THE EFFECTIVENESS OF ACROSTICS GAME IN
IMPROVING STUDENTS VOCABULARY MASTERY
(A Classroom Action Research of the Tenth Years Students of SMK PGRI
2 Salatiga in the Academic Year of 2014/2015)
A Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)
in the English Department of Education Faculty
State Institute for Islamic Studies (STAIN) Salatiga
TENTREM RAHAYU 11310022
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
Never put off till tomorrow what we
can do today and we will never know
DEDICATION
This work is sincerely dedicated for:
My God Allah Most Gracious….Most Merciful.
My beloved parents, my father (Kamdi) and my mother (Wanti)
who always pray, guide, motivate me to become better person.
My beloved sisters (Widaningsih and Sulandari) and my big
family who fill my life with love and affection.
My counselor, Mrs. Setia Rini M.Pd. Thank for you advice.
Every student should be so lucky to have counselor like you.
All of big family SMK PGRI 2 Salatiga, the head master, all of
my teachers and students of XB class.
My lovely best friends (Fakiyah, Ratna, Irma, Restu, Wiwit,
Triyanah, Hikmah).
ACKNOWLEDGEMENT
In
the name of Allah, the most gracious, the most merciful, the lord of universe, because of Him, the writer could finish this thesis as one of the requirement for SarjanaPendidikan in English Department of Educational faculty of State Islamic Studies Institute
(STAIN) Salatiga in 2014.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports, guidance, advice, help and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for:
1. Mr. Dr. Rahmat Hariyadi, M. Pd as the rector of State Institutefor Islamic Studies
Salatiga.
2. Mrs. Rr. Dewi Wahyu Mustikasari, M. Pd as the head of English Department of
States Institute for Islamic Studies (STAIN) of Salatiga and the consultant of this
thesis. Thanks for all of your suggestion, recommendation and support for this
thesis from the beginning until the end.
3. Setia Rini, M. Pd as consultant who has educated, supported, directed and given the
writer advice, suggestion and recomendation for this graduating paper from
beginning until the end. Thanks for your patience and care.
4. All lecturers in English Department Faculty of STAIN Salatiga. Thanks for all
guidance, knowledge, support, and etc.
5. My beloved mother and father. Thanks for everythings (support and praying) no
one better than you.
6. All lectures of English Department who have taught and given knowledge for the
7. All of the staffs who have helped the writer in processing of graduating paper
administration.
8. Everybody who has helped me in finishing this thesis. Thanks for all supports,
advice, suggestion and other helps that you all gives. The writer hopes that this
thesis will useful for everyone.
Salatiga, November 2014
The writer
Tentrem Rahayu
ABSTRACT
THE EFFECTIVENESS OF ACROSTICS GAME IN IMPROVING STUDENTS VOCABULARY MASTERY(A Classroom Action Research of the Tenth Years Students of SMK PGRI 2 Salatiga in the Academic Year of 2014/2015)
The purpose of language teaching in Senior High school is to achieve functional level. In the functional level, they can develop the competence in communicating orally and written to resolve daily problems. The real problems faced by the students in the school in learning and teaching English are vocabulary mastery. Game is one of the solutions to overcome the problems. Application of the acrostics game in teaching learning English hopefully can help the students to improve their vocabulary mastery. This research will answer these main questions (1)To identify the implementation of students‟ vocabulary mastery using acrostic game for the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. (2)To be able to know the class condition before the teaching and
learning using acrostic game in the students‟ vocabulary mastery of the tenth years
students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. (3)To find out the result of the study after using acrostic game in the students‟ vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the academic year of 2014/2015. 25 students of the tenth years students of SMK PGRI 2 SALATIGA 2015 were instructed through Acrostics game to improve their vocabulary mastery. The methodology of this research used Classroom Action Research (CAR). It is conducted in three cycles. Each cycle consists of planning, action, observation and reflection. From the result, the researcher found several findings on it. The results shows that the mean score of post test in cycle I I is 66,4 the mean score of post-test in cycle II is 8,44 and the mean score of post-test in cycle III is 81,72. The findings show that the improvement of the students‟ vocabulary mastery is significant after applying acrostics game.
Keywords:Keywords: Effectiveness, acrostics game, vocabulary mastery.
TABLES OF CONTENTS
DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION... iv
MOTTO v
G. Review of Previous Research 10 H. Research Organization 11 CHAPTER II: THEORITICAL FRAMEWORK A.General Concept of Vocabulary 13
1. Definition of Vocabulary 13
2. The Importance of Vocabulary Matery 14
3. Kinds of Vocabulary 15
C.General Concept of Descriptive Text 21 1. Definition of Descriptive Text 21 2. The Generic Structure of Descriptive Text 21 3. Language Features of Descriptive Text 22
CHAPTER III: METHODOLOGY OF RESEARCH
A. The Setting of The Research 26
B. The Subject of Research 26
C. Type of the Research 29
D. Research Procedures 30
E. Technique of Collecting Data ... 34 F. Technique of Analyzing Data ... 36
CHAPTER IV: DATA ANALYSIS A. Field Note 38
B. Score of Students Achievement 55
C. Discussion 56 CHAPTER V: CLOSURE
A. Conclusion ... 58 B. Suggestion ... 59
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is all of the systems by which human beings combine sounds into
meaningful units. Such us words, and these into larger patterns to convey ideas and feeling (
Winston, 1966: 438). Language is a tool for communication between human beings with each
other. Human being is social creature, so they need others in order to communicate with
language. Language is very needed for human to express and receive some information,
message, feeling and so on. There are many kinds of language used by people and it is based
the people live such as Indonesia, English, China, Japan, French, etc.
Currently, English is very important. English is definitely important as a window to
the world and English is the key to access knowledge. In Indonesia in the past English was
only taught in secondary school. In current years, however, the teaching of English is
expanding into primary or elementary school settings (Fauziati, 2005: 169).
English is considered as a difficult subject for the Indonesian students, because
English is completely different from Indonesian language viewed from the system of
structure, pronunciation, and vocabulary. Especially for senior high school students in SMK
PGRI 2 Salatiga, they think that English is a very difficult lesson.
English consists of four basic skills that students must master. There are speaking,
writing, reading and listening. To master speaking, writing, reading and listening students
and technique in order to obtain a good result and avoid the student. Besides, the students can
be more interest to develop their vocabulary.
Vocabulary is the central of language teaching and learning. It plays an important role
in the four language skill. It gives contribution to the learners to perform or practice their skill
better. It means that by mastering the vocabulary, the learners will be able to produce so
many sentences easily either in spoken or written one. It is impossible for the learners to
perform their English well if their vocabulary is good. Therefore, vocabulary mastery must be
on the first priority in English language learning and teaching. Without mastering the
vocabulary, the learners will be difficult to master the other language skill. Only with a
sufficient vocabulary, learners can effectively express their ideas both in oral and written
forms. Thus, they should have good ideas on how to expand their vocabulary so that they can
improve their interest in learning the language.
According to the researcher‟s observation, the students‟ vocabulary mastery of
SMK PGRI 2 Salatiga is still low because they difficult to get KKM in 60. Although there are
still some students who are able to get KKM, which is the highest score is 85 and the lowest
is 50. Based on the observation in the classroom and interview with the teacher on
Wednesday, September 8th 2014 at 08.00 am at the SMK PGRI 2 Salatiga, the students have
motivation in learning English but most of them have difficulty in vocabulary mastery.
One of possible causes of this problem is that the teacher still uses the conventional
method in teaching the materials. The teacher just explains the materials and then gives
exercises in written form. The only teaching media are text book and blackboard. This
method makes the students sometimes feel bored and sleepy, especially when it is taught in
the last session. Considering that, the writer wants to give a solution especially in improving
students‟ vocabulary mastery. The solution is by teaching vocabulary using acrostic game.
gives much opportunity for the students to practice and repeat the sentence pattern and
vocabulary. Beside, acrostic is a kind of games that will make teaching-learning process more
attractive than before. The students will fun, relaxed and enjoyable, and they will memorize
the vocabulary in different way, that is by rewriting them.
Based on English syllabus for tenth years students of SMK PGRI 2 Salatiga the
researches choose a descriptive text in teaching vocabulary. Because acrostic is puzzles in
which clues are given to words whose first letters spell out a mystery word or phrase. The
clues are sometimes given in rhyme (Augarde, 1994: 3). The role of this game is guessing
clues. The clues are describe something such us person, thing, place etc. So the students
answer the question based on the clues. And students have to fill in words which start with
the resulting letters.
By the thesis, the researcher would like to know the students‟ vocabulary mastery in
SMK PGRI 2 Salatiga by using acrostics game. According to Endang Fauziati game is one of
activities which can help to create dynamic, motivating classes. The reason is that real
learning takes places when the students, in a relaxed atmosphere, participate in activities that
require them to use what they have been drilled on. Games are not only suitable for children
but also for adult.(Fauziati, 2005 : 130 ).The aim of teaching English at advanced is to
motivate them to be ready and self-confident in learning English at university level of
education. Having a limited vocabulary is also barrier that precludes learners from learning a
foreign language.(Fauziati, 2002: 155).
From the explanation above, the researcher assumes that teaching English by using
game is an attractive technique and encourage the students enriching their vocabulary and
enjoy in studying English. And the researcher would like to know the effectiveness of
acrostics game in improving students‟ vocabulary mastery. Students in this research are
By using game in teaching learning process the students will be able to master vocabulary
and making students are interested in learning English.
Based on the explanation mentioned previously the researcher to conduct a research
about “THE EFFECTIVENESS OF ACROSTICS GAME IN IMPROVING STUDENTS
VOCABULARY MASTERY (A Classroom Action Research of the Tenth Years Students of
SMK PGRI 2 Salatiga in the Academic Year of 2014/2015)
B. Problem Statements
Based on the phenomenon above, this research is aimed at giving answers on the
following problems:
1. How is the implementation of students‟ vocabulary mastery using acrostic
game for the tenth years students of SMK PGRI 2 Salatiga in the academic
year of 2014/2015?
2. How about the class condition before the teaching and learning using acrostic
game in the students‟ vocabulary mastery of the tenth years students of SMK
PGRI 2 Salatiga in the academic year of 2014/2015?
3. How is the result of the study after using acrostic game in the students‟
vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in the
academic year of 2014/2015?
C. Objectives of the Study
The general purpose of the study is to be able to know the effect of acrostics game
that is implemented in the classroom. The specific objectives of this study are:
1. To identify the implementation of students‟ vocabulary mastery using acrostic
game for the tenth years students of SMK PGRI 2 Salatiga in the academic
2. To be able to know the students ability before the teaching and learning using
acrostic game in the students‟ vocabulary mastery of the tenth years students
of SMK PGRI 2 Salatiga in the academic year of 2014/2015.
3. To find out the result of the study after using acrostic game in the students‟
vocabulary mastery of the tenth years students of SMK PGRI 2 Salatiga in
the academic year of 2014/2015.
D. Benefit of the Study
The benefits of the research are as follows:
1. Practically
a. For the students‟
Teaching vocabulary by using acrostic game can motivate the students‟ in
order to be more interested in learning vocabulary.
b. For the English teacher
This research also gives teacher knowledge about a method that can be used by
him or her to improve students‟ vocabulary.
c. For the researcher
The findings of the research can be used as a starting point in improving the
writer‟s teaching ability.
d. For other researcher
The writer hopes that the result of the research can be used as reference for
those who want to conduct a research in teaching English.
The innovation of this research will enrich the theory of teaching English and the
result of the research can be used by English teacher to improve the students‟
vocabulary mastery.
E. Limitation of the Study
In order to make a focus in this research, especially in the explanation, the writer
limits the study as follows:
1. The students‟ improvement in vocabulary mastery.
2. The improvement of students‟ vocabulary mastery by using acrostics game in
teaching descriptive text.
3. This research is carried out to the tenth years students in SMK PGRI 2 Salatiga.
F. Definition of Key Term
To avoid misunderstanding, the researcher gives explanation or definition of some
key terms used in this study:
1. Effectiveness
According to Homby, the effectiveness is having an effect; able to
bring about the result intended. (Homby, 1974: 277).
2. Improve
Improve is to make better (Holt, Rinehart, Winston, 1966: 391). It
explains the raising of the students vocabulary mastery. The students‟
vocabulary mastery will be better.
Student is person who attends an education institution or who receives
other instruction or person who is devoted to books and learning (Holt,
Rinehart, Winston,1966: 806)
3. Game
A game is one of activities which can help to create dynamic,
motivating classes. The reason is that real learning takes places when the
students, in a relaxed atmosphere, participate in activities that require
them to use what they have been drilled on. Games are not only suitable
for children but also for adult.( Fauziati. 2005 : 130 ).
Game is form of play, especially a contest, played according to roles
(Winston, 1966; 319).
Jill also says that a game is an activity with rules, a goal and an
element of fun. (Hadfield, 2001: 4).
4. Acrostics
Acrostic is puzzles in which clues are given to words whose first letters
spell out a mystery word or phrase. The clues are sometimes given in
rhyme (Augarde, 1994: 3).
Acrostic is word puzzle, word arrangement, in which the first or the
first and last, letters of the lines make a word or words (Hornby, 1963: 10)
Acrostic is an arrangement of words in which initial or other letters,
when taken in order, form words or phrase. Or an arrangement of letters
that form the same words when read horizontally or vertically
Acrostic a series of written lines of verses in which the first, last, or
other particular letters form a word, phrase, the alphabet, etc (Urdang,
1968: 17)
5. Vocabulary
Vocabulary is more than list of target language words.(Nunan, 1998:
101).
Vocabulary is the experience of most language teachers that the
singgle, biggest component of any language course (McCharty, 1990: ix)
Vocabulary is a central part of language. The more words students
know well and can use, the more meaning they can communicate in a
wide variety of circumstances (Coxhead,2006: 1).
Vocabulary is central to language and of critical importance to typical
language learner. Without a sufficient vocabulary, one cannot
communicate effectively or express his ideas in both oral and written
form. Having a limited vocabulary is also barrier that precludes learners
from learning a foreign language (Fauziati, 2002 155:)
Vocabulary is a word considered only as a combination of certain
sounds or letters, without regard a meaning (Urdang, 1968:1473).
Vocabulary is alphabetical list of words, often with translation or
definition; lexicon; glossary (Winston, 1966; 911).
Jim scrivener also says vocabulary is a powerful carried of meaning.
Beginners often manage to communicate in English by using the
accumulative effect of individual words. (Scrivener, 73 : 1994 ).
Vocabulary game is one in which the learners „attention is focused
mainly on words. ( Lee,1979: 37).
G. Review of Previous Research
In this research, the researcher takes three previous researches. The first is research by
Zunita Widyasari entitled „‟ The Use Of Crossword Puzzle To Improve Vocabulary Mastery (A Classroom Action Research In The First Year Students Of MA Al Bidayah Candi Bandungan In The Academic Year 2009/2010)‟‟ the object of her study are to find out
whether crossword puzzle can improve the students‟ vocabulary mastery. The result of her
research teaching vocabulary using crossword puzzle can improve students‟ vocabulary
mastery and students‟ interest.
The second research by Nur Hidayah entitled „‟ The Use Of Realia To Improve
Vocabulary Mastery (A classroom Action Research In The Third Year Students Of MI Nurul Azhar Terban Pabelan In The Academic Year 2010/2011)‟‟ . The objects of her study are to
find out whether realia can improve the students‟ interest and to find out whether realia can
improve the vocabulary mastery. The result of her research teaching vocabulary using realia
can improve students‟ interest and vocabulary mastery.
The third was conducted by Desti Ela Soraya with her research paper “ “Improving
Students‟ Vocabulary Mastery By Climbing Up A Ladder Game ( A Classroom Action Research of the First Year Students‟ in SMP Islam Sudirman Ambarawa in the Academic
Year 2011/2013)”. She summarized that using of climbing up a ladder game can influence
the improvement of the students in vocabulary mastery of the first year students of SMP
Islam Sudirman Ambarawa in the Academic year 2011/2012. The reasons why the writer
reviews it because it gives clear example, so the writer can explain with more details.
The researcher wants to arrange the graduating paper in order to the reader can catch
the content easily. It is divided into five chapters.
Chapter I is Introduction. It is consist of background of study, problem statements,
objectives of the study, benefit of the study, limitation of the study, definition of key terms,
and review of previous research, methods of research.
Chapter II is Theoretical Framework which discuss about general concept of
vocabulary, general concept of acrostic game and general concept of descriptive text.
Chapter III explains about Methods of Research that consist of setting of the research,
subject of the research, type of the research, research procedure, and technique of collecting
data and technique of data analysis.
Chapter IV is Data Analysis. Consist field note, score of students achievement of
cycle I, cycle II, cycle III, discussion.
Chapter V is Closure. The writer states summary of the study includes Conclusion and
Suggestion.
Bibliography
CHAPTER II
THEORETICAL FRAMEWORK
A. General Concept of Vocabulary
1. Definition of vocabulary
Vocabulary is a powerful carried of meaning. Beginners often manage to
communicate in English by using the accumulative effect of individual words ( Scrivener,
1994 : 73 ). Acording to (Charty, 1990: ix) Vocabulary is the experience of most language
teachers that the single, biggest component of any language course. Vocabulary is a
central part of language. The more words students know well and can use, the more
meaning they can communicate in a wide variety of circumstances (Coxhead,2006: 1).
Vocabulary is central to language and of critical important typical language learner.
Without a sufficient vocabulary, one cannot communicate effectively or express his ideas
in both oral and written form. Having a limited vocabulary is also barrier that precludes
learners from learning a foreign language (Fauziati, 2005 : 155 ). Having limited
vocabulary is also a barrier that precludes students from learning a foreign language and
when they do not know how to enrich their vocabulary, for example they often gradually
lose interest in learning (Fauziati 2005: 155).
Every person must have vocabulary for communicating with others, it is a very
though vocabulary does not always affect in the fluency of language, there are some
language aspects that must be known and mastered by learners, such as grammar, diction,
pronunciation, and so on, vocabulary still becomes requirement for mastering a language.
From some opinions given above, it seems that vocabulary is a total number of words
used by a person, class, profession in communication.
2. The Importance of Vocabulary Mastery
Vocabulary is important in case, it could help the students to enjoy their classes. One
who mastery enough vocabulary will find fewer difficulties than those who have fewer
vocabularies.
Moreover, vocabulary has an important in teaching learning process. According to
Scrivener (1994: 74) in classroom there are the roles of vocabulary:
1. Vocabulary is very important and needs to be dealt with systematically
in its own right; it is not simply an add-on to grammar or skills lesson.
2. Our job does not as soon as learner has first met some new vocabulary;
we need to help them practice, learn, store, recall, and use the items.
3. Training in the use of English.
4. We need to distinguish between vocabulary for productive use and for
receptive recognition and adapt our classroom work appropriately.
5. We need to deal not only with single word lexical items, but also with
longer, multi-word items (Scrivener, 1994: 75).
3. Kinds of Vocabulary
Scrivener ( 1994 : 74 ) says that there are two kind of vocabulary, there are receptive
a. Productive vocabulary is the sets of words that are used in spoken
communication. Good pronunciation might be encouraged getting the
sounds and stress right.
b. Receptive vocabulary is the use of words that we recognize and
understand, but tend not to use ourselves.
Productive and receptive vocabularies are words that the students understand when
they use in everyday situation. They can‟t product it correctly in reading or listening. In
contrast, productive and receptive vocabularies are the set of word that they understand,
can pronounce correctly and use constructively in speaking and writing.
Sometimes, vocabulary is easier aspect of a foreign language to learn but it hardly
required formal attention in the classroom. The students are quickly to accept but they are
quickly forgotten.
4. Principle of Teaching Vocabulary
According to (Nation, 2000: 625) there are three principle of teaching vocabulary, this
principles are as follow:
a. Content and sequencing
Content and sequencing is what vocabulary is focused on and how it is
divided into stages.
b. Format and presentation
Format and presentation is how the vocabulary is taught and learned.
This is the most visible aspect of course design and involves the general
approach to vocabulary teaching, the selection of the teaching and
c. Monitoring and assessment
Monitoring and assessment is how learning is measured. The function
of monitoring and assessments are test learners to see what vocabulary
they need to focus on, use monitoring and assessment to keep learners
motivated, Encourage and help learners to reflect on their learning.
5. Teaching Vocabulary
Teaching is the act or profession of a person who teaches. Sometime that is taught
(Urdang, 1968: 1348). Teaching is work of one who teaches; profession of a teacher
(Winston, 1966; 832). Vocabulary is a word considered only as a combination of certain
sounds or letters, without regard a meaning (Urdang, 1968:1473). Teaching vocabulary is
the studying second language because vocabulary is the basic material to master the four
language skills that is speaking, reading, writing and listening. Without understanding the
new words, the students will get the difficulties to studying English language. The other
reason is vocabulary that central of language and of critical importance to typical language
learner. Without a sufficient vocabulary, someone cannot communicate effectively or
express his ideas in both of oral and written form. Having a limited vocabulary is also a
barrier that precludes learners from learning a foreign language. The status of vocabulary
within the curriculum and a attitude of foreign language teachers toward vocabulary
instruction have varied considerably over the year some teachers usually using Grammar
Having limited vocabulary is also a barrier that precludes students from learning a
foreign language and when they do not know how to enrich their vocabulary, for example
they often gradually lose interest in learning (Fauziati 2005: 155). The status of
vocabulary within the curriculum has varied considerably over the years. It suffered
significant neglect during the 1950s and 1960s when audio lingual‟s had a dominant
influence on methodology, but make something of a comeback during the 1970s under the
influence of communicative language teaching (Nunan, 1991:116)
B.General Concept of Acrostics Game 1. Definition of acrostics game
Acrostics are puzzles in which clues are given to words whose first letters spell out a
mystery word or phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3).
Acrostic is word puzzle, word arrangement, in which the first or the first and last, letters of
the lines make a word or words (Hornby, 1963: 10)
According to (Winston,1966: 9) Acrostic is an arrangement of words in which initial
or other letters, when taken in order, form words or phrase. Or an arrangement of letters
that form the same words when read horizontally or vertically. Acrostic is a series of
written lines of verses in which the first, last, or other particular letters form a word,
phrase, the alphabet, etc (Urdang, 1968: 17).
2. How to play acrostics game
Procedures of acrostics game can be modified by a teacher itself. An acrostic is
puzzles in which clues are given to words whose first letters spell out a mystery word or
phrase. The clues are sometimes given in rhyme (Augarde, 1994: 3)
1. Teacher gives explanation to the students what is an acrostic game.
2. Gives an example of an acrostic related to the same subject matter so
they get the idea of the strategy.
3. Gives a word picked out to make the acrostic form.
b. Application Steps:
1. Students will work individually in order to pick words that best suit
them.
2. Show them the example on the board.
3. Give them the word they will make the acrostic form.
4. Explain that the words they choose must be related to the term.
5. Ask students what they came up with.
(http://www.berkeleycountyschools.org/cms/lib02/WV01000962/Cen
tricity/Domain/34/Writing.pdf/ Wednesday,16-09-2014, 01.35 a.m
Example: These six clues lead to six words, whose initial letters spell a
famous city (Augarde, 1994: 3):
1. It‟s beside the road
2. This involves the load
3. This is pleasant for you
4. And a song for two
5. A Europian river
6. Makes them all a-quiver
Solution:
Lay-by
Nice
Duet
Oder
Nerves
3. Variation in play acrostics game
There are many possible variations on this game or you can add and change the rule
of this game, for example, in a book of the oxford A to Z of word game, written how to
play “ acrostic 2 :
a. The first player choose a word of at least four letters-usually six or
more-which each player writes in a column down the left-hand side of their
paper.
b. Then write the same word in reverse down the right-hand side of the
paper.
c. Players have to fill in words which start and end with the resulting
letters.
d. The winner is either the player who fills in all the spaces first or the
player who uses the longest word or words within a set time (usually five
minutes) (Augarde: 1994, 4)
Example: Andi suggests English as the word. He fills in the words like
this, later adding the scores for each letter used:
L a t e r a L = 7 I n K i n G = 6 S o l u t i o N = 8 HappenestancE = 12
C. General Concept of Descriptive Text 1. Definiton of Descriptive Text
A descriptive text is to describe particular person, place or thing. (Sudarwati
and Grace, 2006: 135)
2. The Generic Structure of Descriptive
According to Sudarwati and Grace (2006: 172) there are several important
elements to make up a description, they are:
Identificatin Mention the special particular.
Description Mention the part, quality, and characteristics of the subject being described.
3. Language Features of Descriptive Text
Sudarwati and Grace (2006: 172) stated that the language features of
descriptive text are:
a. The use of adjective and compound adjectives.
Example : - A five hundred seated football stadium
b. The use of linking verbs / relating verbs.
Example : - The temple is so magnificent
- The temple consists of terraces
c. The use of Simple Present Tense.
Example: - The museum blouses hundreds of Greek Statues
-The hotel provides 450 rooms and a large swimming pool
d. The use of degree comparison
Example : - The weather in Jakarta is hot better than Bandung
-Bogor has the same weather as Ungaran
4. The Example of Descriptive Text
According to Sudarwati and Grace (2006:167) the example of descriptive text is:
The Borobudur Temple
Borobudur is a
Hindhu-Budhis temple
built in the 9th century
under the Syailendra Identification
Identify subject to be described
dynasty of Java. It is
partially excavated by
archeologists in the
early 20th century,
Borobudur temple is
well-known all over
the world.
Influenced by
the Gupta architecture
of India, the temple is
square and surrounded
by walls adorned with
Buddhist sculpture in
three are circular, each
with a circle of
bell-shapedstupas (Budhist
shrines).
Entire edifice is
crowned by a large
stupa at the center of
the top circle. The way
to the summit extends
through some 4.8 km
of passages and
stairways.
Parts
The design of
Borobudur, a
temple-mountain symbolizing
the structure of the
universe, is similar to
the temples built at
Angkor, Cambodia.
The Borobudur
Temple rededicated as
Adjective
Comparative degree
CHAP TER III
RESE ARCH METH OD
A. The Setting of the Research
The research is located at SMK PGRI 2 SALATIGA in JL. Nakula Sadewa No.1,
Kembang Arum, Salatiga. The research was applied for the students of tenth years in this
school. The students have motivation in learning English but most of them have
difficulty in vocabulary mastery and they are shy or even afraid of creating mistakes
which led them, they use Bahasa to explain their idea in English lesson.
The classroom action research was done from October 2014 to November 2014.
The description of the building of SMK PGRI 2 Salatiga is as follows: Facilities and
infrastructure in SMK PGRI 2 Salatiga, consist of classroom, language laboratory,
computer laboratory, library, head master room, administrative room, consulting room,
vice principle room, mosque, toilet for teacher, toilet for students, learning media,
canteen, and others.
B. Type of The Research
Type of this research is classroom action research. The researcher and the observer
observed and made a note everything that occurred in learning process. According to
Arikunto (2007: 2) classroom action research is formed from three words they are: an Indonesian national
monument in 1980 is a
valuable treasure for
a. Research: an action to get details from an object using certain way or methodology
to get useful data or information in increasing the quality of something that attract
the researcher interest and important for him/her.
b. Action: activity that intentionally done in certain aim, that has a form of cycle
sequence activity to students.
c. Class: a group of students in the same time and have the same lesson from their
teacher.
He added that this action was expected to increase the students‟ learning result, so it
should concern with the teacher‟s effort in learning process (Arikunto, 2007: 2)
C. Subject of the research
The subject of research is students XB Accountancy of SMK PGRI 2 Salatiga in
the academic year of 2014/2015. It consists of 25 students with 1 boy and 24 girls. The
writer choose XB because based on the information from the English teacher, the
students in this class have high motivation in learning English. But the students in this
class have little vocabulary so they difficult to explore and express their ideas orally or
written form. Although this class is very noisy but this condition can be increase
students‟ attention to be active in learning English and enrich their vocabulary.
TABLE 3. 1
The List XF Class Group of SMK PGRI 2 Salatiga in the Academic Year of 2014/ 2015
Skill Program : Accountancy
Teacher Class : Roni Setyo Nugroho S.Si
No. Nis Name Sex
1. 6508 Adelia nurmala dewi Female
2. 6509 Amadea luna brilliani Female
3. 6510 Dana tirta nirwana Female
10. 6517 Febriyanti yuni saputri Female
11. 6518 Hani widiawati Female
12. 6519 Helga ayu rosiana Female
13. 6520 Lennia setyaningrum Female
14. 6521 Linda pramessela Female
25. 6532 Wina pangestuningsih Female
Source: SMK PGRI 2 Salatiga 2014
D. Research Procedures
This study uses classroom action research; the first concept of classroom action
research is introduced by Kurt Lewin. Kurt Lewin said that in one cycles is consist of
four components, they are planning, acting, observing, and reflecting (Arikunto,
2010:131). The researcher uses the action research model of Arikunto, the spiral-shaped
Figure 3.2
The steps in every cycle are the same and the researcher will do the research in
three cycles those are cycle I, cycle II and cycle III and there are 1 meeting in each
cycle. From the chart of the research model can be seen that there are four stages of
action research prevalent, as the following:
a. Planning
In this research the researcher is a teacher, and my friend Restu is observer.
Stage of research is designed in three phases, that is: cycle I, cycle II, cycle III,
which each cycle consist of planning, implementation, observation and reflection.
To obtain preliminary data, the researcher doing the pre-cycle, the proceedure to
the planning cycle as follows:
Figure 3.3
Research plan
Reflection Practice
Observation Cycle I Planning
Reflection Cycle II Practice
Planning
Observation
Planning Reflection
Practice Cycle III
Cycle I
Cycle II
Preliminary Study Interviewing the English teacher, giving questionnaire and pretest to
the students, in the tenth year of SMK PGRI 2 Salatiga
2. Preparing the role of acrostics game 2. Every action in cycle
2 stills any problems.
3. Continue to the next cycle
2. Preparing the role of acrostics game
Acting Conducting the
Cycle III
b. Action
The second stages of action research is the implementation of the application,
the teacher must remember and try to obey what has been formulated in the draft.
In the action stage refers to the lesson plan.
The implementation of the action involved one meeting in each cycle. The
time table of the can be seen of the following table:
Table:
The Schedule of The Classroom Action Research
Meeting Date Theme/Sub
Theme Preliminary study September 8th 2014 Observation
and interview 2. Every action in cycle
Cycle III 1 October 27rd 2014 Descriptive text
c. Observation
An observation is scientific method, that can be systematically used to
observe and note the phenomena investigated ( Hadi, 1995: 136). Observation is
one of the instruments which are used in collecting the data. As a scientific
method, observation can be systematically used to observe and note all of the
phenomena investigated like students‟ feeling, thinking, and something they do in
the process of teaching learning.
d. Reflection
The research finding is analyzed. It is to remember what happened in
observation. Reflection seeks to make sense of process, problems, and real issues
in action. Reflection has an evaluative aspect, to judge whether the method can be
problem solving to improve student‟s vocabulary mastery.
E. Technique of Collecting Data
The researcher will present the act of collecting data as follows:
1. Test
Arikunto (2010: 226) stated that test is used to measure the students‟ basic
ability and achievement. To get the data the writer does the test that consists of
pre test and post test.
1. Researcher using pre-test to know the student‟s ability before the
2. Researcher using post-test to know the student‟s improvement after
using acrostics game.
The function of pre test is to know how far the vocabulary mastery of the
students is before they use acrostic game. While, the function of post test is to
know the increasing of vocabulary mastery after they have use acrostic game.
Pre and post test are to knowing the differences of the students‟ ability before
and after the teaching use the method.
2. Observation
In addition the researcher also conducted observation with classroom
action research, the researcher joined in the classroom. In this case, the
researcher is a teacher. Observe is look at an occurrence, movement and
process. Observing is not an easy task since people are influenced a lot by
interests and tendencies they have. In observation the most effective method is
by fulfilling an observation blank form as a tool. The arranged form consists
of items about occurrences or behaviors that drawn will be happened
(Arikunto, 2010: 272).
In this stage the researcher used field note which is used to observe and
to know the situation and activities during teaching-learning process. By used
field note the writer would like to know the class situation and participation of
students.
3. Documentation
Arikunto (2010: 274) stated that documentation methods is an activity
to look for variable like notes, transcribes, books, newspapers, magazines, etc.
This method is not too difficult since if there is an error the source data is still
In this stage, the researcher make a note and takes photographs as
proof of teaching learning activity.
F. Technique of Analyzing Data
After collecting the data, the next step of study is analyzing the data. There are
two approaches to analyze the data, they are:
a. Qualitative Approach
Qualitative approaches collect and summarize data using primarily
narrative or verbal methods: observations, interviews, and document analysis
Lodico (2006: 5).
b. Quantitative Approach
Quantitative approaches summarize data using numbers. Hypotheses and
methods of data collection are created before the research begins (Lodico,
2006: 6).
This technique is used to know the students‟ score of vocabulary mastery in
each cycle. The researcher using mean to analyze the data of the research. The
formulas according to Hadi (1981: 246) are:
1. Mean
Where,
: Mean of students‟ score
: The total number of students
2. SD (Standard Deviation)
√ ( )
Where,
: Deviasion Standart for one sample t-test
: Different between pre-test post-test
: Number of observation in sample
3. T-test
To be able to know whether there is a significant improvement or not
between pre-test and post-test, researcher using t-test after calculate the SD.
The formula is:
: T-test for the differences of pre-test and post-test
: Deviation Standart for one sample t-test
: Different between pre-test and post-test
CHAPTER IV
IMPLEMENTATION OF THE STUDY
A. Field Note
In this chapter, the researcher would like to analyze the data gathered from the
action research activities. The data was obtained from the teaching learning process
and evaluation. The aim of the analysis is to measure the improvement of 25 students‟
vocabulary in learning process by applying acrostics game. In this research the
researcher has arranged three cycles; those are cycle I, cycle II and cycle III.
1. Cycle I
a. The first activity in this research is planning. The activities prepared:
1) Preparing the material entitled “ My Cousin”, making lesson plan, and
designing the steps in doing the action.
2) Preparing list of students‟ named and scoring.
3) Preparing teaching aids
4) class observation (to know the situations of teaching learning process when
the method or technique or mode is applied)
5) Preparing a test (including pre-test and post-test)
The first activity was conducted on Monday, October 6th 2014. The researcher
entered B class of the tenth years of SMK PGRI 2 Salatiga. The researcher introduced
herself and she explains what her purpose being in SMK PGRI 2 Salatiga.
Teacher : Assalamu‟alaikum Wr. Wb
Students : Wa‟alaikum salam Wr. Wb
Teacher : Morning class, how are you today?
Students : Morning Miss, fine thank you. And how are you?
Teacher : I am very well too thank you
Teacher : Before we continue our lesson today, I will introduce myself first. My
name is Rahayu. I am the alumni of this school who was graduated in
2010.
The first pre-test given by the teacher was doing multiple choices and
completed the text entitled My Best Friend. Teacher shared the worksheets to the
students. She also went around through the class to check the students‟ work and
to help students‟ difficulties. Most of them have difficulties in the meaning of the
word. After the time for the test finished the teacher collected the students‟ work.
Then, the activity continued with explanation of the material by the teacher.
When the teacher explained it, the students listened and paid attention to her. But
still there were some students who didn‟t get it.
After that, the teacher implemented her teaching technique by gave them a
task about acrostics game. When this activity occurred, some of students felt
confuse with the method so the teacher gave a more clear instructor about it. The
the resulting letters. The teacher asked the students to work by individually and
gave them limited time to finish it. When they finished it they should collect their
work.
After this activity ended, the students back to their own seat and given
post-test as homework.
c. Observation
In the first cycle few students looked happy to follow teaching learning
process. This is because the teacher is new person for them. So, it built new
atmosphere in their classroom.
There were some students had difficulties in the meaning of the word.
Nevertheless, there were some other students had a many vocabularies.
Furthemore, the researcher will analyze the students‟ improvement in learning
vocabulary by searching the mean of pre-test and post-test and extend of the use
of “acrostics game” by t-test calculation.
d. Reflection
By analyzing the result of cycle I, the researcher has notion that English
teacher must have seriousness with the students‟ vocabulary mastery. The teacher
also has to be more creative to give materials. On the next cycle the acrostics
game will be more interesting.
2. Cycle II
Based on the result of cycle I, it is necessary for the researcher to continue the
next cycle.
a. Planning
1) The researcher preparing the material entitled “ Borobudur Temple”,
making lesson plan, and designing the steps in doing the action
2) Preparing students list and scoring
3) Preparing teaching aids
4) Preparing sheets for classroom observation (to know the situations of
teaching learning process when the method or technique or mode is
applied)
5) Giving occasion to the students to ask any difficulties or problems
6) Preparing test ( including pre-test and post-test)
b. The Implementation of action
On Monday, October 20th 2014 researcher entered the class at 07.00 am.
Teacher usually starts the meeting by greeting and asking student‟s condition.
Teacher : Assalamu‟alaikum Wr. Wb
Students : Wa‟alaikum salam Wr. Wb
Teacher : How are you today?
Students : Fine Miss, how about you Miss?
Teacher :I am very well too, thank you. I will check your attendance first.
Who is absent today?
Students : No one miss...
Students : Yaa...Miss, nanti ada permainan lagi ya?
(Yes, miss.... did you prepare some games for us miss?)
Teacher : Rahasia dong. Satu pertanyaan sebelum pelajaran dimulai.
(That a secret guys. Now, I will ask you first. What did you do last
night?).
Students : Iya... belajar miss...
Yes, Study Miss....
The teacher also gave the printed material to the students as a reminder. So it
will be a help to the students in doing their task.
When doing the pre-test teacher allowed the students to use dictionary or
asked her about the difficulties they got. Teacher observed every student by
walking through the class. Teacher also gave limited time to finish the students‟
task so they should finish it soon and collected it.
In this meeting the researcher explained more about learning vocabulary with
“Acrostics” game, the steps were as they did before. When the teacher applied the
same technique, the students seemed more familiar since it just the same with the
previous one. Teacher just reminded them again about the rule.
In the end meeting, the researcher gave post-test as homework and closed the
meeting.
Teacher : “Ok class, because the time was over, please submit your test and we
closed our meeting.”
Teacher : Ok, thanks for your attention today. See you next time guys...
Students : See you next time...
c. Observation
In this cycle a half of students in the class are attention to follow the learning
process. The researcher watched the students‟ activity during the teaching
learrning process. A half of the students more understood about the material.
Even though still there are some any mistakes so the researcher goes to the next
cycle.
d. Reflection
After analyzing the result of cycle II, the teacher concludes that using acrostics
game in English lesson can improve students‟ vocabulary mastery, because in this
class students must guess the clues even though they sometimes find some
difficulties. From analyze above we can see that there is an increased understanding
of the material and quality of vocabulary students when compared with the cycle 1.
In the next cycle, the teacher would use the same method.
3.Cycle 3
1. Planning
The activities in the planning are:
a. Preparing materials entitled “Aloe Vera and Jogjakarta”, making lesson plan,
and designing the steps in doing the action
b. Preparing list of students „name and scoring
d. Preparing sheets for classroom observation (to know the situations of teaching
learning process when the method or technique or mode is applied)
e. Preparing a test ( including pre-test and post-test)
2. The implementation of action
Monday, October 27rd 2014, the researcher entered the class at 07.00 a.m. The
class was active enough, because they got English lesson on first hour. So, the
students felt fresh and have enough concentrate. Like the last meeting, the teacher
opens the class with greeting and asking the condition.
Teacher : Assalamu‟alaikum wr.wb
Students : Wa‟alaikumsalam wr.wb
Teacher : Good morning every body
Students : Good morning miss
Teacher : How are you today?
Students : I‟m fine, thank you. How are you?
Teacher : I‟m very well too, thank you. Let‟s say basmallah together. Students : Bismillahirrahmanirrahim..
Teacher : Before we continue our lesson today I will check your attendance
first...
(Then the researcher check their attendance)
Teacher : Okay guys... now we will continue our lesson. Please prepare your
book....
Students : Ya miss
Teacher : Listen for me, now we still discuss about descriptive entitled Aloe
Vera and Jogjakarta.
Then teacher gave their task. It was continued by doing pre-test. Teacher and
her partner observed the students activity. Teacher also gave guidance to the
students.
After finishing their task, teacher used her technique again to convey the
materials. The students seemed more understand about the technique. So it was
done smoothly. On the end meeting, the students had done the post-test. It is used
to measure the students improvement after using acrostics game.
Teacher : Ok, from our material today have you difficulties?
Students : No miss....
Teacher : Ok, if you don‟t have any question lets we close our lesson today with
saying hamdallah together.
Students : Alhamdullillah...
Teacher : Thank you very much for your attention today. Wassalamualaikum wr
wb
Students : Wassalamualaikum wr wb
3. Observation
In cycle III, teacher use same method with cycle I and cycle II. Most of
the students are understood about the material. They have full enthusiastic and the
students can finish the assignment well. After the teacher explain the material
learning process in this cycle is very active (teacher and students) and the class
condition was not vacuum like the cycle before. After analyzing the result of third
cycle, concluded that acrostics game can improve 25 students‟ vocabulary.
4. Reflection
By observing the teaching and learning process in the cycle I, cycle II and
cycle III, it can be concluded that the acrostics game can improve 18 students‟
vocabulary in cycle I, 21 students‟ vocabulary in cycle II, and 25 students‟
vocabulary in cycle III. Besides, the acrostics game can motivate the students to
be more creative in the learning process, although there are some problems to
know the English words. In this meeting the game is carried out well.
Then teacher decided that is the last meeting, because the acrostics game
has improved the students‟ vocabulary mastery. In addition it could be seen in the
score of pre-test and post-test in each cycle.
B. Score of Students Achievement 1. Score of cycle I :
a. The result of Pre-Test and Post-Test in Cycle I
The mean of Pre-Test and Post-Test
There is an improvement of vocabulary mastery between pre-test and
post-test
b. SD (Standard Deviation) of Pre-test and Post-test
t
o T-table < t-calculation = 2,75 < 8,36
Based on the result above, it shows that the mean of pre-test and post-test
enhances. It seems from comparison of the mean score of pre-test and post-test in
cycle I. The mean of pre-test is 59,4 while the mean of post-test is 66, 4. Based on this
result, it means that applying the Acrostics game is successful in improving the
students‟ vocabulary mastery.
The T-calculation also shows that there is significant influence of Acrostics
game in improving the students‟ vocabulary mastery. The result is that T-calculation
is 8,36 while T-table is 2, 75. It means that there is considerable influence in cycle I
2. Score of Cycle II
a. The result of Pre-Test and Post-Test in Cycle II
The mean of Pre-Test and Post-Test
M
x
N
Explanation:
M = Mean
X = The sum of student‟s value
N = The number of subject
Mean of Pre-Test II = 1559 25
= 62,36 rounded (62)
Mean of Post-Test II = 1917 25
= 76,68 rounded (77)
Mean of Pre-test = 62,36
Mean of Post-test = 76,68
Mean of pre-test ≤ than post-test
There is an improvement of vocabulary mastery between pre-test and
post-test
b. SD (Standard Deviation) of Pre-test and Post-test
SDD √ D
2
N (
D
N )
T-calculation is 8,44
T-table < t-calculation = 2,75 < 8,44
Based on the result above, it shows that the mean of pre-test and post-test
enhances. It seems from comparison of the mean score of pre-test and post-test in
cycle II. The mean of pre-test is 62,36 while the mean of post-test is 76,68. Based on
this result, it means that applying the Acrostics game is successful in improving the
students‟ vocabulary mastery.
The T-calculation also shows that there is significant influence of Acrostics
game in improving the students‟ vocabulary mastery. The result is that T-calculation
is 8,50 while T-table is 2, 75. It means that there is considerable influence in cycle I
because T-calculation is bigger than T-table.
2. Score of Cycle III
a. The result of Pre-Test and Post-Test in Cycle III
The mean of Pre-Test and Post-Test
6 73 80 7 49
Mean of Post-Test III = 2043
25
Mean of Pre-test = 63,96
Mean of Post-test = 81,72
Mean of pre-test ≤ than post-test
There is an improvement of vocabulary mastery between pre-test and
post-test
b. SD (Standard Deviation) of Pre-test and Post-test
t
o81,72. It means that Acrostics game is able to improve students‟ vocabulary mastery.
The result of the t- calculation is bigger than t- table that is 9,8 from t- table
2,75. It means that there is significant different between pre test and post test.
In addition, after analyzing the result of cycle 1, 2 and 3 the researcher
concluded that by using Acrostics game, it could improve students‟ vocabulary
mastery. It can be seen in the result of pre test and post test is higher than the
standardized score (kriteria ketuntasan minimal) in score 60. .
C. Discussion
From the result of analyzes in cycle I, II and III, the researcher analyzed the
a. The mean of students score
From the table above, we know that the mean of post-test 66,4 is higher than
mean of pre-test 59,4 in cycle 1. The mean of post-test 76,68 is higher than mean of
post-test 76,68 in cycle II. In cycle III, mean of post-test 81,72 is higher than mean of
pre-test 63,96.
The table above display that the improvement of the students‟ vocabulary
mastery is significant from the cycle I to the cycle III. The difference among whole
results is obviously great. This means that the Acrostics game can improve the
students‟ vocabulary mastery.
The tabel above also shows that t-calculation in cycle I, cycle II to cycle III
are greater than t-table, it means that there are significant differences between mean of
pretest and posttest.
Based on the comparison among T-calculation of cycle I,II and cycle III the
implementation of Acrostics game on vocabulary mastery is successful to improve the
students‟ vocabulary mastery. It can be seen in the table. The table shows that T
In addition, the mean of pretest and post test of each cycle increases
significantly. The table above displays that the mean of cycle I improves; the mean of
pre test is 59,4 and the mean of post test is 66,4. The mean of cycle II improves; the
mean of pre-test is 62,36 and the mean of post-test is 76,68. In cycle III the mean of
pre test and post test increases. The mean of pre test and post test in cycle III is 63,96
and 81,72.
b. The students‟ improvement since using acrostics game
Table 4.5
THE COMPARISON OF STUDENTS‟ IMPROVEMENT
(SCORE OF PRE-TEST I AND POST-TEST ON CYCLE III)
SINCE USING ACROSTICS GAME
No Students‟ improvement Total of
students
Percentage
1 Increase 23 92%
2 Decrease 1 4%
3 Constant 1 4%
Based on this analysis, researcher concludes that the use of acrostics
game can improve 20 students‟ vocabulary mastery in the tenth years students
of SMK PGRI 2 Salatiga in the academic year of 2014/2015. It can be seen
from the table that 23 or 92% students‟ vocabulary mastery increases, 1 or 4%
students‟ vocabulary mastery decrease and 1 or 4% students‟ vocabulary
CHAPTER V
CLOSURE
A. Conclusion
Based on the data analysis in the previous chapter, the researcher draws the
conclusion of this research as follow:
1. The implementation of Acrostics game in vocabulary mastery of the tenth years
students of SMK PGRI 2 Salatiga is good. The students are able to increase their
vocabulary mastery. It can be seen from the situation before and after the teacher
applied the acrostics game. Firstly, the class not yet concentrated but the class was
conducive and students looked more confident until the end of the lesson.
2. The class condition of the tenth years students of SMK PGRI 2 Salatiga during the
teaching and learning using acrostics game is that they seemed confused at first.
They get defficulties in the meaning of the words. So they confused to guess the
clues. But, in the next meeting they seemed enjoy the activity. They understood
more about the activity and the material.
3. The result of the study after using acrostics game in the students‟ vocabulary
mastery of the tenth years students of SMK PGRI 2 Salatiga in the Academic Year
of 2014/2015 is that this game can improve students vocabulary mastery. It can be
III. The improvement of students‟ vocabulary mastery also can be seen at the
result of the score of pre-test and post-test in each cycle. That is the mean score of
pre-test in cycle I is 59,4, the mean of pre-test in cycle II is 62,36, the mean of
pre-test in cycle III is 63,96. The mean score of post-test in cycle I is 66,4, the
mean score of post-test in cycle II is 76,68, and the mean score of post-test in
cycle III is 81,72. And the percentage increases in each cycle is 28% in cycle I,
57,28% in cycle II and 71,04 in cycle III. The findings show that the improvement
of the students‟ vocabulary mastery is significant after applying acrostics game. It
concluded that acrostics game is the effective method which can improve the
students‟ vocabulary mastery.
B. Suggestion
At the end of this chapter, the researcher would like to propose some
suggestions that hopefully would be useful as follow:
a. For the students
Students should always be active in the process of teaching and learning
and not afraid or lazy in English lesson. Students should study English
continually in the classroom and every where they can study. They must study
hard if they want successful in mastering English.
b. For the Teacher
The teacher has great influence for students to be successful in learning
English. The teacher should improve their ability in teaching. They can use
many kinds of methods and medium to support their teaching-learning
process. They must motivate students to learn English seriously.
