CHAPTER I
INTRODUCTION
A. Background of the Problem
Nowadays, English is very important for our lives. This
language is used world-widely in sciences, knowledge
and technology as well as education, business, transaction, and other
activities in the world. In the past time, Indonesian’s students started
learning English at junior high school (SLTP) as a compulsory subject. The
process continues to senior high school (SLTA). Nowadays, English is taught since
Elementary as the local content lesson (Muatan Lokal) and even in some
kindergartens, the students are introduced to English vocabulary.
National Education Department (DIKNAS) has already run the policy
and regulation for Elementary School to offer
English subject for the students in the classroom. It is one of the concerns of the Indonesian
government to encounter the era of information
and technology.
English has been taught in Indonesia at elementary
school as one of the local content subjects (Muatan Lokal). It is hoped that
the students will learn and comprehend English as
early as possible and can practice simple
conversation. In conversation, students have to master vocabulary as many as
possible, because vocabulary is very basic in teaching and learning English. According
to Ministry of National Education Aminudin,
the aims of teaching English at Elementary School are follows:
(1)
"Student can understand vocabulary in English which are often found and used in daily
context.
(2)
Students can communicate simply in English"[1].
Vocabulary is very important to be mastered, so
students
need vocabulary which can support them to produce and use meaningful sentences because vocabulary provides organ of
sentence. Harmer states that "Then it is
vocabulary that provides the vital organs and flesh[2]".
For that reason, the students have to develop their vocabulary and master it in order to be able to communicate
with others. Vocabulary is not only sign of symbol for ideas but also a part
of how to improve language skills in the target language. The more vocabulary
students learn, more ideas they should have, so they can communicate by using
their ideas more effectively.
In other hand teaching English to the
Elementary level is not easy, because difficult to manage them, and their
concentration is limited. Therefore, a good English teacher must be
able to control, manage the
students, make them enjoy, concentrate and focus in studying English. The teacher should choose
appropriate technique to make teaching fresh and
interest. Teaching technique of English teachers is very important for beginning students. Teaching
techniques help teachers to create of
student’s motivation in teaching and learning process.
At elementary School, most of teachers usually use
conventional technique in teaching English specially vocabulary, like
teacher center or total physical response (TPR), the teacher introduces some
words to the students and then does the action, the students guess the meaning
of words, based on teacher actions. Teacher
Centre, the teacher explain some words to the students
and then explain the meaning of the words,
then
the students memorize, what the teacher explained.
Based on researcher observation in SDN
13 Guguak Randah at fourth grade students on May 13th 2010, the
teacher used
conventional technique
in teaching English. This technique has
some problems
like the students feel bored and difficult to memorize the words which explained by the teacher. the students
have less
motivation in learning English because their assumption that English is difficult and uninterested
to be learned.
On the other hand game is
an technique that helps students be more active in real life situations, pair
and group work activities. It encourages students to practice the language they
learn in meaningful ways. In learning process, vocabulary games are one of the
activities which are requires students to be active in communicating with their
classmates by their own language. Thus the question we begin to examine is,
"what is the effect of using game to the students’ vocabulary mastery”?
B. Identification of the Problem
Based on the background of the problems above, there are some of problems occured in learning process in
SDN 13
Guguak Randah can be
identified as follow:
1.
The students think English is difficult to be learned
2.
Teachers use conventional
technique in teaching
vocabulary
3.
Students have less motivation
C.
Limitation of the Problem
Based on identification of the problem, the researcher will use
games toward students’ vocabulary mastery at the fourth year of SDN 13 Guguak
Randah. This limitation is done to avoid the difficulties and using
conventional method in teaching vocabulary.
D.
Formulation of the
problem
Based on the limitation of the problem above,
the problem of this study is formulated as follows: “ is there the effect of using games in teaching vocabulary toward students’ vocabulary mastery
at fourth year of SDN 13 Guguak Randah?”
E.
Purpose
of the research
The purpose of this research is to know where the effect
of using games toward students’ vocabulary mastery at fourth year of SDN 13
Guguak Randah.
F. The significance of the research
It is hoped this research will be
able to give contribution to:
1.
English teachers, they can encourage/motivate
their students’ vocabulary mastery by using games.
2.
Students,
it
can help them to solve
their problem in improving their vocabulary and to make them interested in
materials.
3.
The
researcher,to increase knowledge in teaching
vocabulary it is as the requirement to obtain the Strata One Degree in
STAIN Sjech M. Djamil Djambek Bukittinggi.
G.
Definition of The Key
Terms
The researcher provides several definitions of key terms
bellow:
1.
Vocabulary is
the collection of words that an
individual knows.[3]
Mean
while Vocabulary mastery is
the ability of the students to acquire many words and their meanings.
2.
Many Games can be done in teaching vocabulary at elementary
School, like an actor game, game cards, treasure hunt, guessing games and many
others
H. Outline of
the Research
The research consists of three chapters. In chapter
I the writer presents introduction, which consists of background of the
problems, identification of the problems, limitation of the problems,
formulation of the problems,, purpose of the research, significance of the
research, definition of key terms and outline of the research. Chapter II is
about review of related literature which consist of review of the related
theory, review of the related studies, conceptual framework and hypothesis.
Chapter III deals which research methodology which consists of design of the
research, population and sample, instrumentation, technique of data collection,
and technique of data analysis.
CHAPTER
II
REVIEW OF
THE RELATED LITERATURE
A. Review
of the Related Theory
1. Vocabulary
a. The
Definition of Vocabulary
English
is a new subject to the students of Elementary School. especially
is deal with vocabulary,
Vocabulary is the collection of words that an individual knows.[4] It means that vocabulary
is basic one which the students should know
in learning
a new language.
Vocabulary
is very important to be mastered because vocabulary plays important role
processing of communication. Students need a lot of vocabularies to communicate
with others. Without having a vocabulary, students can not have meaningful
sentences in communication
“Vocabulary is core component of language proficiency and provides
much of the basis for how well learners speak, listen, read, and write.”[5]
It means
that vocabulary mastery is important for learning a foreign language since it
is a basic for students to listen, speak, read and write something well.
As a
beginner in learning foreign language, many difficulties that will be found in
learning process. The teachers should bring English interesting to the
students, make them enjoy in learning
English and have good motivation to learn. The English teacher should be
creative and imaginative so that they
have many ideas to make their students enjoy and interest in their lesson.
b.
Kinds of Vocabulary
English
vocabulary is divided into two different parts: active vocabulary and passive
vocabulary.
1.
Active Vocabulary
Active vocabulary is the word that you see. It
means that vocabulary can be said active if we can use it for speaking and
writing every day.
2.
Passive
Vocabulary
Passive
vocabulary is the words that you understand but do not use. It means that passive
vocabulary is the words which we recognize and understand when listening or
reading materials. [6]
So to learn new language the students have to
increase their astive and passive vocabulary as much as posible.
c. The Importance of Teaching Vocabulary
Learning
process is a process of transformation of knowledge from the teachers to the
learners. Teacher’s role in teaching learning process is to facilitate the
learners to learn until they can receive and absorb the material as well as
possible. Teaching is the teacher’s effort to create situation or teaching
behavior in teaching process. There is an interaction between learners and
environmental which includes teacher and teaching aids. It conducts to achieve
the determined goal in teaching English, especially teaching English to young
learners.
Teaching
vocabulary is concerned with the basic technique for presenting new word. The
teacher has to know the present of new words in all aspect of teaching
vocabulary such as pronunciation, spelling and meaning. Teaching vocabulary can
help students to understand a language. It can help them improving their
ability in other skills. When students want to
be success in a language skill, they should study about the vocabulary
first.
d.
Techniques and Ways in
Teaching Vocabulary
Generally,
as a beginner, to understand the meaning of sentence is not easy as to
understand word by word. If it is not practiced often, automatically it will
reduce or lose. To help students maintain the capacity of words what has been
taught, games can be used as an aid.
Some
techniques on teaching vocabulary can be used to explain the meaning of words,
and every teacher has to determine the best technique to teach or explain the
meaning of words. In determination, a teacher needs to consider whether the
technique is able to improve student’s retention.
Here are some
techniques for teaching vocabulary, especially new words:
1.
Say the words clearly and write it on
the board.
2.
Get the class to repeat the word in
chorus.
3.
Translate the word into the students’
own language.
4.
Ask the students to translate the word.
5.
Draw a picture to show what the words
mean.
6.
Give an English example to show the word
is used.
7.
Ask a question by using the new word.[7]
Technique
is the implementation and strategies done by the teachers to the students in
classroom which is suitable with the method that is used. Where as way is steps
that teacher done to explain the lessons. Vocabulary mastery should be
developed and planned in the teaching program. Some techniques of presenting
new words can be applied by using pictures, songs, games, etc. Many techniques
which could be used in teaching vocabulary:
1)
Using physical demonstration, using mime and gesture and
it will be effective if we create a visual memory for the word.
2)
Using verbal explaination to involve a number of
contexts, it will help the learners to find the meaning.
3)
Using the synonym of the word
4)
Using translation, pointing the objects, using visual
aids, using the antonyms and using dictionaries.[8]
That
techniques above can be applied by using some ways which can help the teacher
to transfer the meaning of a new vocabulary. The teachers can use some ways
that can be used to explain a new word into the classroom:
a)
Realia
It is one way of presenting words by bringing the things
which will be explain into the classroom. Words like Postcard, pen, ball, etc.
Can be obviously be presented by using this way. The teacher holds up the
objects, says the words and then ask students to repeat it
b)
Picture
Picture can be used to explain the meaning of vocabulary
items. The teachers can draw things on the board or bring it that can be taken
from magazine pictures, wall pictures and other non-technical visual
representation. It is used because it is impossible to bring
the objects that have big sizes into the classroom.
c)
Mime,
action and gesture
It can use to explain the concepts like running or
activities that done an action, expressions, prepositions and times.
d)
Contrast
It can be used to present the meaning of a new word by
contrasting the word. Like the word of ‘empty’ can be contrasted with ‘full’,
‘cold’ with ‘hot’, etc.
e)
Enumeration
It can be used to explain the words by enumerating or
listing various items.
f)
Explanation
It can be used to explain the meaning of words by
explaining the context of words in conversation.
g)
Translation
Translation is a quick and easy way to present the
meaning of words bui it is not without problems. In the first place it is not
always easy to translate words, and in the second place, even where translation
is possible, it may make a bit too easy for the students by discouraging them
from interacting with the words.[9]
Eventhough there
are many techniques and ways that can teachers use, the
teachers
should choose the most suitable way in teaching learning process. In this research the
resercher choose picture to improve the
students’vocabulary mastery.
e. The
Principles of Teaching Vocabulary
The writer has assumption to fit
explanation on some principles of teaching vocabulary, there are:
1)
The teaching of vocabulary should be
based on the students’ ability.
2)
The teaching of vocabulary should be
suitable with student’s capability.
3)
The words are taught from easiest to the
difficult.
One of the principles that had been
found useful in all methodological decisions is the principles of time
effectiveness. The key in all, vocabulary teaching is to keep motivation high
while encouraging students to develop strategies that they can continue to use
once they leave the classroom.
According to the assumption above,
explains that to know a word in a language as well as the native speakers know
it needs the ability to:
Recognize
it in its spoken or written form.
1.
Recall
it will.
2.
Relate
it to an appropriate object or concept.
3.
Use
it in the appropriate grammatical form.
4.
In
speech, pronounce it in a recognizable way.
5.
In
writing spell it correctly
6.
Use
it with the words it correctly goes with i.e. in the correct collocation.
7.
Use
it at the appropriate level of formality.
8.
Aware
of its connotations and associations.[10]
f.
Teaching children
Teaching English to young learner is really different from
teaching English to teenagers or adult. Teaching
English to young learners is the basic foundation on learning something and it
will be continued in adolescent age.
Moreover, Wilkins explains that “the young children find
the task of learning foreign language easier than older children”.[11]
They are able to reproduce sounds in imitation with little difficulty.
Activities like imitation and repetition which feel bore to be an inevitable
part of language teaching, often a source of pleasure to the young children
whereas in the older learner they do little more than cause irritation. The
primary age children are usually lack of self-consciousness of the older
learner and all together more prepared to submit to the norms of a new language
and to perform in it without feeling at risk of making a fool of him self.
For success teaching children the second language requires
specific skills and
intuition that different with teaching adult. Brown divided five categories
that help or give teachers some practical approach in teaching children:
1. Intellectual development.
Since
children are still in an intellectual development, the teachers need to
remember their limitation. In teaching children, the teacher should consider
the following:
a. Don’t explain the grammar
using term like ‘Simple present’ or ‘Relative clause’. It needs to be noted
that using the language terms in the explanation will only teach the children
about the language but not the language
it self.
b. Rules stated in abstract
terms should be avoided. For example, ‘To a statement into a question, you
should add a do or does’.
c. Certain more difficult
concept requires more repetition. It may be necessary to get the brain and the
ear to cooperate.
2. Attention span
According
to dictionary attention span means the length of time for the action of turning one’s mind to
something. The short attention span comes up when the teacher present stuff
that to them is boring, useless or too difficult.
3. Sensory input
Children
need to have all five senses stimulated. The activities in the classroom should
strive to go well beyond the visual and auditory modes, for instance: touch
your nose, touch your head, close your eyes, etc
4. Affective factor
Children
are often innovative in language forms but still have a great many inhibition.
The teacher should need to help them to laugh with each other at various
mistakes that they all make, be patient and supportive to build self-esteem of
children, and give them plenty of opportunities for trying things out.
5. Authentic, meaningful language.
Story
lines, familiar situation and characters, real-life conversation, meaningful
purpose in using language will improve attention and retention of children.”[12]
In this case teacher should create the real situation,
which is near by students environment in teaching english so that is easy to understand by
students.
2. Games
Learning a foreign language is a hard
work, one must make an effort to understand and to repeat words accurately.
English teacher has to have a good plan to motivate the children, to enrich
vocabulary mastery by using drills and exercise. But, in reality the children
fell bored with these techniques because the process is monotonous. If teacher still using these techniques, the
children cannot improve their English to solve this problem, the English
teacher has to create his teaching with certain technique that enables him to
avoid the technique which is boring.
Since English subject in elementary
school is still new, English teacher needs to find out good techniques that can
make the children interested in learning English. In this case Julia Khan
states:
“Children play
and children want to play. Children learn through playing. In playing together,
children interact and in interacting they develop language skills. Games
provide context for play, reasons for playing and routine for playing.”[13]
Through games children are stimulated to
know more vocabulary in order to win the game. If they do not understand the
meaning of the words, even only a word, they will loose a chance. By this
technique the children will learn as many words as they can. The teacher has to
plan some activities that make their children enjoy learning the foreign language
by using games. This technique makes teaching learning foreign language more
creative, active, relaxed and fun.
a. The
Meaning of Games
What expected by every language teacher
in the whole world is making the transfer of knowledge become easier and more
comfortable for the students by using any kinds of teaching aids, including
games.
In oxford advance learner’s dictionary
of current English, game is form of play, especially with rules, e.g. tennis,
football cards.[14]
According to Jeremy Harmer, “games are a
vital part of a teacher’s equipment, not only for the language practice they
provide, but also for the therapeutic effect they have. They can be used at any
stage of a class to provide an amusing and challenging respite from other
classroom activity about their English class”.[15]
Stephen Mark Silvers said that:
“Most of you who
have experimented with language games as a teaching device will be, I am sure,
as enthusiastic about their use as I am. Unfortunately, many teachers still
feel that game is only for a short time, to give a class break from the
monotony of drilling, and some teacher consider games merely frivolous
activity”[16]
Sandra J.Savignon has three reasons why
games have to be used in learning foreign language, they are:
a.
The
very structure of games provides an opportunity for learners to practice
vocabulary and grammar, specific functions, and other language art skills. The
task orientation of the games requires that the students “use rather than
merely practice language for real and immediate communicative goals” on the
other hands require constant, meaningful interaction among the players.
b.
They
created relaxed atmosphere. This lower the anxiety level or “effective filter”
that often keeps students from learning. Games accomplish this in two ways. First,
games focus the learners attention on the immediate goal, that is, succeeding
at the same itself, rather than in the responsibility of language learning
(Stoic, 182). Second, whether the game is competitive or not, it requires
cooperation. This contributes to the development of a sense group that led in
turn to feeling of support and security among the group members. As the result,
the learners are less anxious and more open and able to communicate.
c.
Games
offer strategy for dealing with problems that may arise from code implication.
Teacher to provide communication at a level the learners can understand often
uses code implication.[17]
And according to Rebecca L. Oxford and
David Crookal game can encourage good
strategy in learning foreign language. They are:
a.
Games
embody the communicative approach; they provide active involvement of the whole
person (intellectual, physical, social and emotional).
b.
Games
change the roles and relations of learners to take more active role in their
own learning process. This has two effects:
1)
It
gives learners much more opportunity to communicate in the language.
2)
It
places more responsibility on learning to direct their own learning.
3)
Game
provide language quantities of input, which can be understood because of
meaningful, and engaging context f the activity.
4)
Game
allows attention to be given to language form as well as to content.
5)
Game
has additional effective advantages, such as education of anxiety increase in
positive feelings and improve self confidence.
6)
Game
can make the participant encouraged to communicative even when their knowledge
and competence in the language is less than they would wish.
7)
Games
have the learners to identify more closely with the target culture.
8)
Game
encourages adolescents and adult to once a gain. Play with symbols.[18]
From the
explanation above, we know that game is form of play and can be used as a vital
part of a teacher’s equipment in English teaching.
b. The
sample of Games in teaching vocabulary
Even though many games can be used in teaching vocabulary, that is depend on the material for
example:
1.
An actor game
Lee explained game is an
enjoyable activity which has important virtues. Games banish
boredom and give stimulation and
entertainment to the learner. If talking about game, Rini and Ayu propose one kind of a game namely An Actor
Game, “An Actor Game is a movement game that can ask the students to guess the
meaning of the words based on acting of an actor.”[19]
This game can be done in
elementary school, age 6-12 years old. By applying An Actor game, children are
physically active in the class and increase the student’s motivation in
learning English especially in learning vocabulary.
Beside that, by using this
game, children easier in learning vocabulary by looking to what an actor acted in several time and
doing an action too. Students can enlarge their vocabulary easily, such as;
When the teacher writes “singing” on the whiteboard and the teacher sing a song
directly, so the students will understand the meaning of “singing” by looking
what the teacher did.
In An Actor Game, the
children should compete in guessing the meaning of the word acted by an actor. The student who can guess the meaning of the
words many times, so she/he will be the winner in that game.
An Actor Game can be used by
the teacher in the fourth years, fifth years, and also in the sixth years, especialy in listening copetency for example: standar
kompetensi “merespon dengan melakukan
tindakan sesuai dengan instruksisecara berterima dalam kontek kelas dalam
berbagai permainan, merespon indikasi sederhana secara verbal, bercakap-cakap untuk meminta dan memberi jasa”,
and etc.
2.
Game card
Most of students like play
card, so the card cand be used to motivate students in teaching learning
especialy in teaching vocabulary this game cosist of pictures and words, the
students should match the picture and word corecly to be the winner. It will
grow up students vocabulary mastery. That games can be aply in many material
like clothes, fruits, colour animal and many others.
a.
The
rule of games
Lay the cards face down on the
table or on the floor, the cards can be place in row or randomly,each player in
turn, turn over two cards, if the cards match the player keeps them and is
awarded one point, then continue to the next player’s turn, if the card do not
match the player returns them to the same place and forfeits their turn to the
next player, each set of cards is enough for six player, point more sets of
each level for more player, laminate the card for many years of use.
b.
Level
and language learning
The cards only have pictures on
them to make them esier to remember. Show each the card as if they were flashcards to the students state the
word assosciated with the cards, ask the students to repeat the word. Play for fun but encourage the player to say the
word associated with each picture on the card, if the students not sure of the
word ask the others or tell the students the word.
One card has the picture and the other
matching picture has the word, show the picture card as if flash card and ask
the students to repeate the word, repeat with the word card, if the student
flips the word card the teacher can help them
with the word in the first few
round.
Both card have only the words,
this game should be played after the students are familiar with the level
before, show the cards as if flash card and ask responses, devide the students
in teams, each with captain, the captain flips the card and must read the word,
the team may help, the team with the most fairs at the and win, This game sugested by advanced teacher trining inc
3. Game
Star
Providing explicit and direct instruction is one
sure way to help students increase their vocabularies. “The STAR model of Select, Teach, Activate, and Revisit
provides a framework for teachers as they plan vocabulary instruction.”[20]
a.
Select
1)
Choose
appropriate content words.
2)
Focus on words
essential to understanding of the text.
3)
Draw a story
or text map. Using the map as the basis, select four to six words fundamental
to retelling or summarizing the text.
4)
Look for other
important words that students are likely to encounter in additional readings, even
though these words may not be essential to this particular text.
b.
Teach
1)
Consider the
processes you will use before, during, and after reading.
2)
Before
assigning the reading, make sure you access prior knowledge and bring to the forefront
concepts that will not be clearly explained in the text.
3)
Use
definitional, contextual, and usage information when teaching vocabulary. For
example, present the word in context, discuss possible meanings, ask for a
definition (provide one if students are unable to provide an accurate definition),
ask students to use the words in a personal way.
c.
Activate
1)
This step
focuses on the work you want students to do in order to gain understanding.
2)
Use writing
assignments and other activities to make sure students repeatedly hear, read,
write, and use the targeted words.
3)
Give students
the opportunity to connect new words with other words they already know (word
maps or synonym webs).
4)
Have students
act out words or demonstrate meaning.
4. Guessing
Games
Guessing games can be painless ways to
develop or reinforce any number of concepts. “Guess What I am” or “Guess Who I
am” for example, can be used to teach about animals, professions, or people in
different age groups (baby, child, teenagers, young adult, middle-age adult,
elderly person). “Guess What I’m doing” can be used to teach recognition in the
target language of activities such as taking a bath, go finishing, doing
homework, and so forth.[21] Various sources for game ideas are mentioned,
but teachers are reminded that one of the best sources is the students
themselves.
c.
The
Ways of Using games in Teaching Process
Teachers can apply the games in their teaching process by using several
activities that it can help their students to master a news vocabulary. There
are several activities that teachers can use to
improve the student’s vocabulary.
1) Study
vocabulary in context. Teachers
should inform the students what the context of the lesson that will discuss so
that the students did not misunderstanding about the meaning of the words.
2) Using the suitable media to identify
vocabulary words. The teachers can
stimulate their students’ understanding by guessing the word by using media,
likes: pictures, real objects, songs, card, and dictionaries.
3) Using the creative tests to evaluate the student’s
ability. The teacher should use the suitable tests that will be given to their
students. They can use games or cross word puzzle and many kind of tests that
make the students be interest and are not bored to finished the tests.
4) Ask the students to use the words in their daily
activities. It can improve their ability in memorizing the words. But in this
case, their environment should support them in learning process.
In using game , there are some simple activities that can be done. Firstly, prepare a game to be discussed, then explain rule of games to the students and ask them to play the game. Secondly, repeat the activity until all of the students
able to play it using their own words. Thirdly, the teacher would repeat the
word in the correct pronunciation if the students made mistakes in pronouncing
their words. Fourthly, demonstrate the game with random and ask the
students to name of this, it done to measure their understanding the words.
B. Review of the Related Studies
This research is
not the first research that discuss about game. There were some studies had generally brought positive effect of
using games that had been conducted by some researches, they are;
Noris nenny maullida, “Improving student motivation in learning
English by using modified guessing
games” (study of the sixth year student of SDN 05 Batipuh) said that the percentage of students
motivation in learning English by using modified guessing games technique in
this study was improved. it’s conclude
that teaching vocabulary by using modified guessing games technique could
improve student motivation in learning vocabulary 1st 2010 until 29th
2010[22]
Diah Sri Lestari 2007 Technique For Motivating The Student In Learning English. She found that indirect motivation technique
is more interesting student Learning English The effectiveness of teaching
vocabulary by using word puzzle (study at the fourth grade student of SDN 5
Baum ) said that teaching vocabulary by using game word puzzle was more
effective than that by Using Total Physical Response. 2010[23]
C.
Conceptual
Framework
Teaching English to the Elementary level is
not easy, because it is difficult to manage students, and their concentrate are limited.
Therefore, a good English teacher must be able to control, manage the students, make them enjoy, concentrate
and be interested in studying English.
The teacher should choose appropriate methods
and techniques to make teaching be fresh and
interesting. Teaching technique is very important for beginning students. Teaching techniques
can help teachers to create
of motivation and
interested of students in English studying. Thus, an
English teacher should find an interesting technique in dealing with this
situation. One of the techniques that can be used games. In teaching vocabulary
to make the students enjoyable. This research is intended to see the effect of
using games technique on student to
mastery of vocabulary. The research can be shown in a diagram as follows.
The
Defenition of Vocabulary
- a core component of language
- collection
of words
- total
number of words
|
Kind of Vocabulary
-
Active vocabulary
- Passive vocabulary
|
The
Importance of teaching Vocabulary
- To master foreign language
- To use the language
|
Techniques
and ways teachingvocabulary
1.
Using
physical demonstration
2.
Using
verbal explanation
3.
Using
synonym of word
4.
Using
translation
5.
Using
picture
6.
Using
contrast
7.
Using
enumeration
8.
Using
explanation
9.
Using
translation
|
Teaching
vocabulary
|
Using games
|
what is
significance effect of using game?
|
The Kind of games
1. An actor games
2. game card
3. Game star
4. Guessing games
|
The ways of using game
1. Study of vocabulary in
context
2. Using media
3. Using creative tests
4. Using word in daily
activities
|
The
Definition of games.
1.
Form of play
2.
Vital part of equipment
|
The scheme above shows
that the students are divided into two classes, they are experimental and
control class. The experiment class students are taught by using games and
control class are taught by using conventional method, such as total physical
response. In addition, the experiment and control class students are given pre
and post test at the same time.
At the end of study,
the researcher will see the effect of using game which is given at experiment
class. The result of test of the two classes will be compared to see the effect
of using the games
D.
HYPOTHESIS
Based on
the background, formulation and purposes of the problem above, the hypothesis
of this research are:
Ha: There
is effect of using games in improving students’ vocabulary.
Ho: There
is no effect of using game in improving students’ vocabulary.
In
conclusion, Ha means there is effect of using games in improving students’
vocabulary of fourth grade students of SDN 13 Guguak Randah. On the other
hands, H0 means there is no effect of using games in improving students’
vocabulary fourth grade students of SDN 13 Guguak Randah.
CHAPTER
III
RESEARCH
METHODOLOGY
A. Research Design
The design of
this research is true experimental research by using quantitative approach
because the researcher will compare between the using of games and conventional technique. In this case, there
are two groups involved. One group is the experimental group, and another is
control group. The experimental group will get treatment, taught by using
games, while another use conventional technique.
Related to experimental and control, Gay states, ”The experimental group
usually gets new treatment or treatment under investigation, while the control
group gets different treatment or treated like usual”.[24]
Moreover, he adds that the control group is needed to know whether the new
treatment or treatment under investigation is more effective than the usual
one.
Experimental
research has both pre- and post-test. There test has experimental and control
classes. In this research the writer will use the existing classes. The class A will use games in
teaching vocabulary and the class B still use (conventional technique). After
giving treatment to experimental class, the two classes will be given pre- and post-test.
Gay says that an
experimental research involves two variables; the independent variable and the
dependent variable.[25]
In this research, the independent variable is the games and the dependent
variable is the students’ vocabulary mastery. The design can be shown as
follows:
Name
|
Pre-test
|
Treatment
|
Post-test
|
Experimental Group
|
T1E
|
X
|
T2E
|
Control Group
|
T1C
|
-
|
T2C
|
Where:
T1E = the pre-test for the experimental group
T2E = the post-test for the experimental group
X = the treatment that is given to the
experimental group by using games
T1C = the pre-test for the control group
T2C = the post-test for the control group
B. Population and
Sample
1.
Population
The population in this research is all of fourth grade students in SDN 13
Guguak Randah, consist of two classes. According to Gay, ”Population is the
group of interest to the research”.[26] The population is 46 students. Each of classes consists of twenty three
students.
2. Sample
Sample is simply a subset of
the population. In order to take the sample, the writer will use total sampling technique. As stated by suharsimi arikunto, If the amount of population is less than a hundred,
so it is better to take all of the population as the sample of the research in order to make accurate
generalization. Thus, one of two classes is chosen to be control
class and one class to be experimental class.
To
choose the experiment and control class between these two classes, the
researcher will follow the steps below:
a. Collect the mark
of fourth grade student mid test in SDN 13 Guguak Randah
2011/2012 academic years.
b. Test the
normality of the data.
The purpose of
testing the normality of the data is to know whether the data spreads out
normally or not. Normality of the data is tested by using Liliefors test. It
can be done in these steps below:
1) Arrange the data
from the lower to the higher one
2) Find the mean
score (x) and the standard deviation (s)
3) Find the score
of Zi by using the formula: Zi = Xi
– x s
4) Find the score
of P (Zi) by consulting the score of Zi with Z table
5) Find S (Zi)
6) Find the
absolute score of P (Zi) – S (Zi)
7) Determine the
higher score of absolute mark P (Zi) – S (Zi). It is named as Lo ( Liliefors)
8) Test the Lo
score with Liliefors table with the certain degree of freedom (α): 0,01 or 0,05
9) Take the
conclusion, if the Ltab > Lo, it can be concluded that the data is
distributed normally with the degree of freedom in (α) 5 %.[27]
c. Test
the homogeneity of the data
The purpose of
homogeneity test is to know whether the population is homogeneous or not. This
test is done by using F test. The homogeneity test by using F test is done by
following steps:
The homogeneity
test by using F test was done by following steps:
1) Use the formula
:
Fhit = S12
S22
2) Consult with
table F which α (0.05)
Ftab right = fα (V1,V2)
Ftab
left = 1
Fα (V2,V1)
3)
If
the range of score of Fhit located between Ftab Left and
Ftab Right, it can be concluded that both of the classes are
homogeny.[28]
C. Instrumentation
In this research the instrument that will be used is
the tests of students’ vocabulary mastery by using multiple choice
test. There are two tests that will be used, pretest and
posttest. The test is set based on the goal of teaching and learning that will
be achieved. Pretest is used to know the students’ vocabulary at the beginning
and posttest is used to know the development of the students’ vocabulary in the
end after given the treatment.
The
test is made by considering the validity and reliability of the test. The
validity is concerned with what a test measures and for whom it is appropriate.
The reliability refers to the consistency with which a test measures whatever
it measures. Here are the brief explanation about validity and reliability of
test.
1.
Validity
Gay says
“Validity is the degree to which a test measures what it is supposed to
measures”.[29]
The validity of the test depends on particular purpose and particular group. In
other word, the test is valid if it is appropriate for what and for whom.
There are
content validity and construct validity; content validity is the degree to
which a test measures an intended content area. Construct validity is the
degree to which a test measures and intended hypothetical construct. A
construct is a non observable trait such as speaking ability. So, in oral test,
the construct validity cannot be seen because it depends on students’
performance.
The
researcher gives try out to another elementary school. To measure the validity of the test, the
researcher uses product moment with the deviation formula.
rxy =
Where :
rxy = Correlation
coefficient between X variable and Y variable, these two variables are correlated
N = Number of items
ΣXY = Multiplying the number of x with y
X2 = Square
of X
Y2
= Square of Y
2.
Reliability
Reliability refers to the consistency of a
measure. A test is considered reliable if we get the same result repeatedly.
Technically, reliability shows the extent to which test scores are free from
errors of measurement. Gay says that reliability is the degree to which a test
consistently measures whatever it measure.[30]
The reliability
of items use K-R 20 suggested by Arikunto as follows:
Where
:
rii = Reliability
n = Number of items
p = Proportions of the number of students answer
correctly
q =
Proportions of the number of students answer incorrectly (q=1-p)
=
Total number of p times to q
S =
Standard-deviation
General description of coefficient
correlation as follows:
0.80 < rii 1.00 : Very high
0.60 < rii 0.80 : High
0.40 < rii 0.60 : Moderate
0.20 < rii 0.40 : Low
0.00 < rii 0.20 : Very low
3.
Item
Difficulty
The researcher uses formula
suggested by Arikunto to know item difficulty which is presented as follows.[31]
P
= B
S
Where:
P
= Item difficulty
B
= The number of students answer
correctly
JS
= The number of students who are tested
The
classification of item difficulty is as follow:
Item
with P 0.00 until 0.30 is difficult
Item
with P 0.30 until 0.70 is moderate
Item
with P 0.70 until 1.00 is easy
4.
Item
Discrimination
Item discrimination is the ability
of item to differenciate between student who has high achievement and student
who has low achievement. For that, the researcher uses formula to determine the
item discrimination suggested by Arikunto which are presented as follows.[32]
D
= BA _ BB
JA
JB
Where:
D =
Item Discrimination
BA =
The number of high score students who answer correctly
JA =
The number of high score students
BB =
The number of low score students who answer correctly
JB =
The number of low score students
Arikunto
takes 27 % students of the highest score as JA and 27 % of the lowest score as
JB.
The classification of item
discrimination is as follows:
D: 0.00 – 0.20 : Poor
D: 0.20 – 0.40 : Satisfactory
D: 0.40 – 0.70 : Good
D: 0.70 – 1.00 : Excellent
D. Technique of the Data Collection
In
line with the research design above, the data is taken from the students’
vocabulary tests. The pretest is given to the experiment and the control class
before given the treatment. The pretest is used to know the students’
vocabulary at the beginning. The researcher takes the students’ vocabulary
performance scores based on scoring and measuring guidance for vocabulary test.
The
posttest is given to the experiment and the control class after giving the treatment.
The posttest is used to know the development of the students’ vocabulary at the
end. The researcher takes the students’ vocabulary scores based on scoring and
measuring guidance for vocabulary test. The scores of the students on these
tests are collected in order to be used as the data.
E. Technique of the Data Analysis
This research
will use the t – test in analyzing
the data. There will be four formulas that use to analyze the data in this
research. The first will use to find the average score of each group. The
second will be the sum of square. The third calculate standard deviation. The
last calculate t-test formulate. Gay says that it uses to see significance of
the different mean square between the two groups.[33]
The
formulas are as follows:
1.
2.
SS
=
3.
SD
=
4.
Where:
t=
the value of t-calculated (observed)
= Mean Score of the Experiment Class
= Mean Score of the Control Class
SS
= The sum of squares
SS1=
The Sums of squares of experiment class
SS2
= The Sums of Squares of Control Class
N = Number of sample
=
Number of Experiment Class
= Number Of Control Class
SD = Standard
deviation
To
find out whether the value of t obtained indicates a significant difference
between mean score of two groups, it will be compared to the value of t in the table at the degree of freedom
α = 0,05. The condition is the descriptive hypothesis (Ha) will be accepted if – ta < t hit < t½a. It means
that the descriptive hypotheses (Ha) will be accepted if t obtained locates between – t table and + t table.
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