INCREASING STUDENTS’ VOCABULARY MASTERY IN WRITING EXPOSITORY TEXT BY USING WORD WISH GAME
AT THE EIGHTH GRADE OF SMP SWASTA NURANI PELITA AGUNG “NUPELA”
IN 2015/2016
THESIS
By
VIVIN DEWI ASTUTI LAOLI Reg. Number: 122108116
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
INCREASING STUDENTS’ VOCABULARY MASTERY IN WRITING EXPOSITORY TEXT BY USING WORD WISH GAME
AT THE EIGHTH GRADE OF SMP SWASTA NURANI PELITA AGUNG “NUPELA”
IN 2015/2016
THESIS
Presented to
Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of Requirements for the
Degree ofSarjanain Education
By:
VIVIN DEWI ASTUTI LAOLI Reg. Number: 122108116
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
ABSTRACT
Laoli, Vivin, 2016,Increasing Students’ Vocabulary Mastery in Writing Expository Text by Using Word Wish Game at the Eighth Grade of SMP Swasta Nura Nurani Pelita Agung “NUPELA” in 2015/2016.Thesis’ advisors (1) Adieli
Laoli, S.Pd., M.Pd. and (2) Yasminar Amaerita Telaumbanua, M.Pd. Key words : Vocabulary, Word Wish Game
Vocabulary is a principal component of overall communicative competence that enables the students to interact to the others in such written and oral form. By mastering a lot of vocabularies are easier for the students to express their feelings, opinions, suggestions and impressions to a certain object. 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 purpose of the research is to increase students’ vocabulary mastery. In increasing the students’ vocabulary mastery, the researcher uses Word Wish Game. The subject of this research is the student of SMP Swasta NUPELA at the eighth grade which is the total number of the students is 27 students. To achieve the purpose, the researcher was conducted CAR and it was applied into two cycles. Each cycle consists of planning, action, observation and reflection. The researcher collects the data from the result of the observation sheet and evaluation sheet. In observation sheet for the students, the researcher searches about the activities of the students during teaching-learning process. While the observation sheet for the researcher noting the researchers’ activities in teaching vocabulary by using Word Wish Game.
In Cycle I, it showed that there were 2 students (7%) can be classified in “very good” level. There were 2 students (7%) in the “good” level. There were 8 students (30%) in “enough” level. There were 14 students (52%) in “less” level and there was 1 student (4%) classified in “fail” level. The result shows that some of the students still unable to learn vocabulary mastery. Meanwhile, the students’ ability in mastering vocabulary in Cycle II was there were 22 students (81%) classified in “very good” level. There were 5 students (19%) classified in “good” level. There were not students classified in “enough” level also less and fail. The average of the students’ value was 96.3. Therefore, based on the average for the students’ mark in the two cycles, it can be categorized in very good level. Hence, Word Wish Game can increase the students’ mastering vocabulary mastery.
ACKNOWLEDGMENTS
Praise and great gratitude to Almighty God, the Lord Jesus submitted by the
researcher for His blessing and helps to complete the thesis entitled “Increasing
Students’ Vocabulary Mastery in Writing Expository Text at the Eighth Grade of
SMP Swasta Nurani Pelita Agung “NUPELA” in 2015/2016”. This thesis is arranged
to fulfill the requirements for obtaining Scholar Degree (S-1) English Education
Program, Faculty of Education of Languages and Arts, IKIP Gunugsitoli.
The researcher is very grateful for her parents(Mr. Alisaba Laoli and Mrs. Feronika Mendrofa)for their sacrifice, their pray, and their hard struggle to support her in material during her study. Although, her lovely father got the hard sick since
she is first semester in IKIP Gunungsitoli until now. She said that thank you so much
superhero”. And also her siblings(Ms. Meirawati Laoli, Mr. Aroli Fidelwan Laoli, Ms. Fati Agusniar Laoli, and Mr. Krisman Totonafo Laoli) for their constant encouragements, and their advices so the researcher spirit in finishing her study. The
researcher would like to thank for all their sacrifices in his studying. She simply has
no words for how much their kindness and love to her.
A million thanks for her beloved husband Mr. Yorianus Halawa who always supports her study immeasurable and invaluable for her sincere love and
prayers during her study in the English Department of IKIP Gunungsitoli.
The researcher would like to thank toMr. Drs. Henoki Waruwu, M.Pd,as the Rector of IKIP Gunungsitoli who always motivates and supports all of the
She would like to recognize and express appreciation for the guidance of two
advisors (Mr. Adieli Laoli S.Pd, M.Pd and Ms. Yanna Amaerita Telaumbanua S.Pd, M.Pd) in finishing the thesis writing. They have given the main and the constant sources of knowledge, strong encouragement, sustain critical for the whole
course of research, and gives the motivation and guidance. From them, the researcher
feels have gotten many things, new experiences and a big spirit how worthing a
struggle determining 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 professional teacher for the next time. The researcher simply has no words how
much she learned from them about teaching, learning, and caring for others.
The researcher’s sincerest appreciation goes to the Secretary of English
Department(Mr. Afore Tahir Harefa, M.Hum) who has helped her to prepare and manage the administration letters. And who given the researcher motivation and idea
and given the best service to the researcher. May God bless you.
The researcher wishes to thank for all her classmate and his close friends
(Erta Mey Siska Harefa, Agusriang Laia, Yasaro Zega, Hasratmin Citra Harefa, Yakimano Zalukhu, Three Ardinata Dawolo, Arman Laowo, Afedarman Hulu)
for make colorful in her study. You are kind, friendly and exiting. Especially to
Agusriang Laia, who always supports her and shares everything to her. You are her
best friend.
The researcher would like to thank forDinas Pendidikanwho allowed her in
conducting the researcher in SMP Swasta NUPELA. She wishes to thank for the
conducting the research in the classroom. She thanks for your help since she done the
researcher at the school. She would like to thank for teacher collaborator Mr. Augustinus Zebua, S.Pdfor motivation, support, suggestion, and critics to make her observation finished and all of the students who had participated in the research and
helped her in doing the game. So at the end, the researcher found the conclusion that
the game is appropriate in teaching vocabulary.
However, the researcher realizes that this is not absolutely perfect, because
of the researcher’s narrowness of experience and knowledge. Accordingly the
researcher hopes readers‟ constructive advice and criticism. And last, thanks a lot and
may God bless you.
Gunungsitoli, July 2016 Researcher,
VIVIN DEWI ASTUTI LAOLI
TABLE OF CONTENTS
Page
ABSTRACT ... i
ACKNOWLEDMENTS... ii
LIST OF CONTENTS ………. vi
LIST OF FIGURES ... ix
LIST OF GRAPHICS ……….. x
LIST OF TABLES………. xi
LIST OF APPENDICES ………. xii
CHAPTER I : INTRODUCTION ……… 1
A. Background of the Problem ……… 1
B. The Identification of the Problem ……… 4
C. The Limitation of the Problem ……… 4
D. The Formulation of the Problem ………. 5
E. The Purpose of the Problem ………. 5
F. The Significant of the Research ……… 5
G. The Assumptions of the Research ………. 6
H. The Limitations of the Research ……… 6
I. The Key Terms Definition of the Research …………. 7
CHAPTER II : REVIEW OF RELATED LITERATURE ……… 8
A. Theoretical Framework ……… 8
1. Vocabulary ………. 8
a. The Definition of Vocabulary ……….. 8
b. The Importance of Vocabulary………. 10
c. Types of Vocabulary ……… 12
d. The Steps of Teaching Vocabulary ………… 12
e. The Assessment of Vocabulary……… 14
f. The Relationship Between Vocabulary and Writing ……… 15
g. The Syllabus of Writing Skill in SMP Swasta NUPELA ……… 16
2. Word Wish Game ……… 19
a. Definition of Word Wish Game ... 19
b. Procedures of Word Wish Game ... 20
c. Advantages and disadvantages of Word Wish Game ………. 21
B. The Latest Related Research ………. 23
C. Conceptual Framework ……… 24
CHAPTER III : RESEARCH METHOD ………. 26
A. Object of the Research ……… 26
B. The Setting and Subject of the Research ………. 28
C. Schedule of Implementing the Action ………. 29
D. The Procedure of Action Research ………. 29
E. Instrument of Collecting Data ……….. 41
F. The Technique of Analysis the Data………. 42
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION……….. 46
1. The Research Setting ……… 46
2. The Explanation of the Research Findings for Each Cycle ……….. 46
3. The Students’ Activities for All Cycles………….. 61
4. The Researcher’s Activities for All Cycles……… 62
5. The Students’ Mastering Vocabulary by Using Word Wish Game for All Cycles ……….. 63
B. Research Findings Discussions ………. 65
1. The Common Response of the Problem…………. 65
2. The Analysis and Interpretation of the Research Findings ……… 66
3. Research Findings Versus the Latest Research….. 68
4. The Research Findings versus Theory …………... 69
5. The Research Finding Implication ………. 70
6. The Analysis and the Research Findings Limitation ……… 71
CHAPTER V : CONCLUSIONS AND SUGGESTIONS ……….. 72
A. Conclusion ……….………. 72
B. Suggestion ……….. 73
BIBLIOGRAPHY ……… 74
APPENDICES ………. 76
BIOGRAPY………156
LIST OF FIGURES
Page
1. The Conceptual Framework of Increasing Students’ Vocabulary Mastery in Writing Expository Text by using Word Wish Game
at the Eighth Grade of SMP Swasta NUPELA in 2015/2016 ………. 25
2. Preliminary Study of Increasing Students’ vocabulary Mastery in Writing Expository Text by Using Word Wish Game at the Eighth
Grade of SMP Swasta NUPELA in 2015/2016 ………. 31
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 ……….. 51
2. Percentage of the Researcher’s Activities that Had Been Done and
Undone in Cycle I in the First Meeting…..……….. 51
3. Percentage of the Students Who Had Been Done and Undone the
Activities in the Second Meeting of Cycle I………. 55
4. Percentage of the Researcher’s Activities that Had Been Done and
Undone in Cycle I in the Second Meeting ….………. 55
5. Percentage of the Students Who Had Been Done and Undone the
Activities in the First Meeting of Cycle II ………. 60
6. Percentage of the Researcher’s Activities that Had Been Done and
Undone the Activities in the First Meeting of Cycle II……….. 61
7. Percentage of the Students Who Had Been Done and Undone the
Activities in the Second Meeting of Cycle II………. 64
8. Percentage of the Researcher’s Activities that Had Been Done and
Undone in Cycle II in the Second Meeting ………. 64
9. The Comparison of the Students’ Ability ……… 66
LIST OF TABLES
Tables Page
1. The Total Number of the Students at the Eighth Grade of SMP Swasta
NUPELA in 2015/2016………..………. 28
2. The Students’ Mastering Vocabulary by Using Word Wish Game in the Second Meeting of cycle I ..……….. 57
3. The Students’ Mastering Vocabulary by Using Word Wish Game in the Second Meeting of cycle II….……….65
4. The Students’ Activities for All Cycles………...67
5. The Researcher’s Activities for All Cycles………..68
6. The Students’ Mastering Vocabulary After Applying Word Wish Game... ..69
LIST OF APPENDICES
APPENDIX Page
1. The SyllabusKTSP (Education Unit Curriculum 2006)of SMP
Swasta NUPELA (Appendix 1a)……….81
2. Lesson Plan (Appendix 2a) ……….. 93
3. Lesson Plan (Appendix 2b)……….. 99
4. Lesson Plan (Appendix 2c) ………. 105
5. Lesson Plan (Appendix 2d) ………. 111
6. Material (Appendix 3a)……….117
7. Table of Specification (Appendix 4a)……….. 119
8. The Validity Test (Appendix 5a)……… 120
9. The Evaluation Sheet (Appendix 6a)……… 122
10. The Evaluation Sheet (Appendix 6a)……… 124
11. Observation Sheet of Researcher’s Activities (Appendix 7a)……….125
12. Observation Sheet of Researcher’s Activities (Appendix 7b)……….128
13. Observation Sheet of Researcher’s Activities (Appendix 7c)……….131
14. Observation Sheet of Researcher’s Activities (Appendix 7d)………134
15. Observation Sheet of Students’ Activities (Appendix 8a)………..137
16. Observation Sheet of Students’ Activities (Appendix 8b)………...139
17. Observation Sheet of Students’ Activities (Appendix 8c)…..………142
18. Observation Sheet of Students’ Activities (Appendix 8d)………..144
19. Field Notes (Appendix 9a)………..146
20. Field Notes (Appendix 9b)………..147
21. Field Notes (Appendix 9c)………..148
22. Key Answer (Appendix 10a)………..149
23. Key Answer (Appendix 10b)………..150
24. Attendances List (Appendix 11a) ..………...151
25. Attendances List (Appendix 11b).………153
26. Attendances List (Appendix 11c)………...155
27. Attendances List (Appendix 11d)………...157
28. The Students’ Score in Second Meeting of Cycle I (Appendix 12a) ……....159
29. The Students’ Score in Second Meeting of Cycle II (Appendix 12b)……..160
CHAPTER I INTRODUCTION
A. The Background of the Problem
As an international language, English plays an important role in the world. It
becomes a need that cannot be separated from the people who need to connect to the
world for certain purposes. Since the importance of the language as the tool of
communication, vocabulary becomes a fundamental thing which should be learnt by
the students.
As in Mifflin, “Vocabulary as the sum of words used by, understood by, or
at the command of particular person or group”.
In other words vocabulary is important in studying the language and also in
mastering the skills in language.
Furthermore, according to Bambang in Wehmeier and Furneaux (2011:107),
“Vocabulary is defined as “all the words in a particular language” (Wehmeier, et al.,
2005 : 1707), whereas vocabulary teaching, as Furneux (1999:367) states, deal with
“the selection and presentation of words (lexis) for learner.” This opinion above tells
that vocabulary is very beneficial for the students to be mastered. As the main
component, it influences the students’ ability in their English learning activities.
When they are not able to acquire and master it, it is so difficult for them to improve
However, vocabulary is not put directly in the Junior High Schools in the
syllabus, especially in the English subject. The ability of listening, speaking, reading
and writing English depends on the vocabulary because vocabulary is central of
language and of critical importance to typical language learner. Without a sufficient
vocabulary, students cannot communicate effectively or express his ideas in both oral
and written form.
Regarding to the relation between writing and vocabulary, the Report of the
National Reading Panel(2000)says,“In addition to the vital importance ofvocabulary
for success in life, a large vocabulary is more specifically predictive and reflective of
high level of writing achievement”. Inspired by opinion above, the researcher thinks
that the basic step in order that the students are able to comprehend the meaning of
the text that they read is mastering much vocabulary.
As it is expected in KTSP (Education Unit Curriculum 2006), the students
must master the four language skills such as listening, speaking, reading and writing
skill. In the research, the researcher wants to focus to increase the students’ ability in
mastering vocabulary by connecting it with writing skill. The competence standard of
writing in the syllabus of the eighth grade of SMP Swasta NUPELA expects that the
students are able to express the meaning of short simple essay and functional text in
While the basic competence of writing based on the syllabus expects that
the students are able to express the meaning and steps of rhetoric in short simple
essay by using several of written text accurately, fluently, and acceptable to build a
good interaction in the life context in expository and narrative text forms. And then
the Minimum Competence Criterion in the school is 75.
In fact, the expectation of the syllabus cannot be achieved yet. It is proven
when the researcher observes the students’ ability in school of SMP Swasta Nurani
Pelita Agung “NUPELA” especially eighth grade. The researcher found some
students’ difficulties;most of the students do not know vocabularies well. So, the
students cannot comprehend the content of the writing text and their mark is under
MCC. The problem appears because of many factors such as: First, the students were
lack to identify generic structure of expository text, Second, the students were lack to
pronouncing vocabularies, Third, the students were lack to write vocabularies,
Fourth, the students did not master expository vocabularies, Fifth, the game was used
a little media in teaching learning.
Basically, the students were not active to find out the definition of words in
dictionary they just wait for the teacher’s explanation. It happened because most the
students did not have dictionary. Furthermore, when the researcher observed in the
field, the students were not able to written a missing words in the expository text
because they just focused on the cards, and the lack misunderstanding the instruction
of the game. It can be seen for the score they got; most of them cannot pass of the
Based on the explanations about the problems above, the researcher the
researcher applied Word Wish Game to increase the students’ vocabulary mastery.
Coplan et al. (2009: 76), and Regina (2000:70) say,
The purpose of Word Wish Game is help you find words to talk about what is important you were to be living a life that may be shortened by serious illness.
This statement explains that the students know some vocabularies that can be
expressed and important in life. The researcher hopes that Word Wish Game can
solve and give the best solution about the problems above so that the students can
master vocabulary in English.
Based on the explanations above, the researcher applied Classroom Action
Research entitled, “Increasing Students’ Vocabulary Mastery in Writing Expository
Text by Using Word Wish Game at the Eighth Grade of SMP Swasta Nurani Pelita
Agung “NUPELA” in 2015/2016”.
B. The Identification of the Problems
The identification of the problems in this research are:
1. The students were lack to identify generic structure of expository text.
2. The students were lack to pronounce vocabularies.
3. The students were lack to write vocabularies.
4. The students did not master expository vocabularies.
C. The Limitation of the Problem
In the research, the researcher limited herself to search about Increasing
Students’ Vocabulary Mastery in Writing Expository Text by Using Word Wish
Game at the Eighth Grade of SMP Swasta Nurani Pelita Agung “NUPELA” in
2015/2016.
D. The Formulation of the Problem
The formulation of the problem in the research is as follows: “How does
Word Wish Game increase Students’ Vocabulary Mastery in Writing Expository Text
by Using Word Wish Game at the Eighth Grade of SMP Swasta Nurani Pelita Agung
“NUPELA” in 2015/2016?”
E. The Purpose of the Research
The purpose of the research is to increase the students’ vocabulary mastery
especially in writing Expository text by using Word Wish Game.
F. The Significance of the Problem
The results of the research are expected to be signified for:
1. The researcher, as an additional knowledge and experience in teaching the
students later by using Word Wish Game.
2. The English teacher, as an alternative strategy during the teaching-learning
3. The next researchers, as the comparisons and references to search about the
related problem.
4. The students, hopefully as an alternative strategy to improve their ability in
mastering vocabulary during the teaching-learning process.
5. The readers, as an additional reference the students’ problem in mastering
vocabulary to overcome.
G. The Assumptions of the Research
The researcher had some assumptions in the research, namely:
1. Vocabulary is one of language components that should be mastered by the
students.
2. Writing is very important for the students because writing is one of skills which
can help the students to communicate and express their idea or feeling to
someone or many people in order that the other people know what in their mind
is.
3. Word Wish Game is an alternative strategy to teach vocabulary in writing skill.
H. The Research Limitations
In the research, there are some limitations of research, namely:
1. The subject of the research was the eighth grade of SMP Swasta Nurani Pelita
Agung “NUPELA”in 2015/1016, especially VIII-b.
2. The object of the research was the Students’ Vocabulary Mastery in Writing
Expository Text.
4. The researcher conducted Classroom Action Research (CAR) as the research
method.
5. The researcher used writing vocabulary.
I. The Key Terms Definitions of the Research
The key terms definition of the research are:
1. Vocabulary is very important and needs as the basic material to master four
language skills for communication or express ideas in both of oral and written
form.
2. Writing skill is a productive skill that can express, tell, and inform their feeling,
idea, and knowledge to others or to record their scientific result as the material to
be used by the students.
3. Word Wish Game is an interesting game that is applied to intermediate students
to help them find very important word to be a new vocabulary and provides
students with a way of organizing some words for their essay to ensure that they
have enough support in each paragraph to prove their points. It helps students to
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Vocabulary
a. The Definition of Vocabulary
As written in Oxford Learner’s Pocket Dictionary(2000:482), “Vocabulary is
all the words that a person knows or uses; all the words in a language; list of words
with their meaning.”In other words that vocabulary holds the important role in
language because vocabulary is a list of words that helps the students to make
communication to each other. It can be said, without mastering vocabulary it is
impossible the students can build a good communication to the others.
Furthermore, as Wiley and Son (2004:58) say, “Vocabulary is a central to
language and of critical importance of language learner.” It can be comprehended that
vocabulary is very beneficial for the students to be mastered. As the main component,
it influences the students’ ability in their English learning activities. When they are
not able to acquire and master it, it is difficult for them to improve their language
skill especially in English. On the other word, the students always need vocabulary to
communicate effectively or express ideas in both oral and written form. This opinion
above is supported by Hill (2001:2) saying, “Vocabulary is knowledge about words
In additional, according to Hackman (2008:105) that vocabulary is a set of
words or phrases which label the parts of material to be learned and which are
necessary for students to use in talking and writing about the material. According to
Hackman in The American Heritage Dictionary of the English Language (2006:
1926) vocabulary has some meaning, such as:
1) Vocabulary is all the words of language.
2) Vocabulary is the sum of words used by, understood by, or at the command of a particular person or group.
3) Vocabulary is a list of word and often phrases usually arranged alphabetically and defined or translated; a lexicon or glossary.
4) Vocabulary is a supply of expressive means; a repertoire of communication:
a dancer’s vocabulary of movement.
On the other hand that vocabulary is one aspect of language in which is
important in learning language because vocabularies carry meaning which is used in
communication. A vocabulary is defined as all the words known and used by a
particular person. However, the words known and used by particular person do not
constitute all the words. Learning vocabulary is one of the first steps of learning
second language, because vocabulary is the basic material to master the four of
language skill. Without understanding the new words, the students will get the
difficulties to study English language. Here, vocabulary mastery is so important
b. The Importance of Vocabulary
Stahl (2007:186) asserts the English language has a very large vocabulary,
estimated to between 450.000 and 750.000 words. However, the words you know and
use correctly, the higher you are perceived educational level. In reality, most of the
students use a wider variety of words as vocabulary in impressive understanding the
definitions and nuances of words help you understand better and communication
more effectively.
Vocabulary is very important in learning English language. On the other
hand that without mastering vocabulary, the students will not be able to master the
language skills perfectly and do the communication with the others more effectively.
Furthermore, Hill (2001:2) underlines that in developing the students’ language skills
in listening, speaking, reading and writing the students must master vocabulary.
Based on the statement above, the student who learns English has to master
vocabulary, because vocabulary is one of factors which support the students in
mastering English. Therefore lack of vocabulary must be improved because it is one
of the important skills for the students who want to master English.
In conclusion, vocabulary is very necessary to be learnt and mastered. On
the other hand, vocabulary gives advantages for the students. They can build and
develop the language competence. And by mastering vocabulary, the students also are
helped in mastering the writing skills in language, therefore why vocabulary is so
c. The Types of Vocabulary
Hiebert and Kamil (2005:3) divide vocabulary in two categories; they are
Productive vocabulary and Receptive vocabulary.
1) Productive vocabulary is the set of words that an individual can use when
writing or speaking.
2) Receptive vocabulary is that set of words for which an individual can assign
meanings when listening or reading. These are words that are often less well
known to students and less frequent in use.
Of the types above, there are two kinds of vocabulary are concluded by the
researcher; they are productive vocabulary and receptive vocabulary. Productive
vocabulary is vocabulary when it is pronounced, written, and spelt while receptive
vocabulary is vocabulary which is received when it is heard and seen.
According to Montgomery in Pearson (2007:186), there are four types of
vocabulary, namely:
1) Listening vocabulary
A person’s listening vocabulary is the words he or she hear and understand.
This vocabulary is aided in size by context and tone of voice.
2) Speaking vocabulary
A person’s speaking vocabulary is the words he or she can use when speak.
Due to the spontaneous nature of the speaking vocabulary, words are often
misused. This misuse though slight and unintentional may be compensated by
3) Reading vocabulary
A person’s reading vocabulary is the words he or she understand when he or
she read the text. He or she can read and understand many words that we do not
use in our speaking vocabulary.
4) Writing vocabulary
A person’s writing vocabulary is all the words he or she retrieves when he or
she write to express her or himself.
Based on the types of vocabulary above, the writing vocabulary was chosen
by the reseacher because it is suitable with the basic competence of writing skill in
KTSP-2006where vocabulary is connected with writing skill.
d. The Steps of Teaching Vocabulary
As a good English teacher who has a big responsibility to her/his students,
she or he must find a good game in teaching English in order to make her/his students
know what they do not know before. It is included in teaching vocabulary. Teaching
vocabulary means that teaching the students to know, master, and use vocabulary to
convey their ideas, feelings, opinions, and knowledge to the others especially in
written form.
Nunan (2003:133-134) describes some steps to teach vocabulary in the
classrooms, as follows:
1) Learning from meaning-focused input
2) Deliberate language-focused learning
The deliberate learning strand is sometimes called form-focused instruction, language-focused learning, or language study. It involves paying deliberate attention to language features such as sounds, spelling, vocabulary, grammar, or discourse that are presented out of context.
3) Learning from meaning-focused output
The learning from meaning-focused output strand involves learning through speaking and writing where the learner’s main attention is on communicating messages. It may seem a little strange to see the productive skills as sources of vocabulary learning, but using vocabulary productively can strengthen learning and can push learners to focus on aspects of vocabulary knowledge that they did not need to attend listening and reading.
4) Developing fluency
Vocabulary must not only be known, it must be readily available for use. The fluency development strand of a course aims at helping students make the best use of what they already know. It is important to see fluency as being related to each of the four skills of listening, speaking, reading and writing with fluency need to be developed independently in each of these skills.
In additional, Nunan (2003:135) identifies some principles for teaching
vocabulary in the classroom, as follows.
1) Focus on the most useful vocabulary.
2) Focus on the vocabulary in the most appropriate way.
3) Give attention to the high frequency words across the four strands of a course. 4) Encourage learners to reflect on and take responsibility for learning.
In conclusion, the teacher’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 students take control of their
e. The Assessment of Vocabulary
Assessment vocabulary is very important to do after the teaching-learning
process of vocabulary. By assessment, the researcher can get and know the result
(successful or unsuccessful) of the teaching-learning process. Based on it, the
weakness of the students is improved by the researcher. So, the students can increase
their vocabulary mastery in writing expository text. The purpose of vocabulary tests
(evaluation) is to measure the comprehension and production of word used in
speaking and writing.
According to Madsen (1983:12), there are four general kinds of vocabulary
tests, namely:
1) Limited Response
This test is for beginner. These test items require either a simple physical action like pointing at something or a very simple verbal answer such as “yes” or “no”. 2) Multiple Choice Completion
This is a test in which a sentence with a missing word is presented; students choose one of four vocabulary items given to complete the sentence.
3) Multiple Choice Paraphrase
This is a test which a sentence with one word underlined is given. Students choose which of four words is the closest in meaning to underlined item.
4) Simple Completions (words)
This is a test which the students to fill in missing parts of words that appear in sentences.
Of the kinds of vocabulary test above, simple completion was chosen by the
researcher as the kind of vocabulary test. When conducting the test, the students’
f. The Relationship Between Vocabulary and Writing
Cathey (2012:2) says,
Learning vocabulary is the basis for understanding any language. The ability to connect words with meaning brings sense into our realizations of the world.
It will be comprehended that, vocabulary is one of the elements to develop
skills. The students must master the vocabulary of English first. So, in studying
English as a foreign language the students must study four skills namely listening,
speaking, reading, and writing. In the research, writing skill is the main focus of the
researcher to increase the student’s vocabulary mastery by using Word Wish Game.
In addition Sariatun (2010:37-38) says,
The vocabulary mastery is important to be mastered by the students. The writer may write her or his idea is she or he knows many words. The understanding of word may be achieved through writing ability. To conduct a writing activity, the writer needs to know many words and their meanings. The simple assumption is if the writer just master little words or vocabularies, she or he will face the obstacle to choose words and explore her or his ideas towards written form.
This statement above is supported by Folse (2008:12) saying,
In addition, Summer (2014:6) says that without vocabulary knowledge,
words are just word without much meaning.
Thus it can be said that there is a necessary connection between English
vocabulary mastery and students’ writing ability. The writing ability can be
developed through vocabulary mastery. On the contrary, the mastery of vocabulary
can help the writer to explore the ideas towards written form.
From the explanation above, it can be concluded that vocabulary has aclose
relationship toward writing whereas vocabulary is the core and key of writing text.
g. The Syllabus of Writing Skill in SMP Swasta NUPELA
The syllabus of SMP Swasta NUPELA at the eighth grade, there are four
skills that should be mastered by the students, the competence standard hopes the
students are able to express the meaning of short simple essay and functional text in
expository and narrative forms to build a good interaction in the life context. While
the basic competence of writing based on this syllabus expects that the students are
able to express the meaning and steps of rhetoric in short simple essay by using
several of written text accurately, fluently, and to build a good interaction in the life
context in expository and narrative forms. And then the Minimum Competence
Criterion in the school is 75. So, there are two types that should be comprehended by
the students below.
1) Expository text
Expository essays normally describe an event, a technique or anything in a sequential order.
a) Keys to good expository writing: 1) Good paragraph organization
2) Thorough (complete) development of ideas. 3) Control of language usage
b) The important structure of expository:
1) General statement: stating the phenomenon issues which are to be explained or introduce the topic of the text.
2) Sequence explanation: stating a series of steps which explain the phenomenon.
The example of expository text:
Doctor
Doctor is someone who maintains or restores human health through the practice of medicine. He or she will diagnose and treat human disease, ailments, injuries, pain or other conditions. A doctor can be found in several settings, including public health organizations, teaching facilities, private practices, group practices and hospitals.
Doctor is a professional who practices medicine, which is concerned with promoting, maintaining, or restoring human health through the study, diagnosis, and treatment of disease, injury, and other physical and mental impairments. Doctor may focus their practice on certain disease categories, types of patients, or methods of treatment known as specialist medical practitioners. Doctor assumes responsibility for the provision of continuing and comprehensive medical care to individuals, families, and communities known as general practitioners.
Doctor is usually worn a sterile white coat and a sterile gloves. Every doctor tool must be sterilization first to keep it clean and won't transmit it bacteria to the patient. Not everyone that can cure sick people named doctor. Doctor needs specific training and a doctor title.
There are many types of narrative. Generally, it could be categorized into the
fictional narrative of imaginary, the nonfictional narrative, or combination of
both:
a) Fictional Narrative presents an imaginary narrator’s account of story that
imaginary world.
b) A nonfictional Narrative (also factual narrative) presents a real life
person’s account of a real life history.
Narrative can be divided into some parts, they are:
(a) Orientation : set the scene and introduce the participants
(b) Evaluation : a stepping back to evaluate the situation
(c) Complication : a crisis arises
(d) Resolution : the crisis is resolved, for better or for worse
(e) Re-orientation : optimal
The example of narrative text:
The Two Goats
Once there were two thin goats. Both of them were hungry. They were tied together with a brown rope. They wanted to eat the green leaves from two separated bushes. One bush was on the left. The other bush was on the right.
The goats thought they could do everything on their own. The first goat wanted to go to the bush on the left, but the second goat wanted to go to the bush on the right. They tried but they could not reach they bushes. They were sad.
Then, the goats decided two work together. First, they ate the leaves of the bush on the right. Then, they ate the leaves on the left. The leaves were delicious. They were happy.
However, in the research expository text was chosen by the researcher as
learning material to increase students’ vocabulary mastery in writing by using Word
Wish Game.
2. Word Wish Game
a. The Definition of Word Wish Game
Coplan et al. (2009:76) says,
Word Wish Game is to help you find words to talk about what is important you were to be living a life that may be shortened by serious illness.
In addition, Hill (1976:61) says,
Word WishGame is an advance care planning tool developed by Coda Alliance to help people have conversations about end-of-life care.
It can be concluded that Word Wish Game is an interesting game to help the
students to find some vocabularies that can be expressed and important in life to get
new knowledge with new vocabulary have been learnt.
As Judy (2011: 38) says,
The purpose of Word Wish Game is helpful in a classroom with students having a wide range of academic ability and provides a framework for students to examine words and concepts.
In other words that Word Wish Game is a good game to make the students
creative because the students have a chance to examine word and increase their
b. The Procedure of Wish Word Game
Coplan et al. (2009:76) there are some steps to apply, as follows.
1) Read through all 36 cards. Sort them three piles. (a) Very important to me
(b) Somewhat important to me (c) Not important to me
2) You can use the wild card to stand for something you want that is not only of the other cards.
3) When you have three piles, sort through your“very important”pile. Choose the 10 wishes that mean the most to you. If you don’t have 10 cards in your “very important” pile, choose some from your“somewhat important” pile. If you have more than 10 in your “very important”pile, sort through them and put some of the cards into the“somewhat important”or“not important”piles until you only have 10 cards in your “very important” pile.
4) Rank your 10“very important”cards, putting the most important ones at the top of the pile.
5) Think about how you would explain to your family or friends why those things are your top 10 piles. Think about your“not important”pile and how you would explain to your family or friends why those things are not important to you. They make time to talk them about your choice.
According to Hill (1976:61) that there are some instructions to use Word
Wish Game, as follows.
1) Each play read 36 cards. Each play divides them into three piles. Thirty-five of the cards describe things that people often say are important when they are very sick or dying. The cards describe how people want to be treated, who they want near them, and what matters to them.
2) Putting a card in the "Not important to me" pile does not necessarily mean that you don't care about what is written on the card. It could simply mean that this is something that you have already taken care of.
3) One card is a "wild card." You can use this card to stand for something you want that isn't on any of the other cards.
5) Think about how you would explain to your family or friends why those things are your top 10 piles.
From some steps above, the researcher can conclude and simplify the steps
of Word Wish Game in teaching vocabulary in the classroom, as follows.
1) The researcher provided 36 cards in three piles.
2) The researcher used the wild card to stand among of three piles.
3) The students were asked to read through all 36 cards.
4) The researcher asked the students to chose the 10 wishes that mean the most to
them.
5) If the students did not have 10 cards in their "very important" pile, the students
chose some from “somewhat important" pile.
6) The students who had more than 10 in their “very important” pile, the students
through the cards and put some of the cards into “somewhat important” or “not
important” piles until the students only have 10 cards in “very important” pile.
7) The students were asked to rank 10 “very important” cards and put the most
important ones at the top of piles.
c. The Advantages and Disadvantages of Word Wish Game
According to Hill (1976:61), “The advantage of Wish Word Game is to help
learn how you can best comfort your loves ones when they need you most”.
While the disadvantage of Wish Word Game is somewhat limits the amount
of information a student can record simply because the circles themselves can hold
only so much verbiage.
In addition, according to Judy (2011:38), the advantages of Word Wish
Game are:
3) Easily implemented.
4) Provides a deeper understanding of the term.
5) Facilitates differentiation depending upon words provided to individual students.
6) Helpful in a classroom with students having a wide range of academic ability. 7) Require students to compare and contrast information.
8) Provide a framework for the students to examine word and concepts.
Disadvantages of Word Wish Game are:
1) It is difficult to the students use the chart of this game as the beginner.
2) Spending much time to find some important words in life.
B. The Latest Related Research
Dewi (2011) searched about “Improving the Students’ Ability in Writing
Descriptive Paragraph by Using Word Wish Game of SMP Negeri Rejegwesi 2011.
While the researcher’s research entitled “Increasing Students’ Vocabulary Mastery in
Writing Expository Text by Using Word Wish Game at the Eighth Grade of SMP
Swasta Nurani Pelita Agung “NUPELA”. Her research and the researchers’ research
have the similarities such they use the same skill, qualitative research and game.
In her research there are the same steps with the researcher to apply Word
Wish Game, such as: The researcher asked the students to read through all 36 cards
and the students are asked to rank 10 “very important” cards and put the most
important ones at the top of piles.
Based on her research, the population in this action research is all of the
students in the eighth grade of SMP Negeri Rajegwesi especially VIII-c, they are 33
Quantitative data is gotten from the result of students' achievement in
mastering vocabulary which is analyzed by using the percentage. The working
indicator of the CAR was if at least 75 % of the students get score 60.
While, in the research result showed that the students' ability in mastering
vocabulary has increased. There were students (7%) can be classified in “very good”
level. There were 2 students (7%) in the “good” level. There were 8 students (30%) in
“enough” level. There were 14 students (52%) in “less” level and there was 1 student
(4%) classified in “fail” level. The result shows that some of the students still unable
to learn vocabulary mastery. Meanwhile, the students’ ability in mastering vocabulary
in Cycle II was there were 22 students (81%) classified in “very good” level. There
were 5 students (19%) classified in “good” level. There were not students classified
in “enough” level also less and fail. The average of the students’ value was 96.3.
Beside that, the observation result during the cycles shows that there are many
alterations in students' and teachers' side.
Based on the latest research above, there is the relationship with the research
that the purpose of Word Wish Game is to help the students to examine words for
increase the ability of vocabulary. The researcher applied Word Wish Game to
increase the students’ vocabulary mastery especially in writing Expository text by
C. The Conceptual Framework
In the research, the researcher conducted Classroom Action Research
(CAR). In writing skill, the researcher increased the students’ ability in mastering
vocabulary in writing Expository text by using Word Wish Game. To achieve the
students’ vocabulary, it needs the good cooperation both of teacher and students.
From the explanations above, the researcher made a conceptual framework
in order to make the readers understand the purpose of the research easily. The
Figure 1: The Conceptual Framework of increasing students’vocabulary mastery in writing expository text by using Word Wish Game at the eighth grade of SMP Swasta NUPELA in 2015/2016.
CAR
The Syllabus of Writing at the Eighth Grade of SMP Swasta NUPELA
Writing
Reseacher
WORD WISH GAME
Expository text
If the students did not have 10 cards in their "very important" pile, the students chose some from “somewhat
important" pile.
The students who had more than 10 in their “very important” pile, the students through the cards and put some of the cards into “somewhat important” or “not important” piles until the students only have 10 cards in “very important” pile.
The students were asked to rank 10 “very important” cards and put the most important ones at the top of piles. The researcher provided 36 cards
in three piles.
The researcher used the wild card to stand among of three piles.
The students were asked to read through all 36 cards.
The researcher asked the students to chose the 10 wishes that mean
CHAPTER III RESEARCH METHOD A. The Object of the Action Research
In doing the research, the researcher conducted Classroom Action Research
(CAR) in searching about the use of Word Wish Game to increase the students’
ability in mastering vocabulary. According to Mettetal (2001:7) that Classroom
Action Research is a method of finding out what works best in your own classroom
so that you can improve student learning. In other words in Classroom Action
Research, the researcher finds out the solution of the problem that she is face in her
classroom during teaching vocabulary. The problem itself is the students’ ability in
mastering vocabulary.
In addition, as Mill (2003:261) states that action research is typically focused
on a particular issue or concern that is examined in a single school. The result tends to
be localized to a given school, department, or classroom. Furthermore, Ferrance
(200:1) says, “Action research is a process in which participants examine their own
educational practice systematically and carefully, using the techniques of research.
As Lewin in Mill (2003:261) describes action research as three steps spiral
process of:
(1) Planning that involve reconnaissance. (2) Taking action
(3) Fact finding about the result of the action
In other words that in the action research provides many important things
for practicing.
It means through action research, the researcher become aware of what is
really happening in her own classroom. Action research also helps the researcher to
be understanding the position as a teacher especially in her behaviour to used the
language in the teaching learning process. Basically, action research gives the
researcher to accessed information about wide range of classroom practice (such as:
classroom management, classroom interaction, the use of resources, and the
effectiveness of instructional game).
To perform the research, the researcher needed the English
teacher-collaborator who helped the researcher to observe what happened in the classroom
during conducting the research. From the observation result of the English
teacher-collaborator, the researcher could recognize the excess and weakness in doing the
research.
The object of the research was the students’ ability in mastering vocabulary
B. The Setting and Subject of the Research
The location of the research is SMP Swasta NUPELA. The school is located
in Lolozasai Village, Gido sub-district, Nias regency. It is about 25 km from
Gunungsitoli town. The school had 24 teachers and they were three persons of
English. It also had 335 students and 11 classrooms. This information was obtained
from Mr. Sepsola Zamasi, S.Pd as the headmaster of SMP Swasta NUPELA and also
when the researcher joined PPLT.
In the research, the researcher chose the eighth grade students especially
VIII-B as the subject of the research based on the observation result namely: the
students were lack to identify generic structure of expository text, the students were
lack to pronouncing vocabularies, the students were lack to write vocabularies, the
students were lack to mastery expository vocabularies, the game was used a little
media in teaching learning.
The table below describes the real condition of the eighth grade students of
SMP Swasta NUPELA.
Table 1
The TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE of SMP Swasta NUPELA in 2015/2016
No Class Total
C. The Schedule of Implementing the Action
In the research, the researcher conducted the research around two months. It
started May 2016 refered to the education calendar and syllabus of the Eighth Grade
SMP Swasta NUPELA. The research was done in two cycles. In the first cycle at the
first meeting was done on Tuesday, 24thMay 2016, the second meeting was done on
Thursday, 26th May 2016. Supposed the result of the first cycle is not successful, the
researcher continued to the second cycle. In the second cycle at the first meeting is
done on Tuesday, 30thMay 2016 and the second meeting on Thursday, 02th2016.
D. The Procedures of the Action Implementation
In doing the research, the researcher arranged the procedures of action in
some cycles; each cycle consists of two meetings. As Elliott (1961: 80-81) states that
Classroom Action Research is started from planning, action, observation and
reflection.
1. Planning
In planning phase, the researcher prepared all the needs in conducting the
research, such as; syllabus, lesson plan, teaching material, table of specification,
validity sheet, evaluation sheet, observation sheet for the researcher and students,
2. Action
In action phase, the researcher applied Word Wish Game in the teaching-learning
process in the classroom. This activity was done based on the lesson plan that
had been arranged by the researcher.
3. Observation
In observation phase, the English teacher-collaborator observed the students’
activities and the researcher’s activities in the classroom during the
teaching-learning process.
4. Reflection
In this phase, the researcher together with the English teacher-collaborator noted,
analyzed, and evaluated the result of observation and looked for the way out to
improve the students’ weakness in studying vocabulary.
The procedures above consist of planning, implementation, observation and
Figure 2: Preliminary Studyof Increasing of increasing students’ vocabulary mastery in writing expository text by using Word Wish Game at the eighth grade of SMP Swasta NUPELA in 2015/2016.
Observationinvolves observing the researcher’s action and the students’ during teaching-learning process.
Preliminary Study:
The researcher identifies the student’s problems in SMP Swasta NUPELA especially for theeighth grade students about the mastery vocabulary in learning English.
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 Word Wish Game and evaluated the students.
Planningis 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. Observationinvolves observing the researcher’s action and the students’ during teaching-learning process.
Action
Teaching material to the students by used Word Wish Game and evaluated the students.
Reflection
The procedure of implementing the action of the researcher, the students,
and the English teacher collaborator for each cycle is described as follows:
Cycle I
In doing the cycle, there were two meetings.
First Meeting a. Planning
In planning, the researcher did some steps, namely:
1) The reseacher arranged a lesson plan.
2) The researcher prepared the teaching media.
3) The reseacher prepared the teaching material. The material was taught in the
classroom about expository text.
4) The reseacher prepared the observation sheet and field notes of the
researcher’s and the students’ activities.
5) The reseacher prepared the evaluation sheet of the students.
6) The reseacher prepared the students’ attendance list.
b. Action
There were some steps of action, namely:
1) The researcher entered the class and greets the students.
2) The researcher introduced her identity.
3) The researcher conveyed the purpose to enter the classroom.
4) The researcher checked the students’ attendance list by calling the students’
name one by one.
6) The researcher introduced the topic of the material to the students.
7) The researcher wrote the topic of the material on the blackboard.
8) The researcher asked the students’ prior knowledge about the material.
9) The students gave their opinion based on the researcher’s question.
10) The researcher implemented Word Wish Game to the students.
a) The researcher provided 36 cards in three piles.
b) The researcher used the wild card to stand among of three piles.
c) The students were asked to read through all 36 cards.
d) The researcher asked the students to chose the 10 wishes that mean the
most to them.
e) If the students did not have 10 cards in their "very important" pile, the
students chose some from “somewhat important" pile.
f) The students who had more than 10 in their “very important” pile, the
students through the cards and put some of the cards into “somewhat
important” or “not important” piles until the students only have 10 cards
in “very important” pile.
g) The students were asked to rank 10 “very important” cards and put the
most important ones at the top of piles.
11) The researcher improved the students’ errors during did the procedure.
12) The researcher gave a chance to the students to asked the questions based on
the material.
14) The researcher ended the class while reminding the students to study
thematerial at home again.
15) The researcher ended the class and greeted the students.
c. Observation
In observation stage, the researcher helped by the teacher-collaborator and does
some activities, namely:
1) The teacher-collaborator observed the students’ ability and their activities as
well.
2) The teacher-collaborator observed the researcher’s activities during the
implementation of action.
3) The teacher-collaborator observed the strength and the weakness during the
implementation 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.
4) The researcher found out the improvement about the weakness of action
Second Meeting
In the meeting, the researcher continued to did the activities of the second
meeting by following the procedure below, namely:
a. Planning
In planning, the researcher did some steps, namely:
1) The reseacher arranged a lesson plan.
2) The researcher prepared the teaching media.
3) The reseacher prepared the teaching material. The material was taught in the
classroom about expository text.
4) The reseacher prepared the observation sheet and field note of the researcher’s
and the students’ activities.
5) The reseacher prepared the evaluation sheet of the students.
6) The reseacher prepared the students’ attendance list.
b. Action
There were some steps of action, namely:
1) The researcher entered the class and greets the students.
2) The researcher checked the students’ attendance list by calling the students’
name one by one.
3) The researcher reminded and reviewed the last material.
4) The researcher continued the last material by drill the students that did not
finish in the previous meeting in vocabulary mastery by using Word Wish
a) The students were asked to read through all 36 cards.
b) The researcher asked the students to chose the 10 wishes that mean the
most to them.
c) If the students did not have 10 cards in their "very important" pile, the
students choose some from “somewhat important" pile.
d) The students who had more than 10 in their “very important” pile, the
students through the cards and put some of the cards into “somewhat
important” or “not important” piles until the students only have 10 cards
in “very important” pile.
e) The students were asked to rank 10 “very important” cards and put the
most important ones at the top of piles.
5) The researcher improved students’ error during did the procedure.
6) The researcher conducted the test to the students.
7) The researcher distributed evaluation sheet to the students.
8) The researcher explained to the students how to did the test.
9) The researcher gave a chance to the students to answered all the questions.
10) The researcher collected the students’ evaluation sheet.
11) The researcher concludesd the material and motivated the students to learnt
more the material.
c. Observation
In observation stage, the researcher helped by the teacher-collaborator and
did some activities, namely:
1) The teacher-collaborator observed the students’ ability and their activities as
well.
2) The teacher-collaborator observed the researcher’s activities during the
implementation of action.
3) The teacher-collaborator observed the strength and the weakness during the
implementation 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.
4) The researcher found out the improvement about the weakness of action
Cycle II First Meeting
In the meeting, the researcher continued to did the activities of the first
meeting by following the procedure below, namely:
a. Planning
In planning, the researcher did some steps, namely:
1) The reseacher arranged a lesson plan.
2) The researcher prepared the teaching media.
3) The reseacher prepared the teaching material. The material was taught in the
classroom about expository text.
4) The reseacher prepared the observation sheet and field note of the researcher’s
and the students’ activities.
5) The reseacher prepared the evaluation sheet of the students.
6) The reseacher prepared the students’ attendance list.
b. Action
There were some steps of action, namely:
1) The researcher entered the class and greets the students.
2) The researcher checked the students’ attendance list by calling the students’
name one by one.
3) The researcher reminded and reviewed the last material.
4) The researcher continued the last material by drill the students that did not
finish in the previous meeting in vocabulary mastery by using Word Wish
a) The students were asked to read through all 36 cards.
b) The researcher asked the students to chose the 10 wishes that mean the
most to them.
c) If the students did not have 10 cards in their "very important" pile, the
students choose some from “somewhat important" pile.
d) The students who had more than 10 in their “very important” pile, the
students through the cards and put some of the cards into “somewhat
important” or “not important” piles until the students only have 10 cards
in “very important” pile.
e) The students were asked to rank 10 “very important” cards and put the
most important ones at the top of piles.
5) The researcher improved students’ error during did the procedure.
6) The researcher conducted the test to the students.
7) The researcher distributed evaluation sheet to the students.
8) The researcher explained to the students how to did the test.
9) The researcher gave a chance to the students to answered all the questions.
10) The researcher collected the students’ evaluation sheet.
11) The researcher concludesd the material and motivated the students to learnt
more the material.
c. Observation
In observation stage, the researcher helped by the teacher-collaborator and
did some activities, namely:
1) The teacher-collaborator observed the students’ ability and their activities as
well.
2) The teacher-collaborator observed the researcher’s activities during the
implementation of action.
3) The teacher-collaborator observed the strength and the weakness during the
implementation 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.
4) The researcher found out the improvement about the weakness of action
implementation based on the observation result.
Second Meeting
In the meeting, the researcher continued to did the activities of the second
meeting by following the procedure below, namely:
a. Planning
In planning, the researcher did some steps, namely:
