i
AN UNDERGRADUATE THESIS
INCREASING THE STUDENTS VOCABULARY MASTERY BY USING PICTIONARY GAME AMONG THE SEVENTH GRADE
OF JUNIOR HIGH SCHOOL 8 METRO IN THE ACADEMIC YEAR OF 2018/2019
By:
SITI MAYANG SARI
STUDENT.ID. 14122177
English Education Department
Tarbiyah and Teach
ingTraining Faculty
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1440 H / 2019 M
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AN UNDERGRADUATED THESIS
INCREASING THE STUDENTS VOCABULARY MASTERY BY USING PICTIONARY GAME
AMONG THE SEVENTH GRADE OF JUNIOR HIGH SCHOOL 8 METRO IN THE ACADEMIC YEAR 2018/2019
Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.)
in English Education Department
By:
SITI MAYANG SARI STUDENT ID. 14122177
Tarbiyah& Teaching Training Faculty English Education Department
Sponsor : Dr. Umi Yawisah, M.Pd Co-Sponsor : TrisnaDinillahHarya, M.Pd
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1440 H / 2019 M
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INCREASING THE STUDENTS VOCABULARY MASTERY BY USING PICTIONARY GAME
AMONG THE SEVENTH GRADE OF JUNIOR HIGH SCHOOL 8 METRO IN THE ACADEMIC YEAR OF 2018/2019
ABSTRACT BY
SITI MAYANG SARI
The objective of this research is to know whether the game can increase the vocabulary mastery in teaching learning process. The object of this research was 28 students of seventh grade of junior high school 8 Metro in the academic year 2018/2019. The this research was done in two cycles. Each cycles is done in five meetings. Each cycle is consist of planning, action, observation, and reflection.
In collecting data, the writer uses test, that are pre-test and post-test, documentation, observation, and interview. The purposes of pre-test and post-test are to know the students vocabulary mastery before and being given the treatment.
The result in cycle I showed that the average percentage of active students 50% and in the cycle 2 is 70%. The average of pre-test and post-test show that there is an increase from pre-test and post-test. The average of post-test is higher than Pre-test and post-Pre-test show that there is an increase from Pre-Pre-test and post-Pre-test. The average of test is higher than pre-test. The average pre-test is 69,82 and the post-test is 79,10. So there is progress 9,28 points. It is clear that based on the result pre-test and post-pre-test, it can be said that game has positive increase in learning vocabulary.
By using pictionary game as media, the students are interested and motivated in following the class. So they enjoy doing the task. It also makes them easier in studying the material. Referring to the result of the students score above, it can be said that game has positive increase towards the students vocabulary mastery.
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PENINGKATAN PENGUASAAN KOSAKATA SISWA
DENGAN MENGGUNAKAN PICTIONARY GAME
DI KELAS VII SMP N 8 METRO TAHUN PEMBELAJARAN 2018/2019
ABSTRAK
OLEH
SITI MAYANG SARI
Permasalahan dalam penelitian ini adalah untuk mengetahui apakah media game ini dapat meningkatkan penguasaan kosakata siswa dalam proses pembelajaran. Objek dalam penelitian ini adalah 28 siswa kelas VII di SMP N 8 Metro tahun pelajaran 2017/2018. Penelitian ini dilakukan dalam 2 tingkatan (siklus). Masing-masing siklus terdiri dari empat tahapan, yaitu perencanaan, pengamatan, dan penerimaan.
Dalam pengumpulan data, penulis menggunakan tes, yaitu tes awal dan tes akhir, dokumentasi, observasi, dan interview. Tujuan dari tes awal dan tes akhir adalah untuk mengetahui penguasaan kosakata siswa sebelum dan sesudah dilaksanakan penelitian tindakan kelas.
Hasil dari siklus 1 menunjukkan bahwa presentasi keaktifan siswa 50% dan pada siklus 2 adalah 70%. Sedangkan nilai rata-rata dari tes awal dan tes akhir menunjukkan bahwa ada peningkatan dari tes awal dan tes akhir. Nilai rata-rata tes awal adalah 69,82dan tes ahir adalah 79,10. Jadi disana ada peningkatan 9,28 poin. Hal ini jelas bahwa berdasarkan tes awal dan tes ahir dapat dikatakan bahwa media game memiliki peningkatan yang positif dalam pemebelajaran kosakata.
Dengan menggunakan media game siswa lebih tertarik dan termotivasi dalam mengikuti proses pembelajaran di kelas. Sehingga mereka lebih mudah dalam menerima pelajaran. Berdasarkan hasil nilai siswa di atas dapat disimpulkan bahwa media game memiliki peningkatan yang positif terhadap penguasaan kosakata siswa.
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MOTTO
ِدْحَّللا ىلِإ ِدْهَملا َهِم َمْلِعلا اىُبُلْطُا
Artinya : “Tuntutlah ilmu sejak dari buaian hingga liang lahat” Meaning: "Demand knowledge from the cradle to the pit"
مِلْسُم ِّلُك ىَلَع ٌةَضْيِرَف ِمْلِعْلا َبَلَط َّنِإَف ،ِهْيِّصلاِب ْىَلَو َمْلِعْلا اْىُبُلْطُا
Carilah ilmu meskipun di negeri Cina, karena mencari ilmu itu wajib bagi setiap muslim.
Seek knowledge even in China, because seeking knowledge is mandatory for every Muslim.
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DEDICATION PAGE
This undergraduate thesis would highly be dedicated to :
1. My beloved father Imam Mahmud Al-Khusairi and my mother Siti Maisaroh, S.Pd, who always pray me, give me support and guidance to be success in my study. I love you and you are my spirit in my life.
2. My beloved my brother Ahmad Yazid Rifa’i and Siti Ambar Sari and Nurhayati Mukminah, S.Pd who support me, and thanks for Dedi Rustiawan, A.Md.Kep and Irfan Rosyidi Bagus Sadewa always give me support.
3. My sponsor Mrs. Dr. Umi Yawisah, M.Hum and MrsTrisna Dinillah Harya, M.Pd (it will not be real without your assistance).
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ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious, the Most Merciful Praise be to Allah, the Lord of the world whom without His mercy and blessing, none of these be possible. The writer is very grateful for the chances He has given her to accomplish this a research proposal.
The writer would like to extend her gratitude to the Sponsor, Dr. Umi Yawisah, M. Hum and Co-sponsor, Trisna Dinillah Harya, M.Pd who have constantly given their endorsment, time, and guidance so that the writer could finish the proposal. There is nothing she could do to return their deeds. She would also like to thank the Chief of State Islamic Institute of Metro, who has given support and approval in order that the writer was able to conduct the research.
The writer could not endure the obstacles which arose during the process without her family support. She is grateful to have her mother, father, and sisters and brother who have supported her with finance and prayers for her success. She is also grateful to her the best friends for their support during her study, and all persons who can not be mentioned individually here.
It is Allah who bestows success and guides to the Right Path.
Metro, 03 January 2019 The Writer
Siti Mayang Sari NPM. 14122177
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TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
APROVAL PAGE ... iii
NOTIFICATION LETTER ... iv
NOTA DINAS ... v
ABSTRACT ... vi
ABSTRAK ... vii
STATEMENT OF RESEARCH ORIGINALITY... viii
ORISINALITAS ... ix
MOTTO ... x
DEDICATION PAGE ... xi
ACKNOWLEDGEMENT ... xii
TABLE OF CONTENTS ... xiii
LIST OF TABLE ... xiv
LIST OF APPENDICES ... xv
CHAPTER IINTRODUCTION A.Background of the Problem ... 1
B.Identification of the Problem ... 4
C.Limitation of the Problem ... 5
D.Formulation of the Problem ... 5
E.Objective of Study... 5
F. Benefits of the Research ... 6
CHAPTER II REVIEW OF LITERATURE A. Vocabulary ... 7
1. Concept of Vocabulary ... 7
2. Types of Vocabulary ... 8
xiv b. Adjective ... 9 c. Noun ... 10 d. Verb ... 11 B. Game ... 14 1. Concept of Game ... 14
2. Concept of Pictionary Game ... 16
3. Advantages and Disadventages of Pictionary Games ... 18
C. Concept of Increasing Vocabulary Mastery by Using Pictionary Game ... 19
D. Procedures of Increasing Vocabulary Mastery by Using Pictionary Game ... 21
CHAPTER IIIRESEARCH METHOD A. Setting of Study ... 23
B. Research Design ... 23
C. Object of Study ... 24
D. Action Plan ... 24
1. Plan ... 24
2. Process of Learning (Acting) ... 25
3. Observation ... 25
4. Reflection ... 25
E. Data Collection Methods ... 27
1. Observation ... 27
2. Tes ... 28
3. Interview ... 29
4. The Field Note ... 29
F. The Data Analysis ... 29
G. The Indicator of the Success ... 30
CHAPTER IVRESULT OF THE RESEARCH AND INTERPRETATION A. Result of the Research ... 31
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1. Description of Research Location ... 31
2. Description of Data Research ... 39
B. Interpretation ... 41
1. Cycle I ... 41
2.Cycle II ... 49
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 61
B. Suggestion ... 62 BIBLIOGRAPHY
APPENDICES
1 CHAPTER I INTRODUCTION
A. Background of the Problem
Language is a tool for expressing ideas, thoughts, opinion and feeling. As human being, we need a language. Language is very important in our life because language is a tool to be used not only for the communication among people but also for getting knowledge, technology and even culture. Language is a group of sounds with specific meaning and organized by grammatical rules. Language is one of important instruments in this globalization era, because language is one of unificatory media and also tool used to communicate each other. It is hoped that the graduate of each will be able to master English well. Two kinds of language that we can use in communication, are verbal and nonverbal. Verbal languages is spoken language and non verbal languages is written language or sign language. If we talk about language, we have to master the elements of language itself, one of the elements is vocabulary.
Vocabulary is basic element to learn a language and to make a communication with another people. It is impossible to learn English if students are lack of vocabulary. Cameron says “ vocabulary is fundamental to using the foreign language as discourse.”1 Thornbury says, “without grammar very little
1
Lyne Cameron. Teaching Learning to Young Learners. (London : Cambridge university press, 2002). p. 46.
2
can be conveyed, without vocabulary nothing can be conveyed.” 2
Vocabulary is one of the components of language which will make the language meaningful. Therefore without mastering vocabulary we cannot have communication.
However, according to the theories above, it can be concluded that vocabulary is very important component in language learning. Without vocabulary we cannot communicate each other and also without vocabulary it is difficult to learn foreign language. Vocabulary is very important component in language learning, because vocabulary is used to express our ideas such as in speaking, writing, and reading. Many students‟ are still lack in their vocabulary. That why the appropriate tehnique such a game in delivering lesson in the classroom should be considered. One of the game is pictionary game.
Obermayer said that, “ in pictionary, one team members draws a card from a deck and then draws a picture of an object ( person, animal, or thing) to explain to their teammates the word description is on the card. In both games all play is under time pressure ”. According to Koprowski states in his journal that we can increase students‟ vocabulary mastery by using some games, such as taboo, memory challenge, last one standing, pictionary, etc.3
Based on the preliminary research done in junior high school 8 Metro, it was found that mastery vocabulary is still low, although the teacher have use some methode, but the studet‟s still dont understand and still confuce about mastery
2Scott Thornbury, How to Teach Vocabulary. (England. Pearson education limited, 2002).p. 13.
3Mark Koprowski, Ten Good Games for Recycling Vocabulary,Vol Vii, (published in the ITSL journal at 7 July 2006).
3
vocabulary. From the interview it was found that many students at seventh grade experienced difficultly in mastering vocabulary although the teacher had some methode. Many students have problems in mastering vocabulary such as understanding the meaning of the words. Here is the students‟ achievement of vocabulay mastery at the seventh grade :
Table 1
Students’ Score for Vocabulary in Seventh Grade Students of Junior High School 8 Metro Year 2017/2018.
No Score The number of students
VII Percentage
1 ≥75 10 33,3%
2 <75 20 66,6%
Total 30 100%
Source : The data of the school.
From the table above, it can be known that achievement from many students at junior high school 8 Metro that mastery vocabulary was still low. From the table above, it can be known that in the class VII that have a good score just 10 students from the 30 students, and that have a bad score 20 students. It is only 10 students pass the minimum mastery criteria and so many is still low, because they have not reach KKM yet. It means that there is a problem in the vocabulary mastery in class VII at junior high school 8 Metro. Based on the previous problem, research entitled increasing vocabulary mastery by using pictionary game at the
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second semester of the seventh grade of junior high school 8 Metro in academic year of 2017/2018 will be conducted.
B. Identification of the Problem
Based on the background above the researcher identified the problems as follows :
1. Many students have difficulties in learning vocabulary such as understanding the meaning of the words.
2. Many students‟ have lack of vocabulary.
3. Many students‟ are still confused about one word but, have two meanings in the vocabulary.
C. Limitation of the Problem
The limitation of the problem is the process of increasing vocabulary mastery by using pictionary game and the problem students in learning vocabulary mastery at the second semester of the seventh grade of junior high school 8 Metro in the Academic Year of 2018/2019.
D. Formulation of the problem
Based on the limitation above, researcher formulated the problem as follows : 1. Can the pictionary game increase the students vocabulary mastery at the
seventh grade of Junior High School 8 Metro in the Academic Year of 2018/2019?
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2. Can the pictionary game increase the students learning activity at the seventh grade of Junior High School 8 Metro in the Academic Year of 2018/2019?
E. Objective of Study
Based on the formulation above, the objectives of research are :
1. To know whether the pictionary game can increase the students vocabulary mastery at the seventh grade of Junior High School 8 Metro in the Academic Year of 2018/2019?
2. To know whether the pictionary game can increase the students learning activity at the seventh grade of Junior High School 8 Metro in the Academic Year of 2018/2019?
F. Benefits of the research
The uses of the research are as follows : 1. Theoretically :
The result of this research are expected to be a source of information for further research in vocabulary mastery.
2. practically :
It is expected that this research can provide useful input in improving the quality of learning in the school and also give information to the English teacher about increasing vocabulary mastery by using pictionary game.
6 CHAPTER II
REVIEW OF LITERATURE
A. Vocabulary
1. Concept of Vocabulary
Vocabulary is one of four language components which are spelling, grammar, phonology and vocabulary. Vocabulary is an important component that should be mastered by the students. According to thornbury, “ all language has words”. He also says, “ by having adequate vocabulary, one will be able to communicate to other people and express his idea clearly and easily”.4
It means that vocabulary is fundamental part of languages, because a language is formed by words.
Thornbury said, ”If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expression. You can say very little with grammar, but you can say almost anything with words!”5
It can be said that if we want to improve our languge ability we have to mastery vocabulary first, because we can say anything with words. Therefore we can make a communication if we have good vocabulary mastery.
4Scott Thornbury, How to Teach Vocabulary. (England. Pearson Education Limited, 2002).pp.1- 5.
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From the statement above it can be said that mastering vocabulary is important. Brown states, “ vocabulary is seen in its central role, conceptualized meaningful language”.6
Based on the statement, it is important for the teacher to create some ways or tehniques in teaching and vocabulary. so the students can receive and understand the material simply. Moreover, it is expected by mastering great number of vocabulary, it will be easier for students to learn a foreign language and use it for communication.
From the explanation about, it can be concluded that vocabulary should be mastered in language learning, especially in increasing vocabulary mastery in english language, because vocabulary can presented or explained in all kind of activities. It can be said that vocabulary mastery is knowledge of a list or a set of words that make up a language which might be used by particular person, class, or profession.
2. Types of Vocabulary
Vocabulary has some types that need to be learnt. There are types of vocabulary that are explained by the experts. Thornburry is one the experts that explained that there are at least four types of vocabulary.7 There are Adverb, Adjective, Noun, Verb. Those can be desribed as follows:
a. Adverb
6Douglas Brown, The Principle of Language Learning and Teaching, (New Jersey :, Prentice Hall, 2000), p.377.
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There are some definitions of adverb that proposed by the experts. Frank states that adverbs are words that describe or modify verbs, adjectives, and other adverbs. 8 It means that adverb can be used to describe or modify verbs, adjectives, and other adverbs. While Sjah and Enong states that adverb is a word that explain about how, where and when a thing happen.9 It means that adverb related with the how the process, time and where the thing happen. Examples: now, tomorrow, certainly, maybe and others.
From the statements before, it can be concluded that adverb is a word that modify verbs, adjectives, and other adverbs and can explain how, when and where a thing happen. For example: now, tomorrow, certainly, maybe and others.
b. Adjective
There are some definitions of adjective that proposed by the experts. Frank states that adjective is modifier that has the grammatical property of comparison.10 It is often identified by special derivational endings or by special adverbial modifiers that precede it. It most usual position is before the noun it modifiers, but it fills other positions as well. While Sjah and Enong states that adjective is a word that use to expand and narrow the meaning of noun.11 It means that adjective is a word that describe noun. For examples : beautiful, good, small and others.
8 Marcella Frank, Modern English a Practical Reference Guide, ( New York University : 1972 ),p.141.
9 Sjah and Enong,Modern English Grammar, ( Jakarta : Cv Simplex, 2002 ),p.72
10 Marcella Frank, Op.Cit, p.109 11 Sjah and Enong, Op.Cit, p. 27
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From the statements before, it can be concluded that adjectives is a word that describe noun and has the grammatical property of comparison. For example : beautiful, good, small and others.
c. Noun
There are some definitions about noun that proposed by the expert. Frank states that noun is one of the most important parts of speech. 12Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. While Sjah and Enong states that noun is a word used to name people, place, plant, object, animal, quality and abstract concepts.13 It means that noun is related with name of something like place, plant, people and others. For examples: John, student, house, chair, rose, cat, honesty.
From the statements before, it can be concluded that noun is one of the most important parts of speech that can use to name people, place, plant, object, animal, quality and abstract concepts.
d. Verb
There are some definitions about verb that proposed by the expert. Frank states that verb is the most complex part of speech arrangements with nouns determine the differents kinds of sentences statements, questions, commands, exclamations. Like the noun, the verb has the grammatical properties of person
12 Marcella Frank,Op.Cit, p.6 13Sjah and Enong,Op.Cit. p.15
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and number, properties which require agreement with the subject. 14While Sjah and Enong Its varying states that verb is a word that is showed measure and condition of a thing.15 It means that verb can be used to show the measure and condition of thing. For examples : write, read, listen and others.
From the statement before, it can be concluded that verb is a word that the most complex part of speech and show measure and condition of a thing. Verb has the grammatical properties of person and number, properties which require agreement with the subject.
The purpose of teaching vocabulary is to make the students to understand the meaning of words. The students are not only try to memorize but also try to use words in the sentences and try to say with a good pronunciation.
Harmer stated that we should ensure that our students aware of the vocabulary the need for their level and they can use the words, which they want to use-and/or the words we have selected for them to use.16 Teaching vocabulary is clearly more than just presenting new words.
Vocabulary building is vital to language program.17 In teaching vocabulary, the teacher must convey the meaning of the words and the forms together. In teaching the form of the word, the teacher focuses an teaching spelling and pronunciation. And in teaching the meaning the teacher gives the synonyms in Indonesia Language, because the students are
14Marcella Frank,Op.Cit, p.47.
15Sjah and Enong,Op.Cit. p.30.
16
Jeremy Harmer, The Practice of English Language Teaching, New York : Longman, 1991, p. 23
17 Walter T Petty and Julie M Jersen, Developing Children Language, America Allyn and Bacon
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difficulty to understand the meaning of a word. It must be done to make the students would be easier to memorize the meaning about the word.
1. Selection of word
Knowing a word is on thing – but how is that knowledge in learning their first language the first that children learn are typically those used for labeling that is, mapping word on the concepts – so that the concept, for example, of dog has a name, dog, or doggie. Bit not all four – legged animal are dogs: some may be cats, so as not to include cats, but to include other people‟s dogs, toy dogs, and even pictures of dogs. In other words, acquiring a vocabulary requires not only labeling but categorizing skills.
Part of the problem in the teaching vocabulary lies in the fact that whilst there is a consensus about what grammatical structures should be taught at what levels the same is hardly true of vocabulary. A general principle in the past has been to teach more concrete words at lower levels and gradually become more abstract. Words like “table”, “chair”, “chalk”, etc.
Finally the child needs to realize that common word like apple and dog can be replaced by super ordinate term like fruit and animal. And that animal can accommodate other lower words such as cats, horse and elephant.
In teaching vocabulary mastery they are two things that must be considered:
1) The form of the words
In teaching vocabulary mastery, the learners must know about the form of words. The form of the words means how to write the
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words for example: “table” the word “table” consists of letter t-a-b-l-e
2) The meaning or the words
Besides the form of the words in teaching vocabulary mastery the students must know the meaning of the words. Without knowing the meaning of the words they can not use a language for communication.
Based on the statement above, it can sold that both of the form and meaning of the word are important to be taught. Nation stated that meaning of word must be taught in context.18
Teaching some new vocabulary is one of duty of English teacher, choosing an effective method to be applied in the class in one of ways to make the teaching vocabulary activity runs fluently. According to Kaslhani “generally children will learn vocabulary fast or well if it is supported by audiovisual aid, for example: picture or realia.”19
It can be said that the children will be faster learning vocabulary through audiovisual aid because the word has meaning directly.
B. Game
1. Concept of Game
18 Paul Nation, Technique For Teaching Vocabulary, USE:English Teaching forum, 1977, p. 18 19
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Game give fun element for students in teaching and learning process in the class. According to hadfield : a game is an activity with rules , a goal and an element of fun. There are two kinds of game : competitive game in which players or team race to be the first to reach the goal, and cooperative game in which the players or team work together toward a common goal.20
From the statement above, it can be said that game is an activity with joy element that has aim and rules. There is two kinds of game are competitive and cooperative. In addition, Redjeki agoestyowaty says that using game in a learning environment will not only change the dynamic of the class, but it also rejuvenate students and help the brain to learn more effectively.21 It means that using game in learning process will make students learn more effectively, espicially to increase vocabulary mastery.
Game in language learning will make students fun in learning process, i- jung says that games offer students a fun filled and relaxing learning atmosphere. Games also motivating. Games introduce an element of competition into language building activities. This provides valuable impetus to a purposeful use of language. In other words, these activities create a meaningful context for language use.22 It means that game can make students feel relax in learning and motivate them to be more creative in learning process.
According to the theory above, it can be concluded that game is an activity with joy element that has aim and rules. There is two kinds of game are
20Jill Hadfield, Intermediate Vocabulary Games, (England, Longman : 1999), p.4
21
Redjeki Agoestyowati, 102 English Game (from A To Z), (Jakarta : PtGramedia Pustaka Utama, 2007), p.xiii.
22Chen, Using Games to Promote Communicative Skills in Language Learning, published, vol.xI, on 2 februari 2005). P. 1
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competitive and cooperative. Game can make student more comfortable and the teaching and learning process will be more effective, because in a game there is fun element.
2. Concept of Pictionary Game
Pictionary game invented by robert angelwith graphic design by gary everson. The game is a competition game played with terms with players trying to identify spesific words from their teammates drawings. It is supported by napthine and daniel they states, “ pictionary is game in which you draw pictures to represent certain word. Your teammates have to guess what word your drawing depicts “. The aims of this game that the student can think faster to get a word.23 It means that in this game one student have draws the word descprition and the other student have to guess the word.
Pictionary game is one of many way that teacher used in teaching and learning process to engage students in learning process and increase students achievement. According to obermayer, “ in pictionary, one team members draw a card from a deck and then draws a picture of an object ( person, animal, or thing) to explain to their teammates the word description is on the card. In both games all play is under time pressure “.24
It can be said that pictionary game is a game that make a students think faster to guess a word that draws by their teammate. It Support by thornbury, he states that pictionary game is a game that involves students guessing words or phrases from drawings. This game works in
23
Melanie Napthine and Michael Daniel, Insight ESL for Year 12,(Australia : Insight Publication Pry Ltd, 2011), p.102.
24 Herman J Obermayer, Rehnquist a Personal Portrait of the Distinguished Chef Justice of The United Sates, (Newyork : Simon & schuster, 2009), p.208
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teams and each member of the team taking turns to be the „artist‟.25
From the statement, in can be interpreted that in this game students have to guess the word from drawings.
According to Harmer, pictionary game is the appropriate game for use with collection for vocabulary items. Pictionary game is play by teams were the player have to draw words with played by the teams and the teams have to guess. This game is designed to engage students with a list of vocabulary items will be used in the lesson sequences with follows.26 It means that pictionary game is a game that make the students think faster to get a word.
Koprowski says that in pictionary game teacher divide the class into several teams.one sits in a group on one side of the classroom, the other team sits on the other side. One member from each team goes to the board. The teacher flashes them the word writen on piece of paper. The student have one minute to get their respective team to say the item only by drawing pictorial clues on the board. Written words, verbal clues or gestures are forbidden. The first team to say the word scores a point.27 It other words, in pictionary game the student who draws the word cannot give a clues or gestures to their teammates and the first team that say the word scores the point.
From the theories above, it can be concluded that in pictionary game the students have 2 roles as a student that have to draws the word and as a team that have to guess the word. In pictionary game the students who draws the word
25Scott Thorbury, Op.Cit,p.104.
26Jeremy Harmer, The Practice of English Language Teaching, (Malaysia : Pearson Educated Limited, 2007), p. 238.
27Koprowski, Ten Good Game for Recycling Vocabulary, ( published, Vol.VII, on 7 July 2006 ). P. 3
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cannot give a clues or gestures to their teammates and the first team that say the word scores the point. Pictionary game is a competition game, so the teacher can give punishment for the teams that lose, for example ask the teams to sing an english song with dance or many varying positive and fun punishment other that can motivate the students. The aims of this game that the students can think faster to get a word.
3. Advantages and Disadvantages of Pictionary Game
Every methods and strategy have the advantages and disadvantages , pictionary game is no exception. Pictionary game has the advantages and disadvantages that need to be known, they can be described as follows :
1) The Advantages
a) There are many vocabulary will appear
b) The students are active and busy with the game, espicially about english game. c) It create a fun and enjoyment
d) It create a competitive and cooperative situation.
e) The students can be discribe a thing that relate about a vocabulary. 2) The Disadvantages
a) Only creative students can play this game b) The crowded class will happen.28
28Millan, Games for Teacher with Minimal Resourses, available online at www.onestopenglish.com/games/pictionary-games/ on may 2, 2012.
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From the explanation above, it can be known that the advantages so many from the disadvantages. So pictionary game will make the students enjoy and easy to learn word. Using pictionary game in increasing mastering vocabulary the crowded class will happen, also only creative students can play this game. Its mean that teacher have to take care about it when applying pictionary game in teaching and learning process.
C. Concept of Increasing Vocabulary Mastery by Using Pictionary Game
Teaching vocabulary is clearly more than just presenting new words. Teacher to be careful in selecting the vocabulary that he/she will teach. Both students and teacher need to know how it talks about language at various points during learning and teaching.29 It means that the teacher have mastery the vocabulary more than students, so if he/she want to teach they are must know the point of language and vocabulary that will transferring in learning and teaching process.
Learning vocabulary is largely about remembering, and students generally need to see, say, and write newly learned words many times before they can be said to have learned them. Repetition is an important aid to learning and having to actively recall or “retrieve” a word is a more effective way of learning than simple exposure or just seeing a word over and over. 30 it can be interpreted that repeating
words helps students remember words better than just seeing the words.
29Jeremy Harmer, How to Teach English, ( England: Longman, 2002 ),p.34.
30Jeanne McCarten, Teaching Vocabulary, Lesson from the Corpus, Lesson for the Classroom,( Newyork : Cambridge University Press,2007), p.21.
18
In increasing vocabulary process teacher have to create a fun element in the class such us using a game or interesting technique, so the students will not boring. One of the games is pictionary game. According to obermayer, “ in pictionary, one team members draw a card from a deck and then draws a picture of an object ( person, animal, or thing) to explain to their teammates the word description is on the card. In both games all plays is under time pressure “.31
From the statement above, It can be said that pictionary game is a game that make students think faster to guess a word that draws by their teammate.
According to the explanation above, it can be concluded that increasing vocabulary through pictionary game is an activity that teaching and learning about new world by using pictionary game. It means that in teaching and learning vocabulary the teacher give a fun element by using game. By using pictionary game students hopely can get many new words that will useful to them in language learning and language use.
D. Procedures of Increasing Vocabulary Mastery by using Pictionary Game.
There are some instructions to play pictionary game in the class are as follows:
1. Teacher makes a list of words that teacher wants to review. 2. Divide the class into teams with three or four students per team.
3. Explain that each teams goal is to be the first and earns a point in a round to correctly identify vocabulary terms.
19
4. Designate one student on each team as the artist.
5. This student is the only one able to see the list of words written on the card.
6. Identify the time limit for the first round of words.
7. Explain that the artist looks at the word to be illustrated and draws while thinking about how to draw, retrieve, and guess the word, and at the same time competing and having a blast. When the word is identified by the group, the artist continues to the next word.
8. Explain that after identifying all of the terms, team members raise their hands indicating the end of the first round.
9. Rotate the artist role around the team until all have participated as an artist.32
32Millan, Op.Cit. p. 4.
20 CHAPTER III
RESEARCH METHOD
A. Setting of Study
This research will be done in the sevent grader of Junior high school 8 Metro in the Academic Year of 2017/2018, which consists of 30 students. The writer chooses this class, because it has the lowest English ability, especially in vocabulary mastery, and Mrs. Siswanti S.Pd is the collaborator of this research.
Junior high school 8 Metro was built in 1998. Junior high school 8 Metro is located in Metro. Surrounding of the school is village and the field. The west of the school is surrounded by garden and the east part is surrounded by the people‟s houses. While the north is surrounded by a mosque and the south is surrounded by people‟s houses.
Since 1998 until now, Junior high school 8 Metro was led by five headmasters. The first was H. Rozili.Z.Msc, the second was Dra.Hj.Mulyasari, the third was Drs.Bambang Irawan, the fourth was Gono Irianto, S.Pd.M.M, and the fifith Slamet, S.Pd. until now.
B. Research Design
This research, the writer wants to increase the students‟ vocabulary mastery. Namely, teaching vocabulary mastery by using pictionary game. Education is social practice involves the direct interaction of teacher and group of students‟. From the explanation above, classroom action research is the research conducted
21
by teacher in the class through self-reflective, with the goal to improve teacher strategy so the result of students‟ achievement will be increased.
C. Object of Study
The object of the study is something will be measured. The object in this research is the students‟ vocabulary mastery by using pictionary game at the seventh grader of Junior high school 8 Metro
D. Action Plan
In this classroom action research, the research was conducted based on the one group pre test and post test design. The writer took one class where the students are given on pre test before they are given material about vocabulary. The students are also given post test after they are given the treatment. There are four steps in cycle; they are planning, acting, observing, and reflecting. If the first cycle had fail, the cycle must be reviewed for the second cycle and so on. There is a relationship between one and other.
1. Plan
Based on the teacher‟s experience in learning process in the class, the writer identify the problem. Then, the writer chose one of the problems that needed to be solved. In reference to the formulation of the problems, the writer make lesson plan for teaching vocabulary mastery by using pictionary game. This research will be conduct for six meeting (2 cycles). There were three meetings in every cycle.
22
The writer taught in the class by using game while my collaborator sat at the back of the class to observe the teaching learning process. The collaborator use a sheet of observation. It will be use to make some notes of the activities in the process of increasing vocabulary mastery by using pictionary game.
3. Observation
Observation will do during the teacher taught in the class by using game. In other word, this observation was done together with action. 4. Reflection
Reflection was done to know the weakness and strength in every cycle. A pre-test was given to the students to know the early students‟ ability before they gave the treatment and a post-test was used to know the students‟ ability after they were taught using game. In this case, I compared the score before and after using the game and I compared their score in every cycle. It was aim to see whether the students‟ score increase or not.
Cycle I Planning
Acting
The teacher determines the research class.
The teacher prepares the learning programs.
The teacher prepares the suitable materials which are appropriate with the syllabus.
The teacher prepares the instruments of evaluation.
23 Observing
Reflecting
The teacher gives pre-test first to the students, to know the students‟ ability.
The teacher gives some apperceptions. For example: I said, “what am I doing? “. I points to the students, the students that are pointed must repeat and I asks to the other student to answer.
The teacher shows the game to the students as the main activity.
The teacher asks to the students to make a group.
The teacher asks to the students to draw at the white board about vocabulary and point out the students to make the question or ask about the draw result, after that ask the another students to give an answer about the draw result that.
The teacher reinforces the students by doing the activities again and again until they are clear.
The teacher gives the time to the students to practice with their friends.
The teacher observes how the process of learning does.
24
The teacher makes evaluation in the form of written test by using pictionary game.
Cycle II The steps at the second cycle are the same with those in the first cycle but without giving pre-test.
E. Data Collection Methods
The data is collected by using several techniques as follows: 1. Observation
Donald Ary defines that observation are made with respect to some characteristic of the behavior of the subject employed in the research.33 Here, the observation method focused on entire process of increasing the students vocabulary mastery by using pictionary game. Edi states that observation can definitions as election, alteration, registration and coding series of action and situation connecting with organism which is suitable with empiric purposes. Moreover, the writer uses observation as data collection method to know how to increase students vocabulary mastery works in the class, how the students respond to the technique or media and how far the game can help the students‟ vocabulary mastery in learning English.
2. Test
In this research, the writer will give the students two tests, that is pre test and post test. The tests will give to know the students‟ achievement before and after the learning process.
33 Donald Ary, et. al.,Introduction to Research in Education, (United Stated of America: Holt,
25 a. Pre Test
Pre test will be conducted before presenting the treatments to know how far the students‟ vocabulary mastery. The type of pre test is objective test. The writer uses objective test in the form of multiple choice, the forget noun will be easier to measure. Total number of the test items is twenty. The score of each item multiple choices is 5, so the total score of multiple choice are 100. The items are based on the material that was taught in the class. b. Post Test
The post test will be conducted in order to know the progress of the students‟ vocabulary mastery by using pictionary game after the treatments. The type of post test is objective test in the form of multiple choices which consists of twenty items. The score of each item multiple choices is 5, so the total score of multiple choice are 100. The items are based on the material that was taught in the class.
3. Interview
Edi states that interview is a dialogue or question and answer done by interviewer to get information from interviewer, both of directly or indirectly with date source.34 The researcher interviews the headmaster to know the school history and the first headmaster. And the researcher interviews the officer to know the situation of the school and students.
4. The field note
34
26
To collect the data more accurately, the writer uses the field notes; it will make the data analyzed simpler. In many professions, it is a manner of good practice to make “field notes” while actually engaged in professional.35
This note has been prepared systematically and given interpretation by the research.
F. The Data Analysis
1. The Analysis of Learning Result Data
After setting the data from the result of pre test and post test the researcher will analyze the data based on the limitation of the problem and objective of the research. To know whether there is any increase or not for the students vocabulary mastery by using pictionary game after the students was given treatment. In this research, the writer used very simple statistical formula for comparing the result of pre test and post test, to knows the increase of the average score. The result of individual subject was put in the table. The writer analyzed the data and related the result of the treatment. To find the average score, the data was analyzed by using:
N X X Explanation:X = Mean or average score
∑N = the total number of respondents ∑X = the number of students
35 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: University Press,
27
Based on the target of learning vocabulary mastery in SMP N 8 Metro is 70 % for English lesson, KKM is 75 score, and to know the percentage from high and low of class learning mastery toward the material that was learnt by using formula:
From the formula above the learning process is called mastery if minimal 70% students gain score 75. The researcher collects the data by using observation to know the students activities and involvement on increasing the students vocabulary mastery by using pictionary game during teaching learning process. G. The Indicator of the success
The indicator of the successful takes from the process and the result of the action research. The students are called success if 70% students get 75 and 70% active in learning process.
28 CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
A.Result of The Research
1. Description of The Research Location
a. History of SMPN 8 Metro
SMPN 8 Metro is one of the Junior High School in the City of Metro and is located in the village of 23 Karang Rejo which was established in 1997. It was located on the border between Metro Utara and East Lampung.
In addition, SMP N 8 Metro have guided by 5 principles as follows: 1. H.Rozili. Z.Msc (In the period of 1998-1999)
2. DraHj.Mulyasari (In the period of 1999-2001) 3. Drs. BambangIrawan (In the period of 2001- 2006) 4. GonoIrianto, S.Pd,M.M (In the period of 2006- 2012) 5. Slamet, S.Pd (In the period of 2012-Now)
b. Vision and Mission of SMP N 8 Metro
1) Vision
Being an independent and prestigous school based on educational manner and knowledge able about technology advance.
2) Mission
a) Creating the developing of curriculum b) Increasing the effectivity of learning process
29
c) Creating accomplishment with the standard minimum > 6,5 for each lesson
d) Creating human resources of good teacher e) Completing the infrastructures
Moreover, The orientation of SMPN 8 Metro is the official management. The school consists of eighteen classes, teacher room, official employee room, library, computer laboratory, biological laboratory, mosque, canteen, toilet, and parking area.
Also, the principle is a person who have the high status in coordinator all of duty in school activity. To do it, the principal of SMPN 8 Metro is helped by school committee, official employee, the head vice of student, the head vice of general, and the head vice of curriculum.
c. Structure of Organization
30
ORGANIZATION STRUCTURES OF SMPN 8Metro
Headmaster Slamet, S. Pd School Committee Tukiman HS Laboratory Unit Samsyul Arifin, S.Pd Wiji Handayani, S.Pd Adi Susilo Chief of Administration Nina Dian Nora, S.Pd.i
Adm of Letters Ovita Vera, S.Pd Adm of Human Resources
Rusman, S.Pd Library Unit Novita Sari, S.Pd Adm of Facilities Ngaliman, S.Pd Adm of Student Affairs Eka Indriyani, S.H, S.Pd Adm of Finance Lili Apriana Adm of Academic Affairs
Eva Melia, S.Pd Vice of Headmaster of HUMAS Andri Setiawan Vice of Headmaster of Facilities Muhtar Chaniago, S.Pd Vice of Headmaster of Student Affairs Fauzi Rahman, S.Pd Vice of Headmaster of Curriculum Affairs Eka Ratnasari, OSIS Guide Curriculum Development Control Team MGMP Coord Teachers of Classes Proficient Teachers Teachers of SK OSIS Students
31
d. Condition of The Teachers and Employers
The condition of the teachers and employers in SMPN 8 Metro is stated below:
Table 5: Condition of Teachers and Employers
NO NAME NIP Subject
1. Agus Sutopo 196808251999031004 Social 2. Agustinus Yuwono 196807261997021002 English
3. Amirah 196907101994122004 Indonesian
4. Atut Dwi Sartika 197805222007012010 Social 5. Dwi Haryuni 196812281999032004 Indonesian 6. Eka Ariyadi 197812252007011015 Indonesian 7. Eli Novitasari 196802232007012003 Science 8. Farida Oktaviyani 198710152010012008 Math
9. Fuspawatinopia 198311232008042001 Conselor Guidance
10. Gunawan Triwibowo - Sport
11. Madiyono 197509202006042011 Islamic 12. Mariyam 196411051986012002 Science 13. Martiyana
Satiyaningsih 197203282006042002 Art and Culture 14. Nora Dewiyanti 196911151992032007 English
15 Retno Gunung
Sugiharti 196003101984032004 Social 16 Rindiyati 197106301999032002 Science 17 Samsul Hadi 196803162008011013 Social 18 Siswanti 197302021999032006 English
19 Slamet 196312041986021002 Science
20 Sri Sudariyah 195901111983032005 Indonesian 21 Sri Yuharni 196008161986012002 Civic
22 Suharno 196010151988031006 Sport
23 Suharti 196309071987022001 Art and Culture
24 Sundari 197803132005012015 Civic
25 Supardi 196402071995121003 Math
26 Susilo 197407062005011006 Math
27 Suyani 196410051990032002 Science
28 Suyanto 196707201999031004 Islamic 29 Tini Sukmawati 197010081995122003 Indonesian 30 Tuti Ernawati 197109041999032009 Social 31 Umi Hasanah 197110071999032002 Indonesian 32 Umi Susilowati 196703121999032003 Science
32 34
Wartono 196506091989031007 Sport
35 Widiyani 197103162005012004 Social 36 Wiwik Syam'in 196407011999032003 Math 37
Yuli Hartini -
Information and
Communication Technology Source: documentation of SMPN8Metro gathered on 1st, November 2018.
33 2. Description of Data Research
In this research, the researcher as an English teacher and Miss Siswanti, S.Pd as the collaborator.
a. Action and Learning at Pre-Test
This learning was conducted on Wednesday, November 14, 2018 fo 2x45 minutes. In this meeting the researcher was being a teacher and the collaborator was being observer. The collaborator opened the class by greeting, praying, checking attendance list and asking the students‟ condition. The researcher told the students that the researcher would conduct the research in their class to know the ability of the students before giving an action. In the first meeting was used as the pre-test. The kind of test is vocabullary test in the form multiple choise. The researcher gives work sheet and then the students work individually. In around 10 minutes the researcher gave a little explanation about material that would be discussed in the next meeting.
The pre-test was done for 60 minutes to measure how far the students have mastered the material which have given. Based on the pre-test, the students seemed difficult to answer the questions.
34
Table 5
The Pre-test Score of Vocabularry Test
NO NAME PRE-TEST 1 AR 50 2 AD 60 3 AZ 55 4 AP 50 5 BS 35 6 BT 35 7 DM 60 8 DA 35 9 EN 45 10 HF 45 11 IP 75 12 IJ 50 13 KF 75 14 MA 40 15 MI 55 16 MS 50 17 RA 65 18 SN 60 19 SN 60 20 SF 65 21 TA 50 22 TS 45 23 VA 65 24 WT 55 25 WA 55 26 WI 55 27 YP 55 28 YA 35 Total Score 1480 Average 52,85
35
Based on the result of pre-test scores in the table above, the researcher receive a total score of pre-test with a score summarizes the questions to get the total score of the students. After that, to determine average value, the researcher summarizes the total score of all students and divided by total students. In the pre-test, the total score was divided 1480, so the average score of 52,85. The highest score was 75 and the lowest score was 35. Based on the standard KKM (Criteria Mastering Material), there are 2 students passed in the exam with the score 75. a.Cycle 1
1) Planning
Before doing the implementation in cycle I, the researcher and collaborator prepared several things related to teaching and learning process such as the English subject lesson plan, the material, work sheet, observation sheet and evaluation for the second meeting.
2) Acting
The first meeting was used as the implementation the action in the cycle I. The first meeting was used conducted on Thursday,
November 16, 2018.
a. Pre teaching activities
1) The researcher greets, pray together, and checks the attendance list.
36
2) The researcher devides the material and chooses material that to teach.
3) The researcher write informs about the material. b. While teaching activities
1) Teacher make a list of word that teacher wants to riview. 2) Divide the class into teams with three or four students per
team.
3) Explain that each teams goal is to be the first and earns a point in a round to correctly identify vocabulary terms. 4) Designate one student on each team as the artist.
5) This student is the only one able to see the list of words written on the card.
6) Identify the limit for the first round of word.
7) Explain that the artist looks at the word to be ilustrated and draws while thinking about how to draw, retrieve, and guess the word, and at the same time cmpeting and having a blast. When the word is identified by the group, the artist continues to the next word.
8) Explain that after identifying all of the terms, team members raise their hands idicating the end of the first round.
9) Rotate the artist role around the team until all participated as an artist.
37
At the beginning of teaching learning process, the researcher asked to the students about vocabularry test. Some of the students forgot and just a little of them have known the materials about vocabularry test. Then, the researcher explained about the kinds of vocabularry, and the meanings of vocabularry. The students talked about noun and verb to the teacher. After that, the teacher explained about the method. The method is pictionary game. The researcher wrote in the whiteboard, and asked to students about the pictionary game. In the end of meeting, the researcher gave feedback to the students of the learning process. The researcher gave motivation and informed to the students about the activities in the next meeting. Then, the researcher closed the meeting with greeting.
After did a treatment, the researcher gave post-test to the students. The post-test was conducted on Wednesday, November 21th, 2018 to know how the students‟ vocabularry test after giving a treatment. The researcher gave work sheets to answer the some test, the form test is multeple choise. The result of post-test in cycle I could be seen on the table, as follow:
Table 6
Post-Test 1 Score of Writing Descriptive Text
No Name Post-Test I
1 AR 75
2 AD 55
38 4 AP 75 5 BS 60 6 BT 65 7 DM 75 8 DA 55 9 EN 70 10 HF 75 11 IP 80 12 IJ 60 13 KF 80 14 MA 65 15 MI 50 16 MS 45 17 RA 65 18 SN 75 19 SN 60 20 SF 80 21 TA 75 22 TS 65 23 VA 80 24 WT 80 25 WA 75 26 WI 90 27 YP 75 28 YA 60 Total Score 1955 Average 69,82
Based on the result of post-test I scores in the table above, the researcher receive a total score of post-test I with a score summarizes the questions to get the total score of the students. After that, to determine average value, the researcher summarizes the total score of all students and divided by total students. In the post-test I, the total score was divided 1955, so the average score of 69,82. The highest score was 90 and the lowest score was 45.
39
Based on the standard KKM (Criteria Mastering Material), there are 15 students passed in the exam with the score 75 or more.
3) Observing
Table 7
The result of the students‟ score of pre-test and post-test cycle I
No Name Score Pre-test Post-test I 1 AR 50 75 2 AD 60 55 3 AZ 55 90 4 AP 50 75 5 BS 35 60 6 BT 35 65 7 DM 60 75 8 DA 35 55 9 EN 45 70 10 HF 45 75 11 IP 75 80 12 IJ 50 60 13 KF 75 80 14 MA 40 65 15 MI 55 50 16 MS 50 45 17 RA 65 65 18 SN 60 75 19 SN 60 60 20 SF 65 80 21 TA 50 75 22 TS 45 65 23 VA 65 80 24 WT 55 80 25 WA 55 75 26 WI 55 90 27 YP 55 75 28 YA 35 60 Total Score 1480 1955 Average 52,85 69,82
40
Based on the table above, it can be seen that the process of teaching and learning activities in the vocabulary mastery with the use of Pictionary Game the students who got score 75 or more in pre-test only 2 students of 28 students. In the first meeting in cyce I the students began be active and interested. In the post-test I, in cycle I only 16 students who got 75 score or more. It can concluded that the use of Pictionary Game in mastering vocabulary shows sufficient qualification.
Table 8
The students’ activity in cycle I
No Name Score of the
students’ activity Percentages 1 AR 3 80% 2 AD 2 60% 3 AZ 3 80% 4 AP 3 80% 5 BS 2 60% 6 BT 2 60% 7 DM 3 80% 8 DA 2 60% 9 EN 3 80% 10 HF 3 80% 11 IP 3 80% 12 IJ 2 60% 13 KF 3 80% 14 MA 2 60% 15 MI 2 60% 16 MS 1 40% 17 RA 2 60% 18 SN 3 80% 19 SN 3 80% 20 SF 3 80% 21 TA 3 80% 22 TS 2 60% 23 VA 2 60% 24 WT 3 80%
41 25 WA 3 80% 26 WI 3 80% 27 YP 2 60% 28 YA 2 60% Total Score 70
Indicators of the students‟ activities that observed are: a) The students pays attention of the teacher explanation. b) The students asks/ answers questions.
c) The students active in the class. d) The students able to do the task. Scoring:
Score 1, with percentage 40% Score 2, with the percentage 60% Score 3, with percentage 80% Score 4, with percentage 100%
Based on the table above, it can be inferred that the learning process has done well.
4) Reflecting
Based on the result of the first meeting, it can be said that most of students got tough in the learning process. This happen because the students have not used in the Pictionary Game.
Result of the second meeting, we can see the difference in the students understanding of the ability to express an idea and mastering vocabulary on the first meeting and the second meeting.
42
Although there are differences in learning between the first meeting and second meeting, but is expected the students will be better able to accept and understand the material that delivered. It can be seen from the increasing value of the students between the first meeting and the second meeting.
b.Cycle II
The cycle II was similar with cycle I. It divided into planning, acting, observing and reflecting. It would be explained more as follow:
1) Planning
Based on observation and reflection in cycle I, it showed that cycle I was not successfully yet. Therefore, the researcher and collaborator tried to revise the several problems that appeared in cycle I and arranged the planning for continuing in cycle II. The researcher prepared the lesson plan, material, media, work sheet and observation sheet for post-test II.
2) Acting
The description of the teaching and learning process of cycle II was not different from the previous cycle. In each treatment, the researcher tried to make the students more active. The implementation of this step was conducted in two meetings, namely treatment and post-test.
The treatment in cycle II was conducted on Thursday, November 23th, 2018. It was started by greeting and asking the students condition. The researcher as a teacher explained the material about kinds of vocabulary, for the example adjective and adverb.
43 a. Pre teaching activities
1. The researcher greets, pray together, and checks the attendance list.
2. The researcher devides the material and chooses material that to teach.
3. The researcher write informs about the material. b. While teaching activities
1. Teacher make a list of word that teacher wants to riview. 2. Divide the class into teams with three or four students per
team.
3. Explain that each teams goal is to be the first and earns a point in a round to correctly identify vocabulary terms. 4. Designate one student on each team as the artist.
5. This student is the only one able to see the list of words written on the card.
6. Identify the limit for the first round of word.
7. Explain that the artist looks at the word to be ilustrated and draws while thinking about how to draw, retrieve, and guess the word, and at the same time cmpeting and having a blast. When the word is identified by the group, the artist continues to the next word.
44
8. Explain that after identifying all of the terms, team members raise their hands idicating the end of the first round.
9. Rotate the artist role around the team until all participated as an artist.
The teacher asked to the students to mention about definition of adjective and adverb. The teacher asked them to think about vocabulary. The teacher guided the students to be active in classroom, the teacher asked the students about playing the game in the teaching and learning vocabulary in the class by using pictionary game. After that the teacher give the procedure
In the end of meeting, the teacher closed the meeting and gave motivation to the students to study hard and try to remember more in order to their got good scores especially in English subject.
After giving the treatment in cycle II, the researcher conducted post-test II on Wednesday, November 28th, 2018. The test was multiple choise. It was same type with the first cycle but different matery. After the students finished the test, they collected the answer sheet to the teacher. The result of post-test II can be seen on the table below:
45
Table 9
Post-test II Score of Writing Descriptive Text
No Name Post-Test II 1 AR 80 2 AD 75 3 AZ 95 4 AP 80 5 BS 75 6 BT 75 7 DM 80 8 DA 75 9 EN 75 10 HF 75 11 IP 85 12 IJ 60 13 KF 90 14 MA 75 15 MI 75 16 MS 75 17 RA 75 18 SN 80 19 SN 75 20 SF 100 21 TA 80 22 TS 60 23 VA 90 24 WT 80 25 WA 80 26 WI 100 27 YP 75 28 YA 75 Total 2215 Average 79,10
After the treatment, the students could develop their vocabulary skill, it seen from the result score of post-test II, the researcher were the
46
highest score was 100 and the lowest score was 60, while the average score in VII.B grader was 79,10. Based on the standard of KKM (Criteria of Mastering the Material), there were 26 students that passed the exam with score 75 or more. It means that cycle II was success.
Table 10
The Students’ Activity in Cycle II
No Name Score of the
students’ activity Percentages 1 AR 4 100% 2 AD 3 80% 3 AZ 4 100% 4 AP 3 80% 5 BS 2 60% 6 BT 2 60% 7 DM 3 80% 8 DA 3 80% 9 EN 3 80% 10 HF 3 80% 11 IP 3 80% 12 IJ 1 40% 13 KF 4 100% 14 MA 3 80% 15 MI 3 80% 16 MS 2 60% 17 RA 2 60% 18 SN 3 80% 19 SN 3 80% 20 SF 4 100% 21 TA 3 80% 22 TS 2 60% 23 VA 4 100% 24 WT 3 80% 25 WA 3 80% 26 WI 4 100% 27 YP 3 80%
