THE
EFFECTIVENESS OF USING GAMES TO INCREASE STUDENT’S VOCABULARY: AN EXPERIMENTAL
STUDY AT THE FIRST YEAR STUDENTS OF SMKN 1 MATARAM IN ACADEMIC YEAR 2011/2012
ACKNOWLEDGMENT
First of all, I want to express my
deepest gratitude to Allah SWT who has given me chance, blessing and health so
that I can finish my thesis proposal. And also to our prophet Muhammad SAW who
always guides us from the darkness to the brightness.
In this chance, I would like to say my
thank to Mr. L. Thohir, M.Pd. (the first consultant) who has given me his
advises, guidance and suggestions in my thesis proposal arrangement. And also
thank to Mr. Sudirman, S.Pd. (The second consultant) who has helped me in
correcting and guiding me in my thesis writing. For both of the consultants the
writer would like to say thank you very, your patience and your guidance in
teaching us.
Finally, I would like to deliver
my biggest appreciation and gratitude
to my beloved parents who have supported me in everything, thanks for your
pray. Also for both of my lovely brothers. And thanks for my friends who have
given me supports in accomplishing my thesis proposal.
As there
is no such thing quite perfect in the world, I honestly appreciate all
constructive criticism for the completeness of this writing. Hopefully this
writing will be valuable contribution toward the teaching of English especially
in encouraging the students, teachers and their involvement of teaching and learning
process especially in improving their English vocabulary.
Mataram, 2011
The
Writer
CHAPTER
I
INTRODUCTION
A. Background of the Study
Talking about language, we have to talk
about vocabulary. It means that a language cannot be separated from vocabulary, that is why the mastery of vocabulary is the most
important aspect in acquiring a second language or foreign language. Now days
English is almost used in all over the world; it is used as the first or second
language. In Indonesia, English is used as a foreign language has been
introduced since elementary school even in play groups. This fact shows us the
importance of English.
English
is a language that is commonly used in the world’s communication as in the
international congress and gathering, we use English for making explanation,
analyzing situation or discussing the relative merits of one producing and
English is the language spoken by most people, although many people object to this.
Vocabulary is essential to the development and demonstration of linguistics
skills, and by
learning vocabulary, it can be expected student’s
test achievement will be better and
measure the extent of this learning and encourage it to be apart of playing in instructional testing.
English
has been taught as the first foreign language in Indonesia since earlier 1990s.
(Fitria, 2007) it is one of foreign language that is used as a means of communication,
according to Suyanto (2007:118) said that the definition of vocabulary “ is collective word owned by
one language and gives the meaning if we use the language”. Vocabulary is a
group of words that are typically used when discussing them. Actually, there are some ways to learn vocabulary,
but in this case the researcher will explain about games specifically.
Introducing some kinds of game to students is a good way to encourage the
students in increasing their new vocabulary. The teacher can use several games
such as;
words from words, word chains, word pyramids. Furthermore, the researcher has
some games that can be used in teaching vocabulary such as: miming game and password. From the teaching of those
games, it is hoped that students are able to increase their vocabulary, besides
teaching some kinds
of game as mentioned above, the teacher should able to apply a good strategy
which useful to encourage students in getting new vocabulary from games that
they have learnt. When the teacher want to teach
vocabulary to the students through games, the teacher can use some possibles and successful media, strategies, approaches, or
methods for the classroom activities.
The
effect of using games in teaching vocabulary provide opportunities for students
to use their language skills in a less formal situation and the
aims of using games in teaching vocabulary is a wide range to different some kinds of game and activities to their lesson and enable students to practice
formally-learned language in a stimulating way. Vocabulary is important for the
students of senior high school, in which having much vocabulary can help students in
mastering the four language skills; listening, speaking, reading and writing
skills well. As Budidharso (in Widyaningsih, 2008:3) stated that vocabulary is
the main point to understand ideas and expression.
B. Statement of The Problem
Based on the background above, the
reseacher would like to answer the following question below:
“is the use of games
effective in teaching English vocabulary for first years students of SMKN 1 Mataram in academic year 2011/2012”.?
C. Purpose of The Study
The
purpose of this study is to find out the effectiveness of using games in
teaching vocabulary.
D. Scope of The Study
The
research is focused on the use of games in increasing student’s vocabulary. The
research is conducted at the first year students of SMKN 1 Mataram in academic year
2011/2012.
E. Significance of The Study
This
study is hoped will be useful to:
a. Encourage the English teachers to use many kind of
techniques in teaching English, for instance through games.
b. Help the students to learn English vocabulary easily
through games.
c. Give more experience or input for readers that games
can be used as a technique in teaching English vocabulary.
F. Hypothesis of The Study
The
hypothesis set for the recent study is as tentative
answer of the research problem. It comprises alternate hypothesis (Ha) and null hypothesis (Ho). Alternate
(Ha) as the hypothesis that states the relationship between experimental
treatment that the researcher expects to emerge.
On the
other hand, the null hypothesis which is no relationship between the experimental
treatment that the researcher expects to emerge. So in this particular investigation,
the hypothesis can easily be formulated as follows: The alternative hypothesis (Ha) :
“Game is effective to increase student’s English vocabulary”. For statistical
analysis the alternate hypothesis need to be changed into null hypothesis (Ho)
which is read: “Game is not effective to increase student’s English
vocabulary”.
G. Definition
of Key Terms
To
avoid the drawback or misunderstanding of some words in this research, it is
important to give some explanations or definitions as follows:
a.
Game
According
to Hornby in Oxford Advanced Learner’s Dictionary defines game is an activity
or a sport with rules in which people or terms compete against each other. (Hornby
in Oxford Advanced Learner’s Dictionary.(1995:553).
b.
Increase
Increase
is becoming or to make something greater in amount, number, value, etc. (Hornby
in Oxford Advanced Learner’s Dictionary, 1995:688).
c.
Vocabulary
According
to Hornby in Oxford Advanced Learner’s Dictionary defines vocabulary as a total
number of the words, which make up a language and that person knows or use. (Hornby
in Oxford Advanced Learner’s Dictionary, 1995: 1331-1506).
CHAPTER II
REVIEW OF RELATED
LITERATURE
A. Nature of The Language
Using language does not mean knowing or
realizing a language, although everyone uses language in his/her life, however,
not everyone understand the nature of language being used. Halliday (1985)
states that language structure and language function are systematically
related. These
are several definitions of language made by linguists in order
the readers know what language really is:
a.
Language is a tool of
systematic mean of communicating ideas, or feelings by the use of conventionalized
signs, sounds, gestures, or marks having understood meanings. (Webster’s third
new interaction dictionary of the English language, 1961:1270).
b.
Language as a system of
arbitrary vocal symbols which permit all people in a given culture or other people
who have learnt the system of that culture to communicate or interact. (Finiocchiaro,
1964:8).
c.
Language is highly
organized system in which unit plays an important part, which related to each
other. (Boey, 1982).
From the definition of language above,
the most remarkable function of language
is communication. Communication can be done directly and indirectly. Direct
communication, involves situation where both communicators and interlocutors
are in two ways. They may argue, agree or disagree by nodding their head or by
shaking hands. In contrast, indirect communication refers to the act of
communication, in which both communicators and interlocutors do not face one
another. For instance, the reseacher and the reader try to ensure each other
indirectly printings instrument as means for the reader to read the reseacher’s
writing, and then here the communication process happens.
As
we know that by language, we can speak about something and be understood by
others who know the language. It means that we have the capability to produce
sounds that signify certain meanings and to understand or interpret the sounds
produced
by others. It refers to in the normal-hearing individuals. However, in deaf
situation, Fromkin et.al (1984:4) (in Fitria) states that, deaf persons produce
and understand spoken language. In the other words, the deaf persons use the
sign language to communicate with.
B. Language Skill
In
this part, the researcher will tell about kinds of language skill in English i.e. listening,
speaking, reading and writing skills (Beyer, 1991a, 1991b; Bragstad and Stumpf,
1987; Luckie and Smethurst, 1998) stated that Human beings use language to
express some communicative codes that happened in the past; that is happening
in the present; or that may happen in the future. English as a compulsory
subject learned at Junior, Senior High School up to University level has now
been introduced to Elementary School’s pupils even in playgroups. It is
considered that teaching English in senior high school especially vocational
school will motivate and help them if they want to find a job after graduating
their study.
Learning
a foreign language is not a matter of acquiring a set of rules, and building a
large vocabulary is one of the first thing that students should know. Knowing
vocabulary will also cover the knowing of its articulation, meaning and how to
use it to express an idea in communication. In fact, vocabulary cannot be
separated from other language aspects or its four specific skills such as
listening, speaking, reading and writing skills.
The
first skill is listening. In fact, every language
skills
correlate closely one to another in various ways. Listening skill is the skill that
students and lecturer need to
understand and others are
organized in oral
presentation (Devine, 1987).
Listening
is one way to get the information about something new like vocabulary and
difficult words. The students try to understand of listening. Listening is
various types of listening, topics, styles and functions are delivered in
informal and formal style. Listening is relatively difficult, authentic
lectures and radio broadcast items will be introduced as practices in
identifying main ideas, messages and
details of information. An important factor in interactive listening is wether
we are taking part in the interaction.
The
second skill in learning English is speaking skill. We
still remember how we master our mother tongue. That is the first language we
use to communicate unconsciously that language was mastered from our childhood
without any difficulties. The user’s knowledge about structures, rhythm and
intonation were automatically applied in her/his speaking. Vocabulary and its
usage were acqquired through
her/his communication with the people surrounding without a learning process.
Krashen (1982)
suggests, learners can often extract adequate meaning from aural messages by
focusing on lexis and extra linguistic information and by passing syntatic
processing.
Bygate
(1987) suggests that oral interaction can be characterized in terms of routine, which are conventional and predictable ways of
presenting information that can be focused on either information or interaction.
By
that statements, the effective speaking involves all the intelligences.
Teachers may make a point of using colorful or unusual vocabulary frequently,
playing with funs, jokes, and riddles, or eloquently describing a personal
experience, the classroom can provide a supportive environment for learning to
speak effectively as teachers create a relaxed and positive atmosphere for
students to converse and discuss ideas.
The
third skill is reading skill. Reading is the second approach in gathering new information. So,
To enhance the student’s reading
ability in teaching and learning process, they should know what will they do
before reading,
during the reading and after the completion of reading because we should also
be concerned with the developing of student’s vocabulary.
In Junior,
Senior or Vocational High School teachers can also take the following five
actions to help their student’s reading the content areas such as:
a. Pre-reading activities mean
to activate period knowledge and help to motivate
students to read.
b. During reading activities
which are designed to help focus
attention, and promote skills such as paraphrasing, summarizing, note taking,
questioning, and relating the new.
c. Post
reading activities are intended to encourage students to re-examine their
reading perspective while providing
opportunities to store the new material in memory.
d. Vocabulary development is markedly more effective than
informal, unplanned growth.
e. Use the textbook will
ease the students in improving their reading ability.
Beside that, reading skill also involves qualitatively different processes from the
development of oral language ability; both are underpinned by certain
principles. We have suggested that programmers for both oral and written
language development take as their point of departure the purposes and
functions to which language is put, and which determine its realization as
text.
The
fourth skill or the last skill is about writing skill. From the
four language skills, writing is different from face to face communication; it
is a set of productive and expressive activities. Writing is one of the
language skill that is very different from other language skills because
writing is commonly used as a three stage process: pre-writing, writing, and re-writing. They
need to be shown how different text types are characterized by different
generic structures in the case of narratives, the
orientation-complication-resolution structure. They should also be given the
opportunity to compare different version of a text and helped to see how the
way in which information is organized within text will partly determine its
effectiveness. Writing cannot be segregated from other language acts.
Halliday (1985b)
suggests that writing has involved in societies because of cultural changes
creating communicative needs that cannot be readily met by the spoken language.
In the modern world, written language serves a range of functions in everyday
life, including the following: (a) primarily for action, (b) primarily for
information; newspapers news, editorials and current affairs magazines, (c)
primarily for entertainments; light magazines, comic strips, fiction books,
poetry and drama, newspaper features, film subtitles, gamers, and including
computer games. (Halliday, 1985b:40-1).
C. Teaching Games to Increase Vocabulary Mastery
Game
is an activity in which participants follow prescribed rules that are different
from those of reality as they strive to attain a challenging goal. Games can
provide attractive and instructionally effective frameworks for learning
activities many games combine well with drill and practice method of learning. Khan (1991) states that games are
activities done based on the certain rule.
Game-based
teaching has had numerous advocates. John Dewey claimed (1982:4th
ed.) games were integral to schooling since they provided active and positive
learning experiences. Through games, children learn to imitate and assume
diverse social roles, certainly too Jean Piaget stressed (1996) the importance
of game playing in cognitive development, games involve students in imaginative
and challenging situations that increase factual knowledge, decision making,
and interpersonal skills, when learning through games most students eagerly and
enthusiastically pursue their studies.
For
vocational high school students, learning English as foreign language is not easy.
English teacher should provide pleasant atmosphere to invite the motivation and
interest of the students. It is done to take students’ ease in acquiring the
language of students, not only get the prospect of what they have learnt but
also they should get satisfactory from the learning.
Someday,
somewhere, children will come up to you, look at you straight in the eyes and ask with a giggle of
vocabulary. For many children, word and word meanings are not sources of jokes
and riddles. For these children, jokes and mysterious combinations of ink marks
that make little sense and create little pleasure. The printed page of a
science book can serve, if we are not alert skills development, as a source of
frustration for a child with limited vocabulary skills. Here are some specific
strategies that you
can use to help children to learn new vocabulary words during science time, such
as:
1. Look through science trace books or elementary science
textbooks before the children work with them to identify terms that may be too
context and the pre teach those words.
2. Pronounce science vocabulary words with children
before they reach them in their science materials.
3. Have each children develop a personal word card file
that lists and defines each new science word, the sentence in which the word we
found, phonetic respelling of the word, and if appropriate, a drawing or
diagram showing the object or concept that the word define.
D. Games for Teaching Vocabulary
In teaching vocabulary, we need some
media or games because game is more interesting and ease the students to recall
or memorize English vocabulary.
According to Suyanto (2007:118) games of
communicative language has six characteristics as follows:
a. Player
has to interact
b. Player
has to comprehend existing order in game
c. That
game has clear target
d. Game
is clear activity
e. Player
has to involve actively
f.
Player gets special
order in game
According to Carrier (1948), the variety
of games can be in the form of: words from words, word chains, word pyramids, and
password. Furthermore, the reseacher has some games that can be used in
teaching vocabulary such as: guessing/miming game and password game.
Following
is the explaination of each game:
1.
Miming
game
The steps of this game are:
a.
The teacher will divide
the students into two groups
b.
The teacher will
demonstrate the way how to play the game, and also the rules in playing the
game.
c.
The teacher will invite
one of the students of the first group to come forward and then the teacher
will show a word (noun or verb).
d.
Then the student will
mime to express the word that has shown.
e.
Another students in the
same group will try to answer or guess the word.
f.
The teacher will give 3
times for the students to guess, if the group can’t answer or guess, the group
will not get the score.
g.
The next turn will be
given to the second group and they will do the same as the first group did.
h.
The winner is the group
that can answer or guess the words correctly as many as possible.
i.
The student who will
come forward must be a different student in each chance.
j.
The looser group will
be punished (ex; sing an english song, must be related to english material).
2.
Password
The steps of this game are:
a.
The teacher will divide
the students into two groups
b.
The teacher will give
the instruction to the students way how to play the game, and also the rules in
playing the game.
c.
The teacher will invite
one of the students of the first group to come forward (the students who will
come forward will be choosen by their friends not the teacher) and then the
teacher will show a picture or word (noun).
d.
After seeing the
picture or the word, he/she will try to mention some words/clues that related
to the picture or word, the maximum clues will be 5 clues.
e.
Another students in the
same group will try to answer or guess the word.
f.
The next turn will be
given to the second group and they will do the same as the first group did.
g.
The winner is the group
that can answer or guess the words correctly as many as possible.
h.
The student who will
come forward must be a different student in each chance.
i.
The looser group will
be punished (ex; sing an english song, must be related to english material).
For
example:
The
word relates to Refrigerator
You
can use these words to suggest it:
-
Big
-
Square
-
Cool
-
Ice
-
Weight much
In teaching learning process, presenting
games in teaching vocabulary is the best way to make students study more interesting.
In functioning of the games in teaching learning process in classroom, the
teacher has to consider what topic, which relates to this game. Example: while
teaching about the objects in classroom, teacher is able to make students
interest by presenting directly the object that relates to the topic. Many
words can be understood through looking at the things in the context.
CHAPTER III
RESEARCH
METHOD
A. Method
Of Research
The method used in this study is descriptive
quantitative research. The researcher will divide into two groups, they will be
experimental and control group. Group A will be the experimental group and will
be taught by using games and group B will be the control group and will be
taught without using games.
B. Population and Sample
1. Population
The population of this research is the
first grade students of SMKN 1 Mataram in the second semester. They are 213
students. In this experimental research, the researcher will choose the sample
from the population, and two classes will be taken as the sample of the study.
They consist of 72 students; the number of each groups 37 students in class XA
and 35 students in class XB. All of the students will become the object of this
study, because the member of the population is less than 100 people. (Arikunto,
2006:134).
2. Sample
The research will only be focused for
the first grade students in the second semester of SMKN 1 Mataram in academic
year 2011/2012. The students only in office administration program, the program
consists of 2 classes, office administration 1 and office administration 2.
C. Method of Data Collection
Data collection is one of the important
parts in this study because it will be used to know the level of students’
ability. The data in this study will be taken from the result of students’ test
in English vocabulary.
The first step is the researcher will
divide students into two classes. Class XA will be the experimental group and
class XB will be the control group, and then the reseacher will give pre-test
to both groups to obtain their score at the first meeting. The test that will
be given to the students is objective test (multiple choices). This test will
help in deteminining the students’ vocabulary mastery, the test will be consist
of 20 items. The second step is the researcher will give a treatment to the
experimental group, the
English vocabulary will be taught for
them through games. The researcher will give three
materials; identifying object, identifying people by
occupation and present
continuous tense and control
group will be taught without games, the researcher will spend 2 weeks. The last
step is the researcher will give post test after giving them a treatment to the
students and to know the differences of achievement the pre-test score and
post-test score will be compared.The students’ paper
sheets will be collected and the students’ working sheets will be marked and
the results in the form of scores will become the data of the research. Each
item will be scored 5 for correct answer and 0 for uncorret answer, so the
range of score is from 0 to 100.
D. Data Analysis
In order to
answer the question proposed earlier, the writer then
analyzing the data to
know the effectiveness
of using game
to increase students’ vocabulary mastery, the
writer find out the
mean score of
the sample. To calculate the mean
score, the writer
uses a formula
as follows:
X
Mx = ∑ −
N
X
My = ∑ −
N
Where :
M
: Mean
X
: Experimental group
Y
: Control group
∑
: Sum of
N
: Number of sample
(In Arikunto, 2006: 312)
Calculate
mean of two groups:
X
Mx = ∑ − Mean
of Experimental Group
N
X
My = ∑ − Mean
of Control Group
N
After
finding score of two groups, the reseacher also calculate the deviation
standard of two scores using formula as follow:
∑X2
= ∑X2 – (∑X)2
N Square Deviation of
Experimental Group
∑Y2
= ∑Y2 – (∑Y)2
N Square Deviation of
Control Group
BIBLIOGRAPHY
Arikunto, Suharsimi.
2006. Prosedur Penelitian. Jakarta:
PT. Rineka Cipta.
Abruscato, Joseph. 1982 (4th
ed.). Teaching Children Science: a Discovery
Approach. Vermont: University of Vermont.
Arifuddin. 2007. Language
Assesment; Competency-Based Approach.
Mataram, Lombok, NTB: Arga Puji Press.
Burden, Paul R and David M. Byrd. (2nd
ed.). Methods for Effective Teaching.
United States of America: Kansas State University and University of Rhode
Island.
Campbell, Linda. Bruce Campbell and Dee Dickinson.
1996. Teaching and Learning Through
Multiple Intelligences. United States of America: Allyn and Bacon.
Carrier, Michael. 1948. Games and Activities for The
Language Learners. London: Harrap Limited.
Djojosuroto, Kinayati. 2007. Filsafat Bahasa. Yogyakarta: Pustaka Book Publisher.
Elocina. How to
mime. http://www.wikihow.com/mime, Accessed on 3rd December 2011 at 14.41
p.m.
Fitria, Anna. 2007. The Use Of Nursery Rhymes In Teaching English Vocabulary: An
Experimental Study At The Fifth Year Pupils Of The Elementary School
Unplished Thesis Of English Education Degree of FKIP Unram. Mataram: Mataram
University.
Hornby. 1995. Oxford
Advance Learner’s Dictionary Of Current English. New York: Oxford
University Press.
Nunan, David. 1991. Language Teaching Methodology: A Textbook For Teachers. Sydney: Macquire
University.
Oka, Drs. I. G. N. and dr. Suparno. 1994. Linguistik umum. Jakarta: Direktorat
Jendral Pendidikan Tinggi, Departemen Pendidikan dan Kebudayaan.
Suyanto, Kasihani K. E. 2007. English for Young Learners. Jakarta: PT. Bumi Aksara.
Widyaningsih, Eka. 2008. An Analysis On Teaching English Vocabulary. A Case Study At The Fourth
Grade Pupils Of The Elementary School. Unplished Thesis of English
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Klippel, Friederike. 1989. Keep Talking; Communicative Fluency Activities for Language Teaching.
Cambridge. Cambridge University Press.
Pre-test
Name :
Class : 1st grade
Semester : 1st semester
Read the following questions
below carefully and choose the correct answer by crossing (x) a, b, c or d.
1.
Something that we use
to put some rice on it, is called.................
a.
Spoon c. Plate
b.
Table d. Fork
2.
Mother puts some dry clothes
in it. It is a...............................
a. Wardrobe c. Refrigerator
b. Cupboard d. Washing mechines
3.
If you want to wash
your dirty clothes automatically, you can use..................
a. Freezer c. Cupboard
b. Washing machine d. Wardrobe
4.
If you want to make
some ice cubes, you can put it in................
a. Wardrobe c. Freezer
b. Bucket d. Cupboard
5.
If you want to go to
school, don’t forget to put on your..............
a. Shoes c. Jacket
b. Slipper d. T-shirt
6.
A...............is used
to put your book before going to school.
a. Luggage c. Bag
b. Plastic bag d. Suitcase
7.
Something that we used
to write some school notes....................
a. Paper c. Book
b. Pencil d. A computer
8.
We usually sleep on a..........................
a. Bad c.
Bat
b. Bed d.
Bath
9.
Father always wears a
tidy...............to the office.
a. T-shirt c. Jacket
b. Shirt d. Pijamas
10.
I always go to
school by………………..it has 2 wheels
a.
Car c. Motorcycle
b.
Bus d. Train
11.
Someone who
teaches students
in the class………
a.
Dean c. Teacher
b.
Doctor d. Nurse
12.
He works in the
sea for sailing. He is a…………………
a.
Pilot c. Fisherman
b.
Sailor d. Tailor
13.
Anjasmara is
an………..he plays many kinds of movie.
a.
Artistic c. Actor
b.
Painter d. Director
14.
Someone who takes you care, when you got sick………..
a.
Nurse c. Doctor
b.
Parents d. Chef
15.
Someone who
loves cooking………………
a.
Cook c. House
wife
b.
Lawyer d. Cooker
16.
Andi……………the
coconut tree now.
a.
Climbs c. Climbed
b.
Is climbing d. Have climbed
17.
My sister and my
father are…………..some books in the living room now.
a.
Read c. Reads
b.
Reading d. Readed
18.
The
secretary……….some letters now.
a.
Type c. Is typed
c.
Typing d. Is typing
19.
Sinta is………….a
bath now
a.
Takes c. Is take
b.
Taking d. Took
20.
The
students……………English in the classroom now.
a.
Is studying c. Are studying
b.
Studied d. Study
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