only know the word meaning but also can be pronounced it well based on what they see, listen and read. It will support the four language skills in English. Teaching vocabulary can comprise with many ways. The teachers are free to use the ways of teaching depend on the atmosphere when teaching-learning activity is conducted. Thus, English teachers are creative to use a good way in teaching vocabulary. To apply the approach the researcher noticed the atmosphere of the classroom.
f. The Relationship between Vocabulary and Reading Skill
Vocabulary is a key component of effective reading instruction. Both fluency and comprehension are affected by vocabulary knowledge (Flood et all., 1991; Robb, 1997). Therefore, vocabulary and reading comprehension have close relation.
So, vocabulary and reading cannot be separated. To comprehend the reading text needs to know many words and words can be growth by reading itself. Therefore both of them are closely related which is necessary to support one each other.
g. The Syllabus of SMP Swasta Kristen Tomosa 1 Gido
In the English Syllabus of SMP Swasta Kristen Tomosa 1 Gido, there are four skills that should be mastered by the students. From the four skills, reading is one of the four skills that should be mastered by the students. In the competence standard of the eighth grade expects that the students to be able to comprehend the meaning of written text and short essays in a very simple form of descriptive and procedure texts related to the environs.
Furthermore, the basic competence expects the students to be able to respond meaning and rhetorical stages accurately, fluently and receive to a very simple essay related to the environs in the form of descriptive or procedure texts.
Based on the competences above, the researcher focused on reading text that tells about descriptive texts. 1) Descriptive text
According to Linda Gerot, Peter Wignell,('Making Sense of Functional Grammar,1994) in M Mursyid PW,
Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or a person we know well. It differs from Report which describes things, animals, persons, or others in general. The Social Function of Descriptive Text is to describe a particular person, place, or thing.
a) Generic Structure: (1) Identification: identifies the phenomenon to be described. (2) Description: describes parts, qualities, characteristics.
b) Purpose / social function
As a feature, description in descriptive text is a style of writing which can be useful for other variety of purposes as: (1) To engage a reader’s attention (2) To create characters (3) To set a mood or create an atmosphere (4) To being writing to life
c) The language features in descriptive text are : (1) Using Simple Present Tense (2) Using action verbs (3) Using passive voice (4) Using noun phrase (5) Using adverbial phrase (6) Using technical terms (7) Using general and abstract noun (8) Using conjunction of time and cause-effect.
The example of descriptive text:
The Eiffel Tower
The Eiffel Tower is an iron lattice tower located on the Champ de Mars in Paris. Built in 1889, it has become both a global icon of France and one of the most recognizable structures in the world. The tower is the tallest building in Paris and the most-visited paid monument in the world; millions of people ascend it every year. Named for its designer, engineer Gustave Eiffel, the tower was built as the entrance arch to the 1889 World's Fair.
The tower stands 324 meters (1,063 ft) tall, about the same height as an 81- story building. Upon its completion, it surpassed the Washington Monument to assume the title of tallest man-made structure in the world, a title it held for 41 years, until the Chrysler Building in New York City was built in 1930; however, due to the addition in 1957 of the antenna, the tower is now taller than the Chrysler Building. Not including broadcast antennas, it is the second-tallest structure in France after the 2004 Millau Viaduct.
The tower has three levels for visitors. Tickets can be purchased to ascend, by stairs or lift, to the first and second levels. The walk to the first level is over 300 steps, as is the walk from the first to the second level. The third and highest level is accessible only by elevator. Both the first and second levels feature restaurants.
The tower has become the most prominent symbol of both Paris and France, often in the establishing shot of films set in the city.
Descriptive text is a text that gives clear description about something. To give an effective description it must contain generic structure such as identification and description so, the text can engage the students’ attention.
2. Quartet Game
a. The Definition of Quartet Game
According to Ms. Regina (2000:41), “Quartet game is an interesting and useful activities that can be used whether for practicing listening, speaking, writing and reading skills, spelling dictation or as a vocabular y review ”. Therefore in wikipedia states,
Quartets is 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 cards are shuffled and dealt evenly between all the players and the cards get held face up in a players hand. The player to the dealer's left starts by asking another player if they had a certain card (example, card 4C) which would help the player create a quart. If the player does have the card, then they hand it over. If the player doesn't, then it becomes his turn to ask. When a quart is created, or a complete quart was dealt, then the cards creating the quart are placed in front of the player. The game ends when all the quarts have been created. The winner is the person with the most quarts.
In addition, 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 lesso n”.
Of the statements above it can be concluded that, Quartet Game is a strategy can help the students in mastering vocabulary.
b. The Advantages and Disadvantages of Quartet Game
According to Ms. Regina (2000:41) there are some advantages and disadvantages of Quartet Game, there are:
1) The advantages of Quartet Game, they are:
a) The real object provides the opportunity for the students to share ideas in improving their vocabulary ability and to show their individual ability.
b) The real object helps the students improve their ability in vocabulary.
c) Real object can encourage the students to be actively involved in vocabulary mastery.
d) The Quartet Game also suit the students’ real lives and their interests.
2) The disadvantages of Quartet Game, they are:
a) Difficult to prepare the card.
b) Using extravagant time.
c. Teaching Vocabulary through Quartet Game
In teaching vocabulary the English teachers must prepare her/him self before teaching the students. The teacher must teach the students as in the lesson plan. To present the new words for the students, the teacher should find the best or the effectiveness in the communication between the teacher and the students in the teaching- learning process, it is also used to stimulate the students’ motivation and students’ interest to learn English. Because of that, the researcher tries to teach vocabulary to the students through Quartet Game as one game in English class.
According to Ms. Regina (2000:41) there are five steps to implement Quartet Game in teaching-learning process, they are:
1) Quartet Card Game is a collecting game for a small number of players (minimum
3 players).
2) One of the players’ shuffles the pack of cards and deals cards to each player.
3) On the cards are pictures of members of families with their names below, each family has four members.
4) The object of the game is for players to collect families.
5) To do this, they take turns to ask other players for particular cards, and if the player asked for it the player who has collected the most families at the end of the
game is the winner.
Unicef- Esaro (1998) states, ”Quartet Game is a collecting game for a small number of player”. The steps are:
1) One of the players shuffles the pack of cards and deals cards to each player. 2) On the cards are pictures of members of families with their names below, each family
has four members. 3) The object of the game is for players to collect families.
4) They take turns to ask other players for particular cards, and if the player asked has the card, he or she must give it up to the person who asked for it the player who has collected the most families at the end of the game is the winner.
From the steps of Quartet Game implementation, the researcher has modified it in simply implementation in order that the students can follow the teaching-learning activity well. The steps as follows.
1) The researcher prepared 32 cards related a word, how to pronounce, how to make in an sentence, and what the definition the word. 2) 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. 3) The researcher divided the students’ into four groups, each group has four members family. Each group should sit around a table. 4) The researcher made illustration how to play the game and gave instruction.
5) The researcher gave one of the group complete decks of 32 cards. Which the cards have four completely needed. 6) The researcher commanded the dealer or someone from a group that have cards to mixes the cards, and deals out five to each player and puts the rest in a pile face down in the centre of the table. 7) The researcher commanded the dealer ask a question to another player. Example, Veronica, have you gotten the pronunciation of the verb consult? Zella, have you gotten an example sentence for the noun increase? Atri, have you gotten a definition of the verb afford? 8) If the student had the card, the student had to give it to the leader who asked for it, and that leader goes on asking. If not, the leader who asked takes one card from the top of the pile in the centre of the table (as long as there are still some cards there). 9) If the leader asked other student for a card, and the student did not have it, then the student turned to asked next (to be a leader). 10) When one of the students who got a quartet or have card completely (the word, the pronunciation, the sentence and the definition), the student spread the four cards out on the table so everyone could check that they really belong together. And the researcher checked to make sure.
11) 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.
12) Who the students had collected the most families at the end of the game was the winner.
3. The Evaluation Technique of the Student’s Vocabulary Assessment
Evaluation is very important after teaching-learning process of vocabulary. By evaluating teacher can get result of teaching and learning process, and the students are successful in learning particularly vocabulary in this case.
Based on the result of the evaluation, teacher can improve the weakness of the students and the students can increase their motivation in learning. According to Read (2000), “An important dimension of vocabulary assessment is concerned with the role of context in a vocabulary test”. The goal of this vocabulary test (assessment) is to assess the students’ ability
in comprehending the content of the text and the vocabulary mastery in reading. Ur (1991:70) says that there are many different types of vocabulary-testing techniques, selected examples of which are shown below:
1) Multiple-choice Test Choose the letter of the item which is the nearest in meaning to the word in italics: He was reluctant to answer.
a) Unprepared b) unwilling c) refusing
d) slow
2) Matching Test Draw lines connecting the pairs of opposites.
A B Brave
Awake
Female Expensive
Cheap Succeed
Asleep Cowardly
Fail Male
3) Odd one out Test Underline the odd one out: goat, horse, cow, spiders, sheep, dog, cat.
4) Writing sentences Test For each of the following words, write a sentence that makes its meaning clear.
5) Gap-filling Test In the seventeenth Spanish ships sailed to Central and . America to fetch gold for the Spanish . The ships were often attacked by ,who infested the 'Spanish Main '(the sea north-east of Central and South America). Adapted from The Cambridge English Course 2 Student's BookMichael Swan and CatherineWalter 1985.
6) Translation Test (Students are given sentences in the mother tongue to translate in to the target language; or vice versa.)
7) Sentence Completion Test Finish the following sentences:
a) I feel depressed when.. .
b) I never have an appetite when...
c) lt was a great relief when.. From the kinds of vocabulary test above, the researcher chose matching test as the kind of vocabulary test in the research. Through matching test, the researcher got the result of the students’ ability in mastering vocabulary by using Quartet Game.
In gaining the students score, the researcher used the formula from Sudijono (2009: 303):
R=S
Note: S = Score R = Right answer
Finally, the researcher used the formula suggested by Cartier et al. in Brown (1996:1- 8) to find the students’ mark, as follows.
Students’ mark: x 100
4. Relationship between Quartet Game and Vocabulary
Quartet Game is a card collecting game. Students have to collect cards from other players by asking for them. As long as the students ask successfully s/he can carry on asking.
The object is to collect sets of cards, usually sets of four cards of the same rank. The activity is similar like the Happy Family game. The activities may function as a vocabulary review, a review of the previous lesson sand they can be applied at the beginning, and or at the end of the lesson.
With this activity, students will enjoy English learning and the most important thing of all is they actually use the language without being aware of it. Using Quartet game existed in the classroom or school surrounding can be used as the media in teaching vocabulary and they will provide the students with direct sensory enrichment to the images. Real objects are also simple and cheap since the teacher can find it everywhere.
B. The Latest Related Research
Sri Rahayu (2013) searched about Improving English Vocabulary by Using Quartet Game. In her research, she said Quartet Game make the students easily 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 shows that Quartet Game made the students’ vocabulary improved. In her research she used Classroom Action
Researcher (CAR).
Based on the latest related findings in before page, there is the relationship with the research. The researcher applied Quartet Game to improve the students’ ability in mastering vocabulary especially in adjective by using at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido in 2015/2016.
C. The Conceptual Framework
Vocabulary is a core component of languages. By mastering vocabulary the students are able to understand language. In the research, the researcher applied Quartet Game as a guideline for the researcher to improving the students’ ability in mastering vocabulary. The researcher describes schema on teaching vocabulary to the students especially in reading skill through descriptive text by using Quartet Game.
The researcher asked the students’ ability based on the syllabus of reading at the eighth grade of SMP Swasta Kristen Tomosa 1 Gido. The researcher applied
Classroom Action Research (CAR), the researcher used all of the steps. The procedure consisted of some steps namely: planning, action, observation and reflection. In planning the researcher prepared some instruments such as: syllabus, lesson plan, teaching material, table of specification, observation sheet, evaluation sheet, field notes and attendance list. In action, the researcher applied the procedure of Quartet Game in vocabulary mastery by teaching descriptive text; the generic structures of descriptive text there are two kinds namely: identification and description, the language features in descriptive text using simple Present Tense.
In observation the researcher and the English teacher-collaborator observed the students’ activities in the classroom during the teaching and learning process. In reflection the researcher evaluated the students’ result of learning. In doing the
research the students could complete 4 cards that the word, the pronounciation, how to made the word in a sentenceand the definition of the word. The schema of application of Quartet Game is presented as on the next page
The syllabus at the eight grade of SMP Swasta Kristen Tomosa 1 Gido
The Researcher
CAR
Planning Action
Observation
Reflection
Quartet Game
1) The researcher prepared 32 cards related a word, how to pronounce, how to make in an sentence, and what the definition the word.
2) 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.
3) The researcher divided the students’ into four groups, each group has four members family. Each group should sit around a table.
4) The researcher made illustration how to play the game and gave instruction.
5) The researcher gave one of the group complete decks of 32 cards. Which the cards have four completely needed.
6) The researcher commanded the dealer or someone from a group that have cards to mixes the cards, and deals out five to each player and puts the rest in a pile face down in the centre of the table.
7) The researcher commanded the dealer ask a question to another player. Example, Veronica, have you gotten the pronunciation of the verb consult? Zella, have you gotten an example sentence for the noun increase?
Atri, have you gotten a definition of the verb afford?
8) If the student had the card, the student had to give it to the leader who asked for it, and that leader goes on asking. If not, the leader who asked takes one card from the top of the pile in the centre of the table (as long as there are still some cards there).
9) If the leader asked other student for a card, and the student did not have it, then the student turned to asked
next (to be a leader).
10) When one of the students who got a quartet or have card completely (the word, the pronunciation, the sentence and the definition), the student spread the four cards out on the table so everyone could check that they really belong together. And the researcher checked to make sure.
11) The researcher commanded the entire player who defeated to enter in group of the winner students. And the
Vocabulary
Reading
Desciptive Text
Improve the students’ ability in mastering vocabulary Identification
Desciption
CHAPTER III RESEARCH METHOD
A. The Object of Action Research In reaching the purpose of the research, the researcher conducted Classroom
Action Research (CAR). As Costello (2003:5) says, Action research is referred to variously as a term, process, enquiry,
approach, flexible spiral process and as cyclic. It has a practical, problem solving emphasis. It is carried out by individuals, professionals and educators. It involves research, systematic, critical reflection and action. It aims to improve educational practice. Action is undertaken to understand, evaluate and change.
In addition, according to Watts, (1985:118), Action research is a process in which participants examine their own
educational practice systematically and carefully, using the techniques of research. It is based on the following assumptions:
1. Teachers and principals work best on problems they have identified for themselves 2. Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently
3. Teachers and principals help each other by working collaboratively 4. Working with colleagues helps teachers and principals in their professional
development
Based on the theories above, it can be concluded that action research is a kind of research which can help the researcher to overcome the problems which happen in the classroom.
The role of the researcher in action, the researcher becomes facilitator or consultant who acts as a catalyst to assist stakeholders in defining their problems clearly and to support them as they work toward effective solution to the issues that concern them.