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IN 2016/2017

THESIS

BY

ERTA MEYSISKA MENDROFA Reg. Number 122108038

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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THESIS

Submitted to the English Department Faculty of Languages and Arts IKIP Gunungsitoli in Partial Fulfillment of the Requirements

for the Degree of Sarjana in Education

By

ERTA MEYSISKA MENDROFA Register Number: 122108038

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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i ABSTRACT

Mendrofa, Erta Meysiska, 2016, Increasing the Students’ Ability in Mastering

Vocabulary through Guessing Game at the Eight Grade of

SMP Negeri 2 Hiliserangkai. Thesis advisors (1) Adieli Laoli,

S.Pd., M.Pd. and (2) Yasminar Amaerita Telaumbanua, M.Pd.

Key words : Vocabulary, Guessing Game

Vocabulary is a core component of languages and the basic for how the learners speak, listen, read and write. By mastering a lot of vocabularies are easier for the students to express their feelings, opinions, suggestions and impressions in oral and written form. Vocabulary mastery is the ability to use the words in conducting the communication and understandable the meaning of the words or phrases in English. The students’ problem in learning vocabulary was the difficulties to learn and got the meaning of new words. To solve the problem, the researcher implemented Guessing Game which the main procedure was asked the students to guess the new word from the explanation of the word itself. The game stimulated the students to be creative and active in learning process.

The purpose of the research is to increase the students’ ability in mastering vocabulary through Guessing Game at the eighth grade of SMP Negeri 2 Hiliserangkai. To achieve the purpose, the researcher conducted CAR Method and it was applied into two cycles. Each cycle consisted of some phases such as planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, field notes and evaluation sheet.

In Cycle I, it showed that there were 2 students (7%) can be classified in “very good” level. There were 2 students (7%) in “good” level. There were 6 students (20%) in “enough” level. There were 16 students (53%) in “less” level and there were 4 students (13%) classified in “fail” level. The result shows that some of the students were still unable to comprehend the text. Meanwhile, the students’ ability in mastering vocabulary in Cycle II was there were 22 students (73%) classified in “very good” level. There were 8 students (27%) classified in “good” level. There were not students who got enough, less and fail.The average of the students’ value was 90.33. Therefore, based on the average for the students’ value in the two cycles, it can be categorized in very good level. Hence, Guessing Game can increase the students’ ability in mastering vocabulary.

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ACKNOWLEDGMENTS

Praise to the Lord of His blessing and protecting to the researcher in finishing the thesis entitled “Increasing the Students’ Ability in Mastering Vocabulary through Guessing Game at the Eight Grade of SMP Negeri 2 Hiliserangkai in 2016/2017”.

The researcher is very grateful for his parents (Mr. Emanuel Mendrofa and Mrs. Meritina Harefa) for their pray, supports, and advices so the researcher is so spirit in finishing her study. The researcher would like to thank for all their sacrifices in her study. Especially for her lovely father that always hard work to fulfill her needed since she is in IKIP Gunungsitoli. She simply has no words for how much their kindness to him. God bless them.

A million thanks for her siblings (Wintaulyna Mendrofa, Cici Febriyani Mendrofa, and Alberta Saputra Mendrofa) for their help, support and advices during finishing his study. She wants to thank for their effort to make her laugh and spirit when sometimes she got hopeless in finishing her thesis. She loves them very much.

The researcher would like to thank to Mr. Drs. Henoki Waruwu, M.Pd, as the Rector of IKIP Gunungsitoli who always motivates and supports all of the activities of the students of IKIP Gunungsioli.

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in correcting, revising and suggesting her. Especially for Ms. Yasminar Amaerita Telaumbanua S.Pd, M.Pd, thanks for the patience to correct and revise her thesis writing accurately and detail. The researcher feels inspired in her teaching methods when she teaches the students. For the researcher, she is the motivator and also good model to be a teacher in the future.

From both of her advisors, the researcher feels have gotten many things and new experiences that are useful for her in the future. And the researcher would like to thank for teaching her how to teach others through example and for teaching everything that make her to be a good person. The researcher simply has no words how much she learned from them about teaching, learning, and caring of others.

The researcher’s sincerest appreciation goes to the Secretary of English

Department and also her academic advisor (Mr. Afore Tahir Harefa, S.Pd, M.Hum) who is always ready in preparing many things of the researcher’s needs. He always gives advices and motivation for her, shares everything, repairs her weaknesses, always patient and humble when the researcher consulted everything. Sometimes, He got angry with her mistakes to make her better in the future. For the researcher, Mr. Afore is a parent and friend during studying in IKIP Gunungsitoli. God bless you.

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The researcher would like to acknowledge for all examiners of the thesis who had guided, suggested and who had given final touch of the thesis writing, thanks for being patient and impute to the researcher.

The researcher wishes to thank for all her classmate and her closed friends (Sinarwati Mendrofa, Srikurniawati Hulu, Yasaro Zega, Widya Kurniati Telaumbanua, Vivin Dewi Astuti Laoli, Hasratmin Citra Harefa, and Septin Indah Riani Zebua,) for laughing with her and make colorful during her study in IKIP Gunungsitoli. Thanks for all beautiful moment that they already passed with her. They are friends to share everything, friends for hanging on when she has difficulties and friends who always did the “crazy” things together. The researcher

always misses the good times since together with them. The researcher also gives a special thanks for her special one (Mr. Roman Satria Buaya) for his loves, pray, support and advices during finish her study, who did not want to meet her when she did not finishing the thesis, it is the best support for the researcher. May God bless you.

The researcher would like to thank for Dinas Pendidikan who allowed her in conducting the researcher in SMP Negeri 2 Hiliserangkai.

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She would like to thank for all the students of SMP Negeri 2 Hiliserangkai especially for the eight-2 class who had participated in the research and helped her in doing the technique.

Finally, the researcher realized the thesis is far from being perfect. So he expects such as suggestion and criticism to make the thesis better and hopefully the thesis is useful for the readers. Thanks for everything and may God bless you.

Gunungsitoli, December 2016 Researcher,

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TABLE OF CONTENTS

Page

ABSTRACT ……….. i

ACKNOWLEDGEMENTS ……… ii

TABLE OF CONTENTS …..………. vi

LIST OF FRAMES ………..… x

LIST OF TABLES ……… xi

LIST OF GRAPHICS ……… xii

LIST OF APPENDICES ………..xiii

CHAPTER I : INTRODUCTION ………. ..1

A. Background of the Problems ……… 1

B. The Identification of the Problems……… 4

C. The Limitation of the Problem ……… 4

D. The Formulation of the Problem ………. 4

E. The Purpose of the Research ………. 4

F. The Significances of the Research……… 5

G. The Assumptions of the Research ………. 5

H. The Limitations of the Research ……… 5

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vii

CHAPTER II : REVIEW OF RELATED LITERATURE ……… 7

A. Theoretical Framework ……… 7

1. Vocabulary ………. 7

a. The definition of Writing ……… 7

b. The Importance of Mastering Vocabulary ………. 8

c. Types of Vocabulary ……… .9

d. Teaching Vocabulary ……… 9

e. Vocabulary in the Syllabus of SMP Negeri 2 Hiliserangkai ……… 11

f. Assessing Vocabulary ……… 13

g. The Relationship between Vocabulary and Writing ……….. 14

2. Guessing Game ……… 15

a. The Definition of Guessing Game………15

b. The Procedures of Guessing Game ……….16

c. The Advantages and Disadvantages of Guessing Game..……..………18

d. The relationship between Vocabulary and Guessing Game.………...…………...……...19

3. The Latest Related Research Findings………19

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CHAPTER III : RESEARCH METHOD ……….23

A. The object of the Research ..……….23

B. The Setting and Subject of the Research………...24

C. Schedule of Implementing the Action ………..25

D. The Procedure of Action Research ………..25

E. Instruments of Collecting Data……….40

F. The Techniques of Analysis the Data ……… 40

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS A. The Research Findings ...………. 45

1. The Research Setting ……….. 45

2. The Explanation of the Research Findings for Each Cycle ……… 46

a. Cycle I ……… 46

b. Cycle II ………... 56

3. The Students’ Activities for All Cycles ………… 65

4. The Researcher’s Activities for All Cycles …….. 66

5. The Students’ Mastering Vocabulary by using Guessing Game for All Cycles……….………67

B. Research Findings Discussions ……….. 69

1. Common Response of the Research Problem …… 69

2. Analysis and Interpretation of the Research Findings ……… 70

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4. Research Findings versus Theory ………. 73

5. Research Findings Implication ………. 74

6. Analysis of the Research Findings Limitation ….. 75

CHAPTER V : CONCLUSIONS AND SUGGESTIONS ………. 76

A. Conclusions ……….. 76

B. Suggestions ………. 87

BIBLIOGRAPHY …..………. 78

APPENDICES ... 80

BIOGRAPHY ...177

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x

LIST OF FRAMES

Page 1. Conceptual of Research by Using Guessing Game...………..…22 2. The Procedure of Classroom of Action Research

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xi

LIST OF TABLES

Tables Page

1. The Condition of the Students at the eighth Grade of SMP

Negeri 2 Hiliserangkai ………... 24 2. The Students’ Ability in Mastering Vocabulary by

using Guessing Game in the Second Meeting of

Cycle I ……… 55

3. The Students’ Ability in Mastering Vocabulary by 4. using Guessing Game in the Second Meeting of

Cycle II ……….. 64

5. The Students’ Activities for all Cycles ……… 66 6. The Researcher’s Activities for all Cycles ……….. 67 7. The Students’ Ability in Mastering Vocabulary after

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LIST OF GRAPHICS

Graphics page

1. Percentage of the Students Who Had been Done and Undone

the Activities in the First Meeting of Cycle I ………. 48 2. Percentage of the Researcher’s Activities that Had been Done

and Undone in Cycle I in the First Meeting ……… 49 3. Percentage of Students’ Activities that Had been Done and Undone

during Teaching and Learning Process ………. 53 4. Percentage of the Researcher’s Activities that Had been Done and

Undone in Second Meeting of Cycle I ………. 53 5. Percentage of the Students’ Activities in the First Meeting that

Had been Done and Undone of the Cycle II……….. 58 6. Percentage of the Researcher’s Activities that Had been Done and

Undone in the First Meeting of Cycle II ………. 59 7. Percentage of the Students Who Had Done and Undone

Activities in Second Meeting of Cycle II ……… 62 8. Percentage of the Researcher’s Activities that Had been Done and

Undone in the Second Meeting of Cycle II ……… 63 9. The Comparison of the Students’ ability in all

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LIST OF APPENDICES

Appendices page

1. Appendix 1a. Syllabus ... 80

2. Appendix 2a. Lesson Plan (The First Meeting in Cycle ... 83

3. Appendix 2b. Lesson Plan (The Second Meeting in Cycle I ... 89

4. Appendix 2c. Lesson Plan (The First Meeting in Cycle II) ... 94

5. Appendix 2d. Lesson Plan (The Second Meeting in Cycle II) ... 100

6. Appendix 3a. The Material (My House) ... 105

7. Appendix 3b. The Material (My Laptop) ... 107

8. Appendix 4a. The Table of Specification (Cycle I) ... 109

9. Appendix 4b. The Table of Specification (Cycle II)... 111

10.Appendix 5a. The Test Instruments Validity in Cycle I ... 113

11.Appendix 5b. The Test Instruments Validity in Cycle II ... 115

12.Appendix 6a. The Students’ Test sheet in Cycle I (Meeting II) ... 117

13.Appendix 6b. The Student’ Evaluation Sheet in cycle I (Meeting I) ... 118

14.Appendix 6c. The Students’ Test sheet in Cycle II ... 123

15.Appendix 6d. The Student’ Evaluation Sheet in cycle II (Meeting II) ... 124

16.Appendix 7a. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting I) ... 129

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18.Appendix 7c. The Observation Sheet of the Researcher’s Activities

in Cycle II (Meeting I) ... 136

19.Appendix 7d. The Observation Sheet of the Researcher’s Activities in Cycle II (Meeting II) ... 139

20.Appendix 8a. The Observation Sheet of the Students’ Activities in Cycle I (Meeting I) ... 142

21.Appendix 8b. The Observation Sheet of the Students’ Activities in Cycle I (Meeting II) ... 147

22.Appendix 8c. The Observation Sheet of the Students’ Activities in Cycle II (Meeting I) ... 151

23.Appendix 8d. The Observation Sheet of the Students’ Activities in Cycle II (Meeting II) ... 156

24.Appendix 9a. Field Notes ... 160

25.Appendix 9b. Field Notes ... 161

26.Appendix 9c. Field Notes ... 162

27.Appendix 9d. Field Notes ... 163

28.Appendix 10a. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai in Cycle I (Meeting I) ... 164

29.Appendix 10b. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai in Cycle I (Meeting I) ... 166

30.Appendix 10c. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai in Cycle II (Meeting I) ... 168

31.Appendix 10d. The Students’ Attendance List at the Eighth Grade of SMP Negeri 2 Hiliserangkai in Cycle II (Meeting II)... 170

32.Appendix 11. The Result of the Students’ Ability in Vocabulary Mastery through Guessing Game ... 172

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1 CHAPTER I INTRODUCTION

A. The Background of the Problems

In learning English there are four basic skills that should be mastered by students. They are listening, speaking, reading, and writing. Those skills are related and supporting each other. The students are expected to master those skills by learning them integratively. To master all the skills, the students should master some integrated competencies such us vocabulary because the vocabulary is the key or core of all the skills. Vocabulary really helps the students to share thoughts and feelings with others more effectively.

As written in Oxford Learner’s Pocket Dictionary (2008:495) “Vocabulary is all the words that a person knows or uses; all the words in a language; list of words with their meanings”. On the other hand, the students should be able to recognize the words. By recognizing the words the students can communicate with others easily, share thought in oral and written language clearly, understand all of the information from the certain text, and even can use language itself in daily life. Hence, the students need to master vocabulary in education field. Mastering vocabulary means that the ability of the students in mastering the meaning of words and using words to write down the information or ideas from the student’s mind effectively.

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in education field. So, the student who has lack of vocabulary, the student does not have the proficiency in mastering the four English skills.

Writing is a skill of a writer to communicate information to the reader. According to Brown (2003:218), “Writing skill, at least at rudimentary levels, is a necessary condition for achieving employement in many walks of life and is simply taken for granted in literate cultures”. Furthermore, Ur (1991:163) states “The purpose of writing, in principle, is the expression of ideas, the conveying of a message to the reader so the ideas themselves should arguably be seen as the most important aspect of the writing”. In other words, writing is a skill to communicate the ideas or the message to the reader effectively. So, based on the theories above the researcher concludes that vocabulary cannot be separated with writing. To convey or to express the ideas need to know many words. In other hand, both of them are closely related which is necessary to support each other.

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thinks that the students will achieve the syllabus expectation by mastering vocabulary in descriptive text that they write.

However, based on the researcher’s observation in SMP Negeri 2 Hiliserangkai especially eighth grade, the researcher found students’ problem; most of the students are less in mastering vocabulary in writing skill therefore they cannot write the text based on the topicclearly, accurately, and detail.The problem appears because of many factors such as: First, the students’ participation is fewer in learning process. Second, the teaching-learning activities not fun for the students. Third, the students’ vocabularies are limited. Fourth, it is difficult for the students to learn and

get meaning of new words.

In order to solve the problems, the researcher is interested to apply Guessing Game to increase the students’ vocabulary mastery. According to Dunlap (2013:4), “Guessing Game is a game in which the object is to guess some kind of information,

such as word, a phrase, a title, or the location of an object”. Furthermore, Elliott et al (2013:86) states,

With the Guessing Game, the students can join to the activity and use the vocabulary in that activity. Teacher only needs a box that contains some words that related to the material, and makes several groups of the students. Each the leader of groups takes the word from the box and describes it to the member of group, and let them to guess the words. So, from this game the students more focus to guess the words that has related to the material and stimulate them to memorize the words directly.

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B. The Identification of the Problems

The identification of problems in the research as follows. 1. The students’ participation was fewer in learning process. 2. The teaching-learning activities not fun for the students. 3. The students’ vocabularies were limited.

4. It is difficult for the students to learnt and got meaning of new words.

C. The Limitation of the Problems

The researcher limited the problem of the research namely increasing the students’ ability in mastering vocabulary in descriptive paragraph especially

describing thing through Guessing Game at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017.

D. The Formulation of the Problems

Based on the limitation of the problems, the researcher formulated the problem “How does Guessing Game increase the students’ vocabulary mastery at the eighth grade of SMP Negeri 2 Hiliserangkai in 2016/2017?”

E. The Purpose of the Research

The purpose of the research was to increase the students’ ability in mastering

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F. The Significances of the Research

The results of the research are signified for:

1. The researcher, to encourage her to apply Guessing Game in teaching vocabulary for the students if she becomes the English teacher later.

2. The students, to increase their vocabulary mastery.

3. The English teachers, as guidelines for them in applying Guessing Game in teaching vocabulary to the students.

4. The next researchers, as a comparative reference in doing relevant researches. 5. The readers, stimulating them in learning English.

G. The Assumptions of the Research

In conducting the research, the researcher had some assumptions, namely: 1. Vocabulary is a core component of language that should be mastered by the

students.

2. Guessing Game is one of games in teaching-learning process that stimulate the students to be active in teaching-learning activity.

H. The Limitations of the Research

The limitation of the research as follows.

1. Subject of the research was the students at the eighth grade of SMP Negeri 2 Hiliserangkai, Class VIII 2.

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3. The researcher applied Guessing Game in teaching vocabulary for the students. 4. The researcher focused to teach writing vocabulary.

5. The researcher used Classroom Action Research in conducted the research.

I. The Key Terms Definitions of the Research The key terms definitions in the research are:

1. Vocabulary is total numbers of words that uses and has meaning. It is a core component for the students to master four skills. Moreover, mastering vocabulary helps the students to express their ideas and thoughts onto the paper clearly. 2. Guessing Game is a game in teaching vocabulary in classrooms. Guessing Game

helps the students to memorize some words from the steps of Guessing Game that is fun and joyful. To increase the students’ ability in mastering vocabulary,

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework 1. Vocabulary

a. The Definition of Vocabulary

Hanson and Jennifer (2011:5) say, “Vocabulary refers to words we use to communicate in oral and print language”. Furthermore, as written in Oxford Learner’s Pocket Dictionary (2008:495), “Vocabulary is all the words that a person knows or uses; all the words in a language; list of words with their meanings”. Additionally, Diamond & Gutlohn in Ferreira (2007:11) suggest “Vocabulary is the knowledge of words and their meanings”. Or in other words, without establishing a strong vocabulary base first, comprehension and use of a language will not be achieved. In addition, the students should be able to recognize words, and know their meaning as well.

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As already noted on the previous page, the researcher concludes that vocabulary contains words in a language which is meaningful that should be mastered by the students to get success in four English language skills.

b. The Importance of Mastering Vocabulary

Mastering vocabulary in English is very important. It is a basic item in a language. In learning language, the students learn all about the language included the vocabulary of the language. Then, mastering the basic item in the language can influence the students’ language skills.

Good vocabulary mastery is important for anyone who learns the language used to express thoughts in communication. Bishop, Yopp and Yopp (2009:16) state, “Vocabulary enables us to communicate our needs, increasing the likelihood that we get them met, and it enables us to understand the needs of others”.

Mastering vocabulary also has a significant for the students to be mastered in four skills.As stated by William (1994:14), “Developing the students’ language skills in listening, speaking, reading and writing the learners must master vocabulary”. The knowledge of vocabulary is very significant for understanding the language itself. Mastering vocabulary well, the four skills in that language will be understood.

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c. Types of Vocabulary

According to Wren (1999:45), there are some types of vocabulary, namely:

1) Reading vocabulary vocabulary can recognize through native speaker when making conversation.

3) Writing vocabulary

Writing vocabulary is all the vocabularies that someone applies in writing form. In writing activity, someone can express feeling by using varying vocabulary.

4) Speaking vocabulary

Speaking vocabulary is all the vocabularies that someone uses in speaking activity. To conveying something, someone is necessary to vocabulary to express the opinion or feeling.

5) Vocal vocabulary

Vocal vocabulary is a specialized set of terms and distinctions that is particularly important to a certain group; those with particular focus of experiences of activity.

As already noted above, the researcher choose the writing vocabulary because the researcher wants to make the students have strong and rich vocabularies in writing activity by using Guessing Game.

d. Teaching Vocabulary

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Richards and Renandya (2002:265) state some steps to teach vocabulary in the classroom, as follows,

1) Meaning-focused input

The learning from meaning-focused input strand involves learning from listening and reading.

2) Meaning-focused output.

The learning from meaning-focused output strand involves learning through speaking and writing.

3) Developing fluency

The fluency development strand of a course aims at helping learners make the best use of what they already know.

4) Language-focused instruction

Language-focused instruction occurs when learners direct their attention to language items not for producing or comprehending particular message, but for gaining knowledge about the item as a part of language system. Language-focused instruction includes focusing pronunciation and spelling of words, deliberating learning the meaning of a words, memorizing collocations, phrases and sentences containing of a word, and being corrected for incorrect use of a word.

In addition, McCarten (2007:20) states how to teach vocabulary in class, as follows,

1) Focus on vocabulary

Give vocabulary a high profile in the classroom so that students can see it is important and useful for them.

2) Offer variety

Teacher use different ways to present vocabulary including pictures, sounds, and different text to achieve the impact of materials.

3) Repeat and recycle

Review vocabulary as often as possible in activities that have students actively recall words and produce them rather than merely see or hear them.

4) Provide opportunities to organize vocabulary

Organize the new vocabulary in some way that allows students to “notice” and bring together the target words as the basis for communicative activity or to have a clear record for review purposes, or both.

5) Make vocabulary learning personal

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6) Don’t overdo it

Not to overload students, allow them to choose which items they want to prioritize.

7) Use strategic vocabulary in class.

It’s important to include in lesson the strategic vocabulary.

Regarding to the statements above, the researcher’s role is to focus on the most useful vocabulary, to provide strategy for the low frequency vocabulary, to ensure that vocabulary learning has a chance to occur in all parts of a course, and to help the students take control of their own vocabulary learning.

e. Vocabulary in the Syllabus of SMP Negeri 2 Hiliserangkai

In the English syllabus of SMP Negeri 2 Hiliserangkai at the eighth grade, there are four skills that should be mastered by the students. Especially in writing skill, the competence standard is the students are able to express the meaning of simple essay form of descriptive and recount texts related to the environs. Furthermore, the basic competence is the students are able to express the meaning of stages accurately, fluently, and acceptable to a simple essay related to the environs in the form of descriptive and recount texts.

Based on the explanation above, the researcher focused on writing text about descriptive text. Descriptive text is a text that gives specific information about person, thing or place.

1) Generic Structure

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2) Language features a) Using action verbs b) Using noun phrase c) Using adjectives

d) Using Simple Present Tense e) Using general and abstract noun

Example

My House

I live in a small house. It has five rooms: there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time. When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room. My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer. When being bored of reading, I usually play online games, chat with my friends via Facebook and so on. Next to my bedroom is my mother's. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen I have everything I need when I get hungry. It is very pleasure when my mother cooks, the smell fills my whole house.

I know it is a very small house; but it is the best place I have ever seen.

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f. Assessing Vocabulary

Evaluating is very important after teaching-learning vocabulary. The purpose of evaluating is to know the ability of the students in learning vocabulary process. As Brown (2004:3) states “Evaluating is a method of measuring a person’s ability, knowledge, or performance in a given domain”. By evaluating, the researcher can

conclude the students are successful in learning particularly vocabulary in this case. Based on the result of the evaluation, the researcher can improve the weaknesses of the students and also the students can increase their motivation in learning. There are many kinds of evaluating vocabulary as Coombe (page 116) says that there are four kinds of evaluating vocabulary such as multiple choice, matching test, sentence completion or fill gap items and translation. In this evaluation, the researcher used matching test. Matching test is one of tests to measure the students’ ability in vocabulary. Matching questions usually present the student with two columns of information. The student’s task is to find the matches between the two columns.

Items in the left-hand column are called premises and the items in the right-hand column are called options (Coombe, page 118).

In other words, matching test is appropriate to measure the students’

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will prepare 10 questions and then will be matched by the students with choosing one of the correct answers. There is only one alternative of the answer. When the students’ answer will not be appropriate with the key answers so they do not get the

score but when the students fill correctly so they get score. Sudjono (2009:303) states the percentage degree of ability as follows.

Which: S = Score

R = Right answer

Then, the researcher applies the formula suggested by Cartier et al in Brown (1991: 1-8), as follows.

g. The Relationship between Vocabulary and Writing

Vocabulary and writing skill have close relation. Mastering vocabulary helps the students to express the ideas, thought, and opinion clearly. As Greenwood (2010:92) says “A strong vocabulary provides the writer with the tools to get a richness of thought onto the paper”.

Writing activity does not mean just write some words in writing media. Writer should have real artistry to express the creativity onto the paper. The real artistry means the ability of the writers using the right or exact words to convey a particular

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nuance (Greenwood, 2010:92). On the other hand, the students should have rich vocabulary in different purposes to make them more creative in writing.

Regarding to the explanation above, it can be concluded that when the students write a text, in the same time they suppose learning about vocabulary too. Learning vocabulary can help the students in writing something. So, the students suppose to learn vocabulary in teaching writing.

2. Guessing Game

a. The Definition of Guessing Game

According to Dunlap (2013:4), “Guessing Game is a game in which the object

is to guess some kind of information, such as word, a phrase, a title, or the location of an object”

Guessing Game is useful to develop the students’ ability in mastering vocabulary. Interactive Technologies in Language Teaching (ITILT) (2011:32) states “Guessing Game in teaching vocabulary was effective and brings a good effect on

vocabulary achievement of the students”. Furthermore, Dunlap (2013:4) says “Guessing Game makes the students to be more memorizing the words which have introduced. Guessing Game will improve the students’ motivation in learning English and will improve their vocabularies”.

Regarding to the theories above, it can be concluded that Guessing Game is a simply game in which to increase the students’ motivation and vocabulary in teaching

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b. The Procedure of Guessing Game

According to Elliott et al (2013:86), there are some steps to apply Guessing Game as follows.

1) Teacher provides a box that contain of some words that relate to the material.

2) Teacher makes several groups of the students.

3) The leader of each group takes the word and describes it to his or her group.

4) Let the members of group guess the words.

In addition, Wilskfuyzi (2004:17) states there are some steps to apply Guessing Game, as follows.

1) Four students are asked to come to the front of the classroom. One of them is selected to draw a slip from a box which contains words related to many different categories.

2) The student who has drawn a slip from a box which contains words related to many different categories.

3) The other members of the class try to guess the word on the slip which has been drawn from the box. They take turns asking first about the category, “is it word for food? For furniture? For transportation?” the four students who have seen the slip take turns answering “No, it isn’t” until the right category has been guessed.

4) After the correct category has been discovered (transportation, for instance) members of the class continue to ask Yes/No question: “Is the word bus? Is it taxi? Is it train?

5) The one whose guess is correct may draw a slip from the box the next time the game is played.

Based on the theories above, the researcher modifies these procedures in teaching vocabulary in the classroom at the eighth grade of SMP Negeri 2 Hiliserangkai, as follows.

a) The researcher distributes the text to the students.

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c) The researcher asks the students to identify the new words from the text in a piece of paper and collect to the researcher.

d) The researcher chooses 10 words from the students’ papers that contains of words related to many different categories especially about things, and write each words on the cards.

e) The researcher makes several groups of students.

f) To explore the students’ mind, the researcher asks the students to think all of things around them to build their prior knowledge.

g) The researcher asks the leader of each group to take a card that contains one word from the box.

h) The leader of group tries to describe the word from the card by giving the definition or the characteristics of the word to the member of his or her group. i) The members of groups try to guess the word by using Yes/No question form. To

makes it easy, they ask first about the category.

j) The leader of group answering “No, it isn’t” if the category is false or “yes, it is” if the category is true, until the true category guessed.

k) After the correct category has been guessed, member of group continue to ask all of things about the category, until the right answer guessed.

l) The researcher repeats the procedure until the students guess all of the words in the box.

m) The researcher shows 10 new words that have guessed by them previously with each meaning.

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o) The researcher shows the words randomly and the students says the meaning (close book) until they mastering meaning of 10 new words.

p) The students practice to make a simple sentence of 10 new words.

c. The Advantages and Disadvantages of Guessing Game 1) The advantages of Guessing Game

According Elliott (2013:86), the advantages of Guessing Game, as follows. a) It can be applied in the classroom in the limited time.

b) It builds up the students’ interest and more focus to the material. c) It can be played by all of the students in the class.

Furthermore, Dunlap (2013:4) states the advantages of Guessing Game are: a) It makes the students to be more memorizing the words which have been

introduced.

b) It improves the students’ motivation in learning English. c) It improves the students’ vocabularies.

2) The disadvantages of Guessing Game The disadvantages of Guessing Game are:

a) It spends much time if the members of group cannot guess the word quickly. b) It needs enough and appropriate vocabularies to describe the words that they

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d. The Relationship between Vocabulary and Guessing Game

Guessing Game has a close relationship in teaching vocabulary. According to Interactive Technologies in Language Teaching (ITILT) (2011:32), “In guessing game someone knows something and the others must find out what it is”. In other

words, the procedures of Guessing Game stimulate the students their selves to guess the words that wanted. It makes the students think what the best answer. Directly, the students can memorize the words and give a good effect on vocabulary achievement.

Regarding to the expert’s opinion above, it can be concluded that Guessing

Game is appropriate in teaching vocabulary in the classroom because the game is designed to build up the students’ vocabulary. Moreover, the game stimulates the

students to take part in order to understand what others say and also makes them to express their own point of view or information.

3. The Latest Related Research

Generally, vocabulary is a core component in language. So, there are many researchers doing the research but they do in different methods. Actually, this has been done a research by Sucipto entitled “Improving English Vocabulary through Guessing Game to the Elementary School of the Fourth Grade at SDN Kowang 1 Semanding”. He says that Guessing Game is appropriate in teaching vocabulary.

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his students to write the sentence from the words. Moreover, he said from the game, the procedure built up the students’ interest and more focus to the material. His conclusion in the latest related research is the students’ ability in vocabulary mastery is improved after implementing Guessing Game in teaching-learning activity.

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4. Conceptual Framework

Vocabulary is an important element in language. By mastering vocabulary, the students can master a language. The English teacher hopes her or his students are able to master vocabulary well in order that the students can express their ideas, feeling and experiences in English.

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Figure 1: The Conceptual Framework of increasing the students’ ability in mastering

vocabulary.

Researcher

Vocabulary Problem:

1. The students shy to participate in learning process because they are afraid of making mistakes.

2. The teaching-learning activity not fun for the students.

3. The students difficult to remember vocabularies.

4. The limited of students’ vocabulary to express the ideas in writing activity.

Guessing game

a) The researcher distributes the text to the students. b) The researcher asks the students to read the text carefully. c) The researcher asks the students to identify the new words

from the text in a piece of paper and collect to the researcher. d) The researcher chooses 10 words from the students’ papers that

contains of words related to many different categories especially about things, and write each words on the cards. e) The researcher makes several groups of students.

f) To explore the students’ mind, the researcher asks the students to think all of things around them to build their prior knowledge.

g) The researcher asks the leader of each group to take a card that contains one word from the box.

h) The leader of group tries to describe the word from the card by giving the definition or the characteristics of the word to the member of his or her group.

i) The members of groups try to guess the word by using Yes/No question form. To makes it easy, they ask first about the category.

j) The leader of group answering “No, it isn’t” if the category is false or “yes, it is” if the category is true, until the true category guessed.

k) After the correct category has been guessed, member of group continue to ask all of things about the category, until the right answer guessed.

l) The researcher repeats the procedure until the students guess all of the words in the box.

m) The researcher shows 10 new words that have guessed by them previously with each meaning.

n) The researcher asks them to write the words and its meaning on their book.

o) The researcher shows the words randomly and the students says the meaning (close book) until they mastering meaning of 10 new words

CAR Planning

Action Observation Reflection

Implementing the

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23 CHAPTER III RESEARCH METHOD

A. The Object of the Action Research

In reaching the purpose of the research, the researcher conducted Classroom Action Research (CAR). As Singh (2006:261) says “Action research is a method for improving and modifying the working system of a classroom in school”. In other

words, CAR is a reflective research that is used by the teacher which is its result can be used as an equipment in developing curriculum, developing school, developing students’ achievement and also develop teacher’s teaching ability. Therefore, the

research is very useful in teaching-learning process.

In addition, according to Sagor (2000:3), “Action research helps educators be more effective at what they care most about their teaching and the development of their students”. In other words, the teacher may be seeking the solution to problems

of classroom management, instructional strategies, use of materials, or student learning to make the improvement of working system in classroom.

Based on the theories above, it can be concluded that action research is a kind of research which can help the researcher to overcome or to improve the problems which happen in the classroom.

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researcher needed the English teacher collaborator who helped the researcher to observe what happened in the classroom during conducting the research.

In the research, the object was the student’s ability in mastering vocabulary through Guessing Game at the Eighth Grade of SMP Negeri 2 Hiliserangkai in 2016/2017.

B. The Setting and Subject of the Research

The setting in the research was SMP Negeri 2 Hiliserangkai. The school was located in Lolofaoso village, Hiliserangkai subdistrict, Nias regency. It is about 20 kilometers from Gunungsitoli town. The total numbers of teachers were 17 teachers and the English teachers were 3 persons. The total number of the students in the eighth grade were 74 persons and consisting of 3 classes.

Table I

The TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE of SMP NEGERI 2 HILISERANGKAI

No. Class Total

1 VIII-1 30 students

2 VIII-2 30 students

3 VIII-3 32 students

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The subject of the research was the students at the eighth grade especially (VIII-2) of SMP Negeri 2 Hiliserangkai. The researcher chooses the class as the researcher’s subject because the researcher saw that the ability of the students in

mastering vocabulary especially in writing descriptive text was very low.

C. The Schedule of implementing the Action

In the research, the researcher conducted the research around two months. It started August 2016 refered to the education calendar and syllabus of the Eighth Grade SMP Negeri 2 Hiliserangkai. The research was done in two cycles. In the first cycle at the first meeting was done on Friday, 19th August 2016, the second meeting was done on Friday, 26th August 2016. Supposed the result of the first cycle was not successful, the researcher continued to the second cycle. In the second cycle at the first meeting was done on Friday, 2nd September 2016 and the second meeting on Saturday, 10th September 2016.

D. The Procedures of the Action Implementation

In doing the research, the researcher arranged the procedure of the action in some cycles; each cycle consists of two meetings. Burns (2010:8), the operational of Classroom Action Research consists of four components, they are:

1. Planning

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for the researcher and students, field notes, test, attendance list, and key of answer.

2. Action

In action phase, the researcher applied her strategy in the teaching-learning process in the classroom. This phase or activity done based on the lesson plan that has been prepared by the researcher before.

3. Observation

In observation phase, the English teacher-collaborator observed the students’ and the researcher’ activities in the classroom during teaching-learning process. 4. Reflection

In this phase, the researcher together with the English teacher-collaborator analyzed, evaluated, and noted the result of observation and looked for the way out to improve the students’ weakness in studying vocabulary.

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Figure 2: The research procedure to develop students’ ability in mastering vocabulary through using Guessing Game.

Observation involves observing the

researcher’s action and the students’

during teaching-learning process. Reflection

Noting, analyzing, evaluating and concluding the result. After that, improved the students’ weakness in studying vocabulary.

Action

Teaching material to the students by used Guessing Game and evaluated the students.

Planning is arranging syllabus, lesson plan, material, table of specification, observation sheet, evaluation sheet, validity sheet, field notes, and attendance list.

Unsuccessful

Successful

Conclusion Research report

Improving and revising lesson plan, material, and the weaknesses and going to next cycle.

Cycle I

Cycle II

Preparing the teaching equipments, such as; syllabus, lesson plan, material, table of specification, observation sheet, evaluation sheet, validity sheet, field notes, and attendance list.

Observation involves observing the

researcher’s action and the students’

during teaching-learning process. Action

Teaching material to the students by used Guessing Game and evaluated the students.

Reflection

Noting, analyzing, evaluating and concluding the result. After that, improved the students’ weakness in studying vocabulary.

Preliminary Study:

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The procedure of implementing the action of the researcher, the students, and the English-teacher-collaborator for each cycle would be described as follows:

Cycle I

In doing the cycle, there are two meetings. First Meeting

In first meeting, the researcher did the activities by following the procedures, namely:

a. Planning

In planning phase, the researcher did some steps, namely: 1) The researcher prepared syllabus

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material. The material was taught in the classroom about describing thing entitled “My House”

4) The researcher prepared table of specification. 5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared the field notes of the researcher’s and the students activities.

9) The researcher prepared test.

10) The researcher prepared box and some words.

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b. Action

There are some steps of action, namely:

1) The researcher entered the class and greets the students. 2) The researcher introduced her identity.

3) The researcher checked the attendance list of the students. 4) The researcher distributed the material to the students.

5) The researcher asked the students prior knowledge about descriptive text by using question answer technique to see the students’ comprehension about

material.

6) The researcher explained the definition and the characteristic of descriptive text and gives the example of it.

7) The researcher explained the definition of vocabulary and the important of it. 8) The researcher asked the students to practice Guessing Game as follows.

1. The researcher distributed the text to the students.

2. The researcher asked the students to read the text carefully.

3. The researcher asked the students to identify the new words from the text in a piece of paper and collect to the researcher.

4. The researcher choose 10 words from the students’ papers that contains of words related to many different categories especially about things, and write each words on the cards.

5. The researcher made several groups of students.

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7. The researcher asked the leader of each group to take a card that contains one word from the box.

8. The leader of group tried to describe the word from the card by giving the definition or the characteristics of the word to the member of his or her group.

9. The members of groups tried to guess the word by using Yes/No question form. To makes it easy, they asked first about the category.

10. The leader of group answered “No, it isn’t” if the category is false or“yes, it is” if the category is true, until the true category guessed.

11. After the correct category has been guessed, member of group continue to ask all of things about the category, until the right answer guessed.

12. The researcher repeated the procedure until the students guess all of the words in the box.

9. After the application of Guessing Game finishes, the researcher draw conclusion of the whole cycle activities and gives reinforcement to the students.

10.The researcher closed the lesson.

c. Observation

In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

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2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely: 1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation. 3) The researcher evaluated the result of observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Second Meeting

In the second meeting, the researcher continued to did the activities of the first meeting by following the procedures below, namely:

a. Planning

In planning stage, the researcher did some steps, namely: 1) The researcher arranged the lesson plan.

2) The researcher prepared the teaching material. The material was taught in the classroom about describing thing entitled “My House”

3) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

4) The researcher prepared the evaluation sheet of the researcher’s and the students’ activities.

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6) The researcher prepared the field notes of the researcher’s and the students’ activities.

7) The researcher prepared validity sheet. 8) The researcher prepared test.

9) The researcher prepared the students’ attendance list. b. Action

There are some steps of action, namely:

1) The researcher entered the class and greets the students. 2) The researcher checked the attendance list of the students. 3) The researcher reviewed and remained about the last material. 4) The researcher continued the steps of Guessing Game, there are:

1. The researcher showed 10 new words that have guessed by them previously with each meaning.

2. The researcher asked them to write the words and its meaning on their book. 3. The researcher showed the words randomly and the students said the

meaning (close book) until they mastering meaning of 10 new words. 4. The students practiced to write a simple sentence of 10 new words. 5. Evaluated the students’ comprehension in vocabulary.

6. The researcher distributed the evaluation sheet as a final test in information transfer form to the students.

7. The researcher gave instruction to the students how to answer the question based test form is used.

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9. The researcher collected the evaluation sheet.

10. The researcher and the students discussed the answer of the test. 11. The researcher concluded the material that has been discussed. 12. The researcher ended the class and greeted the students. c. Observation

In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

1) The English teacher-collaborator observed the researcher’s and the students’ activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely: 1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation. 3) The researcher evaluated the result of the observation.

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Cycle II

In doing the cycle, there are two meetings. First Meeting

In first meeting, the researcher did the activities by following the procedures, namely:

a. Planning

In planning phase, the researcher did some steps, namely: 1) The researcher prepared syllabus

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material. The material was taught in the classroom about describing thing entitled “A New Hotel”

4) The researcher prepared table of specification. 5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared the field notes of the researcher’s and the students activities.

9) The researcher prepared test.

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b. Action

There are some steps of action, namely:

1) The researcher entered the class and greeted the students. 2) The researcher checked the attendance list of the students. 3) The researcher distributed the material to the students.

4) The researcher asked the students prior knowledge about descriptive text by using question answer technique to see the students’ comprehension about

material.

5) The researcher explained the definition and the characteristic of descriptive text and gives the example of it.

6) The researcher explained the definition of vocabulary and the important of it. 7) The researcher asked the students to practice Guessing Game as follows.

1. The researcher distributed the text to the students.

2. The researcher asked the students to read the text carefully.

3. The researcher asked the students to identify the new words from the text in a piece of paper and collect to the researcher.

4. The researcher choose 10 words from the students’ papers that contains of words related to many different categories especially about things, and write each words on the cards.

5. The researcher made several groups of students.

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7. The researcher asked the leader of each group to take a card that contains one word from the box.

8. The leader of group tried to describe the word from the card by giving the definition or the characteristics of the word to the member of his or her group.

9. The members of groups tried to guess the word by using Yes/No question form. To makes it easy, they asked first about the category.

10. The leader of group answered “No, it isn’t” if the category is false or “yes, it is” if the category is true, until the true category guessed.

11. After the correct category has been guessed, member of group continue to ask all of things about the category, until the right answer guessed.

12. The researcher repeated the procedure until the students guess all of the words in the box.

9. After the application of Guessing Game finished the researcher made conclusion of the whole cycle activities and gave reinforcement to the students.

10.The researcher closed the lesson.

c. Observation

In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

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2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely: 1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation. 3) The researcher evaluated the result of observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Second Meeting

In the second meeting, the researcher continued to did the activities of the first meeting by following the procedures below, namely:

a. Planning

In planning stage, the researcher did some steps, namely: 1) The researcher arranged the lesson plan.

2) The researcher prepared the teaching material. The material was taught in the classroom about describing thing entitled “A New Hotel”

3) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

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5) The researcher prepared table of specification.

6) The researcher prepared the field notes of the researcher’s and the students’ activities.

7) The researcher prepared validity sheet. 8) The researcher prepared test.

9) The researcher prepared the students’ attendance list. b. Action

There are some steps of action, namely:

1) The researcher entered the class and greets the students. 2) The researcher checked the attendance list of the students. 3) The researcher reviewed and remained about the last material. 4) The researcher continued the steps of Guessing Game, there are:

1. The researcher showed 10 new words that have guessed by them previously with each meaning.

2. The researcher asked them to write the words and its meaning on their book. 3. The researcher showed the words randomly and the students said the

meaning (close book) until they mastering meaning of 10 new words. 4. The students’ practiced to write a simple sentence of 10 new words. 5. Evaluated the students’ comprehension in vocabulary.

6. The researcher distributed the evaluation sheet as a final test in information transfer form to the students.

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8. The researcher controlled the students during the test is conducted. 9. The researcher collected the evaluation sheet.

10. The researcher and the students discussed the answer of the test. 11. The researcher concluded the material that has been discussed. 12. The researcher ended the class and greeted the students.

c. Observation

In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

1) The English teacher-collaborator observed the researcher’s and the students’ activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely: 1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation. 3) The researcher evaluated the result of the observation.

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E. The Instrument of Collecting the Data

The instruments of collecting data in the research were: a. Observation Sheet

The observation sheet involved the activities of the students and researcher during the teaching-learning process. It used to know the weakness and the advantages of the activity.

b. Field Note

It is a piece of sheet used by the teacher-collaborator contained all the teacher-collaborator’s note during the teaching-learning activity conducted by the researcher in the classroom.

c. Evaluation Sheet

The sheet was used to evaluate the students’ ability. On the other hand that through the evaluation sheet the researcher knew the students’ ability in mastering vocabulary in vocabulary. In the evaluation, the researcher used matching tests.

F. The Technique of Analyzing the Data

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1. Analyzing the Qualitative Data

In analyzing the qualitative data the researcher processed by following some steps as follows.

a. Reduction of the data is evaluating and classifying the data based on the information from the observation and evaluation sheet and must be organized according to the statement of the research. In this step, the researcher categorized and reduced the unsuccessful data taken from the observation sheet and field notes.

b. Explanation of the data is all of the data that have been organized must be classified to get the meaning in the table, graphic or narration forms.

c. Conclusion is after making the explanation of the data, the researcher takes some conclusions about the data in the statement of formula form. Especially for observation sheet the researcher needs to analyze and evaluate the data through a formula as Tuckman in Nurgiyantoro (2001: 287) writes,

Which:

PD : Percentage degree

F : Frequency of the researcher’s and students’ activities have been already done

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100 : Constant and maximal number of percentage

Either the researcher’s or the students’ activities are calculated to find the

percentage to make sure whether the teaching-learning process runs well as designed in lesson plan. According to Nurgiyantoro (2001:399), the researcher’s activities are

classified to the following scale (%)

0% - 39% : the degree of teaching level is fail. 40% - 59% : the degree of teaching level is less. 60% - 74% : the degree of teaching level is enough. 75% - 84% : the degree of teaching level is good. 85% - 100% : the degree of teaching level is very good.

While the students’ activities are classified to the following scale (%)

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2. Analyzing the Quantitative Data

Quantitative data is necessary to analyze for knowing whether the students’ ability in mastering vocabulary in writing skill has been increased or not. The quantitative data is obtained from the evaluation sheet. The evaluation sheet is analyzed based on the question that is used to test the students. These tests are the questions that must be answered by the students, and to obtain the value this data is analyzed by using the formula form, as Nurgiyantoro (2001: 399) states that percentage degree of ability as follows:

After getting the value, the researcher classifies the value according to the degree of ability such as presented below:

0 - 39 is classified as fail

40 - 59 is classified as less

60 - 74 is classified as enough

75 - 84 is classified as good

85 - 100 is classified as very good

As the indicator of the students’ achievement, the researcher used the Minimum Competence Criterion (MCC) that has been decided in SMP

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45

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. The Research Findings 1. The Research Setting

The location of the research was SMP Negeri 2 Hiliserangkai in Lolofaoso village. There were 9 (ninth) classes in the school, where the seventh class was three classes, eighth class was three classes, and the ninth class was three classes. The total numbers of teachers were 20 (twenty) and 1 (one) officer in administration. There were 3 (three) English teachers and one of them was the teacher-collaborator in the research in order to help the researcher to observe the teaching-learning process in the classroom. The total numbers of the students were 288.

The subject of this research was Class VIII-2 which consist of 30 students. There were 17 girls and 13 boys. The researcher chose eighth class because most of the students were lack of vocabulary based on the information got by the researcher from the observation and English teacher-collaborator.

Gambar

Figure 1: The Conceptual Framework of increasing the students’ ability in mastering
Figure 2:  The research procedure to develop students’ ability in mastering vocabulary through using Guessing Game
Table 2
Table 3
+6

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