THE EFFECT OF WORD CHAIN GAME ON THE STUDENTS’ ABILITY IN WRITING WORDS AT THE EIGHTH GRADE
OF SMP NEGERI 1 HILISERANGKAI IN 2015/2016
THESIS
BY:
MILKA DWI NOFRIANTI HAREFA Reg. Num 112108068
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
THE EFFECT OF WORD CHAIN GAME ON THE STUDENTS’ ABILITY IN WRITING WORDS AT THE EIGHTH GRADE
OF SMP NEGERI 1 HILISERANGKAI IN 2015/2016
THESIS
Submitted to:
Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of Requirements for the
Degree of Sarjana Pendidikan
BY:
MILKA DWI NOFRIANTI HAREFA Reg. Num 112108068
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
i
ABSTRACT
Harefa, Milka Dwi Nofrianti, 2015, The Effect of Word Chain Game on the
Students’ Ability in Writing Words at the Eighth Grade of SMP Negeri 1
Hiliserangkai in 2015/2016, Thesis, Advisors (1) Adieli Laoli,
S.Pd.,M.Pd, and (2) Yasminar Amaerita Telaumbanua, M.Pd.
Key Words: Students’ Ability in Writing Words, Word Chain Game.
Nunan (2003:88) states, writing is an act of committing of words, mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. Brindle and Susan (1994:117) states, word is a single distinct meaningful element of speech or writing, used with other to form a sentence and typically shown with a space on either side when written or printed.
The purpose of the research is to find whether there is or there is no significant effect of Word Chain Game on the students’ ability in Writing Words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016. The research was conducted through the experimental method with quasi-experimental design. The researcher selected sample by using cluster sampling technique. The data used in this research were collected by using fill in exercise test form. Then, the researcher conducted the internal and external validity to validate the instrument test. Afterwards, the researcher gave pretest to the experimental group and control group.
The mean mark of the pretest’ experiment, it shows that Lcount < Ltable (0.0786 < 0.151) and Ftable > Fcount (1.84 > 1.194) and pretest’ control is Lcount < Ltable (0. 0908 < 0.151) and Ftable > Fcount (1.84 > 1.194). Then, the researcher holds the treatment to the experimental group, and in the control group the researcher used the real teaching. After that, the researcher administers the post-test to the both groups. Based on the result of the data computation indicates that the average of the students’ writing words by using Word Chain Game is 85.73 which is stated good level, while the average of the students’ in writing words without using Word Chain Game is 63.82 which is stated less level.
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ACKNOWLEDGEMENTS
First of all, the researcher thanks to Jesus Christ who guides her, blesses her,
strengthens her and loves her during accomplishing this thesis.
In arranging this thesis, the researcher realizes that she cannot finish this
thesis by herself without the guidance of some people who help, support, and suggest
her. On this occasion, the researcher wants to express her sincere appreciation and
thanks to:
1. Mr. Drs. Bezisokhi Laoli, M.M, as the Rector of Institute of Teacher Training of
Education of Gunungsitoli for his leadership to the researcher during her study in
IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd, M.Pd, as the Dean of Faculty of Education of Languages
and Arts, and the first advisor, who guides and gives suggestions, ideas,
encouragement and best service to the researcher in finishing her thesis.
3. Ms. Yasminar Amaerita Telaumbanua, M.Pd, as the Chair of English Education
Program and lecturer and as the second advisor for her help and who gives
advice, correction, support, motivation, effort and time covered this thesis with
consistent quality to the researcher.
4. Mrs. Dra. Sulasmi, as the examiner of study who always gives corrections and
ideas in finishing this thesis.
5. Mr. Afore Tahir Harefa, S.Pd., M.Hum, as the examiner of education who always
gives advices and briliant ideas in finishing this thesis.
6. Mr. Drs. Ellyanus M.Pd., as the examiner of research method who gives
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7. Mr.Yaredi Waruwu, S.Pd, as the Academic Advisor, who always guides the
researcher.
8. All of the lectures who have ever taught the researcher during studying in IKIP
Gunungsitoli.
9. All of the validators of her internal validation (Mrs. Hidayatai Daeli, S.Pd., Mrs.
Yuli Asnita Harefa, S.S., Mrs. Meytin F. Harefa, S.Pd.) for their help in
validating her instrument.
10. Dinas Pendidikan Kabupaten Nias which allows her to conduct the researcher in
schools n Nias area.
11. Mr. Asaziduhu Mendrofa, as the Headmaster of SMP Negeri 1 Hiliserangkai,
who facilitates the researcher in collecting the data.
12. The students of the eighth grade of SMP Negeri 1 Hiliserangkai especially VIII-1
and VIII-5 as the subjects of this research for their cooperation when the
researcher conducts this research.
13. Her great family, dearest parents, her father (Victor Burman Harefa) and her
mother (Meniria Gea), her beloved sister (Imaniar Febrika Handayani Harefa, her
young brothers (Trisno Yan Utama Harefa and Yunus Septifan Harefa) and her
beloved aunt (Veronika Nirmawati Harefa) for their love, affection, praying,
motivation, inspiration, and support to the researcher during studying in IKIP
iv
14. Her close friends (Udiati Widiastuti Waruwu, Eunike Kurnia Telaumbanua,
Herman Idam Novita Zega, Sosialman Zai, Mawar Duha, Esterlina
Telaumbanua, Noveri Harefa, Desman K. Harefa, Asni Gea, Noverlina Harefa,)
for praying, love, advise,motivaton, cheerful, joyful world and beautiful
togetherness.
15. All friends in Class A of English department in 2011.
Finally, thank you very much for all of your suggestions, advices, supports,
motivation and praying. The researcher is aware that this thesis is far from being
perfect. Therefore, the researcher really hopes the constructive suggestions and
criticisms so this thesis can be better in the future.
Gunungsitoli, November 2015 The Researcher
Milka Dwi Nofrianti Harefa Reg. Number 112108068
Life is for Caring. Loving. Sharing. Praying. Motivating. Expressing. Appreciating. Learning. Smiling. Dreaming. Thanking. Searching. Feeling. Hugging.
Holding. Playing. Laughing. Thinking. Forgiving. Wishing. Believing. Cherising.
Creating. Hoping. Living
v
LIST OF CONTENTS
Page
ABSTRACT ...………….……… i
ACKNOWLEDGEMENTS...………….……… ii
TABLE OF CONTENTS ...………….……… iv
THE LIST OF TABLES ...………….……… ix
THE LIST OF FIGURES ...………….……… xi
THE LIST OF APPENDICES ...………….……… xiii
CHAPTER I : INTRODUCTI0ON ... 1
A. The Background of the Problem ... 1
B. The Identification of the Problems ... 4
C. The Limitation of the Problems ... 5
D. The Formulation of the Research ... 5
E. The Purposes of the Research ... 5
F. The Hypotheses of the Research ... 5
G. The Significance of the Research ... 6
H. The Assumptions of the Research ... 6
I. The Limitation of the Research ... 7
J. The Key Terms Definition of the Research ... 7
CHAPTER II : REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Framework ... 9
1. Word Chain Game ... 9
vi
b. Procedures of Word Chain Game ... 11
c. Advantages and Disadvantages of Word Chain Game ... 13
d. Relationship between Word Chain Game and Writing Words ... 14
2. Real Teaching ... 15
a. Definition of Real Teaching ... 15
b. Procedures to do Real Teaching ... 16
c. Advantages of Real Teaching ... 17
d. Disadvantages of Real Teaching ... 17
3. Writing ... 18
a. Definition of Writing ... 18
b. Component of Writing ... 20
c. The Purpose of Writing ... 21
d. Types of Writing Performance ... 21
4. Word ... 24
a. Definition of Word ... 24
b. Kinds of Word ... 25
c. Kind of Text based on the Syllabus of SMP Negeri 1 Hiliserangkai at the Eighth Grade ... 26
d. Assessment of Writing Words ... 29
B. The Latest Related Research ... 30
vii
CHAPTERIII : RESEARCH METHOD ... 35
A. The Research Design... 35
B. The Variables of the Research ... 36
C. The Population and Samples ... 37
1. Population ... 37
2. Sample ... 37
D. The Kind of Data and Research Instrument ... 41
1. The Kind of Data ... 41
2. Research Instrument ... 41
E. The Procedures of CollectingData ... 42
F. The Techniques of Analyzing Data... 43
1. Testing Instruments ... 43
a. Validity of the Instruments ... 43
b. Reliability of the Instruments ... 45
c. Item Facility Analysis ... 46
2. The Data Analysis………. 47
a. Students’ Writing Ability ... 47
b. Mean Score ... 49
c. Standard Deviation ... 50
d. Normality of Data ... 51
e. Homogeneity of Sample ... 52
viii
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS ... 53
A. Research Findings ... 53
1. Try Out Instrument ... 53
a. Validity ... 53
b. Realibility ... 54
c. Item Facility Analysis ... 54
2. Data Analysis ... 55
a. The Pre-Test and Post-Test Analysis ... 55
1) The Mean Score, Standard Deviation an Variance of the Pretest and Post-test ... 55
2) The Normality of the Data ... 56
3) The Homogeneity of the Data ... 58
b. The Hypotheses Testing ... 58
B. Discussions ... 59
1. The Common Response of the Research Problem ... 59
2. The Analysis and Interpretation of the Research Findings ... 60
3. The Research Findings versus the Latest Related Research ... 62
4. The Research Findings versus Theories... 63
5. The Research Findings Implication... 64
ix
CHAPTER V: CONCLUSION AND SUGGESTIONS ……… 65
A. Conclusions ... 65
B. Suggestions ... 66
BIBLIOGRAPHY ... 67
APPENDICES ... 69
x
LIST OF TABLES
Tables Page
Table 1 Research Design ... 33
Table 2 The Population of the Eighth Grade Students of SMP Negeri 1 Hiliserangkai ... 34
Table 3 The Total Sample of the Eighth Grade of SMP Negeri 1 Hiliserangkai ... 37
Table 4 The Work Table for Liliefors Formula ... 44
Table 5 The Result of Mean Score, Standard Deviation and Variance of Pre Test and Post-Test in Control Group And Experimental Group .... 55
Table 6 The Result of Normallity of Pre-Test and Post-Test in Control Group and Experimental Group ... 56
Table 7 The Result of Homogeneity of Pre-Test and Post-Test in Control Group and Experimental Group ... 57
Table 8 The Result of Examining Hypotheses ... 58
Table 9 The List of the Students' Scores and Marks Distribution in the Try-Out Pre-Test ... 101
Table 10 The List Of The Students' Scores and Marks Distribution in the Try-Out Post-Test ... 103
Table 11 The Conclusion of the Validity Test From Item 1 To 20 in the Reseach Try Out Instruments Pre-Test ... 109
Table 12 The Conclusion of the Validity Test From Item 1 to 20 in the Reseach Try Out Instruments Posttest ... 110
Table 13 The Calculation of the Reliability Test for Pre-Test ... 111
Table 14 The Calculation of the reliability test for Pos-Test ... 112
xi
Table 16 Item Facility Analysis for Post-Test... 114
Table 17 The List of the Students’ Marks in Control Group Pre Test ... 115
Table 18 The List of the Students’ Marks in Control Group Post Test... 117
Table 19 The List of the Students’ Marks in Experimental Group Pre Test ... 119
Table 20 The List of the Students’ Marks in Experimental Group Post Test ... 121
Table 21 The Result of Value, Mean, Standard Deviation, and Variance in Control Group of Pre-Test ... 123
Table 22 The Result of Value, Mean, Standard Deviation, and Variance in Control Group of Post-Test ... 124
Table 23 The Result of Value, Mean, Standard Deviation, and Variance in Experimental Group of Pre-Test ... 125
Table 24 The result of value, mean, standard deviation, and variance in Experimental Group of post-test ... 126
Table 25 The Result of Students’ Test Normality in Control Group of Pre-Test ... 127
Table 26 The Result of Students’ Test Normality in Control Group of Post-Test ... . 128
Table 27 The Result of Students’ Test Normality in Experimental Group of Pre-Test ... 129
Table 28 The Result of Students’ Test Normality in Experimental Group of Post-Test ... 130
Table 29 Nilai-Nilai r Product Moment ... 137
Table 30 Tabel Luas di Bawah Lengkungan Normal Standar Dari 0 ke Z (Tabel Luas Z)Bilangan dalam Badan Daftar Menyatakan Desimal .. 139
Table 31 Nilai Kritis untuk Uji Liliefors ... 140
Table 32 Tabel Nilai Kritis untuk Distribusi F (Taraf Siginifikan 5%) ... 141
xii
LIST OF FIGURES
Figures Page
xiii
LIST OF APPENDICES
Appendices Page
Appendix 1 Syllabus ……….. 73
Appendix 2a Lesson Plan (Control Group………... 75
2b Lesson Plan (Experimental Group………... 79
Appendix 3 Material (Descriptive Text)……….. 84
Appendix 4a The Table of Specification… ………. 85
4b The Table of Specification………. 87
Appendix 5a The Test Item for Try Out (Pre Test)……… 89
5b The Test Item for Try Out(Post Test)……… 90
5c The Test Item for Control/ Experimental Group (Pre Test)……… 91
5d The Test Item for Control/ Experimental Group(Post Test)……… 92
Appendix 6a The Answer Key of Test Item in Pre Test (Try Out/Control Group/ Experimental Group……... . 93
6b The Answer Key of Test Item in Post Test (Try Out/Control Group/ Experimental Group...………... 94
Appendix 7a The Analysis Sheet of Fill in Exercise (The Validator I)………... 95
7b The Analysis Sheet of Fill in Exercise (The Validator II) )……... 97
7c The Analysis Sheet Fill in Exercise (The Validator III) ... 99
Appendix 8a The List of the Students' Scores and Marks Distribution in the Try-Out Pre-Test ………... 101
8b The List of The Students' Scores and Marks Distribution in the Try-Out Post-Test………... 103
Appendix 9a The Calculation of the Validity Test in Pre Test ... 105
xiv
Appendix 10a The Conclusion of the Validity Test From Item 1 To 20 in the
Reseach Try Out Instruments Pre-Test... 109
10b The Conclusion of the Validity Test From Item 1 to 20 in the Reseach Try Out Instruments Posttest... 110
Appendix 11a The Calculation of the Reliability Test for Pre-Test ... 111
11b The Calculation of the reliability test for Pos-Test ... 112
Appendix 12a Item Facility Analysis for Pre-Test ... 113
12b Item Facility Analysis for Post-Test... 114
Appendix 13a The List of the Students’ Marks in Control Group Pre Test... 115
13b The List of the Students’ Marks in Control Group Post Test... 117
13c The List of the Students’ Marks in Experimental Group Pre Test..119
13d The List of the Students’ Marks in Experimental Group Post Test.121 Appendix 14a The Result of Value, Mean, Standard Deviation, and Variance in Control Group of Pre-Test... 123
14b The Result of Value, Mean, Standard Deviation, and Variance in Control Group of Post-Test ... 124
14c The Result of Value, Mean, Standard Deviation, and Variance in Experimental Group of Pre-Test ... 125
14d The Result of Value, Mean, Standard Deviation, and Variance in Experimental Group of Post-Test... 126
Appendix 15a The Result of Students’ Test Normality in Control Group of Pre-Test ... 127
15b The Result of Students’ Test Normality in Control Group of Post-Test...128
15c The Result of Students’ Test Normality in Experimental Group of Pre-Test ... 129
15d The Result of Students’ Test Normality in Experimental Group of Post-Test... 130
Appendix 16a The Homogeneity of the Sample in the Pre Test ... 131
xv
Appendix 17 Testing Hypothesis ... 135
Appendix 18 Nilai-Nilai r Product Moment ... 139
Appendix 19 Tabel Luas di Bawah Lengkungan Normal Standar Dari 0 ke Z
(Tabel Luas Z)Bilangan dalam Badan Daftar Menyatakan
Desimal…………... 140
Appendix 20 Nilai Kritis untuk Uji Liliefors………..141
Appendix 21 Tabel Nilai Kritis untuk Distribusi F (Taraf Siginifikan 5%)……..
138
Appendix 22 Nilai Kritis untuk Distribusi t-Student………..... 142
Appendix 23 Pictures in Try Out at the Eighth Grade of SMP Negeri 1 Gido in 2015/2016 …………...... 144
Appendix 24 Pictures in Control Group at the Eighth Grade of SMP Negeri 1 Hiliserangkai in 2015/2016 …………...... 145
Appendix 25 Pictures in Experimental Group at the Eighth Grade of SMP Negeri 1 Hiliserangkai in 2015/2016 …………..... 146
1
CHAPTER I INTRODUCTION
A. The Background of the Problem
Writing is regarded as a productive skill, it aims at assisting students in
expressing their idea writtenly. Writing is one of the important skills in English
because writing is an extremely complex cognitive activity which requires the writer
to demonstrate control of several variables at once. Writing is a complex activity
since it requires students’ comprehensive abilities such as mastering grammar,
vocabulary, punctuation and mechanics. Besides, to write well, the students are
expected to be able to present their ideas in the written form as writing is a means of
communication. According to Dan K. & Darren C. (2013:6), ―Writing is an act of
creation, which makes writing instruction uniquely different from many other kinds
of teaching.‖ In other words, writing can impart the body of knowledge, and also
teach habits of mind, choices for expression, strategic thinking, and
self-awareness.
Writing is an exploration. Each writer is required to have many words in
their mind when writing. Knowledge of words is central to writing. As written in
Oxford Dictionary (2015), ―Word is the smallest unit of language (whether written,
Word is a unit of language, consisting of one or more spoken sounds or their
written representation, that functions as a principal carrier of meaning, is typically
seen as the smallest such unit capable of independent use, is separated from other
such units by spaces in writing, and is often distinguished phonologically, as by
accent or pause (online).
So, word is a unit of language that a sound or combination of sounds that
symbolizes and communicates a meaning. It can say, hear, read and write something
by using words breadth and depth of words, it can build vocabulary. Vocabulary is all
the words which exist in a particular language or subject. On the other hand, word
and vocabulary can not be seperated each other. It is supported by Urdang and
Flexner (1968:1473) saying, ―Vocabulary is the stock of words used by or known to a
particular person or group of persons.‖ In additon, Hornby (1959:152) says
―Vocabulary is the total numbers of words that make up a language.‖
Based on some definitions stated, it can be concluded that vocabulary is
total number of words which are used to communicate in all side of students relation
or vocabulary is the words which have meaning and function words of language.
Therefore, learning words to build vocabulary is fundamental to support students to
master English. Writing and vocabulary are often interconnected. Having a strong
vocabulary is essential writing. Knowledge of words will improve vocabularies and it
can upgrad writing skill. The more words students know, the more likely they are
The competence standard of the writing skill at the eighth grade of SMP
Negeri 1 Hiliserangkai in the syllabus KTSP 2006 expects the students to express
meaning in the text of functional, short and very simple essay in the forms of
descriptive and recount to interact with the nearest environs. The basic competence,
expects the students to express the meaning in simple short functional written text by
using such kinds of written language accurately, fluently and acceptable to be
interacted with the nearest environs in the forms of descriptive and recount texts. To
support the curriculum expectation, the school decides the Minimum Competence
Criterion (MCC) that is 60.
The reality shows what is expected in the curriculum cannot be achieved.
The students’ achievement in English is considered low. Most of them cannot achieve
the competence standard and Minimum Competence Criterion. The majority of their
value is less than 60. Based on the researcher’s observation in SMP Negeri 1
Hiliserangkai especially at the eighth grade, most of the students there could not write
words especially in descriptive text. They could not identify certain words in
descriptive text. It can be seen when the researcher asked them to write some words
in English. They could not do it.
The problems above are caused by some factors such as: the students are
lack of vocabulary, the students cannot identify the generic structure of descriptive
text, the students cannot complete the structure of the sentences, the monotonous
method applied by the English teacher. So, the students cannot identify and write
To overcome the problems, there are many ways to study English with fun in
a school. The researcher selects one of the games in teaching English which is Word
Chain Game to obtain the information to see there is a significant effect of using the
game on the students’ ability in writing words. Trussell-Cullen (1998:4) says:
Word Chain Game is one of fun games, enjoyable and creative game which it plays with words. Word chains can make very interesting classroom displays. The purpose is of course to make the material more enjoyable, interesting and challenging.
Futhermore, Wetsley (2004:4) says, ―Word Chain Game is the game to build
words from other words to help children to grow in their understanding of words and
spelling patterns.‖ In short, Word Chain Game is exact to stimulate the students’
interest to learn words to build vocabularies.
Regarding to the explanation above, the researcher has a main purpose to
choose and implement Word Chain Game to teach the students especially in writing
words. So, the researcher does the research entitled ―The Effect of Word Chain Game on the Students’ Ability in Writing Words at the Eighth Grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
B. The Identification of the Problem
There are some of the problems that the researcher finds in learning writing
process especially in writing words namely:
1. Lack of vocabulary especially adjectives.
2. The students cannot identify the generic structure of descriptive text.
3. The students cannot complete the structure of the sentences.
C. The Limitation of the Problem
In the research, the researcher limits the problem in order to make the research
more accurate. In doing the research, the researcher decides that the research focuses
on searching the effect of Word Chain Game on the students’ ability in writing
words at the eighth grade of SMP Negeri 1 Hiliserangkai in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the research above, the researcher formulates the
problem as follows, ―Is there any significant effect of Word Chain Game on the
students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai
in 2015/2016?‖.
E. The Purpose of the Research
The purpose of the research is to find whether there is a significant effect of
Word Chain Game or not on the students’ ability in writing words at the eighth grade
of SMP Negeri 1 Hiliserangkai in 2015/2016.
F. The Research Hypotheses
The hypotheses of the research are formulated as follows:
Ha= There is a significant effect of Word Chain Game on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in
Ho= There is no significant effect of Word Chain Game on the students’ ability in writing words at the eighth grade of SMP Negeri 1 Hiliserangkai in
2015/2016.
G. The Significance of the Research
The findings of the research are expected to bring some significances and
contribution inteaching and learning English as follows:
1. For the researcher, it can give an experience in teaching writing words by Word
Chain Game which is interesting and as a property in teaching writing skill.
2. For the English teacher, game can be used in teaching writing to build the
students’ vocabulary.
3. For the students, it can give input to improve their ability in writing words. The
students also learn how to write words by using Word Chain Game.
4. For the other researchers, it can give the view to other researchers that the
research has contribution in teaching writing.
H. The Assumptions of the Research
Some assumptions of the research are:
1. Writing words is the ability to make words from other words to build vocabulary.
2. Word Chain Game is an activity with rules, a goal, and element of fun in
I. The Limitation of the Research
In doing the research, the researcher limits the research as follows:
1. The population of the research is the eighth grade of SMP Negeri 1
Hiliserangkai. The sample is taken from population based on the cluster sampling
technique. Experimental class is VIII-1 and control class is VIII-5.
2. The researcher uses one of types of quantitative research method, that is
experimental research especially in quasi-experimental research which design is
pretest-posttest design for experimental and control group.
3. In the research, the researcher applies Word Chain Game.
4. The researcher searches the effect of Word Chain Game in teaching-learning
process, which descriptive text as writing material.
J. The Key Terms Definitions of the Research
To avoid misunderstanding about the definitions that are used in the
research, the researcher gives some explanation that concerns with the definitions.
They are:
1. Writing is an activity to express and to create ideas in thought. Writing words is
one way to learn new words to the students. Writing words requires vocabularies
especially adjectives, so that the students can create other adjectives. Writing
words enchances the students’ ability in writing and trains the students to master
2. Word Chain Game is game used in English teaching, especially in writing skill.
This game refers to diverse body of teaching techniques, which emphasizes
participation. This game gives the students an opportunity to interact with the
environs and maximally develop their intellectual capabilities and helps the
students to become active participants in their learning especially in writing. This
game is a brilliant element in order that the students create words based on the
9
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Word Chain Game
a. Definition of Word Chain Game
Classrooms are complex places. There is a great deal going on. The children
are there because they are required to be there, and the teacher is trying to engage the
students in the studying of whatever content is prescribed. The complexity of
classroom, when joined with the demand that certain things take place there means
that the students must in some way be managed. One of classroom structure that
contributes the successful learning is game used through teaching-learning process. In
teaching English, a teacher should find appropriate methods to be conducted because
the teacher is as a motivator and a facilitator while the students are the central of
learning, and they must be active in the class.
Game is one of media that can be applied in language teaching and learning.
All people like games either young or adult. But different ages are group requires
various topic material, competence, and model of game. For example, children like
fun game, then adult more like challenging game. So, a teacher should choose the
Therefore, one of some games that can be applied especially in teaching
Writing New Words is Word Chain Game. Wetsley (2004:4) says, ―Word Chain
Game is the game to build words from other words to help children to grow in their
understanding of words and spelling patterns.‖
Furthermore, Trussell-Cullen (1998:4) says, ―Word Chain Games is one of
fun, enjoyable and creative games which it plays with words.‖ Word Chain Game
can make very interesting classroom displays. Playing Word Chain Game is one way
to get to know new people and become comfortable with new surroundings. Ball
(2012:59) states, ‖Word Chain Game is a brilliant game designed for kids to build
and enchance their vocabulary skill.‖ So, this game is challenging enough to perform
with any group of children of any age. And it is useful if you want to review some
vocabulary you have previously introduced. Word Chain Game can also develop oral
language and improve writing skill. It can help children with spelling and grammar
skills, punctuation, and creativity. As a result, Word Chain Game practices in logic
and thinking of students, gives the prompt feedback, and develops their appetite for
further learning.
In conclusion, Word Chain Game is a game to help students in writing words
to master in vocabulary, to develop their intellectual capabilities and also to develop
the students’ desire to learn English, because this game helps the students to become
b. Procedure to Implement Word Chain Game
According to Trussell-Cullen (1998:4), the steps to Word Chain Game are as
the following:
1) Everyone in the class has a sheet of paper of the same size and writes a word on it at the same time.
2) With cat, the last letter is t, so the next player might say ―table.‖
3) The next player does the same, this time looking for a word that starts with e—for example, elephant.
4) When everyone is ready, each child passes his or her paper to the closest child. Each player writes a word starting with the last letter of the word on the sheet of paper he or she received. Then, when everyone’s ready, they pass the papers on again.
5) This goes on until the players get their own sheet of paper back.
Furthermore, Fiona and Sue with Monika (2012:50) state the procedure of
Word Chain Game, as follows:
1) Introduce a set of words you want the children to learn, for example fruit and vegetables, through flashcards. After practising the pronunciation, stick the card on to the board (you might want to write the word under the card).
2) Ask the children to sit in a circle. Explain they will have to use the flashcards to try to remember a list of words.
3) Introduce the phrase, ‘My auntie went to market, and she bought an apple’. The first child should add to the list, using another word from the flashcards, in the following way: ‘My auntie went to market and she bought an apple and some carrots’. The activity goes on with each child adding to the list after having repeated all the items before.
4) Repeat the activity, but this time take the flashcards off the board and erase any writing.
In addition, J. Carten (2013:3) states some steps of using Word Chain Game,
they are:
1) Students sit in circles in small groups.
For example:
S1: Last weekend I went dancing.
S2: Last weekend I went dancing and read a book. S3: Last weekend I went dancing, read a book, and . . .
Students continue until a Student can’t remember what to say. Then the next Student continues the sentence.
3) Point out that the information in the sentence can be false. 4) Model the game with one group.
5) Students play the game.
Based on the steps of Word Chain Game written previously, the researcher
simplifies the steps in teaching writing new words, they are:
1) The researcher introduces the material about descriptive text.
2) The researcher teaches descriptive by using Word Chain Game.
3) The researcher explains how to play the game very well.
4) The researcher introduces a set of words that is learned.
5) The researcher divides the students into five teams.
6) The researcher divides the chalkboard into the amount of teams.
7) One student from each team comes up to the chalkboard, write a word begins with
the last letter word of the word in the lottery.
8) The next student from their team comes up and writes another word
that begins with the last letter of the previous word.
9) The next player does the same activity.
10)The researcher gives a time limit of about 2-5 minutes.
11)The team with the most words spells correctly wins.
12)After the game process, the researcher responds to the students’ answers
positively and constructively, accepts and develops students’ feelings, praises
13)The researcher concludes the material.
14)The researcher closes the meeting.
c. Advantages and Disadvantages of Word Chain Game
Advantages of this game are well known and people like it. Fried (1984:367)
says that learning by using Word Chain Game can be a good choice that will be
useful and effective, fun, interactive and exciting. Using Word Chain Game in
learning will not only change the dynamic of the class, but it will also rejuvenate
students and help the brain to learn more effectively. It is still new and fresh game. So
the students will feel excited because also there are many challenges things that will
be faced by the students. And besides their vocabulary will increase but also with
Word Chain Game the students exercise their branch especially to remember the
words are used in descriptive text.
In addition, Mc Callum, George, P. (1980:IX) say, ―Word Chain game can
overcome the classroom problem such as bore and less creativity.‖ Thus, Word Chain
Game is most important to make the students interest in learning English especially in
vocabulary mastery. Ball (2012:59) says, ―Word Chain Game can be used at the end
of lesson or before introducing a new material as a ―change of pace‖ activity.‖
However, Word Chain Game has disadvantages. Lee F. (1995) points out
that in large classes Word Chain Game that requires each pupil to have a go can
become very boring for those who start the game and who will not be called up again.
In other words, Word Chain Game is full of the memorization of lists. In this instance
the game are decided on by chance (dice) so that everyone has to stay alert in case he
is called upon for another contribution. One last general point: Word Chain Game
should be played quickly; this keeps them interesting and exciting.
d. Relationship between Word Chain Game and Writing Words
Word Chain Game is the game to build words from other words. Word
Chain Game is one of competitive and creative games to lead the students to be
involved in the teaching-learning process, especially in writing words. So, Word
Chain Game is interconnected with writing words. As Wetsley (2004:4) says,
―Word Chain Game is the game to build words from other words to help children to
grow in their understanding of words and spelling patterns.‖ Word Chain Game can
give students an interesting and motivation in learning. By providing it, the students
do not be bored again to the writing and they can develop and share their ideas in
written form. It also makes a sense of the context of a language for the students since
writing needs more vocabularies that must be mastered by the students. It also has a
specific point or stimulus to the students in writing process where it can also express
2. Real Teaching
a. Definition of Real Teaching
Real teaching is concerned with the teacher being the controller of the
learning environs. Power and responsibility are held by the teacher and they play the
role of instructor and decision maker. Based on observation of the researcher at SMP
Negeri 1 Hiliserangkai and guided by the lesson plan of one the English teachers at
the school, real teaching is one teaching method used by the English teacher. Real
Teaching is defined loosely as a continuing oral presentation of information and ideas
by the teacher or professor; it is presumably a synthesis of his own reading, research,
and experiences, interpreted in light of his own insights. Theoretically, in this
method, little or no active student participation is involved. In practice of course there
are many variation in how closely this format is adhered to. There is varying degree
of using the blackboard, slide projector, assignments to be done outside of class, and
question and answer sessions; but all these variations involve the teacher as the
primary agents in the teaching-learning process. Hence, the task of teacher is to tell
the students. Admit that many students prefer it this way. The passive listening role
saves them from assuming too much responsibility for their own education. But, this
method ignores completely the evidence showing that learning has to be an active
b. Procedure to do Real Teaching
As stated in lesson plan of Zalukhu (2013), there are some steps of applying
Real Teaching can be done such as below:
1) The teacher greets the students.
2) The teacher checks the students attendance list.
3) The teacher asks the last material to the students.
4) The teacher introduces the material to the students.
5) The teacher asks prior knowledge to the students
6) The teacher explains the material.
7) The teacher provides some examples of the material.
8) The teacher asks the students to go in front of the class to provide some examples.
9) The teacher asks the students to write down the material in their book.
10)The teacher asks the students to do the following exercise.
11)The teacher collects the exercise.
12)The teacher asks the difficulty about the material to the students.
13)The teacher concludes the material to the students.
14)The teacher gives tasks to the students.
15)The teacher closes the class.
Based on the explanation stated previously, it can be concluded that Real
Teaching is one of the conventional methods which has the real teaching-learning
process and more centered to the teacher. By doing Real Teaching, the students are
researcher is motivated looking for a new and fresh game which encourages the
students in writing new words. In the research, the researcher applies Word Chain
Game to teach the students in writing to get any significant effect to their ability.
c. Advantages of Real Teaching
Real Teaching is adaptable and cheaper which make it more suitable in the
school of rural areas. Real Teaching is particularly suitable for introducing a subject.
To ensure that all students have the necessary background to learn a subject, the
teacher can present basic information in a lecture. Real Teaching is excellent for
introducing a new topic, for giving perspective to the class, and for summarizing
what should have been learned.
Real Teaching is often useful to supplement material from other sources or
for information difficult to obtain in other ways. If students do not have time to
research, or if they do not have access to reference material, the teacher can fill the
bill. In subject areas where information is available in widely scattered places
(textbooks, journals, and internet), the teacher can summarize and emphasize
pertinent material, and give students the most up-to-date information through Real
Teaching.
d. Disadvantages of Real Teaching
Real Teaching does not lead to maximum achievement in certain types of
difficult to teach with Real Teaching. Students can develop such skill well only
through practice. Because it allows for little or no students verbal participation, Real
Teaching is also inefficient for comprehension-level lesson in which concepts and
principles are involved. With a single lecture period, the teacher may unwittingly
present more information than the students can absorb. Too often, Real Teaching
makes no provision for participation by the students. As a result, many students
willingly allow the teacher to do all the works. Learning is an active process, but Real
Teaching tends to foster passiveness and dependence on the teacher. A greater burden
for the total lesson rests on the teacher.
Based on the explanation, it can be said that Real Teaching bores the
students. It has no good effect to teach the students especially in writing words.
Therefore, the researcher applies Word Chain Game in teaching-learning activity.
3. Writing
a. Definition of Writing
Learning language means learning to communicate with each other, to
interact with them, to understand them, to talk them, to read what they have written,
to write to them. Vicki U & Monette M. (2005:8) say, ―Writing is a process of
exploration that offers benefits to students and content area teachers alike. As
students write to make their ideas clear and comprehensible, they experience the fun
Futhermore, Dan K. & Darren C. (2013:6) say, ―Writing is an act of
creation, which makes writing instruction uniquely different from many other kinds
of teaching.‖ Hyland (2003:4) affirms,
Writing is the controlled through guided compositions where learners are given shorts texts and ask to fill in gaps, complete sentences and transform targets or personal pronoun and complete other excercises that focus students on achieving accuracy and avoid errors.
In addition, Nunan (2003:88) states,
Writing is an act of committing of words, mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader.
Based on the theories above, writing is an act of putting letters, symbols,
numbers, or words on paper which is used to express and explain ideas. Specifically,
writing is the expression of language in the form of symbols, letters, or words. The
primary function of writing is to communicate the writers’ ideas to their readers.
Writing words is an activiy or practice to write words whether noun,
adjectives, verb, adverb which has a pattern to form meaningful sentence. Each words
has connection with content, organization material in writing, the choice of words or
vocabulary used into sentences into paragraph until they can create a piece
of writing, language use of writing that connect language and point of grammar, and
mechanics in writing deals with capitaluzation, spelling are punctuation that uses in
English writing. So, Word Chain Game has a role to help the students to write words
and to complete the sentences into paragraph until the text is complete and to increase
b. Writing Component
Jacob et, al (1981:31) point out five significant components in writing.
These are content, organization, vocabulary language use and mechanics.
1) Content.
There are four things that could measured in connection with content. The composition should contain one purpose only. Should be unity, should have coherence and continuity and should be adequately developed.
2) Organization.
The purpose of organization material in writing involves coherence, order of Importance general to specific, specific to general, chronological order and spatial order of pattern. When writing the learner should arrange their writing chronologically. They should present their ideas based on the order of which happen from beginning to the end.
3) Vocabulary.
Vocabulary is one language aspect dealing with the process of writing study in the writer always thanks about putting word into sentences into paragraph until they can create a piece of writing.
4) Language use.
Language writing description and other form of writing innvolves connect language and point of grammar. We should be able to do anything more than letter separate items of language for separate function. And also grammar can help the students improve the use of formal language.
5) Mechanics.
Mechanics in writing deals with capitaluzation, spelling are punctuation. Capital letters have principal uses in English writing. This may be used distinguish between particular and general classes of person, places and things.
All the writing component related each other so, the researcher has examine
all the component of writing to achieve a satisfying result based on our point of view
c. Purpose of Writing
Graham (2012:21) considers four purposes of writing, as follows :
1) Describe : to describe something, such as a person, place, process, or experience, in vivid detail
2) Narrate : to tell a story of an experience, event, or sequence of events while holding the reader’s interest
3) Inform : to examine previously learned information or provide new information
4) Persuade/analyze : to give an opinion in an attempt to convince the reader that this point of view is valid or to persuade the reader to take a specific action (writing to express an opinion or make an argument has a similar purpose); to analyze ideas in text, for example, by considering their.
Based on the purposes of writing stated, describe is the central purpose in the
research. Describe refers to the material that is conducted by the researcher. The
material is descriptive text with the purpose is to describe and reveal a particular
person, animal, place or thing.
d. Types of Writing Performance
Brown (2004:220) defines four categories of written performance that capture
the range of written production are considered here. Each category resembles the
categories defined for the other three skills, but these categories, as always, reflect the
uniqueness of the skill area.
Four categories of written perfomances, as follows :
1) Imitative
system. There are some designing assessment tasks of imitative writing, such as:
a. Tasks in (Hand) Writing Letters, Words, and Punctuation
a) Copying. There is nothing innovative or modern about directing a test-taker to copy letters or words.
b) Listening cloze selection tasks. These tasks combine dictation with a written script that has a relatively frequent deletion ratio (every fourth or fifth word, perhaps).
c) Picture-cued tasks. Familiar pictures are displayed, and test-takers are told to write the word that the picture represents.
d) Form completion tasks. A variation on pictures is the use of a simple form that asks for name, address, phone number, and other data.
e) Fill in Exercise.The task isto fill in the correct word in each cage, but the complexity of the language used to describe the positions of cages and their inhabitants is very challenging.
f) Converting numbers and abbreviations to words. Some tests have a section on which numbers are written-for example,hours ofthe day, dates, or schedulesand test-takers are directed to write out the numbers.
b. Spelling Tasks and Detecting Phoneme-Grapheme Correspondences a) Spelling tests. In a traditional, old-fashioned spelling test, the
teacher dictates a simple list ofwords, one word at a time,followed by the word in a sentence, repeated again, with a pause for test-takers to write the word.
b) Picture-cued tasks. Pictures are displayed with the objective of focusing on familiar words whose spelling may be unpredictable. c) Multiple-choice techniques. Presenting words and phrases in the
form of a multiple-choice task risks crossing over into the domain of assessing reading, but if the items have a follow-up writing component, they can serve as formative reinforcement of spelling conventions.
2) Intensive (controlled)
This refers to producing appropriate vocabulary within a context collocations and idioms, and correct grammatical features up to the length of a sentences. There are some designing assessment tasks of Intensive (controlled) writing, such as:
normal speed, usually two or three times;then the teacher asks students to rewrite the paragraph from the best oftheir recollection.
b. Grammatical Transformation Tasks. In the day of structural paradigms of language teaching with slot-filler ,techniques and slot substitution drills, the practice ofmaking grammatical transformations...;....orally or in writing-was very popular
c. Picture-Cued Tasks. A variety of picture-cued controlled tasks have been used in English classrooms around the world.
d. Vocabulary Assessment Tasks. Most vocabulary study is carried out
f. Short-Answer and Sentence Completion Tasks. Such items range from very simple and predictable to somewhat more elaborate responses.
3) Responsive
Here, assessment tasks require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. Form-focused attention is mostly at the discourse level, with a strong emphasis on context and meaning. There are some designing assessment tasks of responsive writing, such as:
a. Authenticity. Authenticity is a trait that is given special attention: if testtakers are being asked to perfornl a task, its face and contentvalidity need to be assured in order to bring out the best in the writer
b. Scoring. Scoring is the thorniest issue at these fmal two stages of writing. With so many options available to a learner, each evaluation by a test administrator needs to be fmely attuned not just to how the writer strings words together (the form) but also to what the writer is saying.
c. Time. Yet another assessment issue surrounds the unique nature of writing: it is the only skill in which the language producer is not necessarily constrained by time, which implies the freedom to process multiple drafts before the text becomes a fmished product
4) Extensive
details to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple drafts to achieve a final product. Focus on grammatical form is limited to occasional editing or proofreading of a draft. There are some designing assessment tasks of extensive writing, such as:
a. Paraphrasing. Paraphrasing is to ensure that learners understand the importance of. paraphrasing: to say something in one's own words, to avoid plagiarizing, to offer some variety in expression.
b. Guided Question And Answer. a guided questionand-answer format in which the test administrator poses a series of questions that essentially serve as an outline of the emergent written text.
c. Paragraph Construction Tasks. To a great extent, writing is the art of emulating what one reads.You read an effective paragraph; you analyze the ingredients of its success; you emulate it.
d. Strategic Options. Developing main and supporting ideas is the goal for the writer attempting to create an effective text, whether a short one-to two-paragraph one or an extensive one of several pages.
Regarding to the types of writing perfomance as explained before, the
research is in line with part 1: imitative, with designing assessment tasks of imitative
writing part a: tasks in (hand) writing letters, words, and punctuation with fill in
exercise because this part refers to the writing words and the reseracher used the
assessment of fill in exercise to conduct the research by using Word Chain Game, in
which the students holds the writing letters, words.
4. Word
a. Definition of Word
Words are fundamental units in every writing. As it is written in Cambridge
Dictionary, ―Word is a single unit of language which has meaning and can be spoken
or written.‖ In addition, Calhoun (1999:111) states;
Futher more, Brindle Susan (1994:117) states,
Word is a single distinct meaningful element of speech or writing, used with other (or sometimes alone) to form a sentence and typically shown with a space on either side when written or printed.
Based on the definitions written, the researcher concludes that word is a unit
of language that a sound or combination of sounds that symbolizes and communicates
a meaning. People can hear, say, read and write by using words. Knowing many
words can develop the vocabulary.
b. Kinds of Word
Nation I.S.P (2001:46) states eight kinds of words in English language, they
are:
1) Nouns : Nouns are words that are used to name an animal, person, idea, place or thing.
2) Pronouns : They have person, number, and case.
3) Adjectives : An adjective modifies (describes) a noun or pronoun.
4) Verbs : Verbs is the word that: show action, act like an equals sign, or hang around a main verb to show tense.
5) Adverbs : An adverb is a word that modifies an action verb, an adjective or another adverb.
6) Prepositions tell anywhere a mouse can run. 7) Conjunctions connect things.
8) Interjections jump into show emotion.
Among of the eight kinds of words, the adjectives that is focused in
conducting the research. The word is used in descriptive text which the descriptive
e. Kinds of Text based on the Syllabus of SMP Negeri 1 Hiliserangkai at the Eighth Grade
Based on the syllabus of SMP Negeri 1 Hiliserangkai at the eighth grade, the
kinds on the text that is taught to the students are:
1) Descriptive Text
Descriptive text is a text which lists the characteristic of something. Its
purpose is to describe and reveal a particular person, animal, place or thing.
Generic structure
a) Identification : a part of descriptive text that contains a topic that is described.
(e.g. : I have many pets, but my favourite one is a cat).
b) Description : the last part of the description text that contains of the topic.
(e.g. : appearance, quality, characteristic).
Language features of recount text are:
a) Focus on specific participants.
b) Usually use simple present tense.
c) Use nouns (e.g. : weight, size, eight, kucing, Marina, hospital, guitar).
d) Use adjective in describing especially the qualities (e.g : tall, high, beautiful).
e) Use adverbs ( e.g. : angrily, qiuckly, first).
f) Use noun phrases ( e.g. : pretty girl, , the old dog, the young man).
g) Use of verb ―Have‖ (have, has,) in order to give detail description of the object’s
The example of descriptive text can be seen as follows:
Alimudin, a Local Footballer
Alimudi is 16 years old. He is a local footballer who plays fora small football club in Paramatta, Sydney. He works hard to be a professional footballer.
His day starts at 4. First, he says his prayer and then he goes jogging. He goes jogging for one hour. After jogging, he joins his club to do some practice. After that he takes a rest and takes a bath. His mother always prepares simple breakfast for him. After breakfast, he goes to school.
At 3.p.m. he goes to teh football filed. His football club practices playing football. He learns a lot from his coach. His football practice ends at about 5 p.m. He goes home and oes his other daily activities.
(Source: English on Sky, For Junior High
School Students Year VIII, page37)
2) Recount Text
Recount text is a text that tells about something happened in the past. The
details in a recount can include what happened, who was involved, where it took
place, when it happened and why it occured.
Generic structures of recount text are:
a) Part 1 : Orientation.
It gives the reader the background information as to why this person is
noteworthy and should have a biography written about them. The opening
paragraph should answer the questions : who, what, where, when and how.
b) Part 2 : Series of events.
It presents a series of events, usually told in a chronological order. Here the
c) Part 3 : Reorientation.
It consists of a type of conclusion with a comment on the conribution this person
has made or a summary and evaluation of the person’s achievements.
Language features of recount text are:
a) Use the specific names of the people involved.
b) Simple Past Tense.
c) Use of action verbs (e.g. : started, attended, moved).
d) Use of connectives (e.g. : next,later, before).
The example of recount text can be seen as follows:
Thomas Alva Edison
Thomas Alva Edison was one of the greatest inventors of all time. He lived from 1847 until 1931. He was born in Milan, Ohio in 147. In 1854 his family moved to Port Huron, Michigan. When he was 12 he got very sick. As a result, he became partiall deaf. He attended school for only three months there. So, his mother taught him reading, writing and aruthmetic.
In 1862, Edison saved a boy from being run over by a train. The boys’ father operated a telegraph machine. As a thanks, the father taught Edison how to operate the telegraph. Later, Edison made improvement to telegraph. In 1876, Edison started the first industrial research laboratory at Menlo Park, Nwe Jersey. One of his inventions is the long lasting light bulb.
Thomas Alva Edison died in 1931. When he died all eletric current i the country was turnrd off. Although he did not have enough formal aducation and was deaf, he became a famous inventor. Once he said ―Genius is one percent inspiration and ninety-nine percent perspiration‖.
(Source: English on Sky, For Junior High School Students Year VIII, page175)
The kind of text that is taught by the researcher in conducting the research is
descriptive text.
f. Assessment of Writing Words
In the research, the researcher assesses the students’ ability in writing new
words by using Fill in Exercise. Scott and Ytreberg (72) state,
Fill in exercise is used for vocabulary work. For example if the pupils are familiar with the words for pets and a few adjectives. The children who have progresses to level two, they can be used to focus on specific language items, like pereposition or question form.
In giving the test, the researcher designs the tests which consist of 40 items
but they are divided into two parts of test, 20 items for pretest and 20 for posttest. The
researcher distributes the worksheet of some words in descriptive text. Then, the
students take the last letter of the word and make another word from the letter. The
researcher formulates the students’ score for each number of the items by using
formula from Purwanto (2009:89), as follows:
True answer = 1
False answer = 0
The researcher uses a formula to decide the students’ value as suggested by
Djiwandono (2008:46) as follows:
Value =
Obtain score
Maximum score
B. The latest Related Research
The latest related research has been conducted on the use of the game
which shows the positive attitude of the students toward the game applied, such as
conducting games in teaching English, particularly in teaching vocabulary to the
students.
Salata, 2008 in her thesis ―Using Word Chain Game to Increase the
Vocabulary Mastery to the Students‖ concludes that Word Chain Game makes the
students easier memorize and understand vocabulary presented by applying
vocabulary and in practicing English and through teaching vocabulary, game is one of
appropriate games.
Salata, in doing her research define the three steps, they are input, process
and output.
1. Input : Introduces the Word Chain Game to the students. This variable refers
to the technique use in building up students’ vocabulary
2. Process : Teaching and learning process (the researcher plays the game). term,
This refers to the application of the input towards the classroom
interaction
3. Output : The students who have been players are evaluated. This part refers to
the students’ vocabulary achievement/command.
Salata conducted through pre experimental study which aims at finding out
the increase of Word Chain Game to increase the second year students’ vocabulary at
evaluation through pre test and post test. Salata did four meetings to get the best
result in her research. The first meeting, the researcher gave the students some
vocabulary test to answer. In the meeting the researcher still did not use Word Chain
Game in teaching-learning process. The result of the meeting, the students were still
low in vocabulary. Then, in the second meeting, the researcher gave the students a
vocabulary test namely is matching the word. The researcher used game in the
meeting. Here, the students should know the meaning of that vocabulary. The
students were still low to macth words with meaning. Next, in the third meeting, the
students were able to match the word with the meaning. In the section the researcher
started playing Word Chain Game. Finally, in the fourth meeting, the researcher gave
an opportunity to the other students to enjoy Word Chain Game. For the last section,
the students were able to memorize vocabulary and able to answer the test given by
the researcher by using Word Chain Game well. In doing her research, Salata used
quantitative analysis.
Based on the Salata research’s, it can be proved that Word Chain Game
increases the students’ ability in vocabulary. The relationship both of the research
which is the result of the research is useful in increasing the student’s in vocabulary
C. Conceptual Framework of the Research
The researcher teaches descriptive text to the students by using Word Chain
Game. The researcher expects the students to be able to write words correctly, in
order that they can express their idea.
Writing is an activity to express and explain an idea. Writing words is an
activity to write words to increase the students vocabulary. In conducting the
research, the researcher focuses on descriptive text. In the syllabus KTSP 2006
expects the students to express meaning in the text of functional, short and very
simple essay in the forms of descriptive and recount to interact with the nearest
environs. To support this curriculum expectation, the school decides the Minimum
Competence Criterion (MCC) that is 60. The reality shows, what is expected in the
curriculum cannot be achieved by the students. The expectation is so different with
the reality. The problem is the student cannot write words in descriptive text. It is
caused by some factors such as: the students are lack of vocabulary especially
adjectives, the students cannot distinguish kinds of word such as adjective, verb, etc
and monotonous methods from the English teacher. So, to overcome the problems the
researcher chooses one of fun games, it is Word Chain Game.
Words Chain Game is one of games in teaching writing words to increase
the student’s vocabulary mastery. In conducting the game, the researcher asks the
student to fill in exercise that is given by the researcher. The students are expected to
write adjectives to complete the descriptive text. The students should write adjective
