IMPROVING STUDENTS VOCABULARY THROUGH SPELLING GAME FOR ELEMENTARY SCHOOL GRADE FOUR AT SDK BPK PENABUR METRO (A Script)

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METRO By

Victoria Alverina H. Ambarita

The objectives of this research were to find out whether Spelling Games improve teaching learning process at the fourth grade students of class IV b SDK BPK Penabur Metro (in academic year 2011/2012)

ess), the qualitative data was used score) was used to know students vocabulary (learning product). This research was conducted at SDK BPK Penabur Metro. The subject of the research was the students of class IV B.

This Classroom Action Research (CAR) was done in two cycles. Each cycle consisted of plan, action, observation, interpretation, analysis, and reflection. The indicators of this research success are if the teacher got minimum 70% from the observation sheet result, 95% students were active during teaching learning process, and 75% students could gain score 70 or more.

In Cycle I, most of students were active during teaching learning process. The teacher could achieve the target that was minimally 70% from the observation sheet result, but the students score could not achieve the target (only 7 students who got score 70 or higher) that was 75% students should gained 70 from the students vocabulary result. In Cycle II 75%, the students were also active during

learning product (vocabulary test) could achieve the target in this cycle. These happened because the teacher had known her weakness in Cycle I and she improved it Cycle II. Therefore, she could give solution in teaching learning process in Cycle II.

Referring to the result of the second cycle, it can be said that Spelling Games could improve

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Praise just to The Lord Jesus Christ, -Hallelujah- for his mercy and the prosperity Vocabulary through Spelling Game for Elementary School Grade Four at SDK 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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iv

Riska Amalia, Mirna Oktaviana, Dini Kurnia.

She would like to express her thanks for my brothers and sisters in Lampung University: bang Fathir Purba , bang E.P Lumban Gaol, bang Raj kak Rini Parapat , kak Fie2 Panggabean

, kak lilis Manulang , Friscila Purba, Maria Martilova Sinaga 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,

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Appendix 1

(Taken from English Teacher on Pre-Observation)

Class : IV B Year : 2011/2012

No. Score KKM = 60

Pass (P) Fail (F)

1. Adam Rifandy 10 F

2. Abednego 37 F

3. Aldi Herlian Wijaya 23 F

4. Aldo Herlian Wijaya 13 F

5. Bella Angelim 43 F

6. Else Lim 93 P

7. James T. Riadi 27 F

8. Jennyfer Audry Subiyanto 37 F

9. Jimmy Hendra S 80 P

10 Joveno Tiroy Arethusa 33 F

11. Lady Debra Gloria AT 43 F

12. Lira Adelia 30 F

13. Lisian 23 F

14. Muhammad Alief 27 F

15. P. Gede Rangga W 30 F

16. Perwira Boy Fren 10 F

17. Roynaldo 27 F

18. Sabat Paras S 20 F

19. Samuel Tanubis Hoki 33 F

20. Verent Laurensia 23 F

21. William Reflin 87 P

22. Yindi Angelina 33 F

23. Arnelita 30 F

Total 812 3 20

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(Cycle I)

No. Score

1. Adam Rifandy 10

2. Abednego 37

3. Aldi Herlian Wijaya 23 4. Aldo Herlian Wijaya 13

5. Bella Angelim 43

6. Else Lim 93

7. James T. Riadi 27

8. Jennyfer Audry Subiyanto 37

9. Jimmy Hendra S 80

10 Joveno Tiroy Arethusa 33 11. Lady Debra Gloria AT 43

12. Lira Adelia 30

13. Lisian 23

14. Muhammad Alief 27

15. P. Gede Rangga W 30

16. Perwira Boy Fren 10

17. Roynaldo 27

18. Sabat Paras S 20

19. Samuel Tanubis Hoki 33

20. Verent Laurensia 23

21. William Reflin 87

22. Yindi Angelina 33

23. Arnelita 30

Total 812

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S Test (Cycle I)

No. Score

1. Adam Rifandy 40

2. Abednego 70

5. Bella Angelim 60

6. Else Lim 89

12. Lira Adelia 55

13. Lisian 50

17. Roynaldo 50

23. Arnelita 70

Total 1323

Appendix 4

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No. Score

1. Adam Rifandy 45

2. Abednego 75

5. Bella Angelim 65

6. Else Lim 90

12. Lira Adelia 60

13. Lisian 55

17. Roynaldo 55

23. Arnelita 70

Total 1402

Appendix 5

S Test (Cycle II)

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1. Adam Rifandy 55

2. Abednego 90

5. Bella Angelim 75

6. Else Lim 100

12. Lira Adelia 75

13. Lisian 75

17. Roynaldo 70

23. Arnelita 75

Total 1750

Appendix 6

PRETEST

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Name : ... Classs: ...

Jawab semua pertanyaan sesuai dengan perintah.

Berhenti bekerja pada saat waktu habis, pergunakan waktu sebaik-baiknya. Jangan lupa menuliskan nama dan identitas.

Dilarang menggunakan kamus

... Part I

You must spell these words (ejalah kata di bawah ini) Example:

Book = bi: - ou ou - kei

1. Spoon : ______________________________________ 2. Picture : ______________________________________ 3. Blackboard : ______________________________________ 4. Zebra : ______________________________________ 5. Vehicle : _______________________________________ 6. Yard : _______________________________________ 7. Twelve : _______________________________________ 8. Flower : _______________________________________ 9. Garage : _______________________________________ 10. Jam : _______________________________________

Part II

Fill in the Blanks ! (Lengkapilah!!!) Example :

T __ B __ E = Meja→ T A B L E

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2. ___ L ___ G = Bendera 3. C __ A __ R = Kursi 4. __ O O __ = Pintu 5. B __ __ K = Buku 6. P __ N __ I __ = Pensil 7. F __ O O ___ = Lantai 8. E __ A S __ R = Penghapus 9. C__ O __K = Jam

10. B __ O O ___ = Sapu

Part III

Arrange the letters shown below into the correct word! (Susunlah!) Example:

1. s e h o S = Shoes Now, you may begin!

1. c e n P i 2. s e N 3. d a n 4. C - a h i 5. l e B t

End of Test Key Answer (Pretest)

Part 1

1. Spoon : es: - pi ou ou en 2. Picture : pi ai si: - ti yu: - a: - i

3. Blackboard : bi el ei si: - kei bi ou ei a: - di: 4. Zebra : zed i bi a: - ei

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7. Twelve : ti dabelyu i el vi: - i 8. Flower : ef el ou dabelyu i a: 9. Garage : ji: - ei a: - ei ji: - i

10. Jam : jei ei - em

Part II

1. R U L E R = Penggaris 2. F L A G = Bendera 3. C H A I R = Kursi 4. D O O R = Pintu

5. B O O K = Buku

6. PENCIL = Pensil

7. FLOOR = Lantai

8. ERASER = Penghapus

9. CLOCK = Jam

10. BROOM = Sapu

Part III 1. Pencil 2. Nose 3. Hand 4. Chair 5. Belt

Appendix 7

LESSON PLAN 1

Subject : English

Topic : Vocabulary

Sub Topic : Pet Animals

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Time Allocation : 2 x 30 Minutes

I. Standard Competence:

Expressing a very simple instructions and information in classroom context

II. Basic Competence:

The students understand how to spell the words and can use it in their daily activities.

III. Objective

are able to recognize and apply the vocabulary of pet animals

IV. Indicators

The students are able to:

 Arrange the scrambled word  Spell the words correctly

 Complete the missing letters of the world  Pronounce the word correctly

 Comprehend the meaning of vocabulary of pet animals

V. Learning Material Vocabulary of Pet Animals:

1. Dog 2. Cat 3. Parrot 4. Rabbit 5. Hamster 6. Pigeon 7. GoldFish 8. Turtle 9. Monkey

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1. Teacher greets the students 2. Pray before starting the activity 3. Teacher checks the attendance list

4. Teacher asks some questions related to the materials. For example:

B. While Activity

1. Teacher shows the picture to the students

2. Teacher asks ct

3. Teacher gives the meaning of the words to the students 4. Teacher asks the students to pronoun the words

5. Teacher asks the students to spell word

6. Teacher gives the correct spell of the words to the students C. Post Activity

1. Teacher asks the students to memorize the vocabulary learned 2. Teacher asks the students whether there are any difficulties about the

topic

3. Teacher closes the meeting

VII. Media and Source  Media : Pitcure

 Sources : Students handbook (Grow with English. 2003. Mukarto, et.al. Jakarta: Erlangga)

MATERIAL FOR SPELLING GAMES

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___AT G__L__F___S__

P__R__O__ T__RT__E

RA_B___ M__N___E__

H__MS__E__

LESSON PLAN 2

Sub Topic : Wild Animals

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III. Objective

IV. Indicators

 Arrange the scrambled words  Spell the words correctly

 Complete the missing letter of the words  Pronounce the word correctly

 Find out the meaning of vocabulary of wild animals

V. Learning Material Vocabulary of Wild Animals:

1. Tiger 2. Crocodile 3. Snake 4. Komodo 5. Lion 6. Elephant 7. Giraffe 8. Owl 9. Fox 10. Bear

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4. Teacher asks some questions related to the materials. For example:

2. ct

topic

VII. Media and Source  Media : Picture

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__R__C__DI__L__ __IR__F__E

S_____K___ O__L

K__MO__D__ FO__

___I___N B__A__

LESSON PLAN 3

Sub Topic : Farm Animals

Level : Fourth Grade

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III. Objective

farm animals

IV. Indicators

 Arrange the scrambled words  Spell the words correctly  Pronounce the word correctly

 Complete the missing letter of the words

 Find out the meaning of vocabulary of farm animals

V. Learning Material

Vocabulary of Farm Animals: 1. Horse

2. Cow 3. Buffallo 4. Pig 5. Chicken 6. Goat 7. Sheep 8. Goose 9. Duck 10. Honey bee

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4. Teacher asks some questions related to the materials. For example: Do you know about farm animals

2. ct

1. Teacher asks the students to memorize the vocabulary learned

2. Teacher asks the students whether there are any difficulties about the topic

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C___W S___E__P

___U___F___LL___ G___OS___

P__G D__C__

__HI__K__N H__N__YB__E

LESSON PLAN 4

Sub Topic : Sea Animals

Level : Fourth Grade

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III. Objective Th

IV. Indicators

 Arrange the scrambled words  Spell the words correctly  Pronounce the word correctly

 Complete the missing letter of the words

 Find out the meaning of vocabulary of sea animals

V. Learning Material Vocabulary of sea Animals:

1. Sharks 2. Dolphin 3. Crabs 4. Clown Fish 5. Sea stars 6. Whales 7. Sea horse 8. Seal 9. Shrimp 10. Fly Fish

VI. Teaching and Learning Activities A. Pre Activity

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4. Teacher asks some questions related to the materials. For example: sea

2. ct

6. Teacher gives the correct spell of the words to the students C. Post Activity

topic

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D__L__H___N S__A__

CR___B___ S__RI___P__

C__WN ___I___H W__AL__S

ST__RF___SH F__Y F__SH

Appendix 8

POSTTEST

A VOCABULARY LEVEL TEST (20 MINUTES)

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Jawab semua pertanyaan sesuai dengan perintah.

Berhenti bekerja pada saat waktu habis, pergunakan waktu sebaik-baiknya. Jangan lupa menuliskan nama dan identitas mu.

Dilarang menggunakan kamus

... Part I

You must spell these words (ejalah kata di bawah ini) Example:

Book = bi: - ou ou - kei

1. Spoon : ______________________________________ 2. Picture : ______________________________________ 3. Blackboard : ______________________________________ 4. Zebra : ______________________________________ 5. Vehicle : _______________________________________ 6. Yard : _______________________________________ 7. Twelve : _______________________________________ 8. Flower : _______________________________________ 9. Garage : _______________________________________ 10. Jam : _______________________________________

Part II

Fill in the Blanks ! (Lengkapilah!!!) Example :

T __ B __ E = Meja→ T A B L E

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5. B __ __ K = Buku 6. P __ N __ I __ = Pensil 7. F __ O O ___ = Lantai 8. E __ A S __ R = Penghapus 9. C__ O __K = Jam 10. B __ O O ___ = Sapu

Part III

Arrange the letters shown below into the correct word! (Susunlah!) Example:

s e h o S = Shoes Now, you may begin!

1. c e n P i 2. s e N 3. d a n 4. C - a h i 5. l e B

End of Test Key Answer (Pretest)

Part 1

1. Spoon : es: - pi ou ou en 2. Picture : pi ai si: - ti yu: - a: - i

3. Blackboard : bi el ei si: - kei bi ou ei a: - di: 4. Zebra : zed i bi a: - ei

5. Vehicle : vi: - i eits ai si: - el i 6. Yard : wai ei a: - di

7. Twelve : ti dabelyu i el vi: - i 8. Flower : ef el ou dabelyu i a: 9. Garage : ji: - ei a: - ei ji: - i

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Part II

1. R U L E R = Penggaris 2. F L A G = Bendera 3. C H A I R = Kursi 4. D O O R = Pintu

5. B O O K = Buku

6. PENCIL = Pensil

7. FLOOR = Lantai

8. ERASER = Penghapus

9. CLOCK = Jam

10. BROOM = Sapu

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Research Title : VOCABULARY THROUGH SPELLING GAME FOR

ELEMENTARY SCHOOL GRADE FOUR AT SDK BPK PENABUR METRO

: Victoria Alverina Haholongan Ambarita : 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

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5.1 Conclusion

Reffering to the discussion of the research findings on the previous chapter, the researcher come to these following conclusions.

1.

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 creat

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.

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3.

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

in students vocabulary has fullfilled the target because the teacher achieves

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

4. The teacher should provide a situation that makes the students have curiosity since most of the students were reluctant to ask question to the teacher when they did not know about something. Teacher would be better not giving all her knowledge to the students. She should let them to

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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

group work will give better result than learning alone (Depdiknas, 2002).

7. The teacher should monitor the students well while they do their 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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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.

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✆0

CLASS OBSERVATION SHEET

(Cycle 1)

Topic : Pet Animals

Class : IV b

Day/Date : 7th_{September 2011} Time Allocation : 2 x 30 Minutes

No % of a. Interested to follow the class

82.60%

b. Respond to the topic

enthusiastically

65.21%

2.

While Activity

a. Following the 82.60%

b. Paying attention explanation

74%

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✝1

e. Actively involved in the activity

70%

Post Activity h. Able to respond question

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✞2

Topic : Wild Animals

Day/Date : 7th_{September 2011} Time Allocation : 2 x 30 Minutes

82.60%

b. Respond to the topic

enthusiastically

65.21%

2.

While Activity

a. Following the 82.60%

74% c. Responding to

question

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✟3

involved in the activity

70% Post Activity

h. Able to respond question

100%

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✠4

Day/Date : 21st_{September 2011} Time Allocation : 2 x 30 Minutes

91.30% b. Respond to the

topic enthusiastically 82.60%

2.

While Activity

a. Following the 100%

82.60%

c. Responding to the

91.30% d. Following

g _87%

e. Actively involved

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✡5

question

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☛6

91.30%

b. Respond to the

topic enthusiastically 82.60%

2.

While Activity

a. Following the 100%

82.60% c. Responding to the

stion 91.30%

d. Following

87% e. Actively involved

in the activity 82.60%

Post Activity

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 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

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When God has opened the door, there s no one can close it

Don t be fear cause Lord Walk in front of you

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vii

Page

ABSTRACT... i

CURRICULUM VITAE ii ACKNOWLEDGEMENT iii DEDICATION .. v

MOTTO vi TABLE OF CONTENT... vii

LIST OF TABLES ix LIST OF APPENDICES... x

I. INTRODUCTION 1.1 Backgrounds of the Problem... 1

1.2 Formulation of the Problem... 7

1.3 Objective of the Research... 8

1.4 Uses of the Research... 8

1.5 Scope of the Research... 8

II. THE FRAME OF THEORIES 2.1 Concept of Vocabulary... 9

2.2 Concept of Teaching... 11

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 23 III. RESEARCH METHOD 3.1 Setting... 25

3.2 Research Procedure... 26

3.3 Indicators of the Reseacher... 27

3.4 Instrument... 28

3.5 Data Analysis... 29

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viii

V. CONCLUSION AND SUGGESTION

5.1 Conclusion... 52 5.2 Suggestion... 53

56

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ix

1. 35

2. 38

3. 44

4. 48

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x

1. ... 59

2. cabulary Score at Pre Test (Cycle 1)... 60

3. ... 61

4. cle II)... 62

5. Post Test (Cycle II)... 63

6. Pre Test... 64

7. Lesson Plan... 65

8. Post Test... 79

9. ... 82

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3.1 Setting

The researcher, as the class teacher, conducted the research at the grade fourth students of SDK BPK Penabur Metro. She took one of her classes in which the students had lower average score and low motivation. They also were not active

teacher found problems such as incapability of the students in answer the vocabulary test well. After finished the problems, she examined the problem solution. The problem solution was teaching vocabulary through spelling games.

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3.2 Research Procedure

In this research, the researcher did Classroom Action Research in two cycles. Each cycle consisted of planning, action, observation and interpretation, analysis and reflection.

1. Planning

The first step in this stage was identification of the problem. The researcher

teacher in the classroom. Having found the problems, she formulated and analyzed the problems that were important to be treatment. Then, the

researcher made lesson plan based on the formulation of the problem by using spelling games. She also planned the type of the test and teaching material.

2. Action

After making lesson plan, the researcher as the teacher taught the students by

performance when the teacher taught the lesson. Then, the students were given questionnaires after teaching learning process.

3. Observation and Interpretation

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4. Analysis and Reflection

The researcher (helped by the rater) analyzed the result of the class observation during and after teaching learning process. This stage was done to see the weakness or strengths in each cycle.

3.3 Indicators of the Research

The researcher used two indicators in this research; they were learning process and learning product. They were used to see whether spelling games could be

1. Learning process

To know the implementation of spelling games during teaching learning

participation. The researcher used observation sheet and

questionnaires. The indicators of the observation sheet were if the teacher gets minimum 70%, she could achieve the target. Meanwhile, the indicator of questionnaires was 95% students were active during learning process under spelling games.

2. Learning Product

The observation of the process of teaching was based on the lesson plan made by teacher and the real process in the classroom. It covered pre-activity, while activity, and post activity. The target is that 75% of students are active during

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3.4 Instrument

In getting data, the writer employed two kinds of instruments. They are as follows.

1. Observation

Observation is a data collection strategy in which the activities of subjects are visually examined. The purpose of observation is to explain the situation being investigated; activities, people, or involved in an activity and the relationship among them (Setiyadi, 2006). Observation is done to get a clear image of a certain activity.

The subject of this research was the grade fourth students of SDK BPK during teaching learning process become the focus of the research. The researcher classified each aspect into five categories, very satisfactory, satisfactory, sufficient, insufficient, and very insufficient.

2. Questionnaires

Questionnaires are list of a question, which are distributed to a number of people in order to collect information about something. In this research, questionnaires were given to the students in order to know their participations during teaching learning process. They were given to the students after

class experiences and their difficulties in mastering vocabulary within the implementation of spelling games.

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Data analysis is the processing of information or data that has been gathered in order to draw conclusions. It is a process of organizing the data in order to gain regularity of the pattern and form of the research. In using qualitative research, we will be collecting and analyzing at the same time. These processes inform each other. Be open to new ways of thinking as you learn more from your data. In this research, the researcher validated her data by using observation and

questionnaires.