The Improvement Of Student’s Ability In Mastering Vocabulary By Using A Guessing Game Technique In Sdn 067690 Medan
CHAPTER II
REVIEW OF LITERATURE
2.1
Conceptual Framework
2.1.1 Definition of Vocabulary
Vocabulary is one aspect that has to be learned between others language
skills. In language communication, we use many vocabularies to communicate with
other. So, if someone has more vocabularies they will communicate with other
people easily. “Vocabulary is one of the language aspects which should be learnt.
Learning it is important because in order to be able to speak, write, and listen
learners have to know vocabulary first. Someone must know the word if they can
recognize its meaning when they see it,” (Cameron, 2001:75). It means that without
mastery of vocabulary, it is impossible to make a good communication. In learning
vocabulary, learners have to know the meaning and function of the word and also
understand to use it in context.
2.1.2 Teaching Vocabulary
Teaching vocabulary plays an important role in language acquisition because
with mastering vocabulary, it will be useful for students to master all the language
skills; speaking, listening, writing, and reading. “The vocabulary will make the
students practice life and will strengthen belief that English can be used to express
the same ideas or feeling they express in their native language”, (Finochiaro,
1974:38).
6
Universitas Sumatera Utara
Furthermore, in teaching vocabulary the teacher may introduce the list of
vocabulary that is taken from the book, environment around them, things that they
used, many more. The teacher uses and adds new vocabulary which is relevant to
the students. Teacher needs a good knowledge on their teaching materials. When the
teacher teaches the students about a new vocabulary, he/she should give a tool like a
picture to describe the object. So that the students can comprehend word by word in
English subject easily and finally they can remember the function of the word.
Wallace (1982:207) explained that teaching vocabulary should consider these
following factors :
a. Aims
The aim of teaching vocabulary is to make the teacher easy to formulate the
materials, which will be taught to the students.
b. Quantity
The teacher has to decide the number of vocabulary items to be learned. The
learners will get confuse or discouraged if they get many new words. Therefore the
teacher should select new words, which can easy to understand by learners.
c. Need
In teaching vocabulary, the teacher has to choose the words really needed by
the students in communication.
d. Frequent exposure and repetition
Frequent exposure and repetition here means that the teacher should give
much practice on repetition so that the students master the target words well. They
also give opportunity to the students to use words in writing or speaking.
7
Universitas Sumatera Utara
e. Meaningful presentation
In teaching vocabulary the teacher should present target words in such a way
that the meaning of the target words are perfectly clear and unambiguous.
f. Situation and presentation
The teachers tell to the students that they have to use the words appropriately.
The using of words depends on the situation in which they are used and depends on
the person to whom they are speaking.
From the explanation the factors above, the writer concludes that the teachers
should know and aware how the important roles of vocabulary in mastering English
process.
2.1.3 Types of Vocabulary
Vocabulary refers to the words we must understand to communicate
effectively. Educators often consider four types of vocabulary: listening, speaking,
reading, and writing. Abdul ( 2012 : 2). To make it clear, the writer explained as
follows :
a. Reading vocabulary
A person’s reading vocabulary is all the words he or she can recognize when
reading. This is the largest type of vocabulary simple because it includes the other
three.
b. Listening vocabulary
8
Universitas Sumatera Utara
A person’s listening vocabulary is all the words he or she can recognize.
When listening to speech. This vocabulary is aided in size by context and tone of
voice.
c. Writing vocabulary
A person’s writing vocabulary is all the words he or she can employ in
writing. Contrary to the previous two vocabulary types, the writing vocabulary is
stimulated by its user.
d. Speaking vocabulary
A person’s speaking vocabulary is all the words he or she can use in speech.
Due to the spontaneous nature of the speaking vocabulary, words are often missing
issued. This misused-through slight and unintentional-may be compensated by facial
expressions, tone of voice, or hand gestures.
2.1.4 The Kinds of Teaching Vocabulary
Basically, there are two kinds of vocabulary in teaching. It includes active
and passive vocabulary. Active vocabulary refers to the word that’s mostly used in
dictionary, conversation, and writing. Otherwise passive vocabulary understood to
mean that they will be understood and remembered when we read. These
explanations above can be explained clearly by Harmer (1991: 109) in the language
test, there are two kinds of vocabularies, active vocabulary. To make clear, the writer
explains both of them as follows :
a. Active vocabulary
9
Universitas Sumatera Utara
Active vocabulary means the stock of word that a person actually uses in his
own speech or writing. It is used in oral or written expression by the student.
b. Passive vocabulary
Passive vocabulary means the words that the students recognize and
understand them when they occur in a context or students need someone to say
something that help them recall the word meanings. The students usually find passive
vocabulary in listening or reading materials. They will find the meaning of the word
when they real the words in a text and will know the meaning of the unknown word,
on the text.
2.1.5 Definition of Games
Then Wright ( 1989 : 34 ) stated that “Games with rules capture some of the
essential spirit of children engaged in scientific activity”. It means that games can
bring influences emotional, spirit and encourage of children in natural environment.
Through challenges of the game, they are not only just playing but also learning
unconsciously.
Language game is exactly same but it is governed with clear linguistics rules
in which all participants in the activities must conform. Dealing with the explanation
above, Rodges in Sri Muliani (2003 : 10) divides that there are some characteristics
of game as well as follow:
•
Gaming are competitive. ‘Compe titive’ may be:
Against another direct participant
Against time
10
Universitas Sumatera Utara
Against your own best performance
Against a special goal
•
Gaming is a governed rule. There are a limited number of specific and well
defined rule that all participants know about and understand. There rules
cover every possibleplay ; define play acceptability or non-acceptability and
grade plays in terms of some game value.
•
Gaming is goal defined. There are a limited number of specific and well
defined activities for gaming which participants recognize and agree upon.
•
Gaming has closure. There is some pre-determined point at which a game is
said to be finished. Whether players have achieved the goals of game or not.
•
Gaming is engaging. Games engages and challenges participants. Sometimes
a game is fun, sometimes it is motivating, sometimes it is merely attention
focusing. But like an automotive transmission, a game requires players to
engage their mental and physical gears.
2.1.6 Games for Teaching Vocabulary
Games are activities that become institutionalized. They are in fact of play
with rules. The rules which govern a game give it a form with a definite beginning an
ending. The rules ensure that the play takes more or less the same from each time.
Language games have become more widely used. They are probably used for two
reasons, those are : ‘to building students’ motivation in learning foreign language in
the classroom and ‘to practice their memorizing word’ in classroom.
11
Universitas Sumatera Utara
There are so many games that can be used in connection with language
teaching and learning, but not all are applicable for all levels. Some are suitable for
the beginner and some are for the others. This is relevant with the ability of the
students of each level.
There are some of games that can be applied in elementary level in building
their vocabulary:
1. Information Gap
2. Guessing Games
3. Matching Games
4. Search Games
5. Exchanging and Collecting Games
6. Etc.
In this research, the writer chooses one kind of the game “ guessing game” as
a technique for this research. The technique of game is considered suitable for
elementary students by the writer. It can improve their memorizing, capability in
communicating, bravery, competition, and cooperation. And in this game, the writer
will provide the procedures of playing the game into a team work. And the procedure
has been considered by the writer particularly for the students .
2.1.7
Principles of Game Selection
In determining the role of games in developing students’ vocabulary, the
teacher needs to have their purpose clearly in mind to make learning English
vocabulary effectively and successfully. According to Andrew Wright, David
12
Universitas Sumatera Utara
Betterridge and Michael Buckby (2006:1) , “It is important to make sure that the
games which are want to played is familiar with the students to reduce the difficulties
in playing the games.” In using games in the class, the English teacher not only
responsible in selecting game that want to use in the class but also in creating
conditions in the class, in term conditioning students and the material. According to
Allen (1983:52) “Language teachers are responsible for creating conditions which
encourage vocabulary expansion, and a well-chosen game can help the students
acquire English words.”
There are some principles of using games in the class:
1. Specify the purpose
The teacher should know what the purpose of the games that he or she plays
in the class.
2. Explain the rules clearly before you begin
It is important to make sure the students understand how to play the games.
The purpose of the game cannot be reached if the students do not understand how to
play the game. It is fine if the teacher explain the rule in native’s language.
3. Be prepared for the “extra students”
The teacher has to make sure all of the students join to the games.
4. Avoid drifting off during the game
When the games is playing, watch for potential problems that can be
remained. If you feel that is a student who is not understands the rules, stop the game
and go for the rules again.
5. Look for signs that students are getting tired
13
Universitas Sumatera Utara
If the students look tired, the teacher should stop the game before the students
lost their attention.
6. Choose games carefully to save money and time.
Try to use a game that can be prepared easily.
7. Find new sources
Try to use a new game that never be used before.
8. Recycle
If there is an old game that success applied in the class before. It is ok to use
it again in another class.
9. Make a file
Make a file that consists of games. It can make you easy if you want to use
games in another time.
10. Share
If you have a favorite game that you use to play with your best friend. You
can use that game to your class.
11. Do not do overdo it
Game is joyful and interesting play in the class, but if you do it too much, it
can waste the time and make another important thing do not have time to teach in the
class.
2.2
Definition of Guessing Game
According to Klippel (1994:5), “The basic rule of guessing game is eminently
simple; one person knows something that another one wants to find out”. It means
14
Universitas Sumatera Utara
that in rules of guessing game technique, one person give a clue to another player to
guess a word that he/she has correctly.
In addition, according to Merriem Webster (1986:20 ), “Guessing Game in
which the participates compete individually or team in the identification of
something indicate obscurely”. Based on the definition, it can be conclude that the
guessing game is a game in which a person or participant knows something and
competes individually or in a team to identify or to find out it.
Guessing game is a combination between language practice and fun. They
can express their ideas freely with doing activities with their friends. This game is
also easy to be applied and flexible in terms of subject matter and design.
Through the guessing game, the students will follow rules of the game
activities as follows : the students of the class are divided in some groups and each
group will be given some objects of picture; in addition the member of team tell a
clue to another team about describing the object such as household tools, clothes,
vehicles, animals, foods, and any other stuffs. In finding the answer of what the
object is, the team should imagine about the object and guess it. The team will get
point if they can guess the answer correctly.
The most important thing in using the guessing game in the classroom is its
instruction.
a. Socializing
• Teacher introduces the guessing games
• Teacher states the aims of the guessing games
• Teacher explains the definition of the guessing games
15
Universitas Sumatera Utara
• Teacher explains the concept of the guessing games
• Teacher tells the rules of the guessing games
• Teacher checks student understanding
b. Grouping
• Teacher divides the students in some groups
• Teacher chooses one students to standing in front of the group as a
chair person.
c. Performing
• Teacher asks each group to play game
• Teacher gives score
2.2.1
Kinds of Guessing Game
Leo (2013:143) said that “ Games can be given as a starter in the opening
part, as an additional activity in the main part, or as a closing in the closing part.
They are also function as garnish of teaching learning activities.” It means that
games is regarded as garnish in teaching learning activities. It is used to make the
situation be fun and cheerful. And make the students be enjoy and encourage in
learning process in the classroom.
Many variants of game, According Leo (2013 : 145), there is some type of
guessing game which can build students’ vocabularies:
1. Miming Game
This game uses facial expressions and gestures to communicate a word or
phrase given. The class is divided into two big groups. The teacher shows the
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representative of each group a word or a phrase which has to be mimed. The
representative of each group takes turns to go to the front of the class to mime the
word or phrase. The rest of the group try to guess the word or phrase which is being
mimed by the representative within a certain length of time ( two or three minutes).
The winner is the group which can guess the most words or phrases. The words or
phrases would be better related to teaching material which is going to be used for this
particular teaching period.
2. Describing Game
The class is divided into two or three big groups. The teacher shows the
representative of each group a word or a phrase which has to be described. The
representative of each group takes turns to go to the front of the class to describe the
word or phrase. The rest of the group tries to guess the word or phrase which is being
described by the representative within a certain length of time ( two or three
minutes). The winner is the group which can guess the most words or phrases. The
words or phrases would be better related to the teaching material which is going to be
used for this particular teaching period.
3. ‘Yes’ or ‘No’ Game
The class is divided into two big groups. The teacher gives the representative
of each group a word or a phrase which has to guessed. In this game the student who
holds the card is asked questions by the other group members until they are able to
guess the word. Only 20 questions requiring ‘Yes’ or ‘No’ answer are allowed. The
winner is the group which can guess the most words or phrases. The words or
phrases are related to the teaching material going to be taught.
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4. Draw Game
The class is divided into two groups. The teacher shows the group
representative a word to be drawn on the board in two minutes by the representative.
The group members try to guess the word being drawn. Three or four words per
group should be enough. The words or phrases should be related to the teaching
material which is going to be taught in a particular teaching period.
Here, the writer chooses describing game of guessing game technique. The
writer is sure that through using games it will take simphatic of students in learning
process. It can give a freedom and motivation to express their expression and
emotion through learning and teaching process.
2.2.2
The Benefits by Using Guessing Games
The benefits by using guessing games in building vocabulary are :
a. The students might have a high interest in following the teaching learning
process. Most children in the elementary school are interested in some teaching
aids, such as guessing game.
b. The students might be motivated to be active in the class, and it can be easier to
ask students to give responses and opinion.
c. It is easy to understand, memorize, remember vocabulary and could avoid
misuderstanding, because the students see the object directly.
According to Richard-Amato in Dwiyanti (2009:16) that “Guessing games
can be used to develop or reinforce concept, to add diversion to regular activities, or
just to break the ice. However, their must important function is to give practice in
18
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communication.” It means that the guessing game technique can give diversions to
students and it makes them do not feel bored during learning process. Nevertheless,
the most important thing is to give the students in practicing their English.
Another benefit of use the guessing game technique in teaching vocabulary is
the technique can make the students be more pleasure in regular activities in the
classroom. It creates a relaxed atmosphere in the classroom. And by using the
guessing game technique the students can encourage to communicate in English
because the game are combination between language and practice with fun and
excitement.
2.3
Testing Vocabulary
Vocabulary means as a list of words in its form which is included as a basic
word or without suffixes and the words which is a compound from the same or
different each word with its meaning. The vocabulary test is a test of vocabulary
mastery which can be divided into passive receptive mastery and active productive
mastery. The first kind of mastery is understand the meaning of word without ability
to use it or only knowing the meaning of a word when it is used by other people. The
second kind of mastery is not only someone’s understanding of the meaning of words
which is heard or read but also able to use it in a literature to express their mind.
The material to be tested should, similarity, be a part a syllabus and teaching
program you are familiar with : perhaps a section of a course book, or certain
elements of a set curriculum.
According to Penny Ur (1996: 41) there are 3 stages in designing test :
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a. Stage 1 : preparation
Prepare your test. It is good idea to list in writing all the material that you
want your test to cover: you can then refer back to the list during and after the test
writing to see if you have included all you intended.
b. Stage 2 : performance
If possible, administer your test to a class of learners; if not, ask colleagues to
try doing it themselves.
c. Stage 3 : feedback
Look at how your test was done, and ask the testes how they felt about it.
20
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REVIEW OF LITERATURE
2.1
Conceptual Framework
2.1.1 Definition of Vocabulary
Vocabulary is one aspect that has to be learned between others language
skills. In language communication, we use many vocabularies to communicate with
other. So, if someone has more vocabularies they will communicate with other
people easily. “Vocabulary is one of the language aspects which should be learnt.
Learning it is important because in order to be able to speak, write, and listen
learners have to know vocabulary first. Someone must know the word if they can
recognize its meaning when they see it,” (Cameron, 2001:75). It means that without
mastery of vocabulary, it is impossible to make a good communication. In learning
vocabulary, learners have to know the meaning and function of the word and also
understand to use it in context.
2.1.2 Teaching Vocabulary
Teaching vocabulary plays an important role in language acquisition because
with mastering vocabulary, it will be useful for students to master all the language
skills; speaking, listening, writing, and reading. “The vocabulary will make the
students practice life and will strengthen belief that English can be used to express
the same ideas or feeling they express in their native language”, (Finochiaro,
1974:38).
6
Universitas Sumatera Utara
Furthermore, in teaching vocabulary the teacher may introduce the list of
vocabulary that is taken from the book, environment around them, things that they
used, many more. The teacher uses and adds new vocabulary which is relevant to
the students. Teacher needs a good knowledge on their teaching materials. When the
teacher teaches the students about a new vocabulary, he/she should give a tool like a
picture to describe the object. So that the students can comprehend word by word in
English subject easily and finally they can remember the function of the word.
Wallace (1982:207) explained that teaching vocabulary should consider these
following factors :
a. Aims
The aim of teaching vocabulary is to make the teacher easy to formulate the
materials, which will be taught to the students.
b. Quantity
The teacher has to decide the number of vocabulary items to be learned. The
learners will get confuse or discouraged if they get many new words. Therefore the
teacher should select new words, which can easy to understand by learners.
c. Need
In teaching vocabulary, the teacher has to choose the words really needed by
the students in communication.
d. Frequent exposure and repetition
Frequent exposure and repetition here means that the teacher should give
much practice on repetition so that the students master the target words well. They
also give opportunity to the students to use words in writing or speaking.
7
Universitas Sumatera Utara
e. Meaningful presentation
In teaching vocabulary the teacher should present target words in such a way
that the meaning of the target words are perfectly clear and unambiguous.
f. Situation and presentation
The teachers tell to the students that they have to use the words appropriately.
The using of words depends on the situation in which they are used and depends on
the person to whom they are speaking.
From the explanation the factors above, the writer concludes that the teachers
should know and aware how the important roles of vocabulary in mastering English
process.
2.1.3 Types of Vocabulary
Vocabulary refers to the words we must understand to communicate
effectively. Educators often consider four types of vocabulary: listening, speaking,
reading, and writing. Abdul ( 2012 : 2). To make it clear, the writer explained as
follows :
a. Reading vocabulary
A person’s reading vocabulary is all the words he or she can recognize when
reading. This is the largest type of vocabulary simple because it includes the other
three.
b. Listening vocabulary
8
Universitas Sumatera Utara
A person’s listening vocabulary is all the words he or she can recognize.
When listening to speech. This vocabulary is aided in size by context and tone of
voice.
c. Writing vocabulary
A person’s writing vocabulary is all the words he or she can employ in
writing. Contrary to the previous two vocabulary types, the writing vocabulary is
stimulated by its user.
d. Speaking vocabulary
A person’s speaking vocabulary is all the words he or she can use in speech.
Due to the spontaneous nature of the speaking vocabulary, words are often missing
issued. This misused-through slight and unintentional-may be compensated by facial
expressions, tone of voice, or hand gestures.
2.1.4 The Kinds of Teaching Vocabulary
Basically, there are two kinds of vocabulary in teaching. It includes active
and passive vocabulary. Active vocabulary refers to the word that’s mostly used in
dictionary, conversation, and writing. Otherwise passive vocabulary understood to
mean that they will be understood and remembered when we read. These
explanations above can be explained clearly by Harmer (1991: 109) in the language
test, there are two kinds of vocabularies, active vocabulary. To make clear, the writer
explains both of them as follows :
a. Active vocabulary
9
Universitas Sumatera Utara
Active vocabulary means the stock of word that a person actually uses in his
own speech or writing. It is used in oral or written expression by the student.
b. Passive vocabulary
Passive vocabulary means the words that the students recognize and
understand them when they occur in a context or students need someone to say
something that help them recall the word meanings. The students usually find passive
vocabulary in listening or reading materials. They will find the meaning of the word
when they real the words in a text and will know the meaning of the unknown word,
on the text.
2.1.5 Definition of Games
Then Wright ( 1989 : 34 ) stated that “Games with rules capture some of the
essential spirit of children engaged in scientific activity”. It means that games can
bring influences emotional, spirit and encourage of children in natural environment.
Through challenges of the game, they are not only just playing but also learning
unconsciously.
Language game is exactly same but it is governed with clear linguistics rules
in which all participants in the activities must conform. Dealing with the explanation
above, Rodges in Sri Muliani (2003 : 10) divides that there are some characteristics
of game as well as follow:
•
Gaming are competitive. ‘Compe titive’ may be:
Against another direct participant
Against time
10
Universitas Sumatera Utara
Against your own best performance
Against a special goal
•
Gaming is a governed rule. There are a limited number of specific and well
defined rule that all participants know about and understand. There rules
cover every possibleplay ; define play acceptability or non-acceptability and
grade plays in terms of some game value.
•
Gaming is goal defined. There are a limited number of specific and well
defined activities for gaming which participants recognize and agree upon.
•
Gaming has closure. There is some pre-determined point at which a game is
said to be finished. Whether players have achieved the goals of game or not.
•
Gaming is engaging. Games engages and challenges participants. Sometimes
a game is fun, sometimes it is motivating, sometimes it is merely attention
focusing. But like an automotive transmission, a game requires players to
engage their mental and physical gears.
2.1.6 Games for Teaching Vocabulary
Games are activities that become institutionalized. They are in fact of play
with rules. The rules which govern a game give it a form with a definite beginning an
ending. The rules ensure that the play takes more or less the same from each time.
Language games have become more widely used. They are probably used for two
reasons, those are : ‘to building students’ motivation in learning foreign language in
the classroom and ‘to practice their memorizing word’ in classroom.
11
Universitas Sumatera Utara
There are so many games that can be used in connection with language
teaching and learning, but not all are applicable for all levels. Some are suitable for
the beginner and some are for the others. This is relevant with the ability of the
students of each level.
There are some of games that can be applied in elementary level in building
their vocabulary:
1. Information Gap
2. Guessing Games
3. Matching Games
4. Search Games
5. Exchanging and Collecting Games
6. Etc.
In this research, the writer chooses one kind of the game “ guessing game” as
a technique for this research. The technique of game is considered suitable for
elementary students by the writer. It can improve their memorizing, capability in
communicating, bravery, competition, and cooperation. And in this game, the writer
will provide the procedures of playing the game into a team work. And the procedure
has been considered by the writer particularly for the students .
2.1.7
Principles of Game Selection
In determining the role of games in developing students’ vocabulary, the
teacher needs to have their purpose clearly in mind to make learning English
vocabulary effectively and successfully. According to Andrew Wright, David
12
Universitas Sumatera Utara
Betterridge and Michael Buckby (2006:1) , “It is important to make sure that the
games which are want to played is familiar with the students to reduce the difficulties
in playing the games.” In using games in the class, the English teacher not only
responsible in selecting game that want to use in the class but also in creating
conditions in the class, in term conditioning students and the material. According to
Allen (1983:52) “Language teachers are responsible for creating conditions which
encourage vocabulary expansion, and a well-chosen game can help the students
acquire English words.”
There are some principles of using games in the class:
1. Specify the purpose
The teacher should know what the purpose of the games that he or she plays
in the class.
2. Explain the rules clearly before you begin
It is important to make sure the students understand how to play the games.
The purpose of the game cannot be reached if the students do not understand how to
play the game. It is fine if the teacher explain the rule in native’s language.
3. Be prepared for the “extra students”
The teacher has to make sure all of the students join to the games.
4. Avoid drifting off during the game
When the games is playing, watch for potential problems that can be
remained. If you feel that is a student who is not understands the rules, stop the game
and go for the rules again.
5. Look for signs that students are getting tired
13
Universitas Sumatera Utara
If the students look tired, the teacher should stop the game before the students
lost their attention.
6. Choose games carefully to save money and time.
Try to use a game that can be prepared easily.
7. Find new sources
Try to use a new game that never be used before.
8. Recycle
If there is an old game that success applied in the class before. It is ok to use
it again in another class.
9. Make a file
Make a file that consists of games. It can make you easy if you want to use
games in another time.
10. Share
If you have a favorite game that you use to play with your best friend. You
can use that game to your class.
11. Do not do overdo it
Game is joyful and interesting play in the class, but if you do it too much, it
can waste the time and make another important thing do not have time to teach in the
class.
2.2
Definition of Guessing Game
According to Klippel (1994:5), “The basic rule of guessing game is eminently
simple; one person knows something that another one wants to find out”. It means
14
Universitas Sumatera Utara
that in rules of guessing game technique, one person give a clue to another player to
guess a word that he/she has correctly.
In addition, according to Merriem Webster (1986:20 ), “Guessing Game in
which the participates compete individually or team in the identification of
something indicate obscurely”. Based on the definition, it can be conclude that the
guessing game is a game in which a person or participant knows something and
competes individually or in a team to identify or to find out it.
Guessing game is a combination between language practice and fun. They
can express their ideas freely with doing activities with their friends. This game is
also easy to be applied and flexible in terms of subject matter and design.
Through the guessing game, the students will follow rules of the game
activities as follows : the students of the class are divided in some groups and each
group will be given some objects of picture; in addition the member of team tell a
clue to another team about describing the object such as household tools, clothes,
vehicles, animals, foods, and any other stuffs. In finding the answer of what the
object is, the team should imagine about the object and guess it. The team will get
point if they can guess the answer correctly.
The most important thing in using the guessing game in the classroom is its
instruction.
a. Socializing
• Teacher introduces the guessing games
• Teacher states the aims of the guessing games
• Teacher explains the definition of the guessing games
15
Universitas Sumatera Utara
• Teacher explains the concept of the guessing games
• Teacher tells the rules of the guessing games
• Teacher checks student understanding
b. Grouping
• Teacher divides the students in some groups
• Teacher chooses one students to standing in front of the group as a
chair person.
c. Performing
• Teacher asks each group to play game
• Teacher gives score
2.2.1
Kinds of Guessing Game
Leo (2013:143) said that “ Games can be given as a starter in the opening
part, as an additional activity in the main part, or as a closing in the closing part.
They are also function as garnish of teaching learning activities.” It means that
games is regarded as garnish in teaching learning activities. It is used to make the
situation be fun and cheerful. And make the students be enjoy and encourage in
learning process in the classroom.
Many variants of game, According Leo (2013 : 145), there is some type of
guessing game which can build students’ vocabularies:
1. Miming Game
This game uses facial expressions and gestures to communicate a word or
phrase given. The class is divided into two big groups. The teacher shows the
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representative of each group a word or a phrase which has to be mimed. The
representative of each group takes turns to go to the front of the class to mime the
word or phrase. The rest of the group try to guess the word or phrase which is being
mimed by the representative within a certain length of time ( two or three minutes).
The winner is the group which can guess the most words or phrases. The words or
phrases would be better related to teaching material which is going to be used for this
particular teaching period.
2. Describing Game
The class is divided into two or three big groups. The teacher shows the
representative of each group a word or a phrase which has to be described. The
representative of each group takes turns to go to the front of the class to describe the
word or phrase. The rest of the group tries to guess the word or phrase which is being
described by the representative within a certain length of time ( two or three
minutes). The winner is the group which can guess the most words or phrases. The
words or phrases would be better related to the teaching material which is going to be
used for this particular teaching period.
3. ‘Yes’ or ‘No’ Game
The class is divided into two big groups. The teacher gives the representative
of each group a word or a phrase which has to guessed. In this game the student who
holds the card is asked questions by the other group members until they are able to
guess the word. Only 20 questions requiring ‘Yes’ or ‘No’ answer are allowed. The
winner is the group which can guess the most words or phrases. The words or
phrases are related to the teaching material going to be taught.
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4. Draw Game
The class is divided into two groups. The teacher shows the group
representative a word to be drawn on the board in two minutes by the representative.
The group members try to guess the word being drawn. Three or four words per
group should be enough. The words or phrases should be related to the teaching
material which is going to be taught in a particular teaching period.
Here, the writer chooses describing game of guessing game technique. The
writer is sure that through using games it will take simphatic of students in learning
process. It can give a freedom and motivation to express their expression and
emotion through learning and teaching process.
2.2.2
The Benefits by Using Guessing Games
The benefits by using guessing games in building vocabulary are :
a. The students might have a high interest in following the teaching learning
process. Most children in the elementary school are interested in some teaching
aids, such as guessing game.
b. The students might be motivated to be active in the class, and it can be easier to
ask students to give responses and opinion.
c. It is easy to understand, memorize, remember vocabulary and could avoid
misuderstanding, because the students see the object directly.
According to Richard-Amato in Dwiyanti (2009:16) that “Guessing games
can be used to develop or reinforce concept, to add diversion to regular activities, or
just to break the ice. However, their must important function is to give practice in
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communication.” It means that the guessing game technique can give diversions to
students and it makes them do not feel bored during learning process. Nevertheless,
the most important thing is to give the students in practicing their English.
Another benefit of use the guessing game technique in teaching vocabulary is
the technique can make the students be more pleasure in regular activities in the
classroom. It creates a relaxed atmosphere in the classroom. And by using the
guessing game technique the students can encourage to communicate in English
because the game are combination between language and practice with fun and
excitement.
2.3
Testing Vocabulary
Vocabulary means as a list of words in its form which is included as a basic
word or without suffixes and the words which is a compound from the same or
different each word with its meaning. The vocabulary test is a test of vocabulary
mastery which can be divided into passive receptive mastery and active productive
mastery. The first kind of mastery is understand the meaning of word without ability
to use it or only knowing the meaning of a word when it is used by other people. The
second kind of mastery is not only someone’s understanding of the meaning of words
which is heard or read but also able to use it in a literature to express their mind.
The material to be tested should, similarity, be a part a syllabus and teaching
program you are familiar with : perhaps a section of a course book, or certain
elements of a set curriculum.
According to Penny Ur (1996: 41) there are 3 stages in designing test :
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a. Stage 1 : preparation
Prepare your test. It is good idea to list in writing all the material that you
want your test to cover: you can then refer back to the list during and after the test
writing to see if you have included all you intended.
b. Stage 2 : performance
If possible, administer your test to a class of learners; if not, ask colleagues to
try doing it themselves.
c. Stage 3 : feedback
Look at how your test was done, and ask the testes how they felt about it.
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