The Effect of Word Chain Game on the Stu
THE EFFECT OF WORD CHAIN GAME ON THE STUDENTS’ ABILITY IN WRITING WORDS AT THE EIGHTH GRADE OF SMP NEGERI 1 HILISERANGKAI IN 2015/2016 THESIS BY:
MILKA DWI NOFRIANTI HAREFA Reg. Num 112108068
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI
FACULTY OF EDUCATION OF LANGUAGES AND ARTS
ENGLISH EDUCATION PROGRAM
NOVEMBER 2015
THE EFFECT OF WORD CHAIN GAME ON THE STUDENTS’ ABILITY IN WRITING WORDS AT THE EIGHTH GRADE OF SMP NEGERI 1 HILISERANGKAI IN 2015/2016 THESIS
Submitted to: Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan
BY: MILKA DWI NOFRIANTI HAREFA Reg. Num 112108068
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI
FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION PROGRAM NOVEMBER 2015
ABSTRACT
Harefa, Milka Dwi Nofrianti, 2015, The Effect of Word Chain Game on the Students’ Ability in Writing Words at the Eighth Grade of SMP Negeri 1 Hiliserangkai in 2015/2016 , Thesis, Advisors (1) Adieli Laoli, S.Pd.,M.Pd, and (2) Yasminar Amaerita Telaumbanua, M.Pd.
Key Words: Students’ Ability in Writing Words, Word Chain Game.
Nunan (2003:88) states, writing is an act of committing of words, mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. Brindle and Susan (1994:117) states, word is a single distinct meaningful element of speech or writing, used with other to form a sentence and typically shown with a space on either side when written or printed.
The purpose of the research is to find whether there is or there is no significant effect of Word Chain Game on the students’ ability in Writing Words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016. The research was conducted through the experimental method with quasi-experimental design. The researcher selected sample by using cluster sampling technique. The data used in this research were collected by using fill in exercise test form. Then, the researcher conducted the internal and external validity to validate the instrument test. Afterwards, the researcher gave pretest to the experimental group and control group.
The mean mark of t he pretest’ experiment, it shows that L count <L table (0.0786 < 0.151) and F table >F count (1.84 > 1.194) and pretest’ control is L count <L table (0. 0908 < 0.151) and F table >F count (1.84 > 1.194). Then, the researcher holds the treatment to the experimental group, and in the control group the researcher used the real teaching. After that, the researcher administers the post-test to the both groups. Based on the result of the data computation indicates that the average of the students’ writing words by using Word Chain Game is 85.73 which is stated good level, while the average of the students’ in writing words without using Word Chain Game is 63.82 which is stated less level.
Based on the result of the examining hypothesis by using t-test of pooled variant, it shows that t count 9.429 > t table 1.996. It can be concluded that H 0 is rejected and Ha is acceptable. It means that there is a significant effect of Word Chain Game on the Students’ Ability in Wiriting Words at the eighth Grade of SMP Negeri 1 Hiliserangkai in 2015/2016. Based on the analysis, the researcher proposes some suggestions, namely; (1) The English teacher of SMP Negeri 1 Hiliserangkai should apply Word Chain Game to teach writing to the students and to maintain the high mark of the st udents’ ability, (2) The English teacher should be able to prepare the writing text that is appropriate and interesting to the students in SMP Negeri 1 Hiliserangkai, (3) The next researchers conduct Word Chain Game in teaching writing of various of writing words in texts.
ACKNOWLEDGEMENTS
First of all, the researcher thanks to Jesus Christ who guides her, blesses her, strengthens her and loves her during accomplishing this thesis. In arranging this thesis, the researcher realizes that she cannot finish this thesis by herself without the guidance of some people who help, support, and suggest her. On this occasion, the researcher wants to express her sincere appreciation and thanks to:
1. Mr. Drs. Bezisokhi Laoli, M.M, as the Rector of Institute of Teacher Training of Education of Gunungsitoli for his leadership to the researcher during her study in IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd, M.Pd, as the Dean of Faculty of Education of Languages and Arts, and the first advisor, who guides and gives suggestions, ideas, encouragement and best service to the researcher in finishing her thesis.
3. Ms. Yasminar Amaerita Telaumbanua, M.Pd, as the Chair of English Education Program and lecturer and as the second advisor for her help and who gives advice, correction, support, motivation, effort and time covered this thesis with consistent quality to the researcher.
4. Mrs. Dra. Sulasmi, as the examiner of study who always gives corrections and ideas in finishing this thesis.
5. Mr. Afore Tahir Harefa, S.Pd., M.Hum, as the examiner of education who always gives advices and briliant ideas in finishing this thesis.
6. Mr. Drs. Ellyanus M.Pd., as the examiner of research method who gives corrections and ideas in finishing this thesis.
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7. Mr.Yaredi Waruwu, S.Pd, as the Academic Advisor, who always guides the researcher.
8. All of the lectures who have ever taught the researcher during studying in IKIP Gunungsitoli.
9. All of the validators of her internal validation (Mrs. Hidayatai Daeli, S.Pd., Mrs. Yuli Asnita Harefa, S.S., Mrs. Meytin F. Harefa, S.Pd.) for their help in validating her instrument.
10. Dinas Pendidikan Kabupaten Nias which allows her to conduct the researcher in schools n Nias area.
11. Mr. Asaziduhu Mendrofa, as the Headmaster of SMP Negeri 1 Hiliserangkai, who facilitates the researcher in collecting the data.
12. The students of the eighth grade of SMP Negeri 1 Hiliserangkai especially VIII-1 and VIII-5 as the subjects of this research for their cooperation when the researcher conducts this research.
13. Her great family, dearest parents, her father (Victor Burman Harefa) and her mother (Meniria Gea), her beloved sister (Imaniar Febrika Handayani Harefa, her young brothers (Trisno Yan Utama Harefa and Yunus Septifan Harefa) and her beloved aunt (Veronika Nirmawati Harefa) for their love, affection, praying, motivation, inspiration, and support to the researcher during studying in IKIP Gunungsitoli.
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14. Her close friends (Udiati Widiastuti Waruwu, Eunike Kurnia Telaumbanua, Herman Idam Novita Zega, Sosialman Zai, Mawar Duha, Esterlina Telaumbanua, Noveri Harefa, Desman K. Harefa, Asni Gea, Noverlina Harefa,) for praying, love, advise,motivaton, cheerful, joyful world and beautiful togetherness.
15. All friends in Class A of English department in 2011. Finally, thank you very much for all of your suggestions, advices, supports,
motivation and praying. The researcher is aware that this thesis is far from being perfect. Therefore, the researcher really hopes the constructive suggestions and criticisms so this thesis can be better in the future.
Gunungsitoli, November 2015 The Researcher
Milka Dwi Nofrianti Harefa Reg. Number 112108068
Life is for Caring. Loving. Sharing. Praying. Motivating. Expressing. Appreciating. Learning. Smiling. Dreaming. Thanking. Searching. Feeling. Hugging. Holding. Playing. Laughing. Thinking. Forgiving. Wishing. Believing. Cherising. Creating. Hoping. Living
Do what you Love! Love what you do!
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LIST OF FIGURES
Figures Page
Figures 1 The Conceptual Framework................................................................ 34
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CHAPTER I INTRODUCTION
A. The Background of the Problem
Writing is regarded as a productive skill, it aims at assisting students in expressing their idea writtenly. Writing is one of the important skills in English because writing is an extremely complex cognitive activity which requires the writer to demonstrate control of several variables at once. Writing is a complex activity
since it requires students’ comprehensive abilities such as mastering grammar, vocabulary, punctuation and mechanics. Besides, to write well, the students are expected to be able to present their ideas in the written form as writing is a means of communication. According to Dan K. & Darren C. (2013:6), ―Writing is an act of creation, which makes writing instruction uniquely different from many other kinds
of teaching.‖ In other words, writing can impart the body of knowledge, and also teach habits of mind, choices for self-expression, strategic thinking, and self- awareness.
Writing is an exploration. Each writer is required to have many words in their mind when writing. Knowledge of words is central to writing. As written in
Oxford Dictionary (2015), ―Word is the smallest unit of language (whether written, spoken or read).‖
Word is a unit of language, consisting of one or more spoken sounds or their written representation, that functions as a principal carrier of meaning, is typically seen as the smallest such unit capable of independent use, is separated from other such units by spaces in writing, and is often distinguished phonologically, as by accent or pause (online).
So, word is a unit of language that a sound or combination of sounds that symbolizes and communicates a meaning. It can say, hear, read and write something by using words breadth and depth of words, it can build vocabulary. Vocabulary is all the words which exist in a particular language or subject. On the other hand, word and vocabulary can not be seperated each other. It is supported by Urdang and Flexner (1968:1473) saying, ―Vocabulary is the stock of words used by or known to a particular person or gr oup of persons.‖ In additon, Hornby (1959:152) says ―Vocabulary is the total numbers of words that make up a language.‖
Based on some definitions stated, it can be concluded that vocabulary is total number of words which are used to communicate in all side of students relation or vocabulary is the words which have meaning and function words of language. Therefore, learning words to build vocabulary is fundamental to support students to master English. Writing and vocabulary are often interconnected. Having a strong vocabulary is essential writing. Knowledge of words will improve vocabularies and it can upgrad writing skill. The more words students know, the more likely they are able to transfer their ideas in writing.
The competence standard of the writing skill at the eighth grade of SMP Negeri 1 Hiliserangkai in the syllabus KTSP 2006 expects the students to express meaning in the text of functional, short and very simple essay in the forms of descriptive and recount to interact with the nearest environs. The basic competence, expects the students to express the meaning in simple short functional written text by using such kinds of written language accurately, fluently and acceptable to be interacted with the nearest environs in the forms of descriptive and recount texts. To support the curriculum expectation, the school decides the Minimum Competence Criterion (MCC) that is 60.
The reality shows what is expected in the curriculum cannot be achieved. The students’ achievement in English is considered low. Most of them cannot achieve the competence standard and Minimum Competence Criterion. The majority of their value is less than
60. Based on the researcher’s observation in SMP Negeri 1 Hiliserangkai especially at the eighth grade, most of the students there could not write
words especially in descriptive text. They could not identify certain words in descriptive text. It can be seen when the researcher asked them to write some words in English. They could not do it .
The problems above are caused by some factors such as : the students are lack of vocabulary, the students cannot identify the generic structure of descriptive text, the students cannot complete the structure of the sentences, the monotonous
method applied by the English teacher. So, the students cannot identify and write certain words in descriptive text especially adjectives.
To overcome the problems, there are many ways to study English with fun in
a school. The researcher selects one of the games in teaching English which is Word Chain Game to obtain the information to see there is a significant effect of using the game on the students’ ability in writing words. Trussell-Cullen (1998:4) says:
Word Chain Game is one of fun games, enjoyable and creative game which it plays with words. Word chains can make very interesting classroom displays. The purpose is of course to make the material more enjoyable, interesting and challenging. Futhermore, Wetsley (2004:4) says, ―Word Chain Game is the game to build
words from other words to help children to grow in their understanding of words and spelling patterns .‖ In short, Word Chain Game is exact to stimulate the students’ interest to learn words to build vocabularies.
Regarding to the explanation above, the researcher has a main purpose to choose and implement Word Chain Game to teach the students especially in writing words. So, the researcher does the research entitled ―The Effect of Word Chain
Game on the Students’ Ability in Writing Words at the Eighth Grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
B. The Identification of the Problem
There are some of the problems that the researcher finds in learning writing process especially in writing words namely:
1. Lack of vocabulary especially adjectives.
2. The students cannot identify the generic structure of descriptive text.
3. The students cannot complete the structure of the sentences.
4. The monotonous method applied by the English teacher.
C. The Limitation of the Problem
In the research, the researcher limits the problem in order to make the research more accurate. In doing the research, the researcher decides that the research focuses on searching the effect of Word Chain Game on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the research above, the researcher formulates the problem as follows, ―Is there any significant effect of Word Chain Game on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016 ?‖.
E. The Purpose of the Research
The purpose of the research is to find whether there is a significant effect of Word Chain Game or not on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
F. The Research Hypotheses
The hypotheses of the research are formulated as follows: Ha= There is a significant effect of Word Chain Game on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
Ho= There is no significant effect of Word C hain Game on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
G. The Significance of the Research
The findings of the research are expected to bring some significances and contribution in teaching and learning English as follows:
1. For the researcher, it can give an experience in teaching writing words by Word Chain Game which is interesting and as a property in teaching writing skill.
2. For the English teacher, game can be used in teaching writing to build the students’ vocabulary.
3. For the students, it can give input to improve their ability in writing words. The students also learn how to write words by using Word Chain Game.
4. For the other researchers, it can give the view to other researchers that the research has contribution in teaching writing.
H. The Assumptions of the Research
Some assumptions of the research are:
1. Writing words is the ability to make words from other words to build vocabulary.
2. Word Chain Game is an activity with rules, a goal, and element of fun in teaching writing words.
I. The Limitation of the Research
In doing the research, the researcher limits the research as follows:
1. The population of the research is the eighth grade of SMP Negeri 1 Hiliserangkai. The sample is taken from population based on the cluster sampling technique. Experimental class is VIII-1 and control class is VIII-5.
2. The researcher uses one of types of quantitative research method, that is experimental research especially in quasi-experimental research which design is pretest-posttest design for experimental and control group.
3. In the research, the researcher applies Word Chain Game.
4. The researcher searches the effect of Word Chain Game in teaching-learning process, which descriptive text as writing material.
J. The Key Terms Definitions of the Research
To avoid misunderstanding about the definitions that are used in the research, the researcher gives some explanation that concerns with the definitions. They are:
1. Writing is an activity to express and to create ideas in thought. Writing words is one way to learn new words to the students. Writing words requires vocabularies especially adjectives, so that the students can create other adjectives. Writing words enchances the stu dents’ ability in writing and trains the students to master vocabulary.
2. Word Chain Game is game used in English teaching, especially in writing skill. This game refers to diverse body of teaching techniques, which emphasizes participation. This game gives the students an opportunity to interact with the environs and maximally develop their intellectual capabilities and helps the students to become active participants in their learning especially in writing. This game is a brilliant element in order that the students create words based on the last letter of the previous word.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Word Chain Game
a. Definition of Word Chain Game
Classrooms are complex places. There is a great deal going on. The children are there because they are required to be there, and the teacher is trying to engage the students in the studying of whatever content is prescribed. The complexity of classroom, when joined with the demand that certain things take place there means that the students must in some way be managed. One of classroom structure that contributes the successful learning is game used through teaching-learning process. In teaching English, a teacher should find appropriate methods to be conducted because the teacher is as a motivator and a facilitator while the students are the central of learning, and they must be active in the class.
Game is one of media that can be applied in language teaching and learning. All people like games either young or adult. But different ages are group requires various topic material, competence, and model of game. For example, children like fun game, then adult more like challenging game. So, a teacher should choose the appropriate game for all students in order to be fun learning and active class.
Therefore, one of some games that can be applied especially in teaching Writing New Words is Word Chain Game. Wetsley (2004:4) says, ―Word Chain Game is the game to build words from other words to help children to grow in their understanding of words and spelling patterns. ‖
Furthermore, Trussell-Cullen (1998:4) says, ―Word Chain Games is one of fun, enjoyable and creative games which it plays with words.‖ Word Chain Game can make very interesting classroom displays. Playing Word Chain Game is one way to get to know new people and become comfortable with new surroundings. Ball (2012:59) states, ‖Word Chain Game is a brilliant game designed for kids to build and enchance their vocabulary skill.‖ So, this game is challenging enough to perform with any group of children of any age. And it is useful if you want to review some vocabulary you have previously introduced. Word Chain Game can also develop oral language and improve writing skill. It can help children with spelling and grammar skills, punctuation, and creativity. As a result, Word Chain Game practices in logic and thinking of students, gives the prompt feedback, and develops their appetite for further learning.
In conclusion, Word Chain Game is a game to help students in writing words to master in vocabulary, to develop their intellectual capabilities and also to develop the students’ desire to learn English, because this game helps the students to become active participants in their learning.
b. Procedure to Implement Word Chain Game
According to Trussell-Cullen (1998:4), the steps to Word Chain Game are as the following:
1) Everyone in the class has a sheet of paper of the same size and writes a word on it at the same time.
2) With cat, the last letter is t, so the next player might say ―table.‖
3) The next player does the same, this time looking for a word that starts with e —for example, elephant.
4) When everyone is ready, each child passes his or her paper to the closest child. Each player writes a word starting with the last letter of the word on the sheet of paper he or she received. Then, when everyone’s ready, they pass the papers on again.
5) This goes on until the players get their own sheet of paper back.
Furthermore, Fiona and Sue with Monika (2012:50) state the procedure of Word Chain Game, as follows:
1) Introduce a set of words you want the children to learn, for example fruit and vegetables, through flashcards. After practising the pronunciation, stick the card on to the board (you might want to write the word under the card).
2) Ask the children to sit in a circle. Explain they will have to use the flashcards to try to remember a list of words.
3) Introduce the phrase, ‘My auntie went to market, and she bought an apple’. The first child should add to the list, using another word from the
flashcards, in the following way: ‘My auntie went to market and she bought an apple and some carrots’. The activity goes on with each child
adding to the list after having repeated all the items before.
4) Repeat the activity, but this time take the flashcards off the board and erase any writing.
In addition, J. Carten (2013:3) states some steps of using Word Chain Game, they are:
1) Students sit in circles in small groups.
2) Explain the task. Student 1 makes a sentence. Studenst 2 repeats the sentence and adds to it. Student 3 repeats Student 1 and Student 2 sentence and adds to it.
For example: S1: Last weekend I went dancing. S2: Last weekend I went dancing and read a book. S3: Last weekend I went dancing, read a book, and . . . Students continue until a Student can’t remember what to say. Then the next Student continues the sentence.
3) Point out that the information in the sentence can be false.
4) Model the game with one group.
5) Students play the game.
Based on the steps of Word Chain Game written previously, the researcher simplifies the steps in teaching writing new words, they are:
1) The researcher introduces the material about descriptive text.
2) The researcher teaches descriptive by using Word Chain Game.
3) The researcher explains how to play the game very well.
4) The researcher introduces a set of words that is learned.
5) The researcher divides the students into five teams.
6) The researcher divides the chalkboard into the amount of teams.
7) One student from each team comes up to the chalkboard, write a word begins with the last letter word of the word in the lottery.
8) The next student from their team comes up and writes another word that begins with the last letter of the previous word.
9) The next player does the same activity.
10) The researcher gives a time limit of about 2-5 minutes.
11) The team with the most words spells correctly wins.
12) After the game process, the researcher responds to the students’ answers positively and constructively, accepts and develops students’ feelings, praises rather than criticizes, and encourages them.
13) The researcher concludes the material.
14) The researcher closes the meeting.
c. Advantages and Disadvantages of Word Chain Game
Advantages of this game are well known and people like it. Fried (1984:367) says that learning by using Word Chain Game can be a good choice that will be useful and effective, fun, interactive and exciting. Using Word Chain Game in learning will not only change the dynamic of the class, but it will also rejuvenate students and help the brain to learn more effectively. It is still new and fresh game. So the students will feel excited because also there are many challenges things that will
be faced by the students. And besides their vocabulary will increase but also with Word Chain Game the students exercise their branch especially to remember the words are used in descriptive text.
In addition, Mc Callum, George, P. (1980 :IX) say, ―Word Chain game can overcome the classroom problem such as bore and less creativity .‖ Thus, Word Chain Game is most important to make the students interest in learning English especially in vocabulary mastery. Ball (2012:59) says, ―Word Chain Game can be used at the end of lesson or before introducing a new material as a ―change of pace‖ activity.‖
However, Word Chain Game has disadvantages. Lee F. (1995) points out that in large classes Word Chain Game that requires each pupil to have a go can become very boring for those who start the game and who will not be called up again. In other words, Word Chain Game is full of the memorization of lists. In this instance it is better if Word Chain Game is played simultaneously in groups or if the turns in However, Word Chain Game has disadvantages. Lee F. (1995) points out that in large classes Word Chain Game that requires each pupil to have a go can become very boring for those who start the game and who will not be called up again. In other words, Word Chain Game is full of the memorization of lists. In this instance it is better if Word Chain Game is played simultaneously in groups or if the turns in
d. Relationship between Word Chain Game and Writing Words
Word Chain Game is the game to build words from other words. Word Chain Game is one of competitive and creative games to lead the students to be involved in the teaching-learning process, especially in writing words. So, Word Chain Game is interconnected with writing words. As Wetsley (2004:4) says,
―Word Chain Game is the game to build words from other words to help children to grow in their understanding of words and spelling patterns. ‖ Word Chain Game can give students an interesting and motivation in learning. By providing it, the students do not be bored again to the writing and they can develop and share their ideas in written form. It also makes a sense of the context of a language for the students since writing needs more vocabularies that must be mastered by the students. It also has a specific point or stimulus to the students in writing process where it can also express their ideas and it can develop the content.
2. Real Teaching
a. Definition of Real Teaching
Real teaching is concerned with the teacher being the controller of the learning environs. Power and responsibility are held by the teacher and they play the role of instructor and decision maker. Based on observation of the researcher at SMP Negeri 1 Hiliserangkai and guided by the lesson plan of one the English teachers at the school, real teaching is one teaching method used by the English teacher. Real Teaching is defined loosely as a continuing oral presentation of information and ideas by the teacher or professor; it is presumably a synthesis of his own reading, research, and experiences, interpreted in light of his own insights. Theoretically, in this method, little or no active student participation is involved. In practice of course there are many variation in how closely this format is adhered to. There is varying degree of using the blackboard, slide projector, assignments to be done outside of class, and question and answer sessions; but all these variations involve the teacher as the primary agents in the teaching-learning process. Hence, the task of teacher is to tell the students. Admit that many students prefer it this way. The passive listening role saves them from assuming too much responsibility for their own education. But, this method ignores completely the evidence showing that learning has to be an active process involving considerable interaction between teacher and student.
b. Procedure to do Real Teaching
As stated in lesson plan of Zalukhu (2013), there are some steps of applying Real Teaching can be done such as below:
1) The teacher greets the students.
2) The teacher checks the students attendance list.
3) The teacher asks the last material to the students.
4) The teacher introduces the material to the students.
5) The teacher asks prior knowledge to the students
6) The teacher explains the material.
7) The teacher provides some examples of the material.
8) The teacher asks the students to go in front of the class to provide some examples.
9) The teacher asks the students to write down the material in their book.
10) The teacher asks the students to do the following exercise.
11) The teacher collects the exercise.
12) The teacher asks the difficulty about the material to the students.
13) The teacher concludes the material to the students.
14) The teacher gives tasks to the students.
15) The teacher closes the class.
Based on the explanation stated previously, it can be concluded that Real Teaching is one of the conventional methods which has the real teaching-learning process and more centered to the teacher. By doing Real Teaching, the students are not motivated to learn and cannot develop their writing skill well. Therefore, the Based on the explanation stated previously, it can be concluded that Real Teaching is one of the conventional methods which has the real teaching-learning process and more centered to the teacher. By doing Real Teaching, the students are not motivated to learn and cannot develop their writing skill well. Therefore, the
c. Advantages of Real Teaching
Real Teaching is adaptable and cheaper which make it more suitable in the school of rural areas. Real Teaching is particularly suitable for introducing a subject. To ensure that all students have the necessary background to learn a subject, the teacher can present basic information in a lecture. Real Teaching is excellent for introducing a new topic, for giving perspective to the class, and for summarizing what should have been learned.
Real Teaching is often useful to supplement material from other sources or for information difficult to obtain in other ways. If students do not have time to research, or if they do not have access to reference material, the teacher can fill the bill. In subject areas where information is available in widely scattered places (textbooks, journals, and internet), the teacher can summarize and emphasize pertinent material, and give students the most up-to-date information through Real Teaching.
d. Disadvantages of Real Teaching
Real Teaching does not lead to maximum achievement in certain types of learning. Speech skills, cooperative group thinking, and motor skill, for example, are Real Teaching does not lead to maximum achievement in certain types of learning. Speech skills, cooperative group thinking, and motor skill, for example, are
Based on the explanation, it can be said that Real Teaching bores the students. It has no good effect to teach the students especially in writing words. Therefore, the researcher applies Word Chain Game in teaching-learning activity.
3. Writing
a. Definition of Writing
Learning language means learning to communicate with each other, to interact with them, to understand them, to talk them, to read what they have written,
to write to them. Vicki U & Monette M. (2005:8) say, ―Writing is a process of exploration that offers benefits to students and content area teachers alike. As
students write to make their ideas clear and comprehensible, they experience the fun of discovery, and so do their teachers.‖
Futhermore, Dan K. & Darren C. (2013:6) say, ―Writing is an act of creation, which makes writing instruction uniquely different from many other kinds of teaching .‖ Hyland (2003:4) affirms,
Writing is the controlled through guided compositions where learners are given shorts texts and ask to fill in gaps, complete sentences and transform targets or personal pronoun and complete other excercises that focus students on achieving accuracy and avoid errors.
In addition, Nunan (2003:88) states, Writing is an act of committing of words, mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. Based on the theories above, writing is an act of putting letters, symbols,
numbers, or words on paper which is used to express and explain ideas. Specifically, writing is the expression of language in the form of symbols, letters, or words. The primary function of writing is to communicate the writers’ ideas to their readers.
Writing words is an activiy or practice to write words whether noun, adjectives, verb, adverb which has a pattern to form meaningful sentence. Each words has connection with content, organization material in writing, the choice of words or vocabulary used into sentences into paragraph until they can create a piece of writing, language use of writing that connect language and point of grammar, and mechanics in writing deals with capitaluzation, spelling are punctuation that uses in English writing. So, Word Chain Game has a role to help the students to write words and to complete the sentences into paragraph until the text is complete and to increase the students vovabularies.
b. Writing Component
Jacob et, al (1981:31) point out five significant components in writing. These are content, organization, vocabulary language use and mechanics.
1) Content. There are four things that could measured in connection with content. The composition should contain one purpose only. Should be unity, should have coherence and continuity and should be adequately developed.
2) Organization. The purpose of organization material in writing involves coherence, order of Importance general to specific, specific to general, chronological order and spatial order of pattern. When writing the learner should arrange their writing chronologically. They should present their ideas based on the order of which happen from beginning to the end.
3) Vocabulary. Vocabulary is one language aspect dealing with the process of writing study in the writer always thanks about putting word into sentences into paragraph until they can create a piece of writing.
4) Language use. Language writing description and other form of writing innvolves connect language and point of grammar. We should be able to do anything more than letter separate items of language for separate function. And also grammar can help the students improve the use of formal language.
5) Mechanics. Mechanics in writing deals with capitaluzation, spelling are punctuation. Capital letters have principal uses in English writing. This may be used distinguish between particular and general classes of person, places and things.
All the writing component related each other so, the researcher has examine all the component of writing to achieve a satisfying result based on our point of view and to evaluate the stusdents writing by using Word Chain Game.
c. Purpose of Writing
Graham (2012:21) considers four purposes of writing, as follows :
1) Describe : to describe something, such as a person, place, process, or experience, in vivid detail
2) Narrate : to tell a story of an experience, event, or sequence of events while holding the reader’s interest
3) Inform : to examine previously learned information or provide
new information
4) Persuade/analyze : to give an opinion in an attempt to convince the reader that this point of view is valid or to persuade the reader to take a specific action (writing to express an opinion or make an argument has a similar purpose); to analyze ideas in text, for example, by considering their.
Based on the purposes of writing stated, describe is the central purpose in the research. Describe refers to the material that is conducted by the researcher. The material is descriptive text with the purpose is to describe and reveal a particular person, animal, place or thing.
d. Types of Writing Performance
Brown (2004:220) defines four categories of written performance that capture the range of written production are considered here. Each category resembles the categories defined for the other three skills, but these categories, as always, reflect the uniqueness of the skill area.
Four categories of written perfomances, as follows :
1) Imitative At this stage, form is the primary concern to asses learner’s skills in the
fundamental and basic tasks of writing letter, words, punctuation, and very brief sentence. This category also include the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling fundamental and basic tasks of writing letter, words, punctuation, and very brief sentence. This category also include the ability to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling
a. Tasks in (Hand) Writing Letters, Words, and Punctuation
a) Copying. There is nothing innovative or modern about directing a test-taker to copy letters or words.
b) Listening cloze selection tasks. These tasks combine dictation with
a written script that has a relatively frequent deletion ratio (every fourth or fifth word, perhaps).
c) Picture-cued tasks. Familiar pictures are displayed, and test-takers are told to write the word that the picture represents.
d) Form completion tasks. A variation on pictures is the use of a simple form that asks for name, address, phone number, and other data.
e) Fill in Exercise. The task is to fill in the correct word in each cage, but the complexity of the language used to describe the positions of cages and their inhabitants is very challenging.
f) Converting numbers and abbreviations to words. Some tests have
a section on which numbers are written-for example,hours ofthe day, dates, or schedulesand test-takers are directed to write out the numbers.
b. Spelling Tasks and Detecting Phoneme-Grapheme Correspondences
a) Spelling tests. In a traditional, old-fashioned spelling test, the teacher dictates a simple list ofwords, one word at a time,followed by the word in a sentence, repeated again, with a pause for test- takers to write the word.
b) Picture-cued tasks. Pictures are displayed with the objective of focusing on familiar words whose spelling may be unpredictable.
c) Multiple-choice techniques. Presenting words and phrases in the form of a multiple-choice task risks crossing over into the domain of assessing reading, but if the items have a follow-up writing component, they can serve as formative reinforcement of spelling conventions.
2) Intensive (controlled) This refers to producing appropriate vocabulary within a context collocations and idioms, and correct grammatical features up to the length of a sentences. There are some designing assessment tasks of Intensive (controlled) writing, such as:
a. Dictation and dicto-comp. Dictation is simply the rendition in writing of what one hears aurally, so it could be classified as an imitative type of writing, especially since a proportion of the testtaker's performance centers on correct spelling. Dicto-comp. Here, a paragraph is read at a. Dictation and dicto-comp. Dictation is simply the rendition in writing of what one hears aurally, so it could be classified as an imitative type of writing, especially since a proportion of the testtaker's performance centers on correct spelling. Dicto-comp. Here, a paragraph is read at
b. Grammatical Transformation Tasks. In the day of structural paradigms of language teaching with slot-filler ,techniques and slot substitution drills, the practice ofmaking grammatical transformations...;....orally or in writing-was very popular
c. Picture-Cued Tasks. A variety of picture-cued controlled tasks have been used in English classrooms around the world.
d. Vocabulary Assessment Tasks. Most vocabulary study is carried out through reading.
e. Ordering Tasks One task at the sentence level may appeal to those who are fond ofword games and puzzles: ordering (or reordering) a scralnbled set of words into a correct sentence. Here is the way the item format appears
f. Short-Answer and Sentence Completion Tasks. Such items range from
very simple and predictable to somewhat more elaborate responses.
3) Responsive Here, assessment tasks require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. Form-focused attention is mostly at the discourse level, with a strong emphasis on context and meaning. There are some designing assessment tasks of responsive writing, such as:
a. Authenticity. Authenticity is a trait that is given special attention: if testtakers are being asked to perfornl a task, its face and contentvalidity need to be assured in order to bring out the best in the writer
b. Scoring. Scoring is the thorniest issue at these fmal two stages of writing. With so many options available to a learner, each evaluation by a test administrator needs to be fmely attuned not just to how the writer strings words together (the form) but also to what the writer is saying.
c. Time. Yet another assessment issue surrounds the unique nature of writing: it is the only skill in which the language producer is not necessarily constrained by time, which implies the freedom to process multiple drafts before the text becomes a fmished product
4) Extensive Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using 4) Extensive Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using
a. Paraphrasing. Paraphrasing is to ensure that learners understand the importance of. paraphrasing: to say something in one's own words, to avoid plagiarizing, to offer some variety in expression.
b. Guided Question And Answer. a guided questionand-answer format in which the test administrator poses a series of questions that essentially serve as an outline of the emergent written text.
c. Paragraph Construction Tasks. To a great extent, writing is the art of emulating what one reads.You read an effective paragraph; you analyze the ingredients of its success; you emulate it.
d. Strategic Options. Developing main and supporting ideas is the goal for the writer attempting to create an effective text, whether a short one-to two-paragraph one or an extensive one of several pages.
Regarding to the types of writing perfomance as explained before, the research is in line with part 1: imitative, with designing assessment tasks of imitative writing part a: tasks in (hand) writing letters, words, and punctuation with fill in exercise because this part refers to the writing words and the reseracher used the assessment of fill in exercise to conduct the research by using Word Chain Game, in which the students holds the writing letters, words.
4. Word
a. Definition of Word
Words are fundamental units in every writing. As it is written in Cambridge Dictionary, ―Word is a single unit of language which has meaning and can be spoken
or written .‖ In addition, Calhoun (1999:111) states; Words are used to communicate ideas. The more words you own, the better
you can communicate; the better you are at acquiring words, the more control you have over your own educational progress .
Futher more, Brindle Susan (1994:117) states, Word is a single distinct meaningful element of speech or writing, used with
other (or sometimes alone) to form a sentence and typically shown with a space on either side when written or printed.
Based on the definitions written, the researcher concludes that word is a unit of language that a sound or combination of sounds that symbolizes and communicates
a meaning. People can hear, say, read and write by using words. Knowing many words can develop the vocabulary.
b. Kinds of Word
Nation I.S.P (2001:46) states eight kinds of words in English language, they are:
1) Nouns : Nouns are words that are used to name an animal, person,
idea, place or thing.
2) Pronouns
: They have person, number, and case.
3) Adjectives : An adjective modifies (describes) a noun or pronoun.
4) Verbs : Verbs is the word that: show action, act like an equals sign, or hang around a main verb to show tense.
5) Adverbs : An adverb is a word that modifies an action verb, an
adjective or another adverb.
6) Prepositions tell anywhere a mouse can run.
7) Conjunctions connect things.
8) Interjections jump into show emotion.
Among of the eight kinds of words, the adjectives that is focused in conducting the research. The word is used in descriptive text which the descriptive text is the material that is taught by the researcher by using Word Chain Game.
e. Kinds of Text based on the Syllabus of SMP Negeri 1 Hiliserangkai at the Eighth Grade
Based on the syllabus of SMP Negeri 1 Hiliserangkai at the eighth grade, the kinds on the text that is taught to the students are:
1) Descriptive Text Descriptive text is a text which lists the characteristic of something. Its purpose is to describe and reveal a particular person, animal, place or thing. Generic structure
a) Identification : a part of descriptive text that contains a topic that is described. (e.g. : I have many pets, but my favourite one is a cat).
b) Description : the last part of the description text that contains of the topic. (e.g. : appearance, quality, characteristic).
Language features of recount text are:
a) Focus on specific participants.
b) Usually use simple present tense.
c) Use nouns (e.g. : weight, size, eight, kucing, Marina, hospital, guitar).
d) Use adjective in describing especially the qualities (e.g : tall, high, beautiful).
e) Use adverbs ( e.g. : angrily, qiuckly, first).
f) Use noun phrases ( e.g. : pretty girl, , the old dog, the young man).
g) Use of verb ―Have‖ (have, has,) in order to give detail description of the object’s features.
The example of descriptive text can be seen as follows:
Alimudin, a Local Footballer