Increasing the Students Ability in Maste (1)
INCREASING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING PASSWORD GAME AT THE EIGHTH GRADE OF SMP NEGERI 1 LAHEWA TIMUR IN 2015/2016 THESIS BY SURIATI LAOLI
Reg. Number : 122108108
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY 2016
INCREASING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING PASSWORD GAME AT THE EIGHTH GRADE OF SMP NEGERI 1 LAHEWA TIMUR IN 2015/2016 THESIS
Submitted to Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of the Requirements for the Degree Scholar in Education BY SURIATI LAOLI
Reg. Number : 122108108
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY 2016
ABSTRACT
Laoli, Suriati, 2016, Increasing the Students’ Ability in Mastering Vocabulary by Using Password Game at the Eighth Grade of SMP Negeri 1 Lahewa Timur 2015/2016, Thesis Advisors (1) Adieli Laoli, S.Pd., M.Pd. (2) Yasminar Amaerita Telaumbanua, M.Pd.
Key words : Vocabulary, Password Game
Vocabulary is the knowledge of meanings and pronounciation of words that are used in oral and written language. By mastering vocabulary fluently, the reader can understand the meaning of reading text correctly. Vocabulary is the core component of a language and it is key to mastery some skills in English, such as reading. The basic of reading comprehension is mastering vocabulary because vocabulary is the key to show idea and it is an essential component of language skill. However, the observation result showed that most of the students do not master vocabulary well. They could not pass on MCC was 65.
The purpose of the research is to increase the students’ ability in mastering vocabulary by using Password Game. In achieving the purpose, the research was done through the Classroom Action Research (CAR). The subject of the research was the eighth grade of SMP Negeri 1 Lahewa Timur 2015/2016 especially class VIII-A that consist of 36 students. The research conducted in two cycles. Each Cycle consisted of two meetings. The meeting had a planning, action, observation, and reflection. Then the researcher used observation sheet, evaluation sheet, and field notes to collect the data.
From the result of each cycle, the researcher found that the students’ ability in mastering vocabulary especially in descriptive text is increased by applying the procedures of Password Game. The development of the students ’ ability rises in the second meeting of Cycle I to second meeting of Cycle II. The result of the students got in Cycle I, The highest score was 95 and the lowest score was 10. The average of the students’ score was 53.33. Most of the students there was about 62% who did not
pass on Minimum Competence Criterion while there 38% who passed on MCC. Therefore, the researcher continued in Cycle II to improve some weaknesses. In Cycle II, there was no any student categorized into less and fail level. The highest score was 100 and the lowest score was 70 . The average of the students’ score was
83.75. Most of the students there was about 100% who passed on MCC. The students’ ability got improvements, so the data showed that the students’ achievement
in Cycle II was increased than Cycle I. Based on the result, the researcher gave some suggestions, namely: first, the English teachers in SMP Negeri 1 Lahewa Timur are encouraged to apply Password Game to increase the students’ ability in mastering vocabulary. Second, in teaching vocabulary by using Password Game, the teacher should selected the reading material for the students to make them interest and active in the teaching-learning process. Third, in teaching vocabulary, the teacher should motivate the students to be active in bringing and using their dictionary. Finally, Further expectation for the next researcher and teacher to explore Password Game in teaching vocabulary in the other skills.
ACKNOWLEDGEMENTS
Firstly, great thanks for Jesus Christ for His blessing and His love in which the researcher can finish the thesis entitled: “ Increasing the Students’ Ability in Mastering Vocabulary by Using Password Game at the Eighth Grade of SMP Negeri
1 Lahewa Timur in 2015/2016”. The thesis is made as a requirement for S-1 (Strata-
1) program at the English Education Study Program in Institute of Teacher Training and Education of Gunungsitoli. During arranging the research until finishing it, the researcher obtains many inputs from many people. So, the researcher would like to express her sincere appreciation and greatest thanks to:
1. Mr. Drs. Henoki Waruwu, M.Pd., as the Rector of IKIP Gunungsitoli, who gives supports and motivations to all students of IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean of the Faculty of Education of Languages and Arts and also as the first Advisor, who has given guidance and suggestion to make the thesis is well organited.
3. Miss. Yasminar Amaerita Telaumbanua, S.Pd., M.Pd., as the Chair of the English Education Study Program and also as her second advisor, who made her time for guiding and suggesting the researcher patiently.
4. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the Secretary of English Education Study Program and as the examiner of study who always serve friendly and kind to the researcher to consult many things when need the researcher letters of English Department. Also who has made his valuable time for guiding the
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5. All of her thesis examiners (Mr. Ellyanus, M.Pd and Mr. Yaredi Waruwu, S.S.,M.S) who have guided him in giving the final touch for the research. The researcher does not know how to manage her errors in writing the thesis.
6. Mr. Arozatulo Zega, S.Pd, as the headmaster of SMP Negeri 1 Lahewa Timur, who has facilitated her in collecting the data in the school.
7. Mrs. Sri Moral Liten Hulu, S.Pd, as the teacher-collaborator, who has helped her in observing the teaching-learning activities during conducting the research in the classroom.
8. All of the students in SMP Negeri 1 Lahewa Timur especially Class VIII-A who helped the researcher in doing her research.
9. Special thanks for her great father (Talizatulo Laoli) and great mother (Niati Laowo) also her beloved brothers and sister for years of continuous support, love, ceaseless prays, motivations, and never ending encouragement to the researcher during studying in IKIP Gunungsitoli.
10. All of her close friends (Yasaro Zega, S.Pd, Siliria Telaumbanua, Septi Murni laoli, Restika Trisna harefa, Agusriang laia, S.Pd, Ikhtiar Telaumbanua, S.Pd, Agusman Telaumbanua, S.Pd, Faozatulo Telaumbanua, S.Pd, Aprius Gulo, Feritina Hulu, S.Pd) and all of the students in “C” class 2012 academic year from the English Education Program for supporting her.
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Finally, the researcher realizes that the thesis is far from being perfect. Therefore, she hopes all constructive suggestion and criticisms so this thesis can be better. And hopefully the thesis is useful for the readers.
Gunungsitoli, 2016 The Researcher
Suriati Laoli
Reg. number 122108108
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TABLE OF CONTENTS
Page
ABSTRACT Pages i ACKNOWLEDGEMENTS
ii TABLE OF CONTENTS
iv LIST OF TABLES
vii LIST OF FIGURES
viii LIST OF GRAPHICS
ix LIST OF APPENDICES................................................................................... x
CHAPTER I : INTRODUCTION ……………………………………… 1
A. Background Of the Problem ………………………… 1
B. The Identification of the Problem …………………… 4
C. The Limitation of the Problem ……………………… 4
D. The Formulation of the Problem ……………………. 4
E. The Purpose of the Problem …………………………. 5
F. The Significances of the Problem …………………… 5
G. The Assumptions of the Research ……………………. 5
H. The Limitations of the Research ……………………… 6
I. The Key Terms Definition of the Research …………. 6
CHAPTER II : REVIEW OF RELATED LITERATURE …………… 8
A. Theoretical Framework ……………………………… 8
1. Vocabulary ………………………………………. 8
a. Definition of Vocabulary ....…………………. 8
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CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS…….… 52
A. The Research Findings
1. Research Setting
2. The Students’ Ability in Mastering Vocabulary by Using Password Game
3. The Researcher’ and the Students’ Activities in All Cycles
4. The Result of the Students’ Ability in All Cycles
B. The Research Findings Discussions
1. Common Response of the Problem
2. The Analysis and Interpretation of the Research Findings
3. The Research Findings versus the Latest Related Research
4. The Research Findings versus Theory
5. TheResearch Findings Implications
6. The Analysis of the Research Findings Lim itations…………………………………… 84
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions
B. Suggestions
BIBLIOGRAPHY
87 BIOGRAPHY
vii
LIST OF TABLES
Table Page
1. The Total Number of the Students at the Eighth Grade of SMP Negeri 1 Lahewa Timur in 2015/2016
2. The Students’ Ability in Mastering Vocabulary by Using Password Game in Cycle I
3. The Students’ Ability in Mastering Vocabulary by Using Password Game in Cycle II
4. The Researcher’s Activities in All Cycles
5. The Students’ Activities in All Cycles
6. The Students’ Ability in Mastering Vocabulary by Using Password Game in All Cycles
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LIST OF FIGURES
Figure Page
1. The Conceptual Framework of Research to implement Password Game
2. The Procedure of Conducting the Research when Applying Password Game
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LIST OF GRAPHICS
Graphic Page
1. The Result of Researcher’s Observation Sheet in the First Meeting of Cycle I
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2. The Result of Students’ Observation Sheet in the First Meeting of Cycle I
56
3. The Result of Researcher’s Observation Sheet in the Second Meeting of Cycle I
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4. The Result of Students’ Observation Sheet in the Second Meeting of Cycle I
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5. The Students’ Ability in Mastering Vocabulary by Using Password Game in Cycle I
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6. The Result of Researcher’s Observation Sheet in the First Meeting of Cycle II
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7. The Result of Students’ Observation Sheet in the First Meeting of Cycle II
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8. The Result of Researcher’s Observation Sheet in the Second Meeting of Cycle II
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9. The Result of Students’ Observation Sheet in the Second Meeting of Cycle II
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10. The Students’ Ability in Mastering Vocabulary in Descriptive Text Especially in Describing Thing in Cycle II
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11. The Researcher’s Activities in All Cycles..................................................... 75
77
12. The Students’ Activities in All Cycles
13. The Students’ Ability in Mastering Vocabulary by Using Password Game in All Cycles
78
CHAPTER I INTRODUCTION
A. The Background of the Problem
Vocabulary is one of components of English skill that should be learned by the students at the school. Through learning vocabulary, the students are capable to communicate English and comprehend the texts. Farina (2015:1) states that vocabulary is one of the most important components. Hence, the students learned vocabulary through immersion in and exposure to daily language activities in listening, reading, speaking and writing. Vocabulary concerned with extending the words used by and undestood by the students.
In additon, Hibbert and Kamil (2005:3) say ,” Vocabulary is the knowledge of meanings of words. It is related to their reading comprehension and academic success. In other words, by mastering vocabulary, the students are capable to communicate each other in English, listen to English conversation, and comprehend the text in English correctly.
Based on the theory above, it can be concluded that vocabulary is a fundamental language component which supports the students to master English skills proficiency. Therefore, vocabulary is very necessary to master by the students in education field. So, the students who lack of vocabulary are the students do not have any proficiency in mastering the four English skills.
Moreover, Chesla (2004:16) asserts that one of the most fundamental vocabulary skills is how to use context to determine meaning.
According to TOEFL iBT (2007:17), Being able to determine the meaning of unfamiliar words from their
context is an essential vocabulary skill. By reading carefully, you will often
be able to determine meaning from context. By reading actively, it will continually expands the bank of vocabulary words and the bigger word base, the more will comprehend, and the less time will spend looking up words.
So, vocabulary knowledge plays an important role in students’ reading comprehension. Certainly vocabulary knowledge can be acquired through reading
and discussions about certain contexts. Furthermore, Saskatchewan Learning (2004:39) a ssumes, ”By repeated reading experiences (e.g., labels, key words, messages, word walls, lists) students develop recognition of most words they see, hear, and write.” The content of meaning is influenced by that person’s prior
knowledge and experience. It can be concluded that reading have relation between vocabulary because the word read states that is the ability to examine and comprehend the meaning of written words.
Based on the syllabus of KTSP (2006) of SMP Negeri 1 Lahewa Timur, particularly for the eighth grade, the competence standard of reading skill expected the students to comprehend the meaning of simple short essay text in descriptive and recount texts to interact with the environs. Furthermore, basic competence expected the students to express the functional text and simple short essay text in descriptive and recount texts with pronounciation, rhytm, and intonation which is accepted to interact with the environs. Then, the Minimum Competence Criterion (MCC) that has been decided at the Eighth Grade of SMP Negeri 1 Lahewa Timur Based on the syllabus of KTSP (2006) of SMP Negeri 1 Lahewa Timur, particularly for the eighth grade, the competence standard of reading skill expected the students to comprehend the meaning of simple short essay text in descriptive and recount texts to interact with the environs. Furthermore, basic competence expected the students to express the functional text and simple short essay text in descriptive and recount texts with pronounciation, rhytm, and intonation which is accepted to interact with the environs. Then, the Minimum Competence Criterion (MCC) that has been decided at the Eighth Grade of SMP Negeri 1 Lahewa Timur
In fact, what the syllabus hoped, it still could not achieve yet. The students got many problems in learning vocabulary. It could be evidenced when the researcher investigated the teaching-learning process in the school. Most of the students did not master vocabulary well, so that the students could not comprehend the content of the text correctly. The problem emerged by some factors, namely: The students were unable to differentiate the part of speech. It was difficult for the students to pronounce the words. It was difficult for the students to know some vocabulary. Beside that the students also were unable to identify the generic structure of the text, and there were inappropriate strategies or games to teach reading skill in comprehending the text to master vocabulary.
The problems impact their ability in vocabulary is low, it was 55 (fifty five) score. Therefore, almost the students could not achieved the MCC that has been decided in the school. It became the responsibility of English teacher to solve the problems above. The researcher collaborated with the English teacher there to find an appropriate strategy, games or media. It was Password Game used to solve the problems as mentioned before and to increase the students’ ability in mastering vocabulary especially in reading skill. Binggeli et al. (2009:75) affirm, Password Game is a game that helps the students develop vocabulary awareness and connects the words into the concepts. The game may grow the students’ capability in understanding vocabulary terms and make the students to be active and creative.
Based on the explanation above, the researcher has conducted Classroom Action Research entitled , “Increasing the Students’ Ability in Mastering Vocabulary by Using Password Game at the Eighth Grade of SMP Negeri 1 Lahewa Timur in 201 5/2016”.
B. The Identification of Problem
The identification of the problem in the research, namely:
1. The students were unable to differentiate the part of speech.
2. It was difficult for the students to pronounce the words.
3. The students were unable to identify the generic structure.
4. It was difficult for the students to know some vocabulary.
5. There were inappropriate strategies or games to teach reading skill in comprehending the text to master vocabulary.
C. The Limitation of the Problem
In conducting the research, the researcher has limited the problem to search about increasing the students’ ability in mastering Vocabulary especially the
adjective vocabulary by Using Password Game at the Eighth Grade of SMP Negeri 1 Lahewa Timur in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the problem, the researcher has formulated the research as; “How does Password Game increase the students’ ability in mastering
Vocabulary especially the adjective vocabulary at the Eighth Grade of SMP Negeri 1 Lahewa Timur in 2015/2016?. ”
E. The Purpose of the Research
The research is intended to increase the students’ ability in mastering Vocabulary especially the adjective vocabulary by using Password Game at the Eighth Grade of SMP Negeri 1 Lahewa Timur in 2015/2016.
F. The Significances of the Research
The findings of the research are signified for:
1. The researcher, as an experience in teaching vocabulary if the researcher will be an English teacher next through implementing Password Game.
2. The students, as a stimulation to increase their vocabulary mastery by using Password Game.
3. The English teacher, as a guideline in increasing the students’ ability in mastering vocabulary by using Password Game.
4. The next researchers, as comparative references in conducting the other researches related to the research title.
5. The readers, as additional knowledge to overcome the students’ problem in mastering vocabulary by using Password Game.
G. The Assumptions of the Research
There are some assumptions of the research, as on the next page:
1. Vocabulary is the language component that should be mastered by the students.
2. Description is one of the composition to make students explain and describe the object.
H. The Limitation of the Research
In conducting the research, the researcher has elaborated a few limitations of the research, as follows.
1. Subject of the research was the eighth grade of SMP Negeri 1 Lahewa Timur in 2015/2016, especially class VIII-A.
2. The researcher used Password Game to increase the students’ ability in mastering vocabulary.
3. The researcher conducted Classroom Action Research (CAR) as the research method.
4. The researcher focused to teach reading vocabulary.
I. Key Terms Definition of the Reseach
To avoid the misconception of the research, the researcher has identified key terms definition of the research, as follows.
1. Vocabulary is a key component of effective reading instruction and a key predicator of how well the students comprehend a given descriptive text concept.
2. Password Game is a game which increases the students’ word recognition before they actually read the text. This word knowledge helps the students feel 2. Password Game is a game which increases the students’ word recognition before they actually read the text. This word knowledge helps the students feel
the students’ ability in mastering vocabulary, the researcher implements some steps such as the researcher assesses the number of words and will teach it to
the students by using Password Game. Moreover, the students will know the word to connect into the concept.
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. Ur (1991:60) says that vocabulary can be defined, roughly as
the words that teacher teaches in the foreign language. Ligon (2000:6) argues
vocabulary skill is based on a clear understanding of language itself. One of the most fundamental vocabulary skills is how to use context to determine meaning. Moreover, Brassell and Rasinski (2008:19) assert that vocabulary is the ability of readers to grasp the meaning of individual words and phrases used in written texts.
From the theory above, it can be concluded that vocabulary contains the knowledge of words in a language which has meaningful that should be mastered by the students. Through vocabulary the students can express their ideas to
increase the students’ ability in vocabulary.
b. The Importance of Vocabulary
Vocabulary is a fundamental in learning second language. In getting many vocabularies the reader has a good understanding and communication. Therefore vocabulary is very useful in learning English.
The knowledge of vocabulary and the ability to access that knowledge is recognized efficiently as important factors in listening comprehension, speaking The knowledge of vocabulary and the ability to access that knowledge is recognized efficiently as important factors in listening comprehension, speaking
Likewise, Steven (1999:91) assumes , “To develop students’ language skills in listening, speaking, reading, and writing, the students have to master vocabulary.” Thereby, the knowledge of vocabulary is very significant for
understanding the language itself. Mastering vocabulary well, the four skills in that language will be understood.
Talking about correlated vocabulary and reading comprehension, vocabulary is involved as main factor for reading mastery successfully. Vocabulary knowledge helps students with language comprehension. Like McKeown in Ferreira (2007:12) argues that vocabulary knowledge is a heart of language comprehension.
Moreover, Barra in Ferreira (2005:12) suggests that to comprehend a text successfully students need to have sufficient word knowledge. This is to say that the comprehension of a language depended on the amount of the vocabularies that are known in that language. Also, students need to have sufficient vocabulary knowledge to understand what the content of the text. Students can understand the writer’s message only if the students know the meaning of most of vocabulary
used in a text. Without knowledge of many vocabularies in a text, the students may have a difficulty to understand the message of the text.
Thus, vocabulary has useful to be mastered by the students of SMP Negeri
1 Lahewa Timur especially Class VIII-A so that the students built good 1 Lahewa Timur especially Class VIII-A so that the students built good
c. Types of Vocabulary
According to Wren (1999:45), there are some types of vocabulary, namely:
1) Reading vocabulary Reading vocabulary is a sum of vocabularies which getting when someone read the text. Most of those vocabularies recognize through reading activity.
2) Listening vocabulary This type of vocabulary recognizes through listening the speech. This vocabulary can recognize through native speaker when making conversation.
3) Writing vocabulary Writing vocabulary is all the vocabularies that someone applies in writing form. In writing activity, someone can express feeling by using varying vocabulary.
4) Speaking vocabulary Speaking vocabulary is all the vocabularies that someone uses in speaking activity. To conveying something, someone is necessary to vocabulary to express the opinion or feeling.
5) Vocal vocabulary Vocal vocabulary is a specialized set of terms and distinctions that is particularly important to a certain group; those with particular focus of experiences of activity.
Regarding to the theory aforementioned, it can be chosen the reading vocabulary, because the researcher wanted to teached vocabulary to the students through reading activity by using Password Game application.
Moreover, Nation (1990:29) divides vocabulary in the specific references; they are receptive vocabulary and productive vocabulary.
1) Receptive vocabulary Receptive vocabulary can recognize through listening and reading activities. It can be accepted vocabulary through those both activities. Through listening activity can recognize vocabulary when heard. Likewise, in reading activity can recognize vocabulary when see its look like and its pattern in the sentence.
2) Productive vocabulary Productive vocabulary can recognize through pronouncing the word, how to write and spell it, how to use it in grammatical pattern a long with the word in usually collocates with it.
Based on the statements, it is inferred that the elements of vocabulary consist of two parts: receptive vocabulary and productive vocabulary. 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 Password Game to increase the students’ ability in mastering vocabulary through receptive and productive vocabulary.
d. Kinds of Word
Words consist of a few kinds. As stated by Novia (2008:13-188 ), “Words are divided into different kinds of classes, called part of speech.” The part of
speech consists of eight namely: noun, verb, adjective, adverb, pronoun, preposition, conjunction, and interjection.
1) Noun is a word that refers to a person, a place, or a thing, a quality or an activity. Example:
There is an umbrella.
2) Verb is word or phrase that expresses an action or state of being. Example:
She opens the door.
3) Adverb is describes or adds to the meaning of a verb, an adjective, another adverb, or a sentence and which answers such question as how, where, when. In English many adverbs have an- ly ending.
Example: He can run quickly.
4) Adjective is a word that describes the thing, quality, state or action which a noun refers to: Example: You are a clever student
5) Conjunction is a word that combines words, phrases or sentences. Example: The sports car was beautiful but expensive.
6) Preposition is a used before a noun or pronoun to show place, position, time, or method. Example:
Rina is birthday on October 20.
7) Pronoun stands on “for noun”. The prefix ’pro’ means for hence the word pronoun means ‘for noun’.
Example:
They are my lecturers.
8) Interjection is a word or phrases to express an emotion or attitude such as
delight, surprise, and shock, but which has no referential meaning. Example:
Hurrah! I am the winner.
So, in teaching vocabulary the students have a capable to differentiate the part of speech and the whole of words must be refered to the rules of language that should
be thought by the students at the eighth grade of SMP Negeri 1 Lahewa Timur, especially Class VIII-A to build their word knowledge in mastering vocabulary.
e. Teaching Vocabulary
Before conducting the teaching-learning activity, the teacher should prepare all the needs in doing the action in the classroom. The teacher needs to Before conducting the teaching-learning activity, the teacher should prepare all the needs in doing the action in the classroom. The teacher needs to
Marzano in Blachowicz (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.
All the approaches of teaching vocabulary can be applied in teaching vocabulary. The teacher should notice the atmosphere of the classroom before applying the approach. It is necessary to consider it for making the teaching- learning activity run well.
Nunan (2003:133-134) describes some steps to teach vocabulary in the classrooms, as follows.
1) Learning from meaning-focused input The learning from meaning-focused input strand involves learning from listening and reading.
2) Deliberate language-focused learning The deliberate learning strand is sometimes called form-focused instruction, language-focused learning, or language study. It involves paying deliberate 2) Deliberate language-focused learning The deliberate learning strand is sometimes called form-focused instruction, language-focused learning, or language study. It involves paying deliberate
3) Learning from meaning-focused output The learning from meaning-focused output strand involves learning through speaking and writing where the learner’s main attention is on communicating messages. It may seem a little strange to see the productive skills as sources of vocabulary learning, but using vocabulary productively can strengthen learning and can push learners to focus on aspects of vocabulary knowledge that they did not need to attend listening and reading.
4) Developing fluency Vocabulary must not only be known, it must be readily available for use. The fluency development strand of a course aims at helping learners make the best use of what they already know. It is important to see fluency as being related to each of the four skills of listening, speaking, reading and writing with fluency need to be developed independently in each of these skills.
Based on the steps above, it can be concluded that all the procedures of teaching vocabulary applied in teaching the students. In the research, the researcher applied deliberate language focus-learning, so it helped the students to increase their ability in mastering vocabulary by using Password Game.
f. Relationship between Vocabulary and Reading Skill
Vocabulary and reading skill has close relation. Good vocabulary mastery, it was helped the students to achieve a good reading comprehension. Therefore, vocabulary can be functioned as predicator in reading comprehension successfully. Jeanne (2006:306) assums , “Vocabulary knowledge is indisputably regarded as critical to children’s successful reading comprehension”. Vocabulary knowledge
mastery gave the power in understanding the content of the text.
Furthermore, the theory is supported by Rupley et al in Ellery (2005:140) that vocabulary is the glue that hold stories, ideas, and content together and that Furthermore, the theory is supported by Rupley et al in Ellery (2005:140) that vocabulary is the glue that hold stories, ideas, and content together and that
Additionally , Stahl in Nation (2001:144) says “Vocabulary knowledge can help reading and can contribute to vocabulary growth”. To contribute
understanding of the text, it needs to perform reading comprehension well. However, reading comprehension is growth well if the students know what most of words in vocabulary. As Pinnel and Fountas in Ellery (2005:106) clarify, “If students do not understand the meaning of the words they read, the reading process
merely becomes meaningless decoding”. Clearly, lack of vocabulary, process of getting the content of the text is meaningless.
Moreover, Jeanne (2006:306) writes, “ Limited vocabulary is thus both a cause and an effect of poor achiev ement in reading”. Of course, limited vocabulary, comprehension is poor towards the meaning of the text.
From the experts’ opinion above, it can be concluded that vocabulary is very necessary for building and growth reading comprehension. Therefore, the students need to acquire many vocabularies in order that the students understand and grow to comprehend the text.
g. Vocabulary in the Syllabus of SMP Negeri 1 Lahewa Timur
In the English Syllabus of SMP Negeri 1 Lahewa Timur, there are four skills that should be mastered by the students. From the four skills, reading is one In the English Syllabus of SMP Negeri 1 Lahewa Timur, there are four skills that should be mastered by the students. From the four skills, reading is one
Based on the explanation above, there are two types of text that should be comprehended, namely: descriptive text and recount text. But the researcher focused on reading text that tells about descriptive text.
1. Descriptive Text According to Wardiman (2008:16), descriptive text is a text that describes
the features of someone, something or certain place. a.) The generic structures of descriptive text, namely:
1) Identification : Identifies or introduces phenomenon to be described.
2) Description : describes the feature or parts, qualities, and characteristics of someone or thing. b.) The language features of descriptive text, namely:
1) Use of simple present tense.
2) Frequent use of epithets and classifiers in nominal groups.
3) Use of “be”: is, are, was and were for the identification and showing qualities.
4) Use “have”: have, has, and had to give detailed description of the object’s features.
5) Use of action verbs related to the topic, especially when describing behavior or personalities.
6) Use of adjectives in describing especially the qualities. The example of descriptive text:
MY HOUSE
I live in a small house. It's located in CandistreetAmpel, Boyolali. There is
a large yard in front of my house. My father plants a mango tree there. On the right side of my house there is a garden. My mother likes gardening in this garden. There are many kinds of flowers, such as: rose, dahlias and many other that I don't know its name. On the left side there is my grandmother's house. And on the back side there are many banana trees which are planted by my father. From the outside my house is green in colour. There are 8 rooms in my house. There are living room, 2 bedrooms, a family room, 2 kitchen, ware house and bathroom. When you enter my house, you will see a small living room with 3 chairs, and flowers on the table. There are photos of my families on the wall. The colour of this room is pink. So you will feel another atmosphere after entering this room.
My bedroom is next to the living room. In my room there are a cupboard, large bed, table, and music player with the speaker. This room is different from the colour. My bedroom is green and the other rooms are pink. I like reading in this room, because no one will disturb me. In front of my bedroom there is a special room for guest to have lunch or dinner. And sometimes I always study together with my friends there. There is no chairs at all, just a map and we can relax here. On the right side of my bedroom is my parents'. There are a bed, dressing table, chair and a cupboard. This room is as large as my bedroom.
The family room is in front of my parents' room. There are a carpet, small table, and television. I and my parents always have a talk in this room. We usually gather in the evening and I always share my activities with them. This room is also used for having lunch together. We have two kitchens. The first is located between the bathroom and my parents' room. The function of this kitchen is to cook with modern equipments, such as gas stove, blender, and there is a refrigerator in this room. My mother always does her work as a house wife here. She always prepares my breakfast, lunch and dinner there. The other kitchen is behind the first kitchen next to the bathroom. My mother usually uses this kitchen to cook food traditionally, by using wood in the earthen stove.The bathroom is behind the first The family room is in front of my parents' room. There are a carpet, small table, and television. I and my parents always have a talk in this room. We usually gather in the evening and I always share my activities with them. This room is also used for having lunch together. We have two kitchens. The first is located between the bathroom and my parents' room. The function of this kitchen is to cook with modern equipments, such as gas stove, blender, and there is a refrigerator in this room. My mother always does her work as a house wife here. She always prepares my breakfast, lunch and dinner there. The other kitchen is behind the first kitchen next to the bathroom. My mother usually uses this kitchen to cook food traditionally, by using wood in the earthen stove.The bathroom is behind the first
Taken from: English for SMP Grade VIII: BSE
2. Recount Text
A recount text is a text that telling the reader about one story, action or activity. Its goal is to entertaining or informing the reader.
a) The generic structures of recount text:
1) Orientation tells who was involved, what happened, where the events took place,and when it happened.
2) Events tell what happened and in what sequence.
3) Reorientation consists of optional-closure of events/ending.
b) The features are including Who? Where? When? Why?, noun or pronoun, and past tense.
The example of recount text:
My Football Experience
When I was in Junior high school, I really loved football. Every Saturday afternoon I practised in school field with my team and my coach. They were strong and smart players. My coach, Mr Sentana was a kind person. But, while he was coaching us, he was very discipline. He would grounded anyone who came late and not obeyed the team’s rules.
With Mr Sentana, our team won many tournament in many big cities. Our team named after our school, 67 Team (from SMP 67) and we had many fans too, you know. Ohh, that was so cool. Now, I still love football and have a team too. But, my parents warn me to pay attention more to my study, football just for hobby.
Taken from: English for SMP Grade VIII: BSE Taken from: English for SMP Grade VIII: BSE
Assessing vocabulary is very important to conduct after the teaching- learning process of vocabulary. Through assessment, the researcher can gain and know the result of the students’ ability in understanding the content of the
material. Besides, assessment is necessary to do to know whether the researcher is successful or not in learning. Thereby, the researcher can improve the weakness of the student if they are unsuccessful in learning. So, the students can develop their motivation to learning English. The goal of this vocabulary test (assessment) is to assess the students’ ability in comprehending the content of the text and mastering
vocabulary in reading. Nation (2001:344) asserts that there are some tests to assess vocabulary that is commonly called as language testing.
1) True/false test Write T if a sentence is true. Write F if the sentence is false. Write X if you do not understand the sentence.
a) We cut time into minutes, hours and days. ________
b) Some children call their mother Mama. ________
c) All the world is under water. ________
d) When you keep asking, you ask once. ________
A vocabulary depth test Choose four words that go with the test word. Choose at least one from
each of two boxes. Beautiful
Doctor Surprising
A Matching Test Choose one word from the list in the right to complete the sentence. Do not
use the same words twice.
a)
A journey straight to a place is ______ faint
b) An illness that is very serious is ______ acute c)
A river that is very wide is ______ common
d) Part of your body that is not covered by any clothes I ______ bare
e) Something that happened often is ______ alien
A multiple-choice test Circle the choice that gives the suitable meaning of the underlined word.
Chronic means a) Lasting for a long time
b) dissatisfied
c) to greatly decrease
d) effective and harmless
e) do n’t know.
A translation test Translate the underlined words into your first language.
a) You can see how the town has develop. b)
I cannot say much about his character.
c) Her idea is very good one. d)
I want to hear only the facts.
Of the kinds of vocabulary test above, the researcher chose multiple-choice test in the research and asks the students to answer 20 items that have been prepared. Through multiple-choice test, the researcher got the result of the
students’ ability in mastering vocabulary by using Password Game. In gaining the students value, the score for correct answer is 1 and for
wrong answer is 0. The researcher used the formula from Sudjono (2009:303):
R=S
Note: S = Score R = Right answer
Finally, the researcher used formula suggested by Cartier et al. in Brown (1996:1-8) to find the students’ value, as follows.
2. Password Game
a) The Definition of Password Game
According to Scholl (2012:17) “Password Game is the classic word association game. ” Application of this game is better to conduct before reading implemented. It helps the students feel confident about reading the text because they already recognize the words, understand what the words mean, and can use the words in a sentence. Furthermore Han (2011:31) says, “Password Game is leading students in creating their own class version of Password using dance Core content vocabu lary.”
In addition, Public Instruction Old Capitol Building (2002:46) also affirms,“ Password Game is simply choose the words and phrases you want your students to have memorised and play the game with the class”. Binggeli et al.
(2009:75) argue that Password game is a game that helps the students develop vocabulary awareness and connects the words into the concepts. The students who master vocabulary can enlarge comprehension to understand the text.
It can be concluded that Password Game is called as the useful game for teaching vocabulary in recognizing new words before conducting reading activity.
b) Procedure of Implementing Password Game
Han (2011:31) clarifies that there are some steps in implementing Password Game.
1) Give each player an equal number of word cards.
2) Each turn lasts for 60 seconds.
3) The first player selects a card and describes the word on the card without using the word. The other player guesses the word. Either player can “Pass” and
move onto the next word.
4) See how many words the second player can correctly guess in 60 seconds then switch roles.
5) If playing in teams of 2 or more, players describe words to their teammates to see how many words the team can guess in 60 seconds.
In addition, Binggeli and et al. (2009:75) also state the steps of Password Game in teaching vocabulary.
1) Students break into pairs, one student faces board, the other faces opposite way.
2) Students 1 gives student 2 clues for each vocabulary word based on concepts and ideas from the lesson.
3) Student 2 then has to guess what vocabulary word student 1 is describing.
4) This should take no more than 1-2 minutes per pair.
From the steps of Password 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.
a) The researcher prepared the word cards connected into the concept.
b) The reseacher divided the students into team.
c) The researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson.
d) The reseacher asked the student who took a word card to describe it by giving
clues without pronouncing the keywords and other students in the team tried to guess the word.
e) The researcher allowed other students to say “Pass” and moved onto the next
word if the students in the team could not guess the word.
f) The researcher gave a limit time was 60 second to guess the word.
g) The researcher gave the turn to the second team to guess the word by using
another card that had been prepared before.
h) The researcher determined how many words that the students got the word in the team.
i) The researcher decided the students who got the high score would be the
winner.
c) Advantages and Disadvantages of Implementing Password Game
Indeed, application of each strategy can give the strength to the students. In implementing this game too, it can be elaborated its excess as stated by Scholl (2012:17), as follows.
1) Second language learners also benefit from playing password. An option for second language learners is to be able to provide one word clues in their own language.
2) Password helps students connect words they have learned. By associating new words to words they already know, students learn words faster and remember them longer.
Besides, the game implementation has disadvantages, namely:
1) Password game is applied in reading text only.
2) Password game is not need a longer time to guess words.
d) Relationship between Password Game and Vocabulary.
Vocabulary is a core component of language proficiency and provides much of the basic for how well students speak, listen, read and write. It has close relation with reading skill. The students construct an understanding of the text by assembling and making sense of the words in context.
As Anderson and Freebody, (1983: 87) say “People who do not know the meanings of many words are probably poor readers." So, they need to know a lot of vocabularies related to the reading content. To make the students interest and fun in teaching-learning vocabulary, teacher has to apply the game for the students.
It is Password Game, Allen (2006:118) states that password game is the game which players
give one-word clues to guide their partners to the target word, great for antonym and synonym play, also to assess vocabulary comprehension.
Moreover, Butler (2003:242) also asserts, “Password Game helps low intermediate students develop reading skills and increase their active vocabulary through engaging readings about real people, places, events, and ideas. ”
As a conclusion, Password Game has a relationship with vocabulary in reading skill and it helps the students to know a lot of vocabularies related to the reading content.
B. The Latest Related Research
Makher (2013) searched about Password Game entitled “The Effectiveness of Using Password Game toward Students’ Reading ability in Descriptive text in the 7 th
Grade students Junior High School of Jogyakarta in 2012-2013 ”. The subject of the research was the 7 th Grade of Junior High School Jogyakarta.
In Makher’s research, he used the experimental research in conducting the research. The researcher presented and analyzed the data through two kinds of
tests, they were pre-test and post-test. The pretest was gave before being taught by applying password game and post-test was gave after had been taught by applying password game. The pre-test was followed by 31 students of the experimental group. The researcher allocated 40 minutes for conducting the pre-test. The pre- test was in the form of reading instructions that the students should make or read descriptive text.
While the post-test was same as the pre-test that was in the form of reading instruction that the students should make or read descriptive text. It was done after treatment process using Password Game.