THE USE OF GUESSING GAME IN IMPROVING STUDENTS’

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THE USE OF GUESSING GAME IN IMPROVING STUDENTS’

VOCABULARY: A STUDY AT SD INPRES PERUMNAS ANTANG II/I MAKASSAR

A THESIS

Submitted to the Faculty of Cultural Sciences Hasanuddin University in Partial Fulfillment to Obtain a Sarjana Degree in English Department

SRI WAHYUNI F21114033

MAKASSAR 2018

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ii

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iii

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iv

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v ACKNOWLEDGEMENT

Bismillahirrahmanirrahim...Alhamdulillah. I am very grateful to Allah the Almighty for His guidance and infinite bounties. Without His generosity, inspiration and mercy, I would be helpless. Peace and salutation be upon our Prophet Muhammad shallallah alaihi wasallam who has taught us about the cardinal principles of God. It cannot be denied that there were so many challenges faced by me in finishing this thesis. However, Allah the Most Gracious sending me many people that encouraged and helped me to complete this thesis.

Therefore, I would like to express my sincere gratitude to those people whom the names are mentioned below:

1. The witer expresses her deep appreciation to Dra. Marleiny Radjuni, M.Ed. and Dra.Nadira Mahaseng, M.Ed. as the writer‟s first and second consultant for their patience, motivation and immense knowledge from the early on until the very end of this thesis.

2. The writer would like to extend her deepest gratitude to her beloved parents, Hasir and Kumalasari for their everlasting love, encouragement and continuous prayers. Thank you for always being there to support every decision the writer takes.

3. All lecturers of English Department for enlarging my knowledge about English Linguistics and Literature. My sincere thanks also for the staff of English Department who already helped me during the administration process.

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vi 4. The writer decided her special thanks to all friends in EXCALIBUR 2014 for all experiences, laughter and spirit. It also goes to the big family of SD Inpres Perumnas Antang II/I Makassar, Suharniati, S.Pd. (the principal), Zainuddin Parman, S.Pd. (the English teacher) and all of the students at Class V A who participated in the data collection of this thesis.

5. The writer thanks go to another consultant Yuniar Nanda, Nurfadilla Rahnika Sari RS and Andi Riswan Mohamad for her constructive comment and guidance that brought the writer into encouragement and eagerness for working to the research completion.

6. All parties that the writer cannot mention one by one which have provided assistantance either morally and materially. Thank you all, may God repay you.

As the conclusion, the writer realizes that this thesis is still far from being perfect, therefore any suggestions or critics will be very much appreciated for the improvement of this writing.

Makassar, 18^th July 2018

The Writer

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vii ABSTRACT

SRI WAHYUNI. The Use of Guessing Game in Improving Students’

Vocabulary: A Study at SD Inpres Perumnas Antang II/I Makassar (supervised by Marleiny Radjuni and Nadira Mahaseng).

This research aims to identify the effects of using guessing game in improving students‟ vocabulary and to disclose the students‟ perceptions about the use of this technique in improving their vocabulary.

The population of the research were 58 students, but the writer only took one class grade V A in SD Inpres Perumnas Antang II/I Makassar, from which 23 students were taken as the sample. The writer selected the sample by using simple random sampling. This research used quantitative and qualitative method. The data were collected through multiple-choice test and questionnaire.

The result of this research shows that there is a significant difference between the students' Pre-test and Post-test scores. The mean score of post-test (87,56) is higher than pre-test (55,13). The students‟ perceptions in learning vocabulary by using guessing game are mostly positive. This is because they enjoy learning vocabulary using guessing game which makes them be able to easily remember the vocabulary that has been taught through this method.

Keywords: Vocabulary, Improving, Guessing Game.

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viii ABSTRAK

SRI WAHYUNI. The Use of Guessing Game in Improving Students’

Vocabulary: A Study at SD Inpres Perumnas Antang II/I Makassar (dibimbing oleh Marleiny Radjuni dan Nadira Mahaseng).

Penelitian ini bertujuan untuk mengidentifikasi dampak penggunaan permainan menebak kata dalam meningkatkan kosakata siswa dan menunjukkan persepsi siswa terhadap metode pembelajaran tersebut dalam meningkatkan kosakata mereka.

Populasi penelitian ini berjumlah 58 siswa. Peneliti hanya mengambil satu kelas yaitu kelas V A di SD Inpres Perumnas Antang II/I Makassar, terdapat 23 responden pada penilitian ini. Peneliti memilih sample menggunakan pemilihan sederhana secara acak. Penelitian menggunakan metode kuantitatif dan kualitatif.

Data dikumpulkan melalui tes pilihan ganda dan kuesioner.

Hasil dari penelitian ini menunjukkan bahwa ada perbedaan yang signifikan antara hasil test siswa dalam Pre-test dan Post-test. Nilai dari Post-test (87,56) lebih tinggi dari Pre-test (55,13). Persepsi siswa dalam pembelajaran kosakata dengan menggunakan permainan menebak lebih positif. Dikarenakan mereka menikmati pembelajaran kosakata menggukanan permainan menebak, yang membuat mereka dapat dengan mudah mengingat kosakata yang telah diajarkan melalui metode tersebut.

Kata Kunci: Kosa Kata, Meningkatkan, Permainan Menebak.

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ix TABLE OF CONTENTS

TITLE ... i

LEGITIMACY ... ii

APPROVAL FORM ... iii

AGREEMENT ... iv

ACKNOWLEDGEMENT ... v

ABSTRACT ... vii

ABSTRAK ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLE ... xi

CHAPTER I: INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of problem... 3

C. Scope of problem ... 4

D. Research question... 4

E. Objective of study ... 4

F. Significance of research ... 5

CHAPTER II: THEORETICAL FRAMEWORK ... 6

A. Previous study ... 6

B. Theoretical famework ... 8

1. Vocabulary ... 8

a. Definition of vocabulary ... 8

b. Kinds of vocabulary ... 9

c. Factors cause difficulty to learn vocabulary ... 10

2. Games ... 10

a. Definition of games ... 10

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x

b. Principle of games selection ... 11

3. Guessing game ... 12

CHAPTER III: RESEARCH METHODOLOGY ... 13

A. Method of research ... 13

B. Population and sample ... 13

C. Instrument of research ... 14

D. Mothod of collecting data ... 14

E. Method of analyzing data ... 16

CHAPTER IV: PRESENTATION AND ANALYSIS DATA ... 17

A. Findings ... 17

1. Presentation and Analyzing data of pre-test ... 20

2. Presentation and Analyzing data of post-test ... 21

3. Comparison between the pre-test and post-test results ... 23

4. Discussion ... 25

B. Analysis of students‟ questionnaire ... 26

CHAPTER V: CONCLUSION AND SUGGESTIONS ... 33

A. Conclusion ... 33

B. Suggestion ... 33

BIBLIOGRAPHY ... 35

APPENDICES ... 37

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xi LIST OF TABLES

Table 1. The students‟ scores of pre-Test ... 27

Table 2. The students‟ scores of post-Test ... 29

Table 3. Comparison of the pre-test and post-test results ... 30

Table 4. The students like to learn vocabulary through the guessing game ... 33

Table 5. The students‟ like if their teacher applies the guessing game in their class ... 34

Table 6. Guessing game is better than normal method ... 34

Table 7. The students find using guessing game easier to understand ... 35

Table 8. The students did not enjoy learning vocabulary by using guessing game ... 36

Table 9. The students‟ are interested in using guessing game ... 36

Table 10. The students‟ are motivated to use guessing game as teaching method 37 Table 11. The use of guessing game can improve students‟ vocabulary ... 37

Table 12. Students can review material by using guessing game ... 38

Table 13. The effectiveness of using guessing game as teaching method ... 39

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1 CHAPTER I

INTRODUCTION

A. Background of Study

English language has become a foreign language for many people around the world which has an important role in the educational world, especially in Indonesia. It could be seen that this language has been taught from Elementary School to University. The aim of learning English is to develop student‟s ability to master the English language skills. As one of the subjects in school, students are required to learn English to achieve the mastery of the skills.

In learning English, the students learn four skills, such as listening, reading, speaking and writing. There are also some language components, such as pronunciation, spelling, vocabulary and grammar. All of those language skills and components must be learned and taught in teaching and learning process to support the language skill development.

Vocabulary, as one of the language components, has a very important role because as a bridge which can express ideas from the speaker to listener and from the writer to reader. Without a good vocabulary, the speaker or the writer will find it difficult to send their message to listener or reader. Moreover, the amount of vocabulary that mastered by the teacher is one of some indicators that can influence students to master a language. It is because vocabulary is very important to learn by the students.

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2 In learning vocabulary, the teacher must be able to improve students‟

vocabulary with the appropriate strategy to motivate the students‟ learning based on the situation in the classroom by making an activity that students can involved to use the new vocabulary in the class, and efficient because it relates to the learning time students in the class.

Based on the observation that conducted in SD Inpres Perumnas Antang II/I Makassar, the writer found out that the main problems in teaching vocabulary were the technique used lack of variation such as the teacher just asked the students to memorize the new vocabulary that has been listed in the blackboard and tended to be monotonous. The teacher never use any game in teaching English, because the teacher had a lack of information about some kinds of game that appropriate for the students and how to apply the game in the classroom. The informal talk with some students was also done by the writer. They said that it was so difficult to memorize English vocabulary because they did not pay attention and unmotivated to learn.

From the observation above, the writer tries to find out the effective way to solve the problem in teaching vocabulary by using games. Games as a technique are very useful to make the students active in the learning process. Games make the students feel enjoyable when they learn vocabulary because they will create a comfortable condition for them to learn a new language without being frightened or embarrassed. It means that students can learn new vocabulary freely.

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3 There are many games in teaching technique to improve students‟

vocabulary. Guessing game is one of some games in teaching technique.

Guessing game is a game in which a person knows something, while others identify or guess the answer. This game can be applied in the classroom in the limited time. Teacher only needs some words that relate to the material, and then the teacher makes several groups of the students.

After that the leader of each group takes the word and describes it to his or her group, and let the members of group guess the words.

There are some reasons why the writer chooses guessing game as a method to improve students‟ vocabulary. First, guessing game can be used as one of the interesting activities to review students‟ vocabulary during the lesson. It can attract the students‟ attention and their involvement in the teaching and learning process. Second, students can learn how to work and cooperate as a group and also how to appreciate each other. Third, the topic and the material of vocabulary that is used can be varied to the material such as body parts, animal, transportation, and others.

From the explanation above the writer is interested to do a research with the title “The Use of Guessing Game in Improving Students‟

Vocabulary: A Study at SD Inpres Perumnas Antang II/I Makassar”.

B. Identification of Problem

Based on the background above, the writer identified several problems such as follow:

1. The students have difficulties to memorize English vocabulary.

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4 2. The activities in teaching and learning vocabulary used less of

variation and tend to be monotone.

3. The teacher never use any game in teaching English.

4. The teacher‟s technique in memorizing the new vocabularies that have been listed is not effective.

5. Students feel unmotivated in learning vocabulary.

C. Scope of Problem

From the identification above, it can be seen there are some problems related to teaching and learning process. Thus, this research only focuses on overcoming students‟ difficulties in memorizing their vocabulary in SD Inpres Perumnas Antang II/I Makassar. The teacher‟s technique in memorizing the new vocabularies that have been listed is not effective so that it influenced the students' interest on the lesson. It can also be one of the factors of the students‟ difficulty in improving their vocabulary.

D. Research Questions

1. What is the effect of using guessing game in improving students‟

vocabulary?

2. What are the students‟ perceptions about the use of this technique in improving their vocabulary?

E. Objective of Study

1. To identify the effect of using guessing game in improving students‟ vocabulary.

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5 2. To disclose the students‟ perceptions about the use of this

technique in improving their vocabulary.

F. Significances of Research

There are two significances of this research, such as theoretically and practically. Theoretically, this research hopefully can be benefit both students and the teacher. For students, it is expected that the students can be motivated to learn English and they can enrich their vocabulary by using guessing game, while for the teacher, this research can be applied in their teaching process. Practically, for the future researchers, it can be taken as a contribution or reference to their research.

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6 CHAPTER II

THEORETICAL FRAMEWORK

A. Previous Study

In this part, there are some previous studies related to improving students‟ vocabulary such as follow:

Imas Febrinsyah (2016) asserted in her thesis Improving Students’

Vocabulary Mastery Through Bingo Game for Grade X of SMAN 4 Purworejo in The Academic Year of 2014/2015. The research findings showed that vocabulary mastery of most students improved after Bingo game was used in the teaching and learning process. It was showed by students‟ enthusiasm during the game. They tried to be the first winner and raised their competitiveness among them. In addition, the implementation of Bingo game and the complementary actions were successful to help the students memorize and understand new words easily. In conclusion, the students‟ vocabulary mastery was improved through the implementation of Bingo game.

Inggit Sekti Oktafiya (2014) stated in her research Improving Students Vocabulary Mastery Through Pictionary Game in English Language Teaching.The research method that is used in this research is classroom action research. The result of her research shows that there is an improvement of the students‟ vocabulary mastery using Pictionary game.

It can be seen from t-test calculating in cycle I is 6,8 and cycle II is 8,07; t-

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7 table with n = 22 is 2,08. This indicates that by applying Pictionary game, the students‟ vocabulary mastery can be improved.

Both of the research mentions above are different from the writer‟s research. The teaching method used in both of the research were Bingo game and Pictionary game to improve students vocabulary, while in this research the writer will use the guessing game as a method to improve students‟ vocabulary.

Another research has been conducted by I Ketut Purnata (2013) entitled Teaching Vocabulary by Using Guessing Game to the Seventh Grade Students of SMPN 4 Pupuan. The research focused on an analysis the teaching of vocabulary for junior high school students through guessing game. This research used Classroom Action Research with two cycles of action research in which each cycle consists of four steps; planning, acting, observing, and reflecting. The grand mean score for cycle 1 and cycle 2 showed the figure of62.3 and 81.1. There was difference mean figure of 18.8.These findings clearly showed the extent of improvement of seventh grade students of SMP N 4 Papuan in studying and teaching vocabulary by using guessing game was effective enough in helping seventh grade students especially class VII C of SMP N 4 Papuan to increase their vocabulary mastery.

The differences between the research above and this research lie in the object of research and the teaching procedure. The object of this research takes the fifth-grade students of the elementary school, who need more

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8 creative activities to help them improve their vocabulary. This research will use the body language to describe the word, while the research above used the paper ball as media to guess the word. The method will be used in this study is pre-experimental design.

B. Theoretical Framework

There are some theories that the writer uses to support this study. These theories will be used to guide the writer to expand and enrich the study of The Use of Guessing Game in Improving Students’ Vocabulary.

1. Vocabulary

a. Definition of Vocabulary

Vocabulary is one of the language components which support the speaker in communication. In other words, vocabulary plays a very important role in developing four language skills (listening, speaking, reading, and writing). As stated by Hiebert (2005:3), vocabulary is the knowledge of meanings of words. We must master vocabulary to be able using the language. In learning vocabulary, we have to know the meaning of words itself and can use it in sentences.

Furthermore, David Wilkins in Thornbury (2002:13) stated,

“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” It means that the first thing that has to be mastered by language learners in learning language is

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9 vocabulary. In listening, students‟ vocabulary influences their understanding toward teacher‟s speech, class discussion, and other speeches. The words that they choose in speaking effect how well they deliver a message. In reading, students‟ vocabulary affects their ability to understand and comprehend a text. In addition, dealing with writing, students‟ vocabulary also influences how clear they convey their thought to the reader.

From the explanation above, vocabulary can be defined as one of the language components has a big role in communication and must be taught to the students because vocabulary has an important role in all language skills.

b. Kinds of Vocabulary

Scrivener (1994:74) says that there are two kinds of vocabulary.

They are active vocabulary and passive vocabulary.

a) Active vocabulary (productive vocabulary) is the word which the students understand and can pronounce correctly.

This type is often used in speaking or writing skills and also called as productive vocabulary.

b) Passive vocabulary (receptive vocabulary) is the word that the students understand but they cannot pronounce correctly by themselves. It refers to language items that can be recognized and understood in the context of reading or listening skills and also called as receptive vocabulary.

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10 c. Factors Cause Difficulty to Learn Vocabulary

Allen (1986) indicates some factors that can cause students‟

difficulty to learn vocabulary from the students itself, such as lack of motivation, the curriculum issue, lack of students‟ vocabulary, the teacher‟s technique in teaching, the lack of students‟ interest toward the subject, students‟ laziness in learning vocabulary or students‟ health.

There are some factors from the teacher which may cause the lack of students‟ vocabulary. First, the teacher does not know which English words the students need most to learn. Second, the teacher does not know how to encourage the students to use the vocabulary that they have learned in their daily activity. Last, the teacher cannot find out some good ways to know how much vocabulary the students have learned.

2. Games

a. Definition of Games

According to Wright et al. (1996:1) a game as an activity can help and encourage many learners to sustain their interest and work. It means that games can make the students enjoy the English class activities, especially in overcoming the problems of learning vocabulary because they learn in the situation where they are given the stimulus to practice the vocabulary of the language.

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11 In addition, Huyen and Nga (2003) said that games are seen as a time-filling activity in most English classrooms. They believed that games are just for fun and they have effect in teaching and learning. The students‟ interest and motivation can be improved under teaching vocabulary with a game. They will be enthusiastic in memorizing new words.

b. Principles of Game Selection

In order to optimize the use of games in teaching and learning process, a teacher must consider what kind of game that will be used and teacher must select the games which are appropriate.

Tyson (1998) stated that games should be more than just fun, involve friendly competition, keep all of the students involved and interested, encourage the students to focus on the materials given by the teacher, give students a chance to learn, practice, or review specific language material.

Moreover, Ersoz (2000) gives some advice to choose a game in teaching and learning language. First, when choosing a game, the teacher should be careful to find an appropriate one for the class in the term of language and type of participation. Second, the teacher should not compel an individual to participate. Some learners may not want to participate due to personal reasons. Forcing students to participate usually do not have successful results. Third, the teacher should explain to the students how to play the game.

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12 Based on the explanation above, it can be concluded that the teacher should choose the appropriate game for teaching and learning English, especially the vocabulary. The game must be more than just fun and it is not tiring. Besides that, the teacher must give the instruction and explain to the students how to play the game. Make sure that all the students will be willing to participate in the game without being forced.

3. Guessing Game

Guessing game is one of some game in teaching technique.

Guessing game is a game in which a person guess some kind of information, such as a word, a phrase or a title. According to Hadfield (1984:4) stated guessing game is a familiar variant on this principle.

The player with the information deliberately withholds it, while others guess what it might be. This game increased the students‟ active participation and interest in the teaching and learning process. In addition, guessing game make the students feel enjoyable when they learn vocabulary because they will create a comfortable condition for them to learn a new language without being frightened and embarrassed. It means that students can learn new vocabulary freely.

Another, Thornbury (2002:148) stated, “Guessing from context is probably one of the most useful skills learners can acquire and apply both inside and outside the classroom.”

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13 CHAPTER III

RESEARCH METHODOLOGY

A. Method of Research

In this research, the writer applied the quantitative and qualitative method. The quantitative method was obtained from pre-test and post-test result. According to Sugiyono (2009), the pre-test and the post-test result in this method were compared, so that it will have a representation about the influence of the treatment. Meanwhile, the qualitative method was obtained from the results of questionnaire analysis.

B. Population and Sample a. Population

The populations of this research are the fifth-grade students of SD Inpres Perumnas Antang II/I Makassar. The population consists of two classes: V A, V B. The total of the population are 58 students.

b. Sample

Sample is a representative of the population that has selected for the object of research. The samples of this research use one class with 23 students. The writer chooses the sample randomly. Simple random sampling is the most widely-used probability sampling method and not based on the act of ranking grades that there is no favorite class, and also taught by the same teacher.

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14 C. Instrument of the Research

The instrument of this research as follows:

a) Test

The tests that are used in this study are pre-test and post-test.

The pre-test is intended to find out the total numbers of vocabulary that has been already known by the students, while the post-test is designed to measure the students' achievement based on the material that has been learned.

b) Questionnaire

In this section, the writer will analyze the perceptions faced by students. In this research, the writer uses the questionnaire to find out the perceptions about the use of guessing games in improving students‟ vocabulary.

D. Method of Collecting Data

In collecting the data, the writer followed some steps such as follow:

1. Library Research

The writer reads many written materials such as books, journals, thesis, and article which have relation to the writer‟s research. It is necessary to conduct a library research in order to gather theories and some information to support the analysis.

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15 2. Field Research

Besides reading texts in finding information, the writer also of course conducted field research to find proves to subject matter. In doing this, the writer will follow the steps as below:

a. Pre-test

The writer gave a pre-test to the class. In doing a pre-test, the students are not allowed to find out the words meaning in their dictionary. They have to do what they know. The pre-test aims to get the students prior knowledge before the treatment. The test consists of 25 items of multiple choices.

b. Treatment

The treatment was given after the writer gives the pre-test. In giving treatment, the writer conducted three meetings to teach the students how to improve vocabulary through guessing game. The teaching procedures for this treatment are as follows:

a) The writer introduced some words which are related to the topic.

b) The writer divided the students into several groups.

c) One student from each group takes the word and describes it to their group.

d) The members of group guess the words.

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16 c. Post-test

After the treatment, the post-test was given to the student. In doing post-test, the students will be given the same test in the pre- test and they are not allowed to open their dictionary. This aims to compare their achievement based on the materials that have been learned. The result of the post-test will score to know the increase of the students‟ vocabulary.

d. Questionnaire

At the end of this research, the writer distributed the questionnaire to the students in order to figure out the students‟

perceptions and responses toward the method. Likert scale is used in the questionnaire, the answer for each question has gradation from very positive to very negative. There are four options for the answer (strongly agree, agree, strongly disagree, disagree).

E. Method of Analyzing Data 1. Quantitative analysis

a. The writer coded the samples as S1, S2, S3...until S23. This code was made in order to keep the students‟ privacy.

b. The writer checked the correct answer and gave the students‟

scores, through the following formula :

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17 c. The writer classified the students‟ score using a five level scale.

Range Score Classification

100-90

Excellent: Complete knowledge of vocabulary. Excellent at identifying word meaning. No spelling problems.

89-80

Very Good: Good vocabulary knowledge.

Good at identifying word meaning. No problems with spelling.

79-70

Good: General vocabulary knowledge.

Able to identify word meaning. Some spelling problems without interfering with understanding.

69-60

Fair: Still acceptable vocabulary knowledge. Still able to identify word meaning. Some spelling problems without fully interfering with understanding.

59-0

Fail: Lack of vocabulary knowledge.

Misspelled words. Unable to identify word meaning.

(https://www.slideshare.net/lavillal/rubrics-presentation) d. The writer calculated the mean score of the students before

comparing the results of the pre-test and post-test.

∑ M : Mean Score

∑ : The sum of total score N : Number of students

(Gay, 1987: 298) e. To see the progression between both tests whether there was any different or not, the pre-test and the post-test score were compared.

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18 O₁ ---- X ---- O₂

Where :

O1= Pre-test Result (before treatment) X = Treatment

O2= Post-test Result (after treatment) The influence of the treatment = ( O2 - O1 )

(Sugiyono, 2009:75) It can be concluded that there will be an improvement when the score of the post-test is higher than the score of the pre-test.

2. Qualitative analysis of questionnaire

After all the data collected, the writer analyzed the data using some steps. First, the writer checked the completeness of the data. Second, the writer read all the data. After that, the writer analyzed the students‟

perception in learning vocabulary using guessing game. Finally, the writer made conclusion related to this study.

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19 CHAPTER IV

PRESENTATION AND ANALYSIS DATA

In this chapter, the writer shows the analysis of the data and the result of the research findings that the writer has taken from the fifth-grade students of SD Inpres Perumnas Antang II/I Makassar. In addition, this chapter presents the finding of the research in form of data description.

The discussion of the findings includes arguments and further interpretations regarding the findings. This chapter also shows the achievement of students on vocabulary improvement through guessing- game based on their pre-test and post-test. After that, the writer performs the effect of the treatment and the students‟ perception about the teaching of vocabulary through guessing game.

A. Findings

The findings of the research are based on the results of the data analysis. In collecting the data, two instruments were used; the test (pre- test and post-test) and the questionnaire. The pre-test was given to measure the students‟ achievement before undergoing the treatment, while the post- test was given to find out the improvement of the students‟ vocabulary after utilizing the treatment, that is guessing game.

There are two types of data analysis in this research. First, analysis of pre-test and post-test by scoring students test to measure students‟

achievements before and after treatment and to compare the result between pre-test and post-test. As mentioned in the previous section, the scoring

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20 system of the students pre-test and post-test was classified by Syah (2016:151) into five levels scale (excellent, very good, good, fair and fail).

Second, the questionnaire analysis that was made to find out the students‟

perception through guessing game. The data presentation and analysis of the research are explained below:

1. Presentation and Analyzing Data of Pre-Test

The result of pre-test as represented in the students‟ scores are as follow:

Table 1. The students’ scores of pre-Test No.

(Student)

Correct

Answer Score

Classification Excellent Very

Good Good Fair Fail

S1 17 73 √

S2 14 67 √

S3 12 48 √

S4 18 78 √

S5 19 87 √

S6 11 44 √

S7 14 64 √

S8 13 69 √

S9 12 48 √

S10 13 62 √

S11 11 44 √

S12 11 44 √

S13 17 73 √

S14 18 78 √

S15 12 48 √

S16 18 78 √

S17 12 48 √

S18 13 66 √

S19 13 62 √

S20 18 89 √

S21 12 48 √

S22 18 78 √

S23 11 44 √

TOTAL 1440 - 2 6 6 9

MEAN SCORE 62,60 -

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21 Table 1 above indicates the students‟ pre-test scores before giving the treatment. The scores that the writer gives to the students are taken from vocabulary test. The test consists of 25 of multiple choice. The writer concludes that the students‟ vocabulary was low. It can be proven that there are two students (Student 5 and 20) who got the highest scores in the pre-test that are classified into very good.

Based on the fact, the writer considered to give them treatment in supporting the research. In addition, some picture about vocabulary was chosen as the materials in the treatment step. The mean score was gotten from the sum of the students‟ cores. The sum of students‟ score is 1440. Therefore, the mean score of pre-test is 62,60 that is classified as fair.

2. Presentation and Analyzing Data of Post-Test

In this part, the writer shows post-test result from the students. The questions which are given to the students in the post-test is the same as questions which are given in the pre-test. The scores of the student‟s achievement are as follows:

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22 Table 2. The students’ scores of post-test

No.

(Student)

Correct

Answer Score

Classification Excellent Very

Good Good Fair Fail

S1 23 92 √

S2 20 80 √

S3 22 88 √

S4 24 96 √

S5 20 80 √

S6 20 80 √

S7 25 100 √

S8 25 100 √

S9 19 76 √

S10 24 96 √

S11 18 72 √

S12 19 76 √

S13 23 92 √

S14 23 92 √

S15 24 96 √

S16 22 88 √

S17 18 72 √

S18 24 96 √

S19 22 88 √

S20 21 84 √

S21 24 90 √

S22 25 100 √

S23 20 80 √

TOTAL 2014 11 8 4 - -

MEAN SCORE 87,56 -

Table 2 illustrates the achievement of students based on their scores results in the post-test after doing the treatment, that is the guessing game. It can be concluded that some students have a lot of improvement from pre-test and post-test that the writer has given to them.

In this case, the effect of the guessing game on students‟ vocabulary is given an improvement of their level of the test than before. It can be proven that there are eleven students who got an excellent score 100-

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23 90, eight students who got the score within the range 89-80 which are categorized into very good and four students who got the score of 79- 70 classified as good.

In the writers‟ observation during the treatment, the students‟ were more active in learning vocabulary and more enthusiastic while they are doing the instructions in the treatment. It can be seen from their enthusiast responds when the writer asks the students to guess the vocabulary that the writer gives in the treatment. Some group tried to be the best for answers the question from the writer.

Based on the explanation above, the writer concluded that the guessing game can help the students to memorize the English vocabulary.

3. Comparison between the Pre-Test and Post-Test Results

To see the improvement of the students‟vocabulary after doing the guessing game, the result of the pre-test needs to be compared with the result of the post-test. The table below indicates the comparison between the students‟ scores in the pre-test and post-test.

Table 3. Comparison of the pre-test and post-test results Classificatio

n Range

Pre-test Post-test Perso

n Percentage Perso n

Percentage

Excellent 100-90 - - 11 48%

Very Good 89-80 2 9% 8 35%

Good 79-70 6 26% 4 17%

Fair 69-60 6 26% - -

Fail 59-0 9 39% - -

Total 23 100% 23 100%

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24 Based on the table above, it can be seen that before the treatment, there are 9 students who achieve a score of 59-0 were classified as fail in pre-test with the criteria they lack vocabulary knowledge, misspelled words and unable to identify word meaning. However, after following the treatment by using guessing game their vocabulary mastery increased. It shows that there are 11 students who achieve the score within the range 100-90. It is the highest score which is categorized as excellent with the criteria they have complete knowledge of vocabulary, excellent at identifying word meaning and no spelling problems. According to Sugiyono, when the score of the post-test is higher than the score of the pre-test it means that the students‟ vocabulary has improved after having the treatment. Thus, it can be said that learning by using guessing game give positive contribution for students in comprehending English vocabulary.

In order to see whether the vocabulary of the students has improved or not, the mean score of the pre-test and post-test need to be compared first. Here the writer presents the data on chart form so that it is easy to see the difference between the mean score of the pre- test and post-test. The vocabulary of the students is improving if the mean score of the post-test is higher than the mean score of the pre- test.

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25 Chart 1: Mean Scores of Pre-Test and Post-Test

From the chart above, it can be summed up that all students make a significant increase on the achievement after doing the guessing game.

This surely makes a strong proof that the guessing game helps in improving the students‟vocabulary. The difference between the mean score of the pre-test and post-test is 32,43.

4. Discussion

The interpretation of the findings above are presented as follow:

1. Before giving treatment, the students can answer the pre-test which are categorized into good, fair, poor and very poor. It is proven that two students are classified into good, six students are categorized into fair, six students are classified into poor and nine students are categorized into very poor. While none of them classified into excellent.

2. After giving the treatment, the students can answer the post-test which are categorized into good and excellent. It is proven that there were nineteen students are classified into excellent, four

0 20 40 60 80 100

Mean Score

Mean Score of Pre-Test and Post-Test

Pre-test Post-test Difference 55,13

87,56

32,43

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26 students are classified into good. And none of them classified into fair, poor and very poor.

3. The mean score of the students‟ post-test was higher (87,56%) than the mean score of the students‟ pre-test (55,13%). Thus there is significant improvement of the students‟ vocabulary after being taught through guessing game. The difference between the mean score of the pre-test and post-test is 32,43.

B. Analysis of Sudents’ Questionnaire

In this research, questionnaires also become the instrument to answer the second point of research questions. The writer used Likert Scale to know the students‟ responses and opinions about the method used in this research. Based on the questionnaire, the writer can conclude that the students' responses and opinions are as below:

1) Question No.1

The answers from respondents are classified in this following table:

Table 4. The students like to learn vocabulary through the guessing game

Person Percentage

Sangat Setuju 15 65%

Setuju 8 35%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

The table illustrates that all of the students give positive answers to the question about whether they like to learn vocabulary through

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27 guessing game or not. 65% of the students strongly agree that they like doing guessing game in learning vocabulary. As stated by Hadfield, this game can increase the students‟ active participation and interest in the teaching and learning process.

Table 5. The students’ like if their teacher applies the guessing game in their class

Setuju 9 39%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

The table illustrates that there were 14 students (61%) who chose 'Sangat Setuju' if their teacher applies the guessing game in their class.

It means that by using guessing game as a teaching method, students' can be more enthusiastic in the learning process in English class.

Table 6. Guessing game is better than normal method Person Percentage

Setuju 8 35%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

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28 The table illustrates that there were 65% of the students prefer to learn English vocabulary through guessing game rather than the normal method used in their class. According to them, the normal method used in their class did not give much help for them in improving their vocabulary as the teacher tend to use monotone technique and never use any game in teaching English.

Table 7. The students find using guessing game easier to understand

Setuju 10 43%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

The table illustrates that there were 57% of the students said that the guessing game gave them better understanding in vocabulary than the normal method. It can be concluded that the students can understand easier and more efficiently through the guessing game. English can be either difficult or easy for certain students; therefore, an innovative method such as using guessing game can be applied to ease their understanding.

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29 Table 8. The students did not enjoy learning vocabulary by

using guessing game

Sangat Setuju - -

Setuju - -

Tidak Setuju 14 61%

Sangat Tidak

Setuju 9 39%

TOTAL 23 100%

The table illustrates that there were 13 students (57%) who chose

„Tidak Setuju‟. It indicates that using guessing game as method of learning English is more effective and more enjoyable. Based on Hadfield‟s (1984:4) opinion, guessing game make the students feel enjoyable when they learn vocabulary because they will create a comfortable condition for them to learn a new language without being frightened and embarrassed.

Table 9. The students’are interested in using guessing game Person Percentage

Setuju 8 35%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

„Sangat Setuju‟. As claimed by Wright et.al (1996:1) a game as an activity can help and encourage many learners to sustain their interest

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30 in learning process. It can be inferred that most students consider to use guessing game as the learning method.

Table 10. The students’ are motivated to use guessing game as teaching method

Setuju 9 39%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

„Sangat Setuju‟. According to Huyen and Nga (2003), games are just for fun and they have effect in teaching and learning. It means that by using guessing game as a method of learning brings a more positive impact towards students‟ motivation in learning English vocabulary.

So, their vocabulary can be improved through the guessing game.

Table 11. The use of guessing game can improve students’

vocabulary

Setuju 10 43%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

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31 The table illustrates that there were 13 students (57%) who chose

„Sangat setuju‟. It can be concluded that the use of guessing game as a teaching method helps them improve their English vocabulary. They believe that learning English vocabulary through the guessing game can be an innovative way to be applied as a teaching method implemented in the class learning process.

Table 12. Students can review material by using guessing game Person Percentage

Setuju 12 52%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

The table illustrates that there are 12 students (52%) who choose

„Setuju‟. It can be concluded that using guessing game can make it easy for students to recall the materials that have been taught in the classroom.

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32 Table 13. The effectiveness of using guessing game as teaching

method

Sangat Setuju 9 39%

Setuju 14 61%

Tidak Setuju - -

Sangat Tidak

Setuju - -

TOTAL 23 100%

The table indicates that there were 14 students (61%) who chose

„Setuju‟. It is concluded that most students find the use of guessing game as the teaching method effective in their vocabulary learning process than only using memorizing method. It is because game is more interesting.

From the explanation above, the writer can sum up that the students‟ responses and opinions about improving vocabulary through guessing game are all positive. The students respond positively because they feel that this method is interesting and it is a fun way to improve vocabulary. Through this method, the teacher can make the students to be more motivated in studying and significantly improve students‟ vocabulary mastery. In the other words, guessing game will make the students become more focused in the learning process rather than the normal method where the students only memorizing the new vocabularies that have been listed in the blackboard.

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33 CHAPTER V

CONCLUSIONS AND SUGGESTIONS A. Conclusions

Based on the analyses in the previous chapter, it can be concluded that:

1. There is a significant difference between the scores of the pre-test and the post-test. All students‟ (S1 until S23) gain an improvement in mastering vocabulary. It indicates that there is a significant increase of achievement after treatment by using guessing game. It is because the students enjoyed the process of learning when they were involved actively in the activities. Besides, the writer finds out that all the students can easily remember the vocabulary that has been taught through the guessing game.

2. Based on the questionnaires, all students‟ perceptions towards the implementation of guessing game in improving students‟

vocabulary are positive. They gave positive perceptions because they preferred learning vocabulary through guessing game rather than the normal method used in their class. It was shown by their participation and high motivation during learning vocabulary by using guessing game.

B. Suggestions

1. It is suggested for the English teachers to apply the guessing game or the other games to the students in teaching vocabulary in order to

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34 attract students‟ attention. The teacher should be creative and active to find interesting activities to teach the students. By using the interesting activities, the students will be more motivated so that they can develop their vocabulary mastery and the other skills in the English language.

2. Other researchers are suggested to make further research especially those concerning on teaching vocabulary through other games or technique so that it could help the students to help their problems in learning vocabulary.

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35 BIBLIOGRAPHY

Ali. Hasan, et. al. 2011. Pedoman Penulisan dan Pelaksanaan Ujian Skripsi.

Makassar: Fakultas Sastra Universitas Hasanuddin.

French, Allen Virginia. 1986. Techniques in Teaching Vocabulary. New York:

Oxford University Press.

Gay, L.R., Millis, G.E., & Airasian, P. (2006). Educational Research. Upper Saddle River, NJ : Peavson Education.

Hadfield, Jill. 1984. Elementary Communication Game, A Collection of Game and Activities for Elementary Students of English. Hong Kong: Nelson.

Hiebert, Elfrieda H and Kamil, Michael L. 2005. Teaching and Learning Vocabulary, Bringing Research to Practice. London: Lawrence ErlbaumAssociates.

Scrivener, Jim. 1994. Learning Teaching. Heinemann.

Sugiyono. 2009. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung:

Alfabeta.

Syah, Muhibbin. 2016. Psikologi Pendidikan dengan Pendekatan Baru.

Bandung: Remaja Rosdakarya.

Wright, A., Betteridge, D., and Buckby, M. 1996. Games for Language Learning. Canbridge: Cambridge University Press.

Internet Sources :

Ersoz, Aydan. “Six Gamesfor theESL/EFL Class”.The Internet TESL Journal http://iteslj.org/Lessons/Ersoz-Games.html (Accessed on December27, 2017) Febrinsyah, Imas. 2016. Improving Students’ Vocabulary Mastery Through Bingo Game for Grade X of SMAN 4 Purworejo in The Academic Year of 2014/2015. Yogyakarta: Yogyakarta State University. http://eprints.uny.ac.

id/29738/1/skripsi%20imas%20febriyansyah%2810202244092%29.pdf (Accessed on November 12, 2017)

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36 Huyen,N.T.T&Thu-NgaK.T.“LearningVocabulary through Games”. AsianEFL Journal.http://asian-efl-journal.com/dec_03_vn.pdf (Accessed on December27, 2017)

Oktafiya, Inggit Sekti. 2014. Improving Students Vocabulary Mastery Through Pictionary Game in English Language Teaching. Salatiga: Stain Salatiga.

http://perpus.iainsalatiga.ac.id/docfiles/fulltext/e8b45b3e1f105ea5.pdf (Accessed on November 12, 2017)

Purnata, I Ketut. 2013. Teaching Vocabulary by Using Guessing Game to The Seventh Grade Students of SMPN 4 Pupuan in Academic Year 2012/2013.

Denpasar: Mahasaraswati Denpasar University. http://unmas- library.ac.id/wp-content/uploads/2014/07/teaching-vocabulary by-using- guessing -game-pdf.pdf (Accessed on November12, 2017)

Thornbury, S. 2002. How to Teach Vocabulary. United Kingdom: Pearson Education Limited.http://libgen.io/book/index.php?md5=b59e9d1aa48e 2fc 2b6f2cc385f42116d (Accessed on January 11, 2018)

Tyson, Rodney E. "Serious Fun: Using Games, Jokes, and Stories in the Language Classroom”. Summer Workshop for Elementary School Teachers Journal.http://english.daejin.ac.kr/~rtyson/cv/games.html (Accessed on December27, 2017)

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37

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38 APPENDIX A

PRE-TEST AND POST-TEST

English Vocabulary Test Name :

Class :

Choose the correct answer by crossing (X) a, b, c or d!

(Pilihjawaban yang tepatdenganmenyilang(X) hurufa, b, c atau d!) 1. Cindy and Lina ….banana together.

a. sing b. drink c. eat d. like

2. I like to play ….

a. volleyball b. basketball c. table tennis d. golf

3. My father …. a glass of coffee.

a. drink b. eat c. sweep d. sing

4. The meaning of word„sing‟in Indonesia is ….

a. menari b. menyanyi c. berenang d. memancing 5. I usually ….. at 5 a.m every morning.

a. take a bath b. get up c. study d. have lunch

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39 6. What is the meaning of „dance‟?

a. menyanyi b. menari c. melukis d. belajar 7. The meaning of word‘melompat‟ in English is….

a. jump b. cry c. dance d. talk

8. Choose the meaning of „winter season‟?

a. musim semi b. musim salju c. musimgugur d. musim hujan 9. There are …. seasons in Indonesia.

a. three b. one c. four d. two

10. What season is it?

a. summer season b. winter season c. dry season d. rainy season

11. The meaning of the word‘musimkemarau‟ in English is…

a. rainy season b. dry season c. summer season d. winter season 12. Tina: What are the students doing?

Nina: ………..

a. they are singing a song b. they sang a song c. they are reading a book d. they are playing soccer 13. The color of Indonesian flag is....

a. white and red b. red and white c. yellow and white d. blue and red 14. Sari : May I borrow this book?

Angel : Yes, sure.

What is the meaning of the underlined word?

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40 a. buku b. pensil c. penghapus d. penggaris 15. Marsha is playing....

a. guitar b. piano c. drum d. violin 16. I am …. on the bed.

a. sleeping b. eating c. playing d. watching TV 17. What is the meaning of „swim‟?

a. duduk b. berdiri c. mendengarkan d. berenang 18. Doni : What do the students do in break time ?

Sari : They…. in the school yard. ( bermain )

a. Study b. read c. play d. practice

19. I usually…. at 06.45 every morning. ( pergikesekolah )

a. get up b. go to school c. go to market d. jogging 20. Berlari in English is….

a. walk b. fly c. talk d. run

21. I can see with my ....

a. eyes b. nose c. hands d. foot

22. How many fingers do we have?

a. two fingers b. eight fingers c. ten fingers d. nine fingers 23. I can hear with my ....

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41

a. eyes b. nose c. ears d. hands

24. I can jump, I can walk, I can run, those are my function. What am I?

a. nose b. head c. lips d. foot 25. What do we use for smelling?

a. mouth b. eyes c. lips d. nose

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42 APPENDIX B

QUESTIONNAIRE

1. Apakah anda menyukai belajar vocabulary melalui guessing game?

a. Sangat setuju b. Setuju c. Tidak setuju d. Sangat tidak setuju

2. Apakah anda menyukai jika guru anda menerapkan guessing game di kelas anda?

3. Apakah anda lebih suka belajar vocabulary melalui guessing game daripada metode yang biasa digunakan guru anda di kelas?

4. Apakah anda merasa bosan belajar vocabulary dengan menggunakan guessing game?

5. Apakah dengan menggunakan guessing game memberi anda pemahaman yang lebih baik dalam meningkatkan vocabulary daripada metode normal?

a. Sangat setuju b. Setuju c. Tidak setuju

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43 d. Sangat tidak setuju

6. Apakah anda lebih suka belajar vocabulary melalui permainan menebak daripada metode normal?

7. Apakah anda termotivasi untuk belajar vocabulary saat diajar dengan menggunakan guessing game?

8. Apakah anda merasa bahwa vocabulary anda meningkat setelah melakukan guessing game?

a. Sangat setuju b. Setuju c. Tidak setuju d. Sanagt tidak setuju

9. Apakah guessing game membuat anda jenuh dalam mempelajari vocabulary?

10. Apakah guessing game membuat anda aktif dalam dalam mempelajari vocabulary?

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44 APPENDIX C

DOCUMENTATION