GUESSING GAME TO IMPROVE FIFTH GRADERS
VOCABULARY ABILITY AT SDN GULUK-GULUK I
SUMENEP
THESIS
By:
DEWI FATMILA
07360073
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
GUESSING GAME TO IMPROVE FIFTH GRADERS
VOCABULARY ABILITY AT SDN GULUK-GULUK I
SUMENEP
THESIS
This thesis is submitted to meet one of the requirements to achieve
the Sarjana Degree in English Education
By:
DEWI FATMILA
07360073
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Dewi Fatmila was approved on April 10th, 2013.
By:
This Thesis was defended in front of the examiners of Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on April 10th, 2013.
Approved by
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. M. Syaifuddin, M. M
Examiners Signatures:
1. Bayu H. Wicaksono, M.Ed., Ph.D 1.
2. Puji Sumarsono, M.Ed 2 .
3. Riza Elfana, M.A 3 .
MOTO AND DEDICATION
Study hard, self confident and concentration.
Indahnya hidup bukan karena seberapa banyak orang mengenal kita, tapi seberapa banyak orang yang tersenyum karena kita.
DEDICATED TO:
My Father (Zainuddin),
My Mother (Tumyati), and
ACKNOWLEDGMENTS
All praises be to Allah SWT for his endless mercy until her thesis has finished. Peace and blessing always be poured upon the prophet Muhammad SAW. Then, she would like to express her best appreciation to:
1. Mrs. Riza Elfana, M.A, and Drs. Mas udi, M.Ed. for their intensive guidance. 2. Her parent (Zainuddin and Tumyati) who always support her and her beloved
brother Mirza.
3. Her beloved sister, Phiphi, Melin, Mia A, Mia H, Ayu P, Rahayu P, Meti, Mey and her friends whose names could not be mentioned one by one.
4. English Students in University of Muhammadiyah Malang, for their cooperation and information in completing this thesis.
The researcher realizes that this thesis has been far from the perfect. Therefore, criticisms and suggestions are also expected to develop this thesis.
Malang, April 2013
TABLE OF CONTENTS 1.1 Background of the Study ... 1
1.2 Statement of the Problem... 3
1.3 Hypothesis ... 4
1.4 Purpose of the Study ... 4
1.5 Significance of the Study ... 4
1.6 Scope and Limitation ... 5
1.7 Definition of Key Terms... 5
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Vocabulary... 6
2.2 The Importance of Vocabulary ... 7
2.3 Teaching Vocabulary ... 7
2.3.1 The Goal of Teaching Vocabulary to Young Learners... 10
2.4 Technique ... 12
2.4.1 The Technique of Teaching Vocabulary to Young Learners ... 12
2.4.1.1 Games ... 12
2.4.1.2 Songs ... 13
2.4.1.3 Stories ... 14
2.5 Guessing Game ... 15
2.6 Kinds of Guessing Game ... 16
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ... 20
3.2 Subject of the Study ... 20
3.3 Treatment ... 21
3.4 Research Instrument ... 22
3.4.1 Validity of Test ... 23
3.4.2 Level of Difficulty ... 24
3.4.3 Discriminating Power ... 24
3.4.4 Reliabilityof Test ... 25
3.5 Data Collection ... 26
3.6 Data Analysis ... 26
3.6 Hypothesis Testing ... 28
CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Research Findings... 29
4.2 Discussion ... 31
CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion ... 33
5.2 Suggestion ... 33
REFERENCES
Ary, Donald et al. 2002. Introduction to Research in Education. (6th ed.). Belmont: Nelson Education, Ltd.
Dwi. 2009.The Improvement Students Speaking Skill through Guessing Games Technique: Unpublished. Jakarta
Fraenkel, J. R and Wallen, N. E. 1993. How to Design and Evaluate Research in Education: Second Edition. Singapore: McGraw Hill Inc. Hatch, E and Brown, C. 1995. Vocabulary, Semantic and Language
Education. Cambridge: Longman.
Heaton, J. B. 1988.Writing English Language Tests. London and New York: Longman.
Karimah. 2011. The use of Guessing Game to Improve Students Speaking Ability on Profession for Seventh Graders at SMP negeri 1 Galis. Unpublished Thesis. Malang: University of Muhammadiyah Malang. Klippel, Friederike. 1984. Keep Talking Communicative Fluency Activities for
Language Teaching. Cambridge: Cambridge University Press.
Kurniawan, Reta and Naning Partini.2006. Speed up English 5 : Yudhistira. Ghalia Indonesia Press.
Lenka Pribilova. 2006. Teaching Vocabulary to Young Learners. Unpublished Thesis. Masaryk University.
Lewis, Gordon and Gunther, Bedson. 1995. Games for Children. Oxford: University press
Mukarnoet al.Grow with English book 5: Erlangga. PT Gelora Aksara Pratama. Myers and Lockhart. 2002.Experimental Psychology: 5thed, USA
Palupi. 2010.Enriching Vocabulary Mastery Using Short Texts. Unpublished Thesis. Surakarta: Sebelas Maret University.
Roesita, Yoesi. 2012. The Effect of Short Story in Improving the Eight Grade Students Vocabulary Mastery at SMP PGRI I Karangploso. Unpublished Thesis. Malang: University of Muhammadiyah Malang. Sabilah, Fardini. 2004. Teaching English to Young Learners: It s Policy,
Framework and Activity-Based Teaching. Unpublished: University of Muhammadiyah Malang
Schmitt, Nobert. 1993. Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Surapranata, Sumarna. 2004. Analisis, Validitas, Reliabilitas, dan Interpretasi Hasil Tes. Bandung: PT Remaja Rosdakarya.
Thornbury, Scott. 2002.How to Teach Vocabulary.Bluestocn press. Malaysia. Ur, Penny. 1991. A Course in Language Teaching. Cambridge: Cambridge
University Press.
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✞✟☎✝✠ ✡☛ ☎ ✞✠ ✟
This chapter explains about the background of the study, statement of the
problem, hypothesis, purpose of the study, significance of the study, scope and
limitation, definition of the key term.
☞✌ ☞✍ ✎✏✑✒ ✓✔✕✖✗✔✘✙✚✛✜ ✙✕✗✢
English, as an international language, is one of the most important
languages in the world. English is used for communication in all aspects such as
computer, internet, and other kind of technology. Moreover, many books,
newspapers and magazines are published in English. It proves that English very
important now days. English is also spoken by many people all over the world as
either the first or second language. In Indonesia, English still becomes a
foreign language which has to be learned from the level of elementary school up
to university level. It also becomes one of the requirements in getting jobs. So,
learning English is very important to face the future.
One of the language components to be given of the learners is vocabulary.
It is written in fifth grade English syllabus of elementary school that they have to
master 500 words by the end of elementary school, 150 words for the fourth
grade/class, 150 word for fifth and 200 words for six the respectively. Vocabulary
is one of important factors in language learning and develops the language skills.
The learner is difficult if they are lack of vocabulary.
Vocabulary plays an important role in learning a foreign language. It is an
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together. But as a matter of fact, students often face difficulties in learning
English because they lack in vocabulary. Finally this difficulty brings on other
language skill and components. Therefore, the teacher should help and give
motivation on their student to master vocabulary.
Teaching English vocabulary for young learners is not easy. Therefore,
the teacher has to create or use of technique vocabulary that is able to raise the
motivation of students to learn it. There are many ways to teach vocabulary. One
of them is using game. Game is one of the alternatives teaching technique which
can make the learning process become more interesting, lively and fun so that can
be used to increase and improve students vocabulary component. Games are
activities that children naturally and universally engage in. There is a certain
timelessness in the pleasure children find in games and in how the nature of the
games they play changes as they develop, ranging through fantasy, ritual
competition and luck. Lewis and Bedson (1995:5) stated that game are fun and
children like to play them, besides, through game children experiment, discover
and interact with their environment. In this research, researcher focuses on
guessing game. This game gives more opportunities to student to make the turns
in vocabulary during the time allocated.
A guessing game is one of game types that uses game guess as a way to
teach vocabulary. Guessing game can play by children, teenagers and even adults.
That is why the researcher uses guessing game Guess who as one of alternative
ways to teach English especially vocabulary. The young learners can play this
game easily because they often play it in their daily activity. Although there is no
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vocabulary when it is used. Besides, based on Karimah (2011) on her research
about the use of guessing game to improve students speaking ability, the result
showed that using guessing game in teaching speaking could improve the
students pronunciation quality and enlarge their vocabulary related to the games
and the result of students speaking test showed improvement from 36.6 increases
to 65.2.
In this study, the researcher wants to find out the information about the
condition of English program especially vocabulary as a fundamental factor to
study English at SDN Guluk-Guluk I Sumenep. The subject of this study is the
fifth year students because based on result of preliminary observation, the fifth
year students of SDN Guluk-Guluk I Sumenep still face problem in learning
English. Realizing that condition, the researcher is interested in conducting a
research about using game in teaching vocabulary to improve students
vocabulary ability. At the time being, the teacher of SDN Guluk-Guluk I Sumenep
teaches his students in classical method that they do not have much knowledge
about the teaching strategy yet. By conducting this research, the researcher hopes
to given alternative teaching technique that can be used to improve student
vocabulary skill effectively.
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Does guessing game technique improve the student s vocabulary ability at
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✳✴✵✶ ✷✸✹ ✺✻✼✽ ✾✽
Based on statement problem, the hypotheses are
Hi:Teaching vocabulary through guessing game can improve students vocabulary
ability.
Ho:Teaching vocabulary through guessing game cannot improve students
vocabulary ability.
✳✴✿❀❁❂✸✹✽ ✼✹ ❃✺✻✼❄ ✺❁ ❅✷
On the basis of the statement of problem, the researcher states the purpose
of the study as follows: to know whether teaching vocabulary by using guessing
game can improve students vocabulary ability.
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The result of this study will give information about how to teach young
learners with guessing game. Moreover, it is expected to give a contribution for
the teacher in teaching English especially in increasing vocabulary, so that the
students have better achievement. For students, it can be useful to improve their
vocabulary by doing games. The school can consider the finding to provide more
facilities in teaching learning process to achieve the objective of teaching and
learning English for their students. For the researcher, she hopes that she will get
much information about vocabulary building for the children and gain knowledge
about teaching English for young learners that is useful for her in the future carrier
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There are many guessing games as techniques used in teaching
vocabulary. Then, the researcher limits on the Guess who to improve fifth year
students vocabulary ability at SDN Guluk-Guluk I Sumenep.
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1. Technique: Means the implementation, which usually takes place in a
classroom. The examples of technique depend on the teacher, his individual
artistry, and on the composition of the class. Particular problems can be
tackled equally successfully by the use of different technique (Freeman,
1986). In this study, technique is the procedure used to accomplish the
difficulties in teaching vocabulary activity.
2. Guessing game: The basic rule of guessing games is eminently simple, one
person knows something that another one wants to find out Klippel (1984).In
this study, using guessing game is the manner to teach vocabulary to young
learners more easy and fun.
3. Vocabulary: Is concerned with a list of word with their meaning either in the
native or in target language which can be learned by students in order to master
it (Masduki, 2004: 9). In this study,vocabulary is a component that must be
mastered by young learners.
4. Vocabulary ability: Is one of several factors that contribute to test-taker
performance in vocabulary testing that have strong lexical focus (Schmitt et al,
1997:320). In this study vocabulary ability means vocabulary knowledge that
