APPENDIX A
LESSON PLAN
Lesson Plan I
School : SDN 067690 MEDAN
Subject : English
Class : V A
Topic : Things around environment, school tools, food, animals, and
vehicles.
Time : 2 x 35 minutes
A. Standard Competence
Comprehend and express simple instruction and information.
B. Basic Competence
Comprehend the meaning and the function of words in daily context.
C. Indicators
1. Pronounce the words correctly.
2. Spelling the words correctly.
3. Describe characteristic the name of things properly.
D. Objectives
1. The students are able to mean the word correctly.
3. The students are able to identify name of things by its characteristic
properly.
E. Material
Flash Card about the things around environment, school tools, food,
animals, and vehicles.
F. Source/Media
• Source :
-My apple course’s book – Work book
• Media : Flash card; pictures of the things around environment, school
tools, food, animals, and vehicles.
G. Method of Teaching
1. Lecturing
2. Demonstration
3. Discussion
4. Grouping
5. Questioning-Answering
Teacher’s Activities Student’s Activities • Opening
1. Teacher greeted the students.
2. Teacher checked the student’s
absence
1. The students responded the
teacher.
2. The students answered it.
• Main Activities
1. The teacher asked students read
about characteristic of things
(ex: the things around
environment, school tools,
food, animals, and vehicles)
that she gave.
2. The teacher asked students to
comprehend about meaning of
words.
3. The teacher divided students in
the classroom in some group.
4. The teacher asked some
students of group to mention
about characteristic of a word
to the other team.
5. The teacher gave exercises to
1. The students read about
characteristic of things
together.
2. The students translate about
the text through opening
dictionary and asking.
3. The students tried to work
cooperatively.
4. The other students listen
about their friend said and
guess the word correctly.
5. The students answered the
do the students.
• Closing
1. The teacher gave the conslusion
about the lesson.
2. The teacher closed the teaching
learning process and greeted.
1. The students noticed the
conclusion.
2. The students greeted the
teacher.
Medan, January
2016
Headmaster of SDN 067690 MEDAN Researcher
Lesson Plan II
School : SDN 067690 MEDAN
Subject : English
Class : V A
Topic : Things in Classroom
Time : 2 x 35 minutes
A. Standard Competence
Comprehend and express simple instruction and information.
B. Basic Competence
Comprehend the meaning and the function of words in daily context.
C. Indicators
1. Pronounce the words correctly.
2. Mention the name of things in the classroom.
3. Define the characteristic and function of things in the classroom.
D. Objectives
1. The students are able understanding about the meaning of word.
3. The students are able to identify the characteristic and function of the
things in the classroom.
E. Material
Real Object;things in the classroom.
F. Source/Media
• Source :
-My apple course’s book – Work book
• Media : Real Object, picture of things in classroom.
G. Method of Teaching
1. Lecturing
2. Demonstration
3. Discussion
4. Grouping
H. Learning Activities
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
• Opening
1. Teacher greeted the students.
2. Teacher checked the student’s
absence
1. The students responded the
teacher.
2. The students answered it.
• Main Activities
1. The teacher asked students to
look things in the classroom.
2. The teacher asked the students
to identify the characteristic and
function of the things.
3. The teacher asked students to
make group as they did.
4. The teacher asked students to
describe to another team about
their object in simple words.
5. The teacher gave exercises to
the students.
1. The students mention the
things in the classroom.
2. The students described about
the things.
3. The students work
cooperatively.
4. The other team tried to guess
the correct answer.
5. The students answered the
exercises.
• Closing
1. The teacher gave the conslusion
about the lesson.
1. The students noticed the
2. The teacher closed the teaching
learning process and greeted.
2. The students greeted the
teacher.
Medan, January 2016
Headmaster of SDN 067690 MEDAN Researcher
APPENDIX B
DIARY NOTES
- Meeting I
In the first meeting, the writer with the English teacher gave students an
orientation test. During the test, many of them seemed very difficult to do the test
because they did not have good preparation. Many of them did not know about
meaning of words. Because in the situation, they did not allow to open dictionary.
Because the test was just for measuring their vocabulary mastery. They were really
surprised about that. Some student’s tend to ignore the test but the teacher try to
persuade them to finish the test by giving a gift.
- Meeting II
In the second meeting, the students did not give a good response because they
still imagine about the difficulties lesson in the last test. They were so noisy in the
class. Then, the writer explained about the topic. Some of them seemed lazy and the
others paid attention and listened her explaining in front of the class. In cycle I
session, the writer gave them a pre-test before playing a guessing game. They were
so confuse and tried to discuss with their friends and the English Teacher about the
question and answer. After the test, the writer gave some instructions and
information to prepare before playing a guessing game for next meeting.
In third meeting, here all of students started to play the guessing game.
Firstly, the writer gave instructions in playing the game. The writer worked with the
teacher divided the student in 4 groups and there was 7-8 students in each group. She
gave them some flashcards in each team. The flashcard was about familiar object in
environment, such as: animals, plants, tools, etc. One team had 5 words. The students
were given time to discuss about their own word. After that, one team presented in
front of the class and gave some clues about the things to another team. The other
team got one point if they can guess the answer correctly. As playing the game, the
students were so excited be participated in this session. In the last session in cycle-I,
she gave them post-test vocabulary to see the differences their score before and after
playing the game.
- Meeting IV
In this time, the student were so happy to discuss about the last activity they
did. They were so curious about their scores in a test in last week. In cycle-II
session, the students would play a guessing game more but in the different
way. The differences were just in the vocabulary. In this session, the
vocabulary just focused on the things in the classroom. The writer made a
discussion with students about the things in the class and make a describing
word in simply words. After discussing, the students wrote about the
describing words that be read by the writer. Then, the writer divided the
words into some groups. One group had 5 words as usual they did before.
Each group should know and understand about their words. It was needed as
- Meeting V
In this session, each team had some words to be described to the other teams.
They played the game as they did in cycle-I session. The rules of game were same.
During playing the game, the students were so enthusiastic. They were more
interested to mention word by word in English about the things in the classroom to
their friends. And the others were focus to listen what their friend said in English in
front of the class. Even not all of them mastered the describing words in English but
they tried to ask with their friends. All of the students seemed so enjoy playing in
every part of this game. They paid more concentration and less of noisy than they
were in first meeting. In this time, they played well and used the time effectively to
guess the matched object and guess what object it was. And at the end of game, the
writer gave them a test as a final test in cycle-II session. It was used to see a
comparison with their tests that they did before and to know how about their
improvement in mastering vocabulary. For this test, the students answered the test
Appendix C
1. The researcher came on the class on time.
2. The researcher greeted the students before
gave the lessons.
3. The researcher gave motivations to the
students before starting teaching and learning
vocabulary.
4. The researcher presented and explained about
the material well.
5. The researcher used a media to present the
material.
6. The researcher gave a chance to students to
7. The researcher asked the students which one
part that they don’t understand yet.
8. The researcher observed students’ activities
and behavior while the class was running.
9. The researcher asked some of students to come
in front of class to do teachers’ instruction.
10. The researcher asked the students to do
exercise.
11. The researcher concluded the material during
teaching and learning process.
12. The researcher using the time effectively.
13. The teacher close the class on time.
√
1. Students listened/payed attention to the
researcher’s and teacher’s explanation about
the topic by using guessing game as media in
front of the class.
2. The students asked to the researcher about the
topic.
3. The students used dictionary to help them do
their exercise.
4. The students was active in asking the question
about the material.
5. The students was enthusiastic during learning
vocabulary using media.
6. The students cooperated in their group during
60 What am I?
I am in the sky. I am small. I am bright. I am twinkle. I make the sky beautiful every night. am always in your birthday party. Touch me with anything sharp. I sound “ Daaar “ papers in me. You always bring me to school. You write on me. everywhere. You can sit inside me. Please wear my belt when you want to go.
What am I?
I have buttons. I have numbers. I beep and ring. I ring “ Kriiing. Kriiing “. You can talk to your friend by me. What am I?
What am I?
I am heavy. I have some pockets. I save your tools and books. You always carry me to school. You put me on your back and shoulder sometimes.
What am I?
I am pointed. Sharpener is my partner. I can write anything on your papers. You always bring me to school. You put me in pencil box
What am I?
I am sweet. I am soft and cold. I can be melted. I am in a cup, stick, or cone. I have some tastes, chocolate, vanilla, and strawberry. What am I?
I am black. I am a pair. You use me on your foot. You take me to school. You tie and untie me.
REFERENCES
Allen, V. 1983. Techniques in Teaching Vocabulary. Oxford: Oxford University
Press. P.52.
Anas,Sudijono. 1996. Pengantar Statistik Pendidikan. Jakarta: PT Raja
GrafindoPersada.
Arikunto, Suharsimi. 2002. Prosedur Penelitian Edisi Revisi V. Jakarta: Rineka
Cipta. P. 13.
Arikunto, S. 1993. Prosedur Penelitian; Suatu Pendekatan Praktek. Jakarta: Rineka
Cipta. P.121.
Barras, Robert. 1995. Students Must Write : A Guide to Better Writing in
Coursework and Examinations. London: Routledge.
Bright, J.A. 1970. Teaching English as a Second Language. London: Longman
Group Ltd
Cameron, L. 2001. Teaching languages to young Learners. Cambridge: University
Press. P.75
Depdikbud. 1995. GBPP Muatan Lokal SD Pelajaran Bahasa Inggris. Semarang
Depdikbud. P.1.
Dwiyanti. 2009. The Improvement Students’ Speaking Skill Through Guessing
Games Technique. Jakarta: English Department School of Teacher
Training and Education Kusuma Negara. Available online at :
STUDENT-S-SPEAKING-SKILL-THROUGH-GUESSING-GAMES-TECHNIQUE
Games For Kids
(Juli 2015)
Finocchiaro, Bonomo, Mary. 1974. English as A Second Language: From Theory to
Practice. New York: Regent Publishing Company. P.38.
Harefa, Yulianus. 2009. Foundation Course in English Teaching Methods. Medan:
USU Press.
Harmer, Jeremy. 2007. How to teach English. Harlow: Pearson Education Limited.
P. 109
Hopkins, D.1993. A Teachers’ Guide to Classroom Research (Second Edition).
Philadelphia: PA Open University Press. P.122.
Klippel, Friederike. 1985. Keep Talking. Cambridge: Cambridge University Press.
P.5.
Leo, Susanto. 2013. A challenging Book to Practice Teaching in English. Yogyakarta
: Andi Offset. Pp. 143-145.
Muliani, Sri. 2003. The Effectiveness of Using Games in Speaking Ability to
Elementary Students in BBC English Training Center, Binjai. Medan:
English Department of Faculty of Letters University of North Sumatera.
P.10.
Nunan, D. 1999. Second Language Teaching and Learning. Boston, Massachusetts:
Richards, Jack C. and Rodgers, Theodore S. 2001. Approaches and Methods in
Language Teaching (second edition). Cambridge: Cambridge University
Press.
Richad T. Vacca and Jo I. Vacca. 1999. Chonten Area Reading. New York:
Longman.
Rio, Rahmad Prasetiawan. 2014. The Use of Guessing Game to Improve the Fourth
Grade Students’ Vocabulary Ability of SDN 1 Salamrejo. Tulungagung :
Institut Agama Islam Negri Tulangagung. Available online at :
Rixon, S. 1992. How to use games in language teaching. London: Modern English
Publi cations. Pp. 80-82.
Rixon, S. 1981. How to use games in language teaching. London : Macmillan.
P.207.
Setiyadi, Bambang. 2006. Teaching English as a Foreign Language. Yogyakarta:
Graha Ilmu.
Wallace, L and Marry. 1982. Vocabulary Building and Word Study. New York: Mc.
Graw-Hill Book Company. P.207.
Webster, Merriem. 1986. Webster’s Third New International Dictionary. USA :
Merriem Websterinc. P.20.
Wright, Andrew. 1989. Games for Language Learning. Cambridge: Cambridge
University Press. P.34.
Wright, A., Betteridge, D. & Buckby, M. 2006. Games for language learning.
Wulandari, Nazli. 2011. Improving Grade IV Students’ Vocabulary Mastery by
Using Real Objects. Medan: English and Literature Department of Faculty
CHAPTER III METHODOLOGY
3.1 Research Design
The writer used Classroom Action Research to conduct this research. Classroom
action research designed to solve practical problems in the process of teaching and
learning especially in teaching vocabulary. The model of classroom action research
used in this study is based on the model developed by Kemmis and Mc Taggart (1982).
There are four steps in this model of action research in the following:
1. Planning
2. Action
3. Observation
4. Reflection
3.2 Population and Sample
The population of this research is the 2015/2016 Fifth Grade students in SDN
067690, Pangkalan Masyhur, Medan Johor. The writer takes one class V A as an
sample for this research. It consists 34 students in the class. In this study, the writer
used purposive sampling technique. This technique is done by taking the
subject/sample which is not based on strata, random or area but it was based on the
3.3 Instrument of Collecting Data
In this observation, the writer used some instruments in collecting the data,
they are; vocabulary test, observation, and diary notes. Arikunto (1993:121) said that
instrument is the equipment while the writer uses one or some methods during the
observation.
3.3.1 Vocabulary Test
The vocabulary tests are used to assess student’s vocabulary. The vocabulary test
consist of 20 items. All items of the topic has been discussed with the English
teacher.
3.3.2 Observation Sheet
Observation sheet is used to observe the social phenomenon. It can be done to
know conditions, situations, activity, process, performance and behavior of the
research subject. In order to record what the writer see and observe, she just put
checklist in the observation sheet.
3.3.3 Diary Notes
The writer can use diary note as feedback on particular teaching episode, or to
gain an indication of the general class climate, or to assess the progress of an
individual student. Hopkins ( 1993:122 ).
3.4 Procedure of Collecting Data
In this classroom action research, the action research was conducted
collaboratively. The English teacher of Fifth Grade class was as a facilitator and
classroom action research consists of two cycles. In conducting the action research,
there are four steps that are included such as : planning, action, observation, and
reflection.
3.4.1 Cycle I
a. Planning
Planning means program of action that will be done. Plan is needed to arrange
and prepared everything that will be need in action stage. The arrangement and
preparation are included : (1) make a lesson plan which consists of the steps of the
action, (2) prepare the teaching facilities, such as media in teaching, (3) prepare
research instrument, such as observation format to observe the teaching and learning
process, and (4) prepare the test to measure student’s vocabulary mastery.
b. Action
Action is an implementation of planning. The writer should be flexible and
welcome to the situation changing in the school. Thus, the action should be dynamic,
need immediately decision to be done , and completed simple evaluation. In this
phase, the writer does everything that has be planned. The writer teach vocabulary by
using a guessing game. The activities can be seen in table 3.1
Table 3.1 The activities teaching vocabulary by using guessing game
Action Output
a. Dividing the students in some
groups.
The students work cooperatively in their
b. Giving some flash card for each
The student see their card. The student
translate word by word .
c. Students in a team standing in
front of the class and read the clue
of picture/object one by one. And
he/she speak clearly.
Another students listen what he/she said
and discuss with their team about the
answer.
d. If it is needed the student can
repeat about the clue for three
twice.
Another students guess and say about the
word their thinking.
e. Then, doing the same act for next
turn for another team.
Each team have chances to guess about
word what they thinking.
technique
c.Observation
Observation is one of the instruments used in collecting the data to get
informations of action in teaching learning process. Observation is done while the action
has done. The writer observed the students’ behavior, motivation and attitude during the
lesson and interviewed the teacher to know the situation of class and students’
interaction.
d.Reflection
Reflection is the feedback process of the action. It is used to help the teachers
make decision because the reflection is done in order to analyze the situation and
make conclusion what to do next. In this phase, the writer will reflect anything that
has been done before. The reflecting process is based on the data, written test, and
observation sheet. Then, based on the reflecting process, the second cycle will be
done. The second cycle will be a revision of the first cycle.
3.4.2 Cycle II
The teacher did this cycle because the result of teaching process did not reach
the goal determined. The purpose of the cycle II is to improve or prove the data in the
cycle I. The cycle II also consists of the four steps such as: planning, action,
observation, reflection. There are some activities will be done in the planning, action,
observation and reflection. There are some activities will be done in the planning: (1)
reflection in the first cycle, (2) revising and improving the scenario of the teaching
and learning process by applying guessing game, (3) revising the lesson plan, (4)
selecting the suitable materials for the students, (5) preparing the student’s
assignment, and (6) designing the observation sheet.
3.5 Technique of Collecting Data
In action research, the writer used qualitative and quantitative methods in
collecting the data. In qualitative method is included an diary notes to describe the
situation during the teaching process. Then the data were in the form of words taken
form the result of observation. In quantitative method is included writting test that
covers into orientation-test, cycle I-test and cycle II-test . It is used to analyze the
score of student by computing the data.
3.6 Technique of Analyzing Data
To evaluate student’s improvement in vocabulary, the writer gives 20 items
written tests for each cycles. It will be answered about 40 minutes. The test will be
scored by using score rank from 0-100 by counting the correct answer and applying
the following formula:
S = �
� x 100
Where :
R = Number of the correct answer
N = Number of test items
To establish a criteria of success for students’ achievement, the certain criterion
referring to reference standard assessment will be used as follows.
Table 3.2 Indicator of Success
Number Range of Score Category The Quality
4 85-100 Very High A
3 70-84 High B
2 60-69 Average C
1 50-59 Low D
0 0-49 Very Low E
To categorize the students’ percentage who will get up to 70% will calculated by
applying the following formula :
P = �
� x 100%
Where :
P = percentage of students who get the point 70
R = The number of the students who get point above 70
The writer applied a formula to know the mean of the student’s score for each cycle,
as following :
�� = ∑ �
� x 100%
Where :
�� = The mean of the students’ score
∑ � = The total score of the students
CHAPTER IV
ANALYSIS AND FINDINGS
4.1Data Analysis
This research was conducted with 2 cycles and 5 meetings. Before entering
into cycle session. The teacher gave the vocabulary test to the students tough,
namely, the orientation test. The orientation test is used to find out the problems of
students’ vocabulary and their mastery vocabulary. The research’s analysis were
taken from an observation and test of a result in cycle I and cycle II. This research
was conducted only one class that it is V A which consisted of 34 students. The
result were written in quantitative data and qualitative data. The students were given
multiple choice tests. There were 20 questions in each test.
4.1.1 The Qualitative Data
The qualitative data were analyzed from observation sheet and diary notes.
a. Diary Notes
This is one of way to describe about classroom situation, the teaching method,
and the student’s behavior. In the diary notes, the guessing game was given in third
meeting and fifth meeting. There were some tests that were given to students;
orientation test, pre-test and post test in cycle-I session and one test in the last session
in cycle-II. Firstly, they seemed difficult to answer questions in the orientation test.
But after playing the guessing game in cycle-I session, they started to comprehend
I-session, the student has been able to answer the test although they still made a
discussion with their friends. But in cycle-II sessions, the students could answer the
test by themselves without making a noisy more in the classroom. From the diary
notes although they were very noisy during doing a guessing game in the classroom,
but the students seemed be encourage in learning vocabulary. Step by step in each
meetings, there was an increasing during learning vocabulary. The complete
information was shown in Appendix B.
b. Observation Sheet
This was an alternative to gather the information about teacher behaviors,
students’ attitude, the class participation, and the teaching learning atmosphere while
doing the research. The complete information about the observation sheet can be
seen in Appendix C.
4.1.2 The Quantitative of Data
The quantitative data were taken from the result of orientation test and
vocabulary tests in each cycles. There were 20 questions multiple choice test in each
cycle; orientation test, cycle I test, and cycle II test. In each cycle, the test was given
to the students before and after doing the actions. The result of the student’s score in
each cycle can be seen in table, as following (See Table 4.1).
Table 4.1
21 MRM 70 75 95
22 MI 65 70 90
23 NR 65 70 80
24 ONR 70 80 100
25 P 55 75 70
26 RI 50 60 65
27 RR 50 65 75
28 RS 55 60 70
29 SS 50 60 65
30 WA 60 80 90
31 MRH 60 85 90
32 MP 65 80 95
33 AM 60 75 80
34 MSA 70 70 80
∑X 1940 2405 2810
X 59.85 72.94 82.65
The data showed that in orientation test until cycle-II test, there was an
improvement of the student’s vocabulary mastery. In orientation test, the students got
lower scores than another tests. Because in the orientation test, the students just were
asked to do the test without having preparation before doing the test. But after doing
done in cycle-I test and cycle-II test. The total score of the orientation-test is 1940,
the total score in cycle I test is 2405 and at the cycle II-test is 2810.
The mean of the students’s score in the cycle I-test and the cycle II-test is
higher than the orientation test, so it can be said that the students’ vocabulary
mastery by using guessing game material increased from 59.85 to 82.65.
Based on the analysis, it could be concluded that of all the students’ got
improvement on their score. There were a high improvement and also low
improvement. The range of the improvement of student’s vocabulary mastery could
be seen at the scoring of students on the table.
4.1.2.1 The Scoring of the Test
As we saw on the table, the students’ score had an increasing. From the result
scores, it showed that through using a game in teaching and learning process can give
an motivation in student’s learning. The formula to find out the mean of the student’s
score is.
�� = ∑ �
� x 100%
Where :
�� = The mean of the students’ score
∑ � = The total score of the students
� = The number of the students
1. In orientation test, the total score of the students was 2200 and the number of the
students was 34, the mean is �� =
1940
34 x 100% = 57.06
2. In the cycle I test, the total score of the students was 2505 and the number of the
students was 34, the mean is �� =
2405
34 x 100% = 70.74
3. In the cycle II test, the total score of the students was 2810 and the number of the
students was 34, the mean is �� =
2835
34 x 100% = 82.65
And to find out the percentage of the students’ achievement, the writer
established the result in a table that referring to reference standard assessment in
criterion of success, as follow:
Table 4.2
The Result of the Data in Orientation Test
Score interval Frequency Percentage The Quality Category
Score interval Frequency Percentage The Quality Category
85-100 2 Students 5.88 A Very High
70-84 21 Students 61.76 B High
60-69 10 Students 29.41 C Average
50-59 1 Students 2.94 D Low
0-49 - - E Very Low
34 Students 100%
Table 4.4
The Result of the Data in Cycle II Test
Score interval Frequency Percentage The Quality Category
85-100 15 Students 44.11 A Very High
70-84 17 Students 50 B High
60-69 2 Students 5.88 C Average
50-59 - - D Low
0-49 - - E Very Low
34 Students 100%
The analyze the students who get the point above 70, the improvement of the scores
was calculated using the formula, as follow:
P = �
Where :
P = Percentage of students
R = The number of the students
T = The total number of students
The percentage of the improvement student’s vocabulary that get score above 70
through guessing game could be seen as follows:
1. In orientation test, P =
The Percentage of the Student’s Vocabulary Test
No. Session Percentage
Number of students who get point
The result showed that the percentage scores of students had an improvement.
From the orientation-test to the cycle I-test, and cycle I-test to cycle II-test. There
were an achievement significantly of student’s percentage. In the orientation or first
test, the students got 14.71 % where there were 5 students who got point above 70. In
cycle I, there were 67.65 % percentage of students where there were 23 students who
got point above 70. And in the last test or cycle II test, there were 94.12 % percentage
of students where there were 32 students who got point above 70. So, from the
achievement scores of students above, It was be concluded that there were an
improvement of student in learning vocabulary. So that, the use of a guessing game is
to improve student’s vocabulary could be said worked well.
4.2Research Findings
Research findings were taken from the quantitative data and qualitative data.
The quantitative were taken by applying of guessing game and it was taken from
students’ score in Cycle I test and Cycle II test where was better than the orientation
test. So, it can be conclude that the student’s vocabulary can be improved through
guessing game.
The qualitative data was taken from a diary notes and an observation sheet
which were shown in appendices. From the data, it can be conclude that the students
felt interest and encourage to study vocabulary through guessing game.
Guessing game can be applied to improve the students’ vocabulary mastery. It
is one of many techniques that can make the students easier to comprehend about the
material especially in English. The benefit from this technique has proven that
elementary students need a diversion during learning an teaching process. It seemed
when they started playing a guessing game in the class. Through playing the game, it
can make the situation be fun and cheerful but still in learning and teaching activity.
It was shown in table 4.1, there are an improvement in students’ mastery vocabulary.
The Student’s data in the last test or cycle II-test were better than those of cycle I test
and both also better than the orientation test. In the last test of cycle 2 from 34
students, there were 32 students who got the score ≥ 70 point. While in the
orientation test, there were only 5 students who got the score ≥70 point.
Through the benefit of using guessing game, it can make students be more
enjoy in learning English. And it can make students’ vocabulary mastery become
CHAPTER V
CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions
Based on the results of the quantitative data, it can be concluded that during
teaching vocabulary by using guessing game can affect towards student’s vocabulary
mastery. It was proved by the value of the students achievement in every test; in
orientation test, cycle-I test, and cycle-II test. There were the differences of scores in
each test. We can see for the students’ achievement that the mean score in cycle-II
test (M=82.65) was higher than in cycle-I test (M=70.74), and it was higher that the
mean scores in orientation test (M= 57.06). From the students’ achievement it can be
concluded that the students had an improvement in their ability in mastering
vocabulary. These improvements support the quantitative data that students have
motivated in learning English by using guessing game as technique.
From the result of test in this research, the writer can find that the benefits of
guessing game are able to make the atmosphere of the class be happy and fun. The
guessing game can make the students’ enthusiasm be appeared. The students be more
active and brave to say word by word in English. The students be more know about
the things near them in English such as things in the classroom. Through playing the
game, it can make the students be encouraged in learning English. during this
research, the students seemed be more enjoy learning English. As we knew that,
many of technique in the school is just focused for the material subject without care
about the atmosphere of learning. Moreover if the students start to be low, lazy and
doing exercise, homework, collecting the task, reading, etc, without pay attention to
student’s mood. And one of solution from the problem is by using a game and
learning at the same time. How we can combine the material subject with a game. It
will be so fun. The writer wrote on the diary notes, during the teaching-learning
process, the students gave good response as playing the game in the class. During
teaching and learning in cycle II, the students participated and gave a good response.
They looked so excited doing in every part of this phase.
5.2 Suggestions
In teaching and learning process, this study able to be useful for:
a) Teacher
In accordance with the recommended minimum criteria of the standard passing
score, English teachers are suggested to apply varieties of strategies in teaching of
English to Primary School students. And of the strategies are using guessing game as
a media, because based on Classroom Action Research, it has proved successful in
improving students’ vocabulary mastery.
b) Students
English Subject is something new to elementary students. So, it is
recommended that they should get the lesson in an enjoyable environment in the
school, for example, by using a guessing game they can be fun and interested for
c) Other Researchers
Based on the result of the findings, the writer is encouraged to use a suitable
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,
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
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.
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 :
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 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
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:
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
1. Information Gap
2. Guessing Games
3. Matching Games
4. Search Games
5. Exchanging and Collecting Games
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.
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
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 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
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
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
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.
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
CHAPTER I INTRODUCTION
1.1 Background of the Study
As an International language, English has been an introductory language in
many countries. Many people attempts to learn and master it to communicate with other
people from different countries and cultures. So, they will not find any difficulties to
communicate with others especially coming from abroad.
Indonesia is a developing country which has many international activities in
each sector such as in commercial relation, tourism, technology, science, culture, and
many more. It is based on Depdikbuds’ Policy (1995:1) which stated that “English as
an international language needs to be taught for the development of science and
technology, culture age, and also the relationship among countries in the world.”
Therefore, in Indonesia’s curriculum English has become one of formal subjects
which have to be taught in elementary school, high schools and university.
Nowadays, English is important to be taught for students since they are in
elementary school because it can make the young learners be familiar with English as
soon as possible. It is needed a process step by step in mastering English. In English,
there are four components of language skills namely: listening, speaking, writing and
reading. It is impossible to master one of them without mastering vocabulary firstly.
According to Cameron (2001:75) which stated that “ Vocabulary is one of the
write, and listen learners have to know vocabulary firstly. Someone must know the
word if they can recognize its meaning when they see it.”
In fact, many people who learn English especially for in elementary schools
are often faced with the problem of vocabulary mastery. It is proved from the pre-
research observation done by the writer to the fifth grade students in SDN 067690
Medan, where the writer is also the English teacher there. Based on the pre- research
observation, the writer found that children as the learners face some obstacles in
mastering vocabulary. After actively taking a part in the instructional process for
several times, some problems come up dealing with vocabulary mastery. The
indicators are: (1) they have limited number of vocabularies, (2) it is hard for them to
memorize the meaning of words, (3) their scores of English tests are low.
In this case, the teacher should be able to apply a suitable method, approach,
even technique. It can be understood by them easily because the way of teaching
English in schools have an important role for supporting students’ interest.
According to Allen (1983:52) which said that “Language teachers are responsible for
creating conditions which encourage vocabulary expansion, and a well-chosen game
can help the students acquire English words.” In this research the writer chose a
game as the best technique for this research to make students be interested in
learning English in classroom.
In fact, everybody likes to play games, no matter how old they are. The writer
is sure that by using games will take enthusiasm of students in learning process, and
it can help the students in building their vocabulary exactly. They will remember and
playing the game. According to Rixon (1992:82) said that “Games help students
revise vocabulary and recalling something that happened in a game may help a
student remember the language connected with it." Moreover, the author continues,
Rixon (1992:80) said that “Vocabulary games provide a good chance for students to
learn something from one another.”
There are many variants of game techniques, but the writer just focuses on one
of games techniques, that is a guessing game technique. In this case, she chooses a
guessing game technique because the technique has a lot of benefits in learning
process in building vocabulary for elementary students. In this guessing game
technique, it provides pictures and real objects as object and some texts/clues to
describe it, and students will take a role to guess the picture through a describing text
of the picture. By using picture and real object, it will encourage the students to be
more attractive in teaching learning process. According to Klippel (1985:5) which
stated that “ The students’ curiosity can be aroused by texts or pictures containing
discrepancies or mistakes, or by missing or muddled information and this curiosity
leads to the wish to find out, to put right or to complete.”
The guessing game can encourage students to talk and express their ideas or
views about something freely with their friends. It can make the situation be fun and
communicative in the classroom. With talking, it can bring effects personally in
motivating students’ interest in learning process. Klippel (1985:5) said that
“…talking about something which affects learners personally is eminently
In the implementation, the students will be given about rules activities of
guessing game as follows : the students of the class were 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 in describing about the object such as: part of body,
household tools, vehicles, animals, foods. 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.
To sum up, this research will measure the student’s ability in improving
their vocabulary mastery in using a guessing game as the media to build English
vocabulary. In addition, this research also investigated the benefit in using of the
guessing game in the class.
1.2 Problem of the Study
1. How is the students’ achievement in mastering English vocabulary by using a
guessing game technique?
2. What is the benefit of guessing game technique to build students’
vocabulary?
1.3 Objective of the Study
1. Finding out the students’ achievement in mastering English vocabulary by
using a guessing game technique.
2. Finding out the benefit of Guessing Game technique to build students’
1.4 Scope of the Study
Based on the background of the study above, this study is limited to find out to build students’ vocabulary through Guessing Game technique. The subject of the
study is focused on the five grade of SDN 067690 at Medan Johor, Medan.
1.5 Significances of the Study
Hopefully this study will help both of teachers and students in teaching learning process for building the students’ vocabulary. For the teachers of English,
this will be helpful to provide her students with cheerful and joyful atmosphere in
ABSTRAK
Skripsi yang berjudul “ THE IMPROVEMENT OF STUDENT’S ABILITY IN
MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” merupakan suatu penelitian untuk mengetahui tentang peningkatan kemampuan siswa dalam menguasai kosa kata
Bahasa Inggris. Dalam penelitian ini, peneliti menggunakan sebuah teknik, yaitu
teknik permainan tebak-tebakan. Dimana siswa mengambil peran di dalam
permainan tersebut. Seperti yang kita tahu, bahwa siswa sekolah dasar sangat suka
bermain. Sehingga peneliti menggabungkan teknik belajar dengan permainan.
Melalui teknik ini, siswa dapat lebih termotivasi di dalam belajar bahasa Inggris.
Dalam mengerjakan skripsi ini, peneliti menggunakan sebuah metode (Penelitian
Tindakan Kelas), yang mengambil data dari hasil uji tes pada sesi I dan sesi 2. Dan
dituliskan ke dalam bentuk data kualitatif dan kuantitatif. Peneliti mengambil satu
kelas VA sebagai objek penelitian yang terdiri dari 34 siswa.
Hasil dari penelitian ini menunjukkan bahwa ada peningkatan penguasaan
kosa kata bahasa Inggris pada siswa melalui penggunaan teknik permainan tebakan.
Hal tersebut dapat dilihat melalui hasil nilai rata-rata siswa. Pada sesi I, 70.74 dan
meningkat menjadi 82.65 pada sesi II.
ABSTRACT
This thesis entitled “ THE IMPROVEMENT OF STUDENT’S ABILITY IN
MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN 067690 MEDAN” is a research to know about the improvement of students’ ability in mastering vocabulary of English. In this research,
the researcher use a technique, guessing game where the students take a role exactly
in that game. As we know that elementary students love to play games. So that, the
researcher combine between study method and games. Through this technique,
students can be more motivated in learning English. In this thesis, the researcher
uses a method (Classroom Action Research), that take the data from a result of test in
Cycle I and Cycle II. And the results is written in qualitative and quantitative data
form. The researcher took one class VA as an object of this research that consist of
34 students. The results of this research has shown that there are improvements in
student’s vocabularies mastery by using guessing game. It shows by the result of
mean score of students. In cycle I, 70.74 and be increase 82.65 in cycle II.
THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN
067690 MEDAN
A THESIS
BY
FACHRUNI ADLIA Z REG. NO. 110705008
DEPARTMENT OF ENGLISH
FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN
THE IMPROVEMENT OF STUDENT’S ABILITY IN MASTERING VOCABULARY BY USING A GUESSING GAME TECHNIQUE IN SDN
067690 MEDAN
A THESIS BY
FACHRUNI ADLIA Z REG. NO. 110705008
SUPERVISOR CO-SUPERVISOR
Dr. Hj. Nilzami Raswief, M. Hum
DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA
Drs. Yulianus Harefa, MEd TESOL NIP. 195103131974122001 NIP. 196107031986011001
Submitted to Faculty of Cultural Studies University of Sumatra Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from
Department of English
Approved by the Department of English, Faculty of Cultural Studies University of Sumatra Utara (USU) Medan as thesis for the Sarjana Sastra Examination.
Head, Secretary,
