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IMPROVING STUDENTS’ VOCABULARY BY USING
MIMING GAME AT FOURTH GRADE OF MI
BAITURROHMAN SUWALUH
THESIS
By
JAMALINA
NIM. 2813123089
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC INSTITUTE (IAIN)
OF TULUNGAGUNG
JUNE 2016
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IMPROVING STUDENTS’ VOCABULARY BY USING
MIMING GAME AT FOURTH GRADE OF MI
BAITURROHMAN SUWALUH
THESIS
Presented to
State Islamic Institute of Tulungagung in partial fulfillment of the
requirments for the degree of Sarjana Pendidikan Islam in
English Education
By
JAMALINA
NIM: 2813123089
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC INSTITUTE (IAIN)
OF TULUNGAGUNG
JUNE 2016
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MOTTO
LIFE WITHOUT STRUGGLE
IS IMPOSSIBLE
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DEDICATION
After a view months I did my thesis. Now I want to dedicate this thesis to:
Alloh SWT who always blesses me.
My beloved parents (H. Saifunuri and Hj. Istinganah)
who always give me support, advices, motivation, attention, and pray for me.
All of my beloved family especially for my brother
(Mustofa Alfarih) and my sister (Ulyatun Nadziroh) who always give me support, attantion, and thanks for your joke.
My beloved advisor Hj. Ida Isnawati, M.Pd. who has
guided and helped me to finish my thesis. And all of my lecture in English department who always guide and give me precious knowledge.
All of my beloved friends especially for TBI C, thanks
for being my friends who always be my side and always make me smile.
Oppadeul who always give me spirit and new
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DECLARATION OF AUTHORSHIP
The Undersigned
Name : Jamalina Sex : Female
Place, Date of Birthday : Tulungagung, September 7th 1994
Address : Rt 10, Rw 05, Suwaluh, Pakel, Tulungagung Department : Islamic Education Department (Tarbiyah) Program : English Department
Registered Number : 2813123089 Religion : Moslem
State that the thesis entitled “Improving Students Vocabulary by Using Miming Game at Fourth Grade of MI Baiturrohman Suwaluh” is truly my original work. It does not any materials previously written or published by another person except those indicated in quotation and references. Due to the fact, I’m the only person responsible for this thesis. If a letter time it is found that this thesis is a product plagiarism, I am Willing to accept any legal consequences that may be imposed me.
Tulungagung, June 1st 2016
___Jamalina____ NIM.2813123089
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ABSTRACT
Jamalina. Student Registered Number. 2813123089. 2016.
Improving Students’ Vocabulary by Using Miming Game at Fourth Grade of MI Baiturrohman Suwaluh Academic Year
2015-2016. Sarjana Thesis. English Education Department.
Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung.
Advisor: Hj. Ida Isnawati, M.Pd.
Keywords: Miming game, vocabulary.
Vocabulary is one of the language components that have to be taught to the students in learning a foreign language. This component is the basic study in learning a foreign language, especially for young learners vocabulary is the first step that they have to learn in foreign language before they have to learn four skills such as: Reading, Speaking, Writing, and Listening.
The formulation of the research problem were: “How can Miming Game improve students vocabulary at fourth grade of MI Biturrohman Suwaluh?”.
This study was designed to improve the students’ vocabulary by using MimingGame. The method was selected because it was believed to be effective in making the students active and enthusiastic in learning English.
The research design of this study was classroom action research (CAR).The classroom action research was conducted in second semester of academic years 2015/2016. The study was conducted on fourth grade students at MI Baiturrohman Suwaluh in academic years 2015/2016. The purpose of this classroom action research was to improve students vocabulary by using Miming Game. The researcher wanted to know to what extent Miming Game could improve students vocabulary at fourth grade of MI Baiturrohman Suwaluh since it deal with the classroom setting. The researcher conducted the research in cycles, each of which consists of four steps: Planning, Implementation, Observation, and Reflection.
The result showed that teaching and learning processis more fun and enjoyable by using MimingGame. It helped the students to memorize the vocabulary more easily both in-groups and individually. The students’ motivativation and enthusiasm were higher when the game was used in teaching learning process and those game could make the students focused their attention on the instructions given by the researcher.
From all of the process in cycle 1 from meeting 1 until meeting 3, it can be concluded that there were three students got the score less than 75 and there were six students got the score equal to or above than 75. It didnot achieve the criteria of success. So, the researcher should continue
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tothe next cycle or cycle 2. In cycle 2 all of students from fourth grade of MI Baiturrohman Suwaluh had been achieved the criteria of success. Therefore, the cycle had been stopped. The result was obtained from test and observation cheklist.
Based on the result, the students’ achievement after using Miming Game was improved. By observing the students’ process in memorizing the vocabulary from cycle 1 until cycle 2 there were some developments in the teaching and learning process.
Reviewing at the result of the study, researcher concluded that, the students’ ability in memorizing the vocabulary was improved after being taught by Miming Game. The steps of implementing Miming Game as follows: a) The researcher had preparation before conducting the research or teaching and learning, b) The researcher introduced the lesson plan to the students before guiding them in implementation of Miming Game, c) The researcher would support them by giving motivation and sugestion, d) By using Miming Game, could improve the students’ ability in memorizing the vocabulary.
Finally, some suggestions that can be given in a purpose of improving students’ vocabulary by using Miming Game, were: the teacher must supported and gave students many motivations, teachers could apply Miming Game to help the students in memorizing their vocabulary in order they to be active, participated, competitive, and brave. It also gave more fun to have new impressions or experiences.
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ABSTRAK
Jamalina. NIM 2813123089. 2016. Meningkatkan Kosakata Siswa dengan Menggunakan Miming Game di kelas IV MI Baiturrohman
Suwaluh Tahun Akademik 2015-2016. Sarjana tesis.
Departemen Pendidikan Bahasa Inggris. Fakultas Tarbiyah dan Pelatihan Guru. Institut Agama Islam Negeri (IAIN) Tulungagung. Pembimbing: Hj. Ida Isnawati, M.Pd.
Kata kunci: Miming game, kosakata.
Kosakata merupakan salah satu komponen bahasa yang harus diajarkan kepada siswa dalam belajar bahasa asing. Komponen ini adalah pelajaran dasar dalam belajar bahasa asing, terutama bagi para pemula kosakata merupakan langkah pertama yang harus mereka pelajari dalam bahasa asing sebelum mereka belajar empat keterampilan seperti: membaca, berbicara, menulis, dan mendengarkan.
Masalah penelitian yang dirumuskan disini adalah sebagai berikut: "Bagaimana miming game dapat meningkatkan kosakata siswa di kelas IV MI Biturrohman Suwaluh?".
Penelitian ini dirancang untuk meningkatkan kosakata siswa dengan menggunakan Miming Game. Metode ini dipilih karena diyakini efektif dalam membuat siswa aktif terlibat untuk meningkatkan kosakata mereka.
Desain penelitian dari penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian tindakan kelas dilakukan pada semester II tahun akademik 2015/2016. Penelitian dilakukan di kelas IV MI Baiturrohman Suwaluh di tahun akademik 2015/2016. Tujuan dari penelitian tindakan kelas ini adalah untuk meningkatkan kosakata siswa dengan menggunakan miming game. Peneliti ingin mengetahui seberapa jauh Miming Game dapat meningkatkan kosakata siswa di kelas IV MI Baiturrohman Suwaluh sesuai dengan pengaturan kelas. Peneliti melakukan penelitian dengan menggunakan siklus, yang masing-masing terdiri dari empat langkah: Perencanaan, Pelaksanaan, Observasi, dan Refleksi.
Hasil penelitian menunjukkan bahwa proses belajar mengajar berjalan lebih menarik dan menyenangkan dengan menggunakan miming game. Strategi ini membantu siswa untuk menghafalkan kosakata supaya lebih mudah, baik secara kelompok maupun individu. Motivativasi dan anthusiast siswa lebih tinggi saat menggunakan permainan ini. Dalam proses belajar mengajar permainan ini bisa membuat siswa memusatkan perhatian mereka pada instruksi yang diberikan oleh peneliti.
Dari semua proses dalam siklus 1, mulai dari pertemuan 1 sampai pertemuan 3, dapat disimpulkan bahwa ada tiga siswa yang mendapatkan nilai kurang dari 75 dan ada enam siswa yang mendapatan nilai sama dengan atau di atas 75. Karena nilai mereka belum mencapai kriteria keberhasilan, jadi peneliti harus melanjutkan siklus berikutnya atau siklus
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2. Dan pada siklus 2 semua siswa dari kelas IV MI Baiturrohman Suwaluh telah mencapai kriteria keberhasilan. Oleh karena itu, siklus telah dihentikan. Hasil tersebut diperoleh dari tes dan observation cheklist.
Berdasarkan hasil penelitian, kemampuan siswa telah meningkat setelah menggunakan Miming Game. Dengan mengamati proses siswa dalam menghafal kosakata dari siklus 1 sampai siklus 2 ada beberapa perkembangan dalam proses belajar mengajar.
Meninjau pada hasil penelitian, peneliti menyimpulkan bahwa peningkatan kemampuan siswa dalam menghafal kosakata itu terjadi setelah menggunakan Miming Game. Langkah-langkah pelaksanaan Miming Game sebagai berikut: a) Peneliti telah melakukan persiapan sebelum melaksanakan penelitian atau proses belajar mengajar, b) Peneliti memperkenalkan rencana pembelajaran kepada siswa sebelum membimbing mereka dalam melaksanaan Miming Game, c) Peneliti selalu mendukung mereka dengan memberikan motivasi dan sugesti, d) dengan menggunakan Miming Game dapat meningkatkan kemampuan siswa dalam menghafal kosakata.
Akhirnya, beberapa saran yang dapat diberikan dalam tujuan meningkatkan kosakata siswa dengan menggunakan Miming Game adalah; guru harus selalu mendukung dan memberikan siswa banyak motivasi, guru dapat menerapkan Miming Game untuk membantu siswa dalam menghafal kosakata mereka agar mereka menjadi aktif, berpartisipasi, kompetitif, dan berani. Hal ini juga lebih menyenangkan untuk memiliki kesan baru dan pengalaman baru.
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ACKNOWLEDGEMENT
In the name of Allah SWT The Most Beneficient and The Most Merciful. All praises are to Alloh SWT for all the blesses so that the writer can accomplish this thesis. In addition, may peace and Salution be given to the prophet Muhammad (pbuh) who has taken all human being from the Darkness to the Lightness.
The writer would like to express her genuine gratitudes to:
1. Dr.H. Abd. Aziz, M.Pd.I., the Dean of Faculty of Tarbiyah and Teacher Training of IAIN Tulungagung for his permission to write this thesis.
2. Arina Shofiya, M.Pd, the Head of English Education Departement who has given her some insight so the writer can accomplish this thesis.
3. Ida Isnawati, M.Pd, the writer’s thesis advisor, for her invaluable guidance, suggestion, and feedback during the completion of this thesis.
4. Bambang Nurcholis, S.Pd, the headmaster of MI Baiturrohman Suwaluh who has given the writer permission to conduct a research at this school.
5. The fourth graders of MI Baiturrohman Suwaluh in the academic year 2015/2016 for the cooperation as the sample of this research.
The writer realizes that this research is far from being perfect. Therfore, any constructive criticism and suggestion will be gladly acception.
Tulungagung, June 1st 2016 The writer
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TABLE OF CONTENT
Cover...i
Advisor’s Approval Sheet...iv
Board of Examiners’ approval Sheet ...v
Motto...vi
Dedication ...vii
Declaration of Authorship...viii
Abstract ...ix
Acknowledgement...xiii
Table of Content... ...xiv
List of Tables...xvii
List of Figure...xviii
List of Appendix ...xix
CHAPTER I INTRODUCTION A. Background of Study ...1
B. Formulation of Research Problem ...6
C. Objective of the Study ...6
D. Significance of the Study ...6
E. Scope and Limitation of the Study ...7
F. Definition of Key Term ...8
G. Organization of Study ...8
CHAPTER II REVIEW OF RELATED LITERATURES A. Teaching English to Children ...10
1. The Characteristics of Young Learner ...10
2. Teaching English at Elementary School Students ...15
B. Teaching Vocabulary ...17
1. Definition of Vocabulary ...17
2. Kinds of Vocabulary ...18
3. Teaching Vocabulary to Children ...19
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1. The Nature of Miming Game ...21
2. The Design of Miming Game ...23
D.Previous Studies ...26
CHAPTER III RESEARCH METHOD A. Research Design ...28
B. Subject and Setting of the Study ...31
C. Procedure of the Study ...32
a. Preliminary Observation ...32
b. Planning ...33
1. Socializing the Research Program ...33
2. Providing a Suitable Strategy ...34
3. Designing a Lesson Plan ...35
4. Preparing the Criteria of Success ...35
5. Training the Collaborator Teacher ...36
c. Implementing ...36
d. Observing ...36
e. Reflecting ...38
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ...39 1. Preliminary Observation ...39 2. Cycle 1 ...41 a. Planning ...41 b. Implementing ...41 1) Meeting I ...41 2) Meeting II ...43 3) Meeting III ...44 c. Observing ...45 d. Reflecting ...45 3. Cycle 2 ...46 a. Planning ...47 b. Implementing ...48
xvi 1) Meeting I ...48 2) Meeting II ...49 3) Meeting III ...50 c. Observing ...51 d. Reflecting ...51 B. Discussions ...52
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusions ...55
B. Suggestions ...57
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LIST OF TABLES
Table Page
3.2 The Schedule of the Classroom Action Research ... 31
4.1 The Result of Students’ Preliminary Test Score ... 40
4.2 Result of the Test Cycle 1 ... 46
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A LIST OF FIGURE
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LIST OF APPENDICES
Permission Letters...61
Preliminary Test...62
Lesson Plan Cycle 1...66
Test Cycle 1 ...76
Lesson Plan Cycle 2 ...81
Test Cycle 2 ...92
Observation Checklist Cycle 1 for the Students’ Activities ...98
Observation Checklist Cycle 2 for the Students’ Activities ...100
Guidance Card ...102
