CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
C. Discussion
57
58
improve students vocabulary by using guessing game. To achieve this research objective, it should be supported by student self-motivation to learn to achieve meaningful and useful academic activities trying to benefit from activity.40
Another aspect that found by researcher in this study that guessing game could motivate students and minimize students’ problem in vocabulary mastery, such as need vocabularies precise their ideas, still unbending to express their ideas through oral communication, so, the use of games in learning environment will not only change the dynamic of the class, but also it will refresh students and help the brain to learn effectively. by including games in learning activities, students’ may experience various situations that make them forced to learn, The result straighten the statement by Brown he said that a number of simulated game is being created using the environment crisis as a theme around which to build various scenarios for the gaming process.41
From the above explanation, there are some adjustment activities of previous studies compared to this study. This is useful to know the good results of previous studies. However, there are still some differences such as methods, materials, samples, and some activities.
40Ayu Wahyuni, “The research was designed to find the effectiveness of teaching vocabulary by using guessing games on SMP Negeri 19 Palembang in the academic year 2018/2019”, Pemberdayaan BahasaInggris: Jurnal Linguistik dan Strata, Vol.5, No.1,2020. p. 35-37
41 Brown, H Doudglas.Teaching By Principles: “An Interactive Approach To Language Pedagogy”, New York: Addison Wesley Longman, Inc, (2001). p.238
59
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Based on research and discussion findings, this chapter presents conclusions and research suggestions. The results of data analysis can be concluded as the following representation.
A. Conclusions
Based on the discussion in Chapter IV the researcher draws conclusions in this study. The application of game guessing methods in vocabulary mastery can be concluded that there is an increase in vocabulary using the game guessing method in eighth class of MTs.
Miftahul Ulum Rambipuji Jember. Therefore, the application of game guessing methods can be an affective tool to apply in the classroom, and it can be used as a method and way in teaching vocabulary because the game guessing method is very useful in improving English vocabulary. In addition, by applying this method, the students are very active and easier in understanding the material. So the vocabulary of students can be seen from the results of vocabulary tests based on data and percentage of previous vocabulary results is 26% and increased to a high percentage of 78%. Researchers concluded that the application of game guessing methods in improving the vocabulary of students successfully. In addition, the average score of the vocabulary test increased. Data in preliminary
60
studies show that the average value of the students "low vocabulary mastery, which is only 55. But after applying the game guessing method in improving the average score vocabulary has increased by 74 in the mean score.
B. Suggestions 1. Students
a. Students are suggested to be more active in learning English for students to be easier in practicing some vocabulary that has been given by a teacher.
b. Students are advised to understand not just memorize, and understand the hear, note, learn, and also students’ mush have commitment and consistency.
c. Students are suggested to better utilize this game guessing method because the application of this method is very influential in improving the vocabulary of students.
d. Create a specific target in understanding many things in English because when we have the target to be accomplished for sure we will always be spirit to achieve the target, and also the students must actively practice and do not be afraid of wrong.
61 2. Teachers
a. Teachers must increase with students to improve the creative ideas of the students.
b. Teachers must use a varied and interesting learning methods, so that students are more comfortable in understanding the material.
c. Teachers must implement active, innovative, creative, effective, and fun learning.
3. Future Research
a. The future research in this study is a guessing game method that is expected to increase students vocabulary.
b. This research is a learning method that uses game that have been designed to help the learning proses make active in the class.
62 REFERENCES
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Appendix 1
DECLARATION OF AUTHENTICITY The undersigned below, I am :
Name : Irfan Fauzi NIM : T20186153
Major : Tadris Bahasa Inggris
Faculty : Tarbiyah dan Ilmu Keguruan
State that the thesis untitled “Using Guessing Game to Improve Students' Vocabulary Mastery of The Eight Grade Junior High School Students' of MTs. Miftahul Ulum Rambipuji Jember in Academic Year of 2022/2023” it is truly my original work. It does not incorporate any material previously written by another person except those indicated in quotation and references.
Do the fact, I am the only one who is responsible for the thesis if there is any objection or claim from other.
Jember, 23th June 2023
Irfan Fauzi NIM : T20186153
Appendix 2
Appendix 3
Appendix 4
RESEARCH MATRIX
TITLE VARIABLES INDICATOR DATA
RESOURCES
RESEARCH METHOD
RESEARCH QUESTION
HYPOTESIS
Using Guessing Game to
Improve Students' Vocabulary Mastery of The Eight Grade Junior High School Students' at Mts. Miftahul Ulum
Rambipuji Jember in Academic Year of 2022/2023
1. Guessing Game
2. Vocabulary
a. Learning Strategy b. Kind of
Learning Strategy c. Guessing
Game
a. Vocabulary
Noun
1. Research Subject :
The Eight Grade Students at MTs. Miftahul Ulum
Rambipuji 2. Informant
English Teacher 3. Document
The List of Students Names
The Previous
1. Research Design : Class Action Research (CAR)
a. Preliminary Study b. Planning c. Implementing d. Observing e. Reflecting 2. Research Setting :
MTs. Miftahul Ulum
Rambipuji 3. Data Collecting
Methods :
Test
How The Implementation of Guessing Game to Improve Students’
Vocabulary Mastery of The Eight Grade Junior High School Students’ at MTs. Miftahul Ulum
Rambipuji?
The Use Guessing Game Can Improve Students’
Vocabulary Mastery.
Students Score For
Vocabulary Test
Interview Data
Observation Data
4. Data Analysis : X = ∑ 𝑋n
X : mean x : individual score
n : number of students P = 𝐹𝑁 x 100%
P : the class percentage F : total
percentage score N : number of students
Appendix 5
SILABUS PEMBELAJARAN
Satuan Pendidikan : MTs. MIFTAHUL ULUM RAMBIPUJI Mata Pelajaran : Bahasa Inggris
Kelas /Semester : VIII/Genap Tahun pelajaran : 2022/2023
Kompetensi Inti:
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, damai), santun, responsif dan proaktif, sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metode sesuai kaidah keilmua
Kompetensi Dasar
Nilai Karakter
Materi
Pembelajaran Indikator Kegiatan
Pembelajaran Alokasi Sumber
Belajar Penilaian 3.9 Menerapkan
fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang, binatang, benda, sesuai
Religius
Mandiri
Gotong royong
Kejujuran
Kerjakeras
Percayadiri
Kerjasa ma
Topik Perbandinga n orang, benda,
binatang di kelas,
sekolah, rumah, dan sekitarnya yang dapat menumbuhk an perilaku yang termuat di KI
3.9.1 Mengidentifi kasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang, binatang, benda, sesuai
Menyimak dan
menirukan guru membaca interaksi yang
menggambar kan
perbandingan jumlah dan sifat orang, benda, binatang, dengan ucapan dan tekanan kata yang benar
Menjawab pertanyaan
12 JP Buku Penunjang Kurikulum 2013 pendidikan Bahasa Inggris Kelas VIII
Kamus Bahasa Inggris
Lisan
Tertulis
Penugasan
Portofolio
dengan konteks penggunaann ya
(Perhatikan unsur kebahasaan degree of comparison) ______________
4.9 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta
dengan konteks penggunaann ya
3.9.2 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang sesuai dengan konteks penggunaann ya
3.9.3 Menyebutkan teks lisan dan tulis memberi dan meminta informasi
dengan menggunaka n informasi yang terdapat dalam tekjs, secara lisan.
Mendeskripsi kan
perbandingan jumlah dan sifat orang, benda, binatang yang tampak dalam dua gambar yang berbeda
Bertanya jawab untuk membanding kan orang, benda,
informasi terkait
perbandingan jumlah dan sifat orang, binatang, benda, dengan memperhatik an fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
terkait
perbandingan jumlah dan sifat binatang sesuai dengan konteks penggunaann ya
3.9.4 Menyebutkan teks lisan dan tulis memberi dan meminta informasi terkait
perbandingan jumlah dan sifat benda sesuai dengan konteks penggunaann ya
binatang yang mereka ketahui di rumah, sekolah dan sekitarnya
Membuat beberapa teks pendek dan sederhana membanding kan orang, benda, binatang yang mereka ketahui.
Saling menyimak dan bertanya jawab tentang teks masing-
_________________
4.9.1 Menulis teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang, binatang, benda, dengan memperhatika n fungsi sosial,
masing dengan teman- temannya
Melakukan refleksi tentang proses dan hasil belajarnya
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Appendix 3
Appendix 7
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs. Miftahul Ulum Rambipuji Kelas/Semester : VIII2/II
Subjek : Bahasa Inggris
Topic : Noun
Aspek/Skill : Vocabulary
Alokasi Waktu : 2 x 40 menit (pertemuanke 1)
_____________________________________________________________________________
A. Standar Kompetensi :
1. Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekitar peserta didik
B. Kompetensi Dasar:
1.1.Merespon instruksi sangatsederhana dengan tindakan secara berirama dalam konteks sekolah.
C. Indicator
Mengidentifikasi nama-nama hewan, buah, profesi, anggota tubuh dan classroom object.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat :
a. Menjawab pertanyaan berdasarkan clue yang diberikan (nama-nama hewan, buah, profesi, anggota tubuh dan classroom object.)
E. Karakter siswa yang diharapkan:
a. Dapat dipercaya (Trustworthiness) b. Rasa hormat dan perhatian (Respect) c. Tekun (Diligence)
d. Berani ( courage )
F. Materi Pembelajaran
Vocabularies are in noun topic:
Table Zebra Dog Teacher Lamp
Driver Cat Snack Lion Giraffe
Apple Nose Penguin Watermelon Blackboard
Foot Ice Cream Eye Rambutan Broom
BananaEar
G. Strategi Pembelajaran
Guessing game
H. Langkah-Langkah Kegiatan
Kegiatan Pendahuluan Greeting
Mengabsen Siswa
Memberi Motivasi Pada Siswa
Memberikan gambaran mengenai materi yang akan dipelajari dan teknik yang akan digunakan.
Kegiatan Inti
a. Peserta didik diberikan motivasi atau rangsangan untuk memusatkan perhatian pada topic materi tentang Noun dan lain-lain
b. Guru mempersiapkan sebuah contoh kartu/gambar yang akan digunakan dalam proses belajar
c. Guru menjelaskan kompetensi yang ingin dicapai
d. Guru memberikan intruksi tentang bagaimana cara permainan ini akan di laksanakan e. Pesertadidik di berikan waktu untuk mengimplementasikan kartu/gambar yang berisi clue f. Peserta didik menjawab atau menebak pertanyaan dengan benar
Kegitan Penutup
a. Guru dan siswa bersama-sama membuat rangkuman pembelajaran b. Menyampaikan rencana pembelajaran pada pertemuan berikutnya c. Berdo’a di akhir pembelajaran
I. SumberBelajar
1. Mukarto dkk, English on Sky: An English Course for Junior School Students, (Jakarta:
Penerbit Erlangga, 2007)
2. Gambar-gambar atau benda-benda yang berkaitan dengan materi ajar.
3. Buku-buku lain yang relevan J. Penilaian
a. Pedoman Penilaian
Untuk tiap nomor, tiap jawaban benar skor 1’
Jumlah skor maksimal x5 = 100
Nilai maksimal = 100
Nilai siswa = x 100%
Menghitung nilai rata-rata siswa
Explanation: M : the mean of the students
∑fX : the total score
N : the number of the students Indikator
Pencapaian Kompetensi
Teknik Penilaian
Bentuk Instrumen
Instrumen Soal
Mengidentifikasi nama-nama hewan
Mengidentifikasi nama-nama buah
Mengidentifikasi profesi Mengidentifikasi anggota tubuh manusia
Mengidentifikasi classroom object
Test Tulis Pilihan Ganda
Choose The Best Answer
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs. Miftahul Ulum Rambipuji Kelas/Semester : VIII2/II
Subjek : Bahasa Inggris
Topic : Noun
Aspek/Skill : Vocabulary
Alokasi Waktu : 4 x 40 menit (pertemuan ke 2 dan 3)
_____________________________________________________________________________
A. Standar Kompetensi :
2. Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekitar peserta didik
B. Kompetensi Dasar :
2.1.Merespon instruksi sanga tsederhana dengan tindakan secara berirama dalam konteks sekolah.
C. Indicator
Mengidentifikasi nama-nama hewan, buah, profesi, anggota tubuh dan classroom object.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat :
b. Menjawab pertanyaan berdasarkan clue yang diberikan (nama-nama hewan, buah, profesi, anggota tubuhdan classroom object.)
E. Karakter siswa yang diharapkan : e. Dapat dipercaya (Trustworthiness) f. Rasa hormat dan perhatian (Respect) g. Tekun (Diligence)
h. Berani ( Courage )
F. Materi Pembelajaran
Vocabularies are in noun topic:
Chair Finger Tooth ear Monkey
Penguin Table Zebra Dog Teacher
Giraffe Eraser Snack Driver Chicken
Lamp Driver Cat Dictionary Pen Box
Ruler Apple Nose Clock Ring Finger
Blackboard Lip Brain Watermelon Nurse
Foot Ice Cream Eye Rambutan Broom
Banana Teacher office G. Strategi Pembelajaran
Guessing game
H. Langkah - Langkah Kegiatan
Kegiatan Pendahuluan Greeting
Mengabsen Siswa
Memberi Motivasi Pada Siswa
Memberikan gambaran mengenai materi yang akan dipelajari dan teknik yang akan digunakan.
Kegiatan Inti
g. Guru mempersiapkan kartu yang akan digunakan dalam proses belajar h. Guru menjelaskan kompetensi yang ingin dicapai
i. Guru mengelompokkan siswa menjadi 4 kelompok yang terdiri dari 7 orang tiap kelompok
j. Guru memberikan kartu pada setiap kelompok yang berisi clue.
k. Setiap kelompok menebak jawabannya yang ditulis dipapan tulis dengan waktu 10 menit l. Pemenang dari permainan ini,kelompok yang menebak dengan benar.
KegitanPenutup
d. Guru dan siswa bersama-sama membuat rangkuman pembelajaran e. Menyampaikan rencana pembelajaran pada pertemuan berikutnya f. Guru mengumpulkan soal yang yang dikerjakan siswa
g. Berdo’a di akhir pembelajaran
I. Sumber Belajar
4. Mukarto dkk, English on Sky: An English Course for Junior School Students, (Jakarta:
Penerbit Erlangga, 2007)
5. Gambar - gambar atau benda-benda yang berkaitan dengan materi ajar.
6. Buku-buku lain yang relevan J. Penilaian
K. Pedoman Penilaian
Untuk tiap nomor, tiap jawaban benar skor 1
Jumlah skor maksimal x5 = 100
Nilai maksimal = 100
Nilai siswa = x 100%
Menghitung nilai rata-rata siswa
Explanation: M : the mean of the students
∑fX : the total score
N : the number of the students Indikator
Pencapaian Kompetensi
Teknik Penilaian
Bentuk Instrumen
Instrumen Soal
Mengidentifikasi nama-nama hewan
Mengidentifikasi nama-nama buah
Mengidentifikasi profesi Mengidentifikasi anggota tubuh manusia
Mengidentifikasi classroom object
Test Tulis Pilihan Ganda
Choose The Best Answer
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MTs. Miftahul Ulum Rambipuji Kelas/Semester : VIII2/II
Subjek : Bahasa Inggris
Topic : Final Exam
Aspek/Skill : Vocabulary
Alokasi Waktu : 2 x 40 menit (pertemuanke 4)
_____________________________________________________________________________
A. Standar Kompetensi :
3. Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekitar peserta didik
B. Kompetensi Dasar :
3.1.Merespon instruksi sangat sederhana dengan tindakan secara berirama dalam konteks sekolah.
C. Indicator
Mengidentifikasi nama-nama hewan, buah, profesi, anggota tubuh dan classroom object.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat :
c. Menjawab pertanyaan berdasarkan clue yang diberikan (nama-namahewan, buah, profesi, anggotatubuhdan classroom object.)
E. Karakter siswa yang diharapkan : i. Dapat dipercaya (Trustworthiness) j. Rasa hormat dan perhatian (Respect) k. Tekun (Diligence)
l. Berani ( Courage ) F. Materi Pembelajaran
Vocabularies are in noun topic:
Chair Finger Tooth library Monkey