CHAPTER I
INTRODUCTION
1.1 Background of the Study
As an International language, English has been an introductory language in
many countries. Many people attempts to learn and master it to communicate with other
people from different countries and cultures. So, they will not find any difficulties to
communicate with others especially coming from abroad.
Indonesia is a developing country which has many international activities in
each sector such as in commercial relation, tourism, technology, science, culture, and
many more. It is based on Depdikbuds’ Policy (1995:1) which stated that “English as
an international language needs to be taught for the development of science and
technology, culture age, and also the relationship among countries in the world.”
Therefore, in Indonesia’s curriculum English has become one of formal subjects
which have to be taught in elementary school, high schools and university.
Nowadays, English is important to be taught for students since they are in
elementary school because it can make the young learners be familiar with English as
soon as possible. It is needed a process step by step in mastering English. In English,
there are four components of language skills namely: listening, speaking, writing and
reading. It is impossible to master one of them without mastering vocabulary firstly.
According to Cameron (2001:75) which stated that “ Vocabulary is one of the
write, and listen learners have to know vocabulary firstly. Someone must know the
word if they can recognize its meaning when they see it.”
In fact, many people who learn English especially for in elementary schools
are often faced with the problem of vocabulary mastery. It is proved from the pre-
research observation done by the writer to the fifth grade students in SDN 067690
Medan, where the writer is also the English teacher there. Based on the pre- research
observation, the writer found that children as the learners face some obstacles in
mastering vocabulary. After actively taking a part in the instructional process for
several times, some problems come up dealing with vocabulary mastery. The
indicators are: (1) they have limited number of vocabularies, (2) it is hard for them to
memorize the meaning of words, (3) their scores of English tests are low.
In this case, the teacher should be able to apply a suitable method, approach,
even technique. It can be understood by them easily because the way of teaching
English in schools have an important role for supporting students’ interest.
According to Allen (1983:52) which said that “Language teachers are responsible for
creating conditions which encourage vocabulary expansion, and a well-chosen game
can help the students acquire English words.” In this research the writer chose a
game as the best technique for this research to make students be interested in
learning English in classroom.
In fact, everybody likes to play games, no matter how old they are. The writer
is sure that by using games will take enthusiasm of students in learning process, and
it can help the students in building their vocabulary exactly. They will remember and
playing the game. According to Rixon (1992:82) said that “Games help students
revise vocabulary and recalling something that happened in a game may help a
student remember the language connected with it." Moreover, the author continues,
Rixon (1992:80) said that “Vocabulary games provide a good chance for students to
learn something from one another.”
There are many variants of game techniques, but the writer just focuses on one
of games techniques, that is a guessing game technique. In this case, she chooses a
guessing game technique because the technique has a lot of benefits in learning
process in building vocabulary for elementary students. In this guessing game
technique, it provides pictures and real objects as object and some texts/clues to
describe it, and students will take a role to guess the picture through a describing text
of the picture. By using picture and real object, it will encourage the students to be
more attractive in teaching learning process. According to Klippel (1985:5) which
stated that “ The students’ curiosity can be aroused by texts or pictures containing
discrepancies or mistakes, or by missing or muddled information and this curiosity
leads to the wish to find out, to put right or to complete.”
The guessing game can encourage students to talk and express their ideas or
views about something freely with their friends. It can make the situation be fun and
communicative in the classroom. With talking, it can bring effects personally in
motivating students’ interest in learning process. Klippel (1985:5) said that
“…talking about something which affects learners personally is eminently
In the implementation, the students will be given about rules activities of
guessing game as follows : the students of the class were divided in some groups and
each group will be given some objects of picture ; in addition the member of team
tell a clue to another team in describing about the object such as: part of body,
household tools, vehicles, animals, foods. In finding the answer of what the object is,
the team should imagine about the object and guess it. The team will get point if they
can guess the answer correctly.
To sum up, this research will measure the student’s ability in improving
their vocabulary mastery in using a guessing game as the media to build English
vocabulary. In addition, this research also investigated the benefit in using of the
guessing game in the class.
1.2 Problem of the Study
1. How is the students’ achievement in mastering English vocabulary by using a
guessing game technique?
2. What is the benefit of guessing game technique to build students’
vocabulary?
1.3 Objective of the Study
1. Finding out the students’ achievement in mastering English vocabulary by
using a guessing game technique.
2. Finding out the benefit of Guessing Game technique to build students’
1.4 Scope of the Study
Based on the background of the study above, this study is limited to find out
to build students’ vocabulary through Guessing Game technique. The subject of the
study is focused on the five grade of SDN 067690 at Medan Johor, Medan.
1.5 Significances of the Study
Hopefully this study will help both of teachers and students in teaching
learning process for building the students’ vocabulary. For the teachers of English,
this will be helpful to provide her students with cheerful and joyful atmosphere in
