TENTREM RAHAYU 11310022 ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) SALATIGA

THE EFFECTIVENESS OF ACROSTICS GAME IN

  

(A Classroom Action Research of the Tenth Years Students of SMK PGRI

2 Salatiga in the Academic Year of 2014/2015)

  

A Graduating Paper

  Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I) in the English Department of Education Faculty

  State Institute for Islamic Studies (STAIN) Salatiga

  

TENTREM RAHAYU

11310022

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)

  

SALATIGA

2014

  Motto

  

Never put off till tomorrow what we

can do today and we will never know

till we have tried

  DEDICATION

  This work is sincerely dedicated for:  My God Allah Most Gracious….Most Merciful.

   My beloved parents, my father (Kamdi) and my mother (Wanti) who always pray, guide, motivate me to become better person.

   My beloved sisters (Widaningsih and Sulandari) and my big family who fill my life with love and affection.

   My counselor, Mrs. Setia Rini M.Pd. Thank for you advice.

  Every student should be so lucky to have counselor like you. 

  All of big family SMK PGRI 2 Salatiga, the head master, all of my teachers and students of XB class.

   My lovely best friends (Fakiyah, Ratna, Irma, Restu, Wiwit, Triyanah, Hikmah).

  ACKNOWLEDGEMENT

  Bismillahirrahmanirrahim, the name of Allah, the most gracious, the most merciful, the lord of universe,

  In

  because of Him, the writer could finish this thesis as one of the requirement for Sarjana Pendidikan in English Department of Educational faculty of State Islamic Studies Institute (STAIN) Salatiga in 2014.

  Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness to the lightness.

  However, this success would not be achieved without those supports, guidance, advice, help and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for:

  1. Mr. Dr. Rahmat Hariyadi, M. Pd as the rector of State Institutefor Islamic Studies Salatiga.

  2. Mrs. Rr. Dewi Wahyu Mustikasari, M. Pd as the head of English Department of States Institute for Islamic Studies (STAIN) of Salatiga and the consultant of this thesis. Thanks for all of your suggestion, recommendation and support for this thesis from the beginning until the end.

  3. Setia Rini, M. Pd as consultant who has educated, supported, directed and given the writer advice, suggestion and recomendation for this graduating paper from beginning until the end. Thanks for your patience and care.

  4. All lecturers in English Department Faculty of STAIN Salatiga. Thanks for all guidance, knowledge, support, and etc.

  5. My beloved mother and father. Thanks for everythings (support and praying) no one better than you.

  6. All lectures of English Department who have taught and given knowledge for the writer.

7. All of the staffs who have helped the writer in processing of graduating paper administration.

  8. Everybody who has helped me in finishing this thesis. Thanks for all supports, advice, suggestion and other helps that you all gives. The writer hopes that this thesis will useful for everyone.

  Salatiga, November 2014 The writer

  Tentrem Rahayu 113 10 0022

  

ABSTRACT

THE EFFECTIVENESS OF ACROSTICS GAME IN IMPROVING STUDENTS VOCABULARY MASTERY(A Classroom Action Research of the Tenth Years Students of SMK PGRI 2 Salatiga in the Academic Year of 2014/2015)

  The purpose of language teaching in Senior High school is to achieve functional level. In the functional level, they can develop the competence in communicating orally and written to resolve daily problems. The real problems faced by the students in the school in learning and teaching English are vocabulary mastery. Game is one of the solutions to overcome the problems. Application of the acrostics game in teaching learning English hopefully can help the students to improve their vocabulary mastery. This research will answer these main questions (1)To identify the implementation of students‟ vocabulary mastery using acrostic game for the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. (2)To be able to know the class condition before the teaching and learning using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. (3)To find out the result of the stud y after using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. 25 students of the tenth years students of SMK PGRI 2 SALATIGA 2015 were instructed through Acrostics game to improve their vocabulary mastery. The methodology of this research used Classroom Action Research (CAR). It is conducted in three cycles. Each cycle consists of planning, action, observation and reflection. From the result, the researcher found several findings on it. The results shows that the mean score of post test in cycle I I is 66,4 the mean score of post-test in cycle II is 8,44 and the mean score of post-test in cycle III is 81,72. The findings show that the improvement of the stu dents‟ vocabulary mastery is significant after applying acrostics game.

  Keywords :Keywords: Effectiveness, acrostics game, vocabulary mastery.

  

TABLES OF CONTENTS

TITLE i

  DECLARATION ii

  

ATTENTIVE COUNSELOR NOTES iii

PAGE OF CERTIFICATION............................................................... iv

MOTTO v DEDICATION vi ACKNOWLEDGMENT vii ABSTRACT ix TABLE OF CONTENTS x

  

LIST OF TABLES, CHART AND FIGURE ...................................... xii

CHAPTER I: INTRODUCTION

  1 A. Background of Study

  5 B. Problem Statements

  5 C. Objectives of the Study

  6 D. Benefits of Study ……….

  7 E. Limitation of the Study

  7 F. Definition of the Key Terms

  10 G. Review of Previous Research

  11 H. Research Organization

CHAPTER II: THEORITICAL FRAMEWORK A. General Concept of Vocabulary 13

  13

  1. Definition of Vocabulary

  14

  2. The Importance of Vocabulary Matery

  15

  3. Kinds of Vocabulary

  4. Principle of Teaching Vovabulary 16

  5. Teaching Vocabulary 17

  18 B. General Concept of Acrostics Game

  18

  1. Definition of Acrostics Game

  18

  2. How To Play Acrostics Game

  20

  3. Variation in Play Acrostics Game

  21 C. General Concept of Descriptive Text

  21

  1. Definition of Descriptive Text

  21

  2. The Generic Structure of Descriptive Text

  22

  3. Language Features of Descriptive Text

  23

  4. The Example of Descriptive Text

CHAPTER III: METHODOLOGY OF RESEARCH

  26 A. The Setting of The Research

  26 B. The Subject of Research

  29 C. Type of the Research

  30 D. Research Procedures

  E. Technique of Collecting Data ........................................................ 34

  F. Technique of Analyzing Data ........................................................ 36

CHAPTER IV: DATA ANALYSIS

38 A. Field Note

  55 B. Score of Students Achievement

56 C. Discussion

  CHAPTER V: CLOSURE A. Conclusion ..................................................................................... 58 B. Suggestion ..................................................................................... 59 BIBLIOGRAPHY CURRICULUM VITAE APPENDIXES

CHAPTER I INTRODUCTION A. Background of the Study Language is all of the systems by which human beings combine sounds into

  meaningful units. Such us words, and these into larger patterns to convey ideas and feeling ( Winston, 1966: 438). Language is a tool for communication between human beings with each other. Human being is social creature, so they need others in order to communicate with language. Language is very needed for human to express and receive some information, message, feeling and so on. There are many kinds of language used by people and it is based the people live such as Indonesia, English, China, Japan, French, etc.

  Currently, English is very important. English is definitely important as a window to the world and English is the key to access knowledge. In Indonesia in the past English was only taught in secondary school. In current years, however, the teaching of English is expanding into primary or elementary school settings (Fauziati, 2005: 169).

  English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language viewed from the system of structure, pronunciation, and vocabulary. Especially for senior high school students in SMK PGRI 2 Salatiga, they think that English is a very difficult lesson.

  English consists of four basic skills that students must master. There are speaking, writing, reading and listening. To master speaking, writing, reading and listening students must master many vocabularies. The teacher should be able to create an interesting method and technique in order to obtain a good result and avoid the student. Besides, the students can be more interest to develop their vocabulary.

  Vocabulary is the central of language teaching and learning. It plays an important role in the four language skill. It gives contribution to the learners to perform or practice their skill better. It means that by mastering the vocabulary, the learners will be able to produce so many sentences easily either in spoken or written one. It is impossible for the learners to perform their English well if their vocabulary is good. Therefore, vocabulary mastery must be on the first priority in English language learning and teaching. Without mastering the vocabulary, the learners will be difficult to master the other language skill. Only with a sufficient vocabulary, learners can effectively express their ideas both in oral and written forms. Thus, they should have good ideas on how to expand their vocabulary so that they can improve their interest in learning the language.

  According t o the researcher‟s observation, the students‟ vocabulary mastery of SMK PGRI 2 Salatiga is still low because they difficult to get KKM in 60. Although there are still some students who are able to get KKM, which is the highest score is 85 and the lowest is 50. Based on the observation in the classroom and interview with the teacher on

  th

  Wednesday, September 8 2014 at 08.00 am at the SMK PGRI 2 Salatiga, the students have motivation in learning English but most of them have difficulty in vocabulary mastery.

  One of possible causes of this problem is that the teacher still uses the conventional method in teaching the materials. The teacher just explains the materials and then gives exercises in written form. The only teaching media are text book and blackboard. This method makes the students sometimes feel bored and sleepy, especially when it is taught in the last session. Considering that, the writer wants to give a solution especially in improving students‟ vocabulary mastery. The solution is by teaching vocabulary using acrostic game.

  Because acrostic game offers a challenge will motivate the students to try to fulfill the grid. It gives much opportunity for the students to practice and repeat the sentence pattern and vocabulary. Beside, acrostic is a kind of games that will make teaching-learning process more attractive than before. The students will fun, relaxed and enjoyable, and they will memorize the vocabulary in different way, that is by rewriting them.

  Based on English syllabus for tenth years students of SMK PGRI 2 Salatiga the researches choose a descriptive text in teaching vocabulary. Because acrostic is puzzles in which clues are given to words whose first letters spell out a mystery word or phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3). The role of this game is guessing clues. The clues are describe something such us person, thing, place etc. So the students answer the question based on the clues. And students have to fill in words which start with the resulting letters.

  By the thesis, the researcher would like to know the students‟ vocabulary mastery in SMK PGRI 2 Salatiga by using acrostics game. According to Endang Fauziati game is one of activities which can help to create dynamic, motivating classes. The reason is that real learning takes places when the students, in a relaxed atmosphere, participate in activities that require them to use what they have been drilled on. Games are not only suitable for children but also for adult.(Fauziati, 2005 : 130 ).The aim of teaching English at advanced is to motivate them to be ready and self-confident in learning English at university level of education. Having a limited vocabulary is also barrier that precludes learners from learning a foreign language.(Fauziati, 2002: 155).

  From the explanation above, the researcher assumes that teaching English by using game is an attractive technique and encourage the students enriching their vocabulary and enjoy in studying English. And the researcher would like to know the effectiveness of acrostics game in improving students‟ vocabulary mastery. Students in this research are students of SMK PGRI 2 Salatiga. The writer uses game because game is enjoyable to teach. By using game in teaching learning process the students will be able to master vocabulary and making students are interested in learning English.

  Based on the explanation mentioned previously the researcher to conduct a research about “THE EFFECTIVENESS OF ACROSTICS GAME IN IMPROVING STUDENTS

  VOCABULARY MASTERY (A Classroom Action Research of the Tenth Years Students of SMK PGRI 2 Salatiga in the Academic Year of 2014/2015) B.

   Problem Statements

  Based on the phenomenon above, this research is aimed at giving answers on the following problems:

  1. How is the implementation of students‟ vocabulary mastery using acrostic game for the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015?

  2. How about the class condition before the teaching and learning using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015?

  3. How is the result of the study after using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015? C.

   Objectives of the Study

  The general purpose of the study is to be able to know the effect of acrostics game that is implemented in the classroom. The specific objectives of this study are:

  1. To identify the implementation of students‟ vocabulary mastery using acrostic game for the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015.

  2. To be able to know the students ability before the teaching and learning using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015.

  3. To find out the result of the study after using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015.

D. Benefit of the Study

  The benefits of the research are as follows:

1. Practically

  a. For the students‟ Teaching vocabulary by using acrostic game can motivate the students‟ in order to be more interested in learning vocabulary.

  b. For the English teacher This research also gives teacher knowledge about a method that can be used by him or her to improve students‟ vocabulary.

  c. For the researcher The findings of the research can be used as a starting point in improving the writer‟s teaching ability.

  d. For other researcher The writer hopes that the result of the research can be used as reference for those who want to conduct a research in teaching English.

2. Theoretically

  The innovation of this research will enrich the theory of teaching English and the result of the research can be used by English teacher to improve the students‟ vocabulary mastery.

E. Limitation of the Study

  In order to make a focus in this research, especially in the explanation, the writer limits the study as follows:

  1. The students‟ improvement in vocabulary mastery.

  2. The improvement of students‟ vocabulary mastery by using acrostics game in teaching descriptive text.

  3. This research is carried out to the tenth years students in SMK PGRI 2 Salatiga.

F. Definition of Key Term

  To avoid misunderstanding, the researcher gives explanation or definition of some key terms used in this study:

1. Effectiveness

  According to Homby, the effectiveness is having an effect; able to bring about the result intended. (Homby, 1974: 277).

  2. Improve Improve is to make better (Holt, Rinehart, Winston, 1966: 391). It explains the raising of the students vocabulary mastery. The students‟ vocabulary mastery will be better.

  Student 2.

  Student is person who attends an education institution or who receives other instruction or person who is devoted to books and learning (Holt, Rinehart, Winston,1966: 806)

  Game 3. A game is one of activities which can help to create dynamic, motivating classes. The reason is that real learning takes places when the students, in a relaxed atmosphere, participate in activities that require them to use what they have been drilled on. Games are not only suitable for children but also for adult.( Fauziati. 2005 : 130 ).

  Game is form of play, especially a contest, played according to roles (Winston, 1966; 319).

  Jill also says that a game is an activity with rules, a goal and an element of fun. (Hadfield, 2001: 4).

  Acrostics 4. Acrostic is puzzles in which clues are given to words whose first letters spell out a mystery word or phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3).

  Acrostic is word puzzle, word arrangement, in which the first or the first and last, letters of the lines make a word or words (Hornby, 1963: 10) Acrostic is an arrangement of words in which initial or other letters, when taken in order, form words or phrase. Or an arrangement of letters that form the same words when read horizontally or vertically (Winston,1966: 9)

  Acrostic a series of written lines of verses in which the first, last, or other particular letters form a word, phrase, the alphabet, etc (Urdang, 1968: 17)

  Vocabulary 5. Vocabulary is more than list of target language words.(Nunan, 1998: 101).

  Vocabulary is the experience of most language teachers that the singgle, biggest component of any language course (McCharty, 1990: ix) Vocabulary is a central part of language. The more words students know well and can use, the more meaning they can communicate in a wide variety of circumstances (Coxhead,2006: 1).

  Vocabulary is central to language and of critical importance to typical language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral and written form. Having a limited vocabulary is also barrier that precludes learners from learning a foreign language (Fauziati, 2002 155:)

  Vocabulary is a word considered only as a combination of certain sounds or letters, without regard a meaning (Urdang, 1968:1473).

  Vocabulary is alphabetical list of words, often with translation or definition; lexicon; glossary (Winston, 1966; 911).

  Jim scrivener also says vocabulary is a powerful carried of meaning. Beginners often manage to communicate in English by using the accumulative effect of individual words. (Scrivener, 73 : 1994 ).

  Vocabulary game 6. Vocabulary game is one in which the learner s „attention is focused mainly on words. ( Lee,1979: 37).

  G. Review of Previous Research In this research, the researcher takes three previous researches. The first is research by

  Zunita Widyasari entitled

  „‟ The Use Of Crossword Puzzle To Improve Vocabulary Mastery (A Classroom Action Research In The First Year Students Of MA Al Bidayah Candi Bandungan In The Academic Year 2009/2010)‟‟ the object of her study are to find out

  whether crossword puzzle can improve the students‟ vocabulary mastery. The result of her research teaching vocabulary using crossword puzzle can improve students‟ vocabulary mastery and students‟ interest.

  The second research by Nur Hidayah entitled

  „‟ The Use Of Realia To Improve Vocabulary Mastery (A classroom Action Research In The Third Year Students Of MI Nurul Azhar Terban Pabelan In The Academic Year 2010/2011)‟‟ . The objects of her study are to

  find out whether realia can improve the students‟ interest and to find out whether realia can improve the vocabulary mastery. The result of her research teaching vocabulary using realia can improve students‟ interest and vocabulary mastery.

  The third was conducted by Desti Ela Soraya with her research paper “ “Improving

  Students‟ Vocabulary Mastery By Climbing Up A Ladder Game ( A Classroom Action Research of the First Year Students‟ in SMP Islam Sudirman Ambarawa in the Academic Year 2011/2013)”. She summarized that using of climbing up a ladder game can influence

  the improvement of the students in vocabulary mastery of the first year students of SMP Islam Sudirman Ambarawa in the Academic year 2011/2012. The reasons why the writer reviews it because it gives clear example, so the writer can explain with more details.

  H. Research Organization

  The researcher wants to arrange the graduating paper in order to the reader can catch the content easily. It is divided into five chapters.

  Chapter I is Introduction. It is consist of background of study, problem statements, objectives of the study, benefit of the study, limitation of the study, definition of key terms, and review of previous research, methods of research.

  Chapter II is Theoretical Framework which discuss about general concept of vocabulary, general concept of acrostic game and general concept of descriptive text. Chapter III explains about Methods of Research that consist of setting of the research, subject of the research, type of the research, research procedure, and technique of collecting data and technique of data analysis.

  Chapter IV is Data Analysis. Consist field note, score of students achievement of cycle I, cycle II, cycle III, discussion. Chapter V is Closure. The writer states summary of the study includes Conclusion and Suggestion. Bibliography Appendix

CHAPTER II THEORETICAL FRAMEWORK A. General Concept of Vocabulary 1. Definition of vocabulary Vocabulary is a powerful carried of meaning. Beginners often manage to

  communicate in English by using the accumulative effect of individual words ( Scrivener, 1994 : 73 ). Acording to (Charty, 1990: ix) Vocabulary is the experience of most language teachers that the single, biggest component of any language course. Vocabulary is a central part of language. The more words students know well and can use, the more meaning they can communicate in a wide variety of circumstances (Coxhead,2006: 1).

  Vocabulary is central to language and of critical important typical language learner. Without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral and written form. Having a limited vocabulary is also barrier that precludes learners from learning a foreign language (Fauziati, 2005 : 155 ). Having limited vocabulary is also a barrier that precludes students from learning a foreign language and when they do not know how to enrich their vocabulary, for example they often gradually lose interest in learning (Fauziati 2005: 155).

  Every person must have vocabulary for communicating with others, it is a very significant element of language, and with vocabulary he/she can express their idea. Even though vocabulary does not always affect in the fluency of language, there are some language aspects that must be known and mastered by learners, such as grammar, diction, pronunciation, and so on, vocabulary still becomes requirement for mastering a language.

  From some opinions given above, it seems that vocabulary is a total number of words used by a person, class, profession in communication.

2. The Importance of Vocabulary Mastery

  Vocabulary is important in case, it could help the students to enjoy their classes. One who mastery enough vocabulary will find fewer difficulties than those who have fewer vocabularies.

  Moreover, vocabulary has an important in teaching learning process. According to Scrivener (1994: 74) in classroom there are the roles of vocabulary:

  1. Vocabulary is very important and needs to be dealt with systematically in its own right; it is not simply an add-on to grammar or skills lesson.

  2. Our job does not as soon as learner has first met some new vocabulary; we need to help them practice, learn, store, recall, and use the items.

  3. Training in the use of English.

  4. We need to distinguish between vocabulary for productive use and for receptive recognition and adapt our classroom work appropriately.

  5. We need to deal not only with single word lexical items, but also with longer, multi-word items (Scrivener, 1994: 75).

  3. Kinds of Vocabulary

  Scrivener ( 1994 : 74 ) says that there are two kind of vocabulary, there are receptive vocabulary and productive vocabulary. a. Productive vocabulary is the sets of words that are used in spoken communication. Good pronunciation might be encouraged getting the sounds and stress right.

b. Receptive vocabulary is the use of words that we recognize and understand, but tend not to use ourselves.

  Productive and receptive vocabularies are words that the students understand when they use in everyday situation. They can‟t product it correctly in reading or listening. In contrast, productive and receptive vocabularies are the set of word that they understand, can pronounce correctly and use constructively in speaking and writing.

  Sometimes, vocabulary is easier aspect of a foreign language to learn but it hardly required formal attention in the classroom. The students are quickly to accept but they are quickly forgotten.

4. Principle of Teaching Vocabulary

  According to (Nation, 2000: 625) there are three principle of teaching vocabulary, this principles are as follow: a. Content and sequencing

  Content and sequencing is what vocabulary is focused on and how it is divided into stages.

  b. Format and presentation Format and presentation is how the vocabulary is taught and learned.

  This is the most visible aspect of course design and involves the general approach to vocabulary teaching, the selection of the teaching and

c. Monitoring and assessment

  Monitoring and assessment is how learning is measured. The function of monitoring and assessments are test learners to see what vocabulary they need to focus on, use monitoring and assessment to keep learners motivated, Encourage and help learners to reflect on their learning.

5. Teaching Vocabulary

  Teaching is the act or profession of a person who teaches. Sometime that is taught (Urdang, 1968: 1348). Teaching is work of one who teaches; profession of a teacher (Winston, 1966; 832). Vocabulary is a word considered only as a combination of certain sounds or letters, without regard a meaning (Urdang, 1968:1473). Teaching vocabulary is the studying second language because vocabulary is the basic material to master the four language skills that is speaking, reading, writing and listening. Without understanding the new words, the students will get the difficulties to studying English language. The other reason is vocabulary that central of language and of critical importance to typical language learner. Without a sufficient vocabulary, someone cannot communicate effectively or express his ideas in both of oral and written form. Having a limited vocabulary is also a barrier that precludes learners from learning a foreign language. The status of vocabulary within the curriculum and a attitude of foreign language teachers toward vocabulary instruction have varied considerably over the year some teachers usually using Grammar Translation Method or Direct Method to teaching vocabulary (Fauziati, 2002; 157-158).

  Having limited vocabulary is also a barrier that precludes students from learning a foreign language and when they do not know how to enrich their vocabulary, for example they often gradually lose interest in learning (Fauziati 2005: 155). The status of vocabulary within the curriculum has varied considerably over the years. It suffered significant neglect during the 1950s and 1960s when audio lingual‟s had a dominant influence on methodology, but make something of a comeback during the 1970s under the influence of communicative language teaching (Nunan, 1991:116) B.

   General Concept of Acrostics Game 1. Definition of acrostics game

  Acrostics are puzzles in which clues are given to words whose first letters spell out a mystery word or phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3).

  Acrostic is word puzzle, word arrangement, in which the first or the first and last, letters of the lines make a word or words (Hornby, 1963: 10) According to (Winston,1966: 9) Acrostic is an arrangement of words in which initial or other letters, when taken in order, form words or phrase. Or an arrangement of letters that form the same words when read horizontally or vertically. Acrostic is a series of written lines of verses in which the first, last, or other particular letters form a word, phrase, the alphabet, etc (Urdang, 1968: 17).

2. How to play acrostics game

  Procedures of acrostics game can be modified by a teacher itself. An acrostic is puzzles in which clues are given to words whose first letters spell out a mystery word or phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3)

a. Preparation steps

  1. Teacher gives explanation to the students what is an acrostic game.

  2. Gives an example of an acrostic related to the same subject matter so they get the idea of the strategy.

  3. Gives a word picked out to make the acrostic form.

b. Application Steps:

  1. Students will work individually in order to pick words that best suit them.

  2. Show them the example on the board.

  3. Give them the word they will make the acrostic form.

  4. Explain that the words they choose must be related to the term. students what they came up with.

  5. Ask

  ednesday,16-09-2014, 01.35 a.m

  Example: These six clues lead to six words, whose initial letters spell a famous city (Augarde, 1994: 3):

  1. It‟s beside the road

  2. This involves the load

  3. This is pleasant for you

  4. And a song for two

  5. A Europian river

  6. Makes them all a-quiver Solution:

  Lay-by Onerous

   Nice Duet Oder Nerves

3. Variation in play acrostics game

  There are many possible variations on this game or you can add and change the rule of this game, for example, in a book of the oxford A to Z of word game, written how to play “ acrostic 2 :

  a. The first player choose a word of at least four letters-usually six or more- which each player writes in a column down the left-hand side of their paper.

  b. Then write the same word in reverse down the right-hand side of the paper.

  c. Players have to fill in words which start and end with the resulting letters.

  d. The winner is either the player who fills in all the spaces first or the player who uses the longest word or words within a set time (usually five minutes) (Augarde: 1994, 4)

  Example: Andi suggests English as the word. He fills in the words like this, later adding the scores for each letter used:

  E a c H = 4 N a m e S = 5 G o b I = 0

  L a t e r a L = 7 I n K i n G = 6 S o l u t i o N = 8 HappenestancE = 12

C. General Concept of Descriptive Text 1. Definiton of Descriptive Text

  A descriptive text is to describe particular person, place or thing. (Sudarwati and Grace, 2006: 135)

  2. The Generic Structure of Descriptive

  According to Sudarwati and Grace (2006: 172) there are several important elements to make up a description, they are:

  Identificatin Mention the special particular. Description Mention the part, quality, and characteristics of the subject being described.

  3. Language Features of Descriptive Text

  Sudarwati and Grace (2006: 172) stated that the language features of descriptive text are:

  The use of adjective and compound adjectives.

  a.

  

Example : - A five hundred seated football stadium

• A beautiful ancient roman opera house

b. The use of linking verbs / relating verbs.

  Example : - The temple is so magnificent

• - The temple consists of terraces

  c. The use of Simple Present Tense.

  Example: - The museum blouses hundreds of Greek Statues

• The hotel provides 450 rooms and a large swimming pool

  d. The use of degree comparison Example : - The weather in Jakarta is hot better than Bandung

• Bogor has the same weather as Ungaran 4.

   The Example of Descriptive Text

  According to Sudarwati and Grace (2006:167) the example of descriptive text is:

  The Borobudur Temple

  Borobudur is a

  Identification

  Hindhu-Budhis temple Simple Present tense

  Identify subject to be described th

  built in the 9 century under the Syailendra dynasty of Java. It is located near Magelang, on the island of Java, Indonesia.

  Desription Abandoned in the th

  Relating verbs describe the quality 11 century and partially excavated by archeologists in the

  th

  early 20 century, Borobudur temple is well-known all over the world.

  Influenced by the Gupta architecture Participle Phrases phrases of India, the temple is constructed on a hill

  Parts

  46m (150 ft) high and consists of eight steps like stone terraces, one on top of the other. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief; the upper three are circular, each with a circle of bell- shapedstupas (Budhist shrines).

  Entire edifice is crowned by a large stupa at the center of

  Adjective the top circle. The way to the summit extends through some 4.8 km of passages and stairways.

  The design of

   Parts

  Borobudur, a temple- mountain symbolizing the structure of the

  Comparative universe, is similar to degree the temples built at

  Angkor, Cambodia.

  The Borobudur Temple rededicated as

  Characteristics an Indonesian national CHAP monument in 1980 is a TER valuable treasure for

  III Indonesian people. RESE ARCH METH

OD A.

   The Setting of the Research

  The research is located at SMK PGRI 2 SALATIGA in JL. Nakula Sadewa No.1, Kembang Arum, Salatiga. The research was applied for the students of tenth years in this school. The students have motivation in learning English but most of them have difficulty in vocabulary mastery and they are shy or even afraid of creating mistakes which led them, they use Bahasa to explain their idea in English lesson.

  The classroom action research was done from October 2014 to November 2014. The description of the building of SMK PGRI 2 Salatiga is as follows: Facilities and infrastructure in SMK PGRI 2 Salatiga, consist of classroom, language laboratory, computer laboratory, library, head master room, administrative room, consulting room, vice principle room, mosque, toilet for teacher, toilet for students, learning media, canteen, and others.

B. Type of The Research

  Type of this research is classroom action research. The researcher and the observer observed and made a note everything that occurred in learning process. According to Arikunto (2007: 2) classroom action research is formed from three words they are: a. Research: an action to get details from an object using certain way or methodology to get useful data or information in increasing the quality of something that attract the researcher interest and important for him/her.

  b. Action: activity that intentionally done in certain aim, that has a form of cycle sequence activity to students.

  c. Class: a group of students in the same time and have the same lesson from their teacher.

  He added that this action was expected to increase the students‟ learning result, so it should concern with the teacher‟s effort in learning process (Arikunto, 2007: 2)

C. Subject of the research

  The subject of research is students XB Accountancy of SMK PGRI 2 Salatiga in the academic year of 2014/2015. It consists of 25 students with 1 boy and 24 girls. The writer choose XB because based on the information from the English teacher, the students in this class have high motivation in learning English. But the students in this class have little vocabulary so they difficult to explore and express their ideas orally or written form. Although this class is very noisy but this condition can be increase st udents‟ attention to be active in learning English and enrich their vocabulary.

  TABLE 3. 1 The List XF Class Group of SMK PGRI 2 Salatiga in the Academic Year of 2014/ 2015

  Class : XB

  Skill Program : Accountancy Teacher Class : Roni Setyo Nugroho S.Si

  No. Nis Name Sex 1. 6508 Adelia nurmala dewi Female 2. 6509 Amadea luna brilliani Female 3. 6510 Dana tirta nirwana Female 4. 6511 Desi astute Female 5. 6512 Diah faiqotunnisa Female 6. 6513 Dian lestiyaningsih Female 7. 6514 Ditiya Female 8. 6515 Edy kurniawan Male 9. 6516 Faridatul maghfiroh Female 10. 6517 Febriyanti yuni saputri Female 11. 6518 Hani widiawati Female 12. 6519 Helga ayu rosiana Female 13. 6520 Lennia setyaningrum Female 14. 6521 Linda pramessela Female 15. 6522 Marissa akmalia Female 16. 6523 Nur rohmah Female 17. 6524 Retno andarini eka putri Female 18. 6525 Riska fitriyani Female 19. 6526 Rofita aprilliani Female 20 6527 Sekar linggan saputri Female 21. 6528 Sella putri purnama sari Female 22. 6529 Setya widyaningsih Female 23. 6530 Siti rohmah Female 24. 6531 Sriyanti Female 25. 6532 Wina pangestuningsih Female

  Source: SMK PGRI 2 Salatiga 2014 D.

   Research Procedures

  This study uses classroom action research; the first concept of classroom action research is introduced by Kurt Lewin. Kurt Lewin said that in one cycles is consist of four components, they are planning, acting, observing, and reflecting (Arikunto, 2010:131). The researcher uses the action research model of Arikunto, the spiral-shaped

  Figure 3.2

  Planning Reflection Cycle I Practice Observation

  Planning Reflection Practice Cycle II

  Observation Planning Reflection Cycle III

  Practice Observation

  The steps in every cycle are the same and the researcher will do the research in three cycles those are cycle I, cycle II and cycle III and there are 1 meeting in each cycle. From the chart of the research model can be seen that there are four stages of action research prevalent, as the following:

a. Planning In this research the researcher is a teacher, and my friend Restu is observer.

  Stage of research is designed in three phases, that is: cycle I, cycle II, cycle III, which each cycle consist of planning, implementation, observation and reflection.

  To obtain preliminary data, the researcher doing the pre-cycle, the proceedure to the planning cycle as follows: Figure 3.3

  Research plan

  Preliminary Study Interviewing the English teacher, giving questionnaire and pretest to the students, in the tenth year of SMK PGRI 2 Salatiga

  Planning Acting

  1. Designing lesson Conducting the plan.

  Lesson plan

  2. Preparing list of students‟ named and scoring.

  3. Preparing sheet for class observation

  Cycle I

  4. Preparing a test ( including pre-test and post-test)

  Reflecting Observing Observing the

  1. Analyzing the collected data teaching learning condition

  2. There must be more efforts to improve students‟ vocabulary mastery through acrostics game Continue to the next

  3. cycle

  Planning Acting

  1. Designing lesson Conducting the plan based on the lesson plan result of reflecting phase in the first cycle

  2. Preparing the role of acrostics game

3. Preparing the materials and media.

  Cycle II

  Reflecting Observing Observing the

  1. Analyzing the collected data teaching learning

  2. Every action in cycle 2 stills any condition problems.

  3. Continue to the next cycle Planning Acting Cycle III

  Reflecting Observing Observing the

  1. Analyzing the collected data teaching learning

  2. Every action in cycle 2 the problem has condition been resolve and is considered sufficient.

  3. The action will be stopped

b. Action

  The second stages of action research is the implementation of the application, the teacher must remember and try to obey what has been formulated in the draft.

  In the action stage refers to the lesson plan.

  The implementation of the action involved one meeting in each cycle. The time table of the can be seen of the following table: Table:

  The Schedule of The Classroom Action Research Meeting Date Theme/Sub

  Theme

  th