ACKNOWLEDGEMENTS
Praise just to The Lord Jesus Christ, -Hallelujah- for his mercy and the prosperity that enable me to accomplish this script. This script entitled “Improving Students’ Vocabulary through Spelling Game for Elementary School Grade Four at SDK BPK PENABUR Metro.” Is submitted as a partial fulfillment of the requirements for S1 Degree in the Language and Arts Department of the Faculty of Teacher Training and Education
She also would like to acknowledge her deep and sincere gratitude to both Drs. Hery Yufrizal, M.A., Ph.D. and Drs. Sudirman, M.Pd. for their invaluable guidance in improving the form and content of this paper.
She also would like to express her thanks to her Academic Advisor, Budi
Kadaryanto, S.Pd, M.A. She wishes to express appreciation to the lecturers of the English Study programme, who have contributed guidance, suggestion and knowledge to her.
She would like to address her respect and gratitude to Dr. Bujang Rahman, M.Si., as the Dean of Teacher Training and Education Faculty and for Drs. Imam Rejana, M.Si., as the Head of Language and Arts Education Department.
She would like to express her thanks to Head Master of SDK BPK Penabur Metro, Anto Setiyanto, S.Pd. and Roma Wisesa Simanjuntak, A.Md. as the English teacher, who have allowed her to do the research there.
She would like to express her gratefulness to her beloved parents (Dr. Alben Ambarita, M.Pd. and Dra. Vera Hotmarina Pandiangan, M.Pd.), wonderful brother (Christio Danny Gratia Ambarita), wonderful twin sisters (Mesianna Marito Ambarita and Monica Roito Ambarita), grandma, grandpa (in heaven.... I am proud to become your grandchild), uncles (especially for Bapatua dr. TB Ambarita and tulang Rudi Pandiangan) and aunts (especially for Mamatua dr. Sondang Tambunan and Nantulang Imelda Pardade) for their support, motivation, and prayer to finish her study.
She also would like to express her thanks for her best friend Lidya Shinta Mutiara who given her support, all her friends of her mine : Asnawati Tambunan and Rachel Siagian.
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Mei, Elnovrina, Riski Dian, Ratih Putria, Sheila Younita, Iffa ismi, Ahmad Sahlan, Eka Setiawan, Adi, Robi Pratama, Rika Firdayanti, Siti Alfiah, Vera Nova, Febry Muawanah, for support and friendship. And then for English 2007 and 2008 fraternity especially: Siti Maesaroh, Asih, Fenny Wulandari, Annisa Putri “icha”,Riska Amalia, Mirna Oktaviana, Dini Kurnia.
She would like to express her thanks for my brothers and sisters in Lampung University: bang Fathir Purba“Sudarmawan”, bang E.P Lumban Gaol, bang Rajain Girsang “icang”, kak Rini Parapat“momy”, kak Fie2 Panggabean “opunk”, kak lilis Manulang“opunk”, Friscila Purba, Maria Martilova Sinaga “bebe”, Gesron Purba “bang ges”,Ruben, Riris Sinaga, Neta Agnes Tobing, Dicky Simorangkir, Anggun Natalia Simorangkir and all my friend in UKMK for support and motivation.
She would like thanks for my dormitory friend: Yoka P, Rymni Tambunan, Debora Purba, Jan Tambunan, Agus Sinaga, Tasya Butar-Butar, Rudi Sagala, Dimas, Dias P and Chandra.
A special thank is addressed to Abang Doli Febriano Simorangkir who has given his support, motivate, prayer and encouraged her to finish her study.
Bandar Lampung, February 2012 The Writer,
APPROVAL FOR FINAL EXAMINATION
Research Title :IMPROVING STUDENTS’VOCABULARY
THROUGH SPELLING GAME FOR
ELEMENTARY SCHOOL GRADE FOUR AT SDK BPK PENABUR METRO
Students’ Name : Victoria Alverina Haholongan Ambarita Students’ Number : 0643042046
Department : Language and Arts Education
Program : English Education
Faculty : Teacher Training and Education Faculty
Approved by: 1. Advisory Committee
Advisor I Co-Advisor
Drs. Hery Yufrizal, M.A., Ph.D Drs. Sudirman, M.Pd
NIP. 19600719 198511 1 001 NIP. 19570712 198603 1 003
2. The Head of Language and Arts Department
IMPROVING STUDENTS’ VOCABULARY
THROUGH
SPELLING GAME FOR ELEMENTARY SCHOOL GRADE
FOUR AT SDK BPK PENABUR METRO
(A Script)(Classroom Action Research)
by
Victoria Alverina Ambarita
ENGLISH EDUCATION STUDY PROGRAM TEACHER TRAINING AND EDUCATION FACULTY
CURRICULUM VITAE
The writer, Victoria Alverina Haholongan Ambarita was born in Teluk Betung on November 5th, 1988. She is the eldest child of four children of Dr. Alben
Ambarita, M.Pd and Dra. Vera Pandiangan, M.Pd.
She joined BPK Penabur Kindergarten in 1991. Then she entered Elementary School in SD BPK Penabur Metro in 1994. She continued her study at SMP Xaverius Metro and graduated in 2004. In 2006, she graduated from Senior High School in SMA Imannuel Bandar Lampung.
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2.3 Concept of Teaching Vocabulary... 12
2.4 Concept of Spelling... 14
2.5 English Words Spelling System... 15
2.6 Concept of Spelling Games... 18
2.7 Teaching Vocabulary through Spelling Games... 22
2.8 Advantages and disadvantages of Using Spelling Games in Teaching Vocabulary……… 23
III. RESEARCH METHOD 3.1 Setting... 25
3.2 Research Procedure... 26
3.3 Indicators of the Reseacher... 27
3.4 Instrument... 28
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IV. RESULT AND DISCUSSION OF THE RESEARCH
4.1 Cycle 1... 30
4.2 Cycle 2... 41
4.3 Discussion of the Findings... 50
V. CONCLUSION AND SUGGESTION 5.1 Conclusion... 52
5.2 Suggestion... 53
REFERENCE………. 56
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LIST OF APPENDICES
1. Table of Students’ Spelling Score... 59
2. Students’ Vocabulary Score at Pre Test (Cycle 1)... 60
3. Students’ Vocabulary Score at Post Test (Cycle 1)... 61
4. Students’ Vocabulary Score at Pre Test (Cycle II)... 62
5. Students’ Vocabulary Score at Post Test (Cycle II)... 63
6. Pre Test... 64
7. Lesson Plan... 65
8. Post Test... 79
9. Observation Sheet of Teachers’ Performance... 82
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LIST OF TABLES
Table Page
1. Students’ Observation Sheet at Cycle 1……….. 35
2. Students’ Score at Cycle 1……….. 38
3. Students’ Observation Sheet at Cycle 2……….. 44
4. Students’ Score at Cycle 1 and 2……… 48
DEDICATION
This script would humbly be dedicated to:
My beloved Parents: Thank you so much for everything loves, pray, support, motivation, and attention.
My Wonderful Brother and Twins Sister: Thank you for pray, support, motivation and keeping on my side in every time that I
have
My Uncles and Aunts: Thank you for support and pray
Someone that I want to share my future life with: Thank you for your support, pray, love, and keeping on my side in every time that
I have.
My Best Friend: Thank you for support and keeping on my side in every time that I need.
All people that make these things become possible: Thank you for everything.
My adorable Almamater Unila
MOTTO
When God has opened the door, there s no one can close it
Don t be fear cause Lord Walk in front of you
I. INTRODUCTION
1. 1 Backgrounds of the Problem
English is one of foreign languages for Indonesian students, that must be learnt in school since kindergarten level until university level. English is considered as a difficult subject for the Indonesian students, because English is completely different from Indonesian language being look at from the system of structure, pronunciation and vocabulary. Almost all countries have adapted English used as a compulsory subject at schools. People realize that teaching English at this level becomes very important and need much concern. As an English teacher, he or she demands to explore effective techniques, method, and approaches.
English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skill above such as : grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process based on KTSP.
Vocabulary is one of important aspects in teaching language, as stated by Edward (1952) in his book :“Vocabulary is one of the important factors in all language
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Vocabulary is one important aspect in learning a foreign language practice sound
system”.
With a limited vocabulary anyone will also has a limited understanding in terms of speaking, reading, listening, and writing. It is true that it might be impossible to learn a language without mastering vocabulary. Vocabulary is one of the problems confronted by English language learners. Because of the limited vocabulary, the learners cannot communicate to others clearly. Sometimes it is difficult to group the idea transmitted to them. The acquisition of a large number of vocabularies can help the students read, speak, listen, and write. A good vocabulary and ability to use words correctly and effectively can help the students make school work easier and more rewarding, and also many tests that they take in school include vocabulary questions. The more vocabularies they know the better their chance to do well on an English test.
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Based on my experience in teaching and learning vocabulary at class four B (see appendix 1), many students’ do not achieve the masterylearning (90%). It was found that 20 out of 23 students failed in vocabulary test. They often make errors in their spelling due to the sounds of the words, which are different from their spelling. And it could be also influenced by the students’ mother tongue (Indonesian). The students often write the words in the forms they pronounce them, overlooking the difference between English spelling and pronunciation. They find difficulty to spell English words appropriately. Some English teachers at elementary school met by the writer reported that they often found students errors in spelling when the students read or say the words ordered by the teacher. The teacher wrote a word on the black board pronounced and asked the students to spell it. And while the students were asked to spell the word given, it was obvious that they had difficulty to spell the letters. When the teacher asked them to write a word pronounced by the teacher shown by a picture, the students wrote different word. For example: The teacher says She, but the students spelling is See, or the teacher says Belt, but the students spelling is Bell.
This could be serious problem not only for the students but also for the teachers, because misspelling could change the meaning of words. For example, the word “vase” means“tall glass for holding flowers”, but the students said “vast”, an
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Each language has its own spelling system that differs from other languages. For example, in Bahasa Indonesia the sound /u/ is spelled u such as buku, satu; the sound /c/ is spelled c such as cantik, cari, and so on. English has difficult spelling system because the spelling is different from the sound heard. For example, the
sound /t∫/ is spelled c-h such as cheer /t∫iǝ (r)/ and the students’ spell
ci-aids-i-i-ar; the sound /∫/ is spelled s-h such as sheer /∫iǝ (r)/ and the students’ spell
es-aids-i-i-ar etc.
Because of the case, the beginner students of English especially the students of elementary school might find difficulties in English vocabulary spelling. This is due to the students’ lack of knowledge about English spelling. It is necessary for English teachers to use an effective technique in teaching spelling to increase the students’ spelling English word at elementary school in order to enable them to speak well in simple English.
The problem is how to teach spelling English word for elementary student level, what technique is needed so that the teaching learning process is meaningful or effective. The appropriate technique can make the students easy to understand the idea taught. Besides that, it can avoid them from boredom. Thus, the teaching learning activity must be planned in such a way that it would become an interesting experience for the students.
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process. It enables the whole class to follow the lesson by looking at the attached materials to attract students’ attention and save time. Cole (1973:14) asserts that learning language by using media will help the students to increase their
motivation, memory and understanding. Games are able to attract students’ motivation in learning because they are also able to learn certain supporting materials out of formal activities.
Based on the background, the researcher like to find whether there was any increase in the students’ spelling English word if they aretought through games. In this case, the writer appliedgame technique to increase students’ spelling English word ability. In addition, she knows that game is flexible because it could be used as both for oral and written exercises. So, it is easy for the teacher to transfer the knowledge to the students. The teacher could create many activities by using game.
Mastering vocabulary is the ability to get or to receive a lot of words. By having and mastering vocabulary we will know the meaning of vocabulary in the context. Measuring vocabulary helps to avoid making mistakes in understanding.
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English spelling system is rich in both regularities and irregularities which present problems to non-native learners (and to English speaking children learning to write their language) but through a mixture of direct instruction and their own use of the powerful tool of inference, learners can become efficient user of the system. It is the writer’s job to present rules that are usable and to make sure that learners infer correctly (Deterding et.al, 1998).
Game help the students notify and memorize the word Game help the students notify and memorize the word in association longer in their mind, it would be more attractive to the students and it makes the students easier to learn spelling. The students have time to remember and memorize a word in association.
It is very important to begin teaching spelling from the first week of beginners’ class before they make some mistakes in learning English later. Teaching
vocabulary through spelling games could make it easier for the students to express the word and learn more about spelling. By game the students could get the real description of a word given and could see a word in association so they could learn spelling more clearly.
The researcher focus the research in understanding vocabulary through spelling games for elementary students. Game help the students notify and memorize the word in association longer in their mind, it would be more attractive to the
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could make it easier for the students to express the word and learn more about spelling. By game the students could get the real description of a word given and could see a word in association so they could learn spelling more clearly.
1.2 Formulation of the Problem
Based on the background above, the writer would like to focus on:
• Can spelling games improvethe students’ vocabularyachievement during
teaching learning process?
• Can spelling games improvethe students’participation in class IV b of
SDK BPK Penabur Metro?
• Can spelling games improve the teacher performance?
1.3 Objective of the Research The objectives of this research are:
1. to find out whether spelling games can be used to improvethe students’ achievement during teaching learning process.
2. to find out whether the spelling games technique can be used to improve the students participation.
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1.4 Uses of the Research
It is expected that the research have the can be use: 1. Theoretically
• To support and extend the previous theory about spelling games in teaching vocabulary
2. Practically
• To improve teacher’s performance in teaching vocabulary
• To develop students’achievement in spelling games
• To be used as information to the other English teachers of SDK BPK Penabur Metro about teaching by using spelling games.
1.5 Scope of the Research
II. THE FRAME OF THEORIES
2.1 Concept of Vocabulary
In this chapter the writer wants to explain definition of vocabulary in order to understand a language the learners have to understand the definition of vocabulary first. It is difficult to make one definition of vocabulary. So, the writer tries to take it from some references.Vocabulary is the “Everest of language.”For this reason, a person who wants to be able to communicate in a certain language has to master the vocabulary of that language for the first time.
Vocabulary as one of the language aspects have to be learned when people are learning a language. Good mastery of vocabulary is important for anyone who learns the language used in listening, speaking, writing, and reading besides grammar. A learner of the foreign language will speak fluently and accurately, write easily, or understand what he or she reads or hears if he or she has enough vocabulary and has a capability of using it accurately. Burton (1982) said that: .without a large vocabulary, it is impossible to use English language precisely and vividly. According to Collier (1971). When a student has mastered the
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highly essential for English teachers to help their students in mastering vocabulary.
Schmitt (1997) gave the definition of vocabulary as follows. Vocabulary is a basis of a language: it is very important to be mastered first. We cannot speak well and understand written materials if we do not master it. Norbert Schmitt stated that no matter how successfully the sound of the foreign language is mastered, without words to express the wider range of meanings, communication in a foreign language just cannot happen in any meaningful way.
Vocabulary is considered as the most important part in learning a language. It is impossible for the students to read, write and speak a foreign language without having enough knowledge of the vocabulary. Learning the new vocabulary does not only mean memorizing the form of the word but also understanding its meaning.
2.2 Concept of Teaching
Teaching is a process to give guidance the students to reach the goals. Teaching known as “Instruction” it means process that makes someone dolearning. Teaching is a media for learning process includes behavior individual changes through pre-planned.
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hand, teaching is not easy to do. The teacher should do much of his work before entering the classroom. According to Brown (1995):
“Teaching is a superior job, is the demanding job. Among the demanding tasks are modifying the approaches, Syllabus, technique, and exercises to adopt and maximize the learning of a class as well as of most of its individual members.”
It can be stated from the definition above that teaching is not just presenting information or knowledge to students, but it needs strategies and tactics. The teacher must decide what goals it would be best to teach and what strategies and tactics are best suited for teaching these goals.
According to Patricia (2001), it is important for teacher to include as many techniques as possible to enhance student learning. The knowledge gives the intelligence concerning to import, as a knowledge before unknown, or rules for practice to inculcate as true or important to exhibits impressively as, to teach arithmetic, dancing, music, or the like to teach morals.
The objective of language is to encourage effective communication in daily life, by practicing effective expression, increasing vocabulary, give sample
opportunities that use language to describe, to compare and relate experiences, thoughts and felling, creating stories dramas, song, poems, etc. Language should be embedded throughout all activities.
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2.3 Concept of teaching Vocabulary
In teaching vocabulary, the teacher has responsibility to make their teaching successful. By making use of their experiences, teacher must be able to know what kinds of techniques they should use to come their goal.
Sutarjo (1988:24) says that there are five ways of teaching vocabulary.
1. Teaching vocabulary through creativity teacher should allow the students to decide what they want to learn. Teacher can make such technique which enable the students to be creative in producing the vocabulary such
pitcure, puzzle, game, etc.
2. Teaching vocabulary through derivation which involve verb, adjective and adverb. For example, to work (verb), worker (noun), etc.
3. Teaching vocabulary through translation. This method is considered as ancient one. Here the teacher teaches the meaning of the words through translation. For example, the word “lovely” in Indonesian means “indah.”
4. Teaching vocabulary through guessing. Here the teacher can encourage the students to guess first and then consult their dictionary. To guess right, a student should have a good rationale. The teacher can draw five pitcure on the board. Teacher can pronounces a word nd asks one of the students to point of one of the pitcure. Students think relevant to the word pronounced by the teacher.
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based on the clues in the serrounding context, for example, by giving synonim, antonim, etc.
Referring to the five possible ways of teaching vocabulary above, one way to make the students interested in learning vocabulary is that the teacher can used spelling game as a technique in teaching. Wallace (1982:105) says that teaching vocabulary through game has two main reasons: first, an increasing emphasizes on the importane of motivation and of the appropriate mind of positive effective atmosphere in the classroom; second, an increasing emphasizes on the importance of real communication. If a game is working properly, it is very often supplies a genuine desire to communicate in target language, even within the artifical confines of classroom.
Based on the statement above, it is clear that teaching vocabulary through spelling games can motivate the students to learn. By teaching through spelling games, the teacher creates a good atmosphere in the classroom so that the students are not tense to learn sometimes, students do not realize that they are learning.
This enjoyable situation unconsciously also make students eager to speaking. If students talk much, it means they can increase their vocabulary.
2.4 Concept of Spelling
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Spelling is important to learn because spelling does not just include letters pattern of words but also how to associate them. Each word or letter has its specific sound. Before explaining spelling, the writer will give an example of the usage of spelling in a short dialogue.
A : Good morning, my name is LIDYA.
Call me LIDYA (L-I-D-Y-A).
B : Good morning my name is RACHEL.
Call me RACHEL (R-A-C-H-E-L).
A : Nice to meet you Rachel.
B : Nice to meet you to Lidya.
By observing the dialogue in the previous page, we knew the correct spelling is important to avoid misunderstanding in speaking and writing. A misspelled word could cause embarrassment and misunderstanding. To become a good speller, the student should be able to spell words automatically and correctly. In a simple way, spelling refers to the action or proper way of forming words from letters or symbols in a particular order. It is in line with Hornby (1984:322) who states that spelling is the sequence of letters or symbols, which build word; that is, a word formed by putting several letters after one another. A different way of sequencing those letters will form different word. English has difficult spelling system related to the consonant; involve consonant letters, like whether and when to double them.
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gives us a system that makes it possible to indicate pronunciation by using symbol to represent one sound.
Spelling is one of the required subjects in elementary school. Some children will struggle to spell, so finding ways to help them improve is important. Making spelling activities enjoyable can motivate students to practice and may also help them remember the correct spelling of words later. While your students may never participate in the National Spelling Bee, with a little work they can learn to spell basic vocabulary words.
2.5 English Words Spelling System
The problem in spelling is that most students could not distinguish the common spelling of word beginnings and commonly used secondary sounds. In order to address this problem a teacher of English should also have awareness of the basic spelling rules commonly used in English and a technique to deal with spelling errors. Stewart et.al. (1978:75) state that there are three steps in the process of spelling system: (1) memorizing, (2) reviewing important spelling rules, (3) learning the various spelling of word beginning and frequently used secondary sounds.
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of syllable and must be able to identify how many syllables a word has. And some rules in English word spelling system are described below:
a. Double letter combinations
1) Some words are misspelled because one or more of their double-letter combinations are not written in their entirety. Example: succeed, occurred.
2) Some words are misspelled because they are written as separated words instead of as single word; other words are misspelled because the reverse is true. Example: Single words (cannot, nevertheless), separated words (all right, home owner).
3) Some words are misspelled because letters or syllables in the words are omitted. Example: interest (not intrest), column (not colum), knowledge (not knowledge).
b. Additional letters
1) Sometimes words are misspelled because letters are added. Example: similar (not similar), regarding (not reguarding).
2) Changed letters. Words are misspelled because one vowel is substituted for another or letters are transposed. Example: finally (not finely), grateful (not greatful), definite (not definite).
c. Double the final consonant
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Examples: shipped (ship + ed), planning (plan + ing), banned (ban + ed). Exception the final consonant of a word ending in x or w is not doubled. Examples: taxed (tax + ed), sawing (saw + ing), bowed (bow + ed).
d. Words ending c
1) Words that end in silent e usually drop the e before an ending that begins with a vowel (such as able or ing). Example: desirable (desire + able), decorator (decorate + or), advising (advise + Ing). Exceptions for: shoeing (shoe + ing), mileage (mile + age), judgment (judge + ment).
2) When adding an ending that begins with a consonant (such as–ful or– ment) retain the silent e. Example: ninety (nine + ty), useful (use + ful), statement (state + ment), barely (bare + ly). Exception for: wisdom (wise + dom), wholly (whole + ly), judgment (judge + ment)
e. Vowel variation
Words are misspelled because they are mispronounced. Word, beginnings that have identical consonant sounds but different vowel sounds. Examples: des/cribe, dis/tribute, dif/ferent, en/large, pur/sue.
From those spelling system, the write used double letter combination system and additional letters system. Students of elementary school often added the letter when they read or wrote the words. For example: /tie/ students’ spelling /tea/,
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2.6 Concept of Spelling Games
A spelling word game than has been played a lot in classrooms is Sparkle. The basic game goes like this. The person in charge of calling out the words can be the teacher or a student. When the first word is called out, the first person starts spelling it, saying only the first letter. The second person says the second letter and so on down the line. Whoever says the last letter of the word turns to the next person and says “sparkle” or any other word of your choosing, like “Whoo-hoo” or “Gotcha.” The person who would have been next is out, because he or she got
“sparkled”.
The game continues with the leader calling out another word. Any time a student misspells a word, that student is out. Some teachers have a student sit down if they are not paying attention and do not know it is their turn or do not remember the previous letter. This helps improve listening skills.
This next game could be called Kaboom or Sorry. The teacher writes the spelling word on Popsicle sticks or tongue depressors and puts them in a jar or other container. For every five words, add a stick with “KABOOM” or “SORRY” on it.
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Classifying games into categories can be difficult, because categories often overlap. Hadfield (1999) explains two ways of classifying language games. First, she divides language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct
antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Correct language usage, though still important, is secondary to achieving the
communicative goal.
The second taxonomy that Hadfield uses to classify language games has many more categories. As with the classification of games as linguistic games or communicative games, some games will contain elements of more than one type.
1. Sorting, ordering, or arranging games. For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store.
2. Information gap games. In such games, one or more people have
information that other people need to complete a task. For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing. Information gap games can involve a one-way information gap, such as the drawing game just described, or a two-way information gap, in which each person has unique information, such as in a
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3. Guessing games. These are a variation on information gap games. One of the best known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing. The other
participants can ask 20 Yes/No questions to find clues in order to guess who or what the person is thinking of.
4. Search games. These games are yet another variant on two-way
information gap games, with everyone giving and seeking information. Find Someone Who is a well known example. Students are given a grid. The task is to fill in all the cells in the grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian. Students circulate, asking and answering questions to complete their own grid and help classmates complete theirs.
5. Matching games. As the name implies, participants need to find a match for a word, picture, or card. For example, students place 30 word cards; composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory. This is also known as the Pelmanism principle, after
Christopher Louis Pelman, a British psychologist of the first half of the
20thcentury.
6. Labeling games. These are a form of matching, in that participants match labels and pictures.
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8. Board games. Scrabble is one of the most popular board games that specifically highlight language.
9. Role plays games. The termsrole play,drama, andsimulationare
sometimes used interchangeably but can be differentiated (Kodotchigova, 2002). Role play can involve students playing roles that they do not play in real life, such as dentist, while simulations can involve students
performing roles that they already play in real life or might be likely to play, such as customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
Another distinction among games is that between competitive games and
cooperative ones (Jacobs, in preparation). Research suggests that learning, as well as affective variables are enhanced by a cooperative environment (Johnson, Johnson, & Stanne; Slavin, 1995). Millis (2005) outlines a number of advantages of cooperative games, such as appropriate anxiety levels and more constructive feedback.
2.7 Teaching Vocabulary through Spelling Games
According to Robert Marzano, there are six steps of teaching vocabulary. These steps are used to teaching vocabulary. They are:
1. Teacher provides description, explanation or example of new term 2. Students restate the explanation in their own words
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4. Students are periodically give activities that help them add to their knowledge of vocabulary terms
5. Students are periodically asked to discuss the terms with one another 6. Students are periodically give opportunities to play with the terms.
Reffering to the statement above, the researcher uses the steps consist of pre-activities, while activity and post activity.
1. Pre Activity
a. Teacher greets the students and checks the attendance list. b. Teacher asks the condition of the students and the class. c. Teacher brainstorms the idea of the students.
d. Teacher conveys the objective of the lesson.
2. While Activity
a. Teacher shows the picture to the students. b. Teacher asksstudents “what is the picture?”
c. Teacher gives the meaning of the words to the students. d. Teacher asks the students to spell the word.
e. Teacher gives the correct spell of the words to the students.
3. Post Activity
a. Teacher summarizes the lesson. b. Teacher gives reflection.
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2.8 Advantages and Disadvantages of Using Spelling Game in Teaching Vocabulary
The advantages and disadvantages of using Spelling Game in teaching vocabulary are as follows:
1. The advantages
The first advantage of using Spelling games in teaching learning process was the students could be more interested in learning the material. When the students were interested in learning the material, they would give more attention to the lesson given. That condition gave a good chance for both the teacher and the students. On the occasion the teacher could deliver the material very well and the students could understand what they had learned on that day.
The second advantage of using Spelling games in teaching learning process wasthe teacher didn’t need to explain too many materials. The teacher just explained the materials needed by the students because they can understand the material on that day by doing the games. The spelling games could give the students more chance to understand the materials given because through playing they can learned something without realized that.
2. The Disadvantages:
The first disadvantage of using spelling games in teaching learning process was by attracting student’s interest to games, all of them were active and made
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V. CONCLUSION AND SUGGESTION
5.1 Conclusion
Reffering to the discussion of the research findings on the previous chapter, the researcher come to these following conclusions.
1. Spelling Games can improve students’ vocabulary achievement. Spelling Games can create situation of the class alive. The students are involved in the teaching learning process since the material given has correlated to their daily activities. It makes them easier to understand the material. In other words, Spelling Games can create situation of ‘learning by doing’. It
is supported by the increase of their results from 7 students (30.4%) who score 70 or more at Cycle I to 20 students (86%) who score 70 or more at Cycle II. It means that the result of the second cycle has already reached the indicator that is 75% of the students get score 70 or more.
2. Spelling Games can improve students’ participation. It is approved by the
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3. Spelling Games can improve teachers’ performance. Spelling Games helps
teacher develop aspects that are needed in the process of teaching learning such as modelling, constructivism, and reflection. Modelling, for instance, is very important in teaching learning process since it helps students in understanding the lesson faster. By modelling. The students will know how to do something based on the example given. It is approved by result
of researcher’s and ratter observation. It can be said that Spelling Games
in students vocabulary has fullfilled the target because the teacher achieves
minimally 70% from the teacher’s assessment observation sheet.
5.2 Suggestions
After did the research the researcher has some suggestions for the students, English teacher and the institutions as follow:
a. The recommendation as follow for the teacher:
1. The teacher should make conducive and make comfortable in the class.
2. It is good for teacher to use technique to introduce spelling games to students.
3. Teacher must be able to manage the class and the time in order to make students be more active and involved to the activity and make it runs well
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acquire knowledge themselves. The teacher should provoke them to ask questions. By asking question, they will get new skill or knowledge from the answers.
5. The teacher is expected to be able to motivate the students in order to be excited in learning English since many students regard English subject is difficult to learn. Based on the informal interview with some students in the outside of the class, many students said that they did not like learning English because it was difficult to understand. Therefore, teacher should always motivate them in order to be more enthusiastic in learning English.
6. The teacher is expected to design class activity in group since teacher seldom organize group activities. She only focused more on the exercise in
the students’ work sheet than explanation to material itself whereas in fact,
group work will give better result than learning alone (Depdiknas, 2002).
7. The teacher should monitor the students well while they do their work
since there is a chance for those who lazy to cheat their friends’ work.
They were students who felt that they could not do the work given by teacher because in their opinions, learning English was difficult.
Therefore, teacher should motivate them in order to be excited in learning English.
8. It is hoped that this research can contribute such a reference for research in applying Spelling Games to teach vocabulary or another subjects. It is because based on the result findings; Spelling Games can improve not only
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participation during teaching learning process. Moreover, teaching by using Spelling Games has more advantages than disadvantages.
b. For the students:
1. If the student find difficulties in understanding the games, they should ask the teacher for clearer explanation.
2. The students should be active in participating during the lesson.
c. For Institution:
1. Provide facilitties that support the students activities in learning English.
2. Maximize the function of the library as a medium for learning.
3. Provide the teacher that qualified based on their background education.
