CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Review
9. Teaching Vocabulary
Teaching individual words explicitly should be done meaningfully and through a systematic approach so that students establish routines for learning.
Vocabulary is very important for second language learners, only with sufficient vocabulary learners can effectively express their ideas both in oral and written form. They should have a good ideas of how to explain their vocabulary so that they can improve attracted in learning the language.
language teacher, therefore, should prosses considerable knowledge on how to manage an attracting classroom so that the learners can gain a great success in their vocabulary learning.
In Jermy Harmer‟s, there are some aspects that the teachers need to pay attention in teaching vocabulary, such as selecting vocabulary, what do the students need to know, stage in teaching vocabulary, and technique in teaching vocabulary :
1. Selecting vocabulary
One of the problems of teaching vocabulary is how to select what words to teach. Each word has one or more meaning. In a dictironary, there are many meaning for a word and represent a small function of all the possible words in a language.
2. What do the students need to know
In studying vocabulary, the teachers have to look at words in more details, since it clears that there is far more to a vocabulary item than just one meaning. So in learning process the students need to know what the meaning real is how words are used, word formation and word grammar. In teaching vocabulary, the teachers are able to summaries knowing a word for the students in the meaning, word use, word formation, word grammar.
3. Stages in teaching vocabulary
According to Thornbury there are three stages in teaching vocabulary namely presenting, practicing and revising.
4. Technique in teaching vocabulary
In teaching vocabulary, the teachers needs some effective ways in teaching. One of way is looking for a technique which suitable with
learner situation.
According to Nation, technique is a useful way to teach new vocabulary, in particular beoming familiar with the spoken form ofthe word and linking it to its meaning.
10. Techniques of Teaching Vocabulary
Harmer provided some strategies in teaching vocabulary. They are realia,pictures, mime, action and gestures, contrast, enumerations, explanation, and translation.
1. Realia
In this vocabulary lesson, the teacher brings the real objects (objects) to be used in the lesson and introduces them to the students. The advantages of using realia to teach vocabulary to students are: The student's memory for the given vocabulary improves, the student's comprehension improves, and the vocabulary decreases. A monotonous teaching and learning process, especially in vocabulary lessons.
2. Picture
Picture can be used in so many ways that they are clearly essential for language teachers. You can use pictures to explain the meaning of the vocabulary. Teachers can draw pens, rulers, pencils, and books on chalkboards/whiteboards, or print magazines on cardboard with drawings of trucks, bicycles, trains, and buses. The teacher was able to bring her a mural with three people on it. A space that can be used to
introduce the meaning of a sentence, for example, there are three people in a classroom.
3. Mime, action, and gestures
It is often impossible to explain the meaning of words and grammar either with realia or in picture. An action, in particular, is probably better explained by mime. Gesture is useful for explaining words like
„from‟, „to‟, etc. or indicating that the past is being talked about (the teacher gestures backwards over his shoulder).
4. Contrast
Teaching vocabulary by contrast is closed relevant to show the antonyms. The teacher, in this case, shows the students word and asks to find out the contrast of the word. For example, the meaning empty by contrasting it with full, cold by contrasting it with hot, etc.
5. Enumeration
Teaching vocabulary through enumeration, the teacher introduces word by enumeration them with their general meaning, for instance animals, the teacher introduces this word and asks the students to find out some specific words relate to animals such as cat, dog, lion, snake, etc.
6. Explanation
Explaining the meaning of vocabulary items can be extremely difficult just as grammatical explanations. It be important in giving such explanations to make sure that the explanations include information
about when the item can be used. For example, it would be unsatisfactory just to say that “mate” is a word for “friend” unless you point out that it is colloquial informal English and only be used in certain context.
7. Translation
For many years, translation went out of fashion and was considered as something of sin. Clearly, if the teacher is always translating, this impede the students‟ learning since they want to hear and use the target language, it was not their own. Nevertheless, it seems silly not to translate ,a lot of time can be saved.
If the students do not understand a word and the teacher cannot think how to explain it, he can be quickly translate it.
Teaching vocabulary by using translation, the teacher asks the students to translate gaven words into their mother tongue. This strategy is very useful for the beginner learners.
11. Definition of Game
There are some definition of game. One of them according by Johan Huizinga (in Murtiningsih, 2013) is "an action or"
voluntary activities, which are carried out within the limits of certain time and space limits that have been determined, according to accepted rules voluntarily but fully binding, with a purpose in itself, accompanied by feelings of tension and joy, and other awareness than everyday life". The definition it can be concluded that the
game has characteristics, limitations, and binding rules that distinguish it from activities in another life.
It's different with Freeman and Munandar (in Sigid, 2014) who defines a game as an activity which helps children achieve complete development, both physical, intellectual,social, moral, and emotional.
According to Wright (2006: 1) Game is an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others. It means that games are commonly related with the enjoyable condition and pleasure.
According Blanka Frydrychova Klimova (2015: 2) Game as an activity with rules, a goal and an element of fun. In this research, the game is perceived as a meaningful fun activity governed by rules .
According Ana C.R Paiva et al (2016: 443), Games as a complement to traditional learmimg. Games also can be effective educational tools, since they are fun motivate the user, facilitate learning and increase the storage capacity of what was taught.
12. The Concept of Game
There were many definitions about game, one of them is Kramer stated that games is an activity which has rules, a goal, and competition as parts of its component and criteria. Byrne in Deeseri gave the definition to
games as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of the game.
Similarly, Hadfield in Asmirayanti said that games as an activity with rules, a goal and an element of fun. Plus, games usually are defined as a form of play concerning rules, competition, and an element of fun.
13. Reason for Choosing Game
Reasons for Choosing Game There are some reasons why the teacher should apply game in the class. Wright, et al. (2006:2) stated that there are at least four reasons why the teacher should use games, they are:
a. Language Learning is Hard Work Language learning is hard work. One that must make an effort to understand, to repeat accurately, to adapt and to use newly understood language in conversation and in written compositions. Games help and encourage many learners to sustain their interest and work.
b. Experiencing Language Games also help the teacher to create contexts in which the language is useful and meaningful.
Games provide one way of helping the learners to experience language rather than merely study it.
c. Repeated Use of Language Items. Many games similarly provide repeated occurrence and use of particular language form. By making language convey information and opinion,
games provide the key features of "drill" with the added opportunity to sense the working language living communication. Games involve the emotions, and the meaning of the language is thus more vividly experienced.
d. Central to Learning. If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a language teacher‟s repertoire and not merely a way of passing the time. The reasons above show us that applying game in the class has a lot of advantages. It can increase their interest in learning language considering how hard language to be learned is.
By using game, students are also able to get close to their friends because it needs communication when being played.
Then games will also make students be more active during the class.
According to B.A.Beisenbaeva, U.I.Kopzhasarova(2014) suppose that while playing games students involuntary memorize new lexical and grammar material. Thus using games in foreign language teaching is one of the most effective ways that provide students with speaking opportunities and at the same time, motivate them.
14. Definition of Spelling Bee
Historically the phrase bee has been used to explain a get- collectively for communal work, like a husking bee, a quilting bee, or
an apple bee. According to etymological studies recorded in dictionaries, the phrase bee probable comes from dialectal been or bean (meaning "assist given with the aid of using neighbors"), which got here from Middle English bene (meaning "prayer", "boon" and
"more provider with the aid of using a tenant to his lord").
Apparently, before there was an official or international competition according to the spelling bee itself, there were still many people who held this spelling competition, before the official competition was initiated in 1825. in last year.
First published in 1786 & often claimed to be "The blue- backed Speller". Today, the books on spelling published by the Webster, are used for teaching or learning, for students throughout the United States. Today, the key dictionary used for various competitions is the one that was printed by the Merriam-Webster.
Spelling bee have been held in Indonesia since 2003, at which time EF students fought to become champions. In the end, in 2006, a spelling bee competition was held on a larger scale, starting at the regional level (every EF branch in all of Indonesia will hold the competition), and then the national level which was held in Jakarta.
In 2018 the total regional participants for all of Indonesia reached more than 15,000 participants and those who entered the National term were more than 500 participants. In 2019, participants
for the EF Spelling Bee competition are required more than the previous year.
Spelling bee is the one of the games which is appropriate in teaching. The purpose of this game is in line with two of language components of English, vocabulary and pronunciation.
Fachrurrazy (2011: 9) states that spelling is one of the elements of vocabulary. “The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling).
According to Rohmawati (2015: 6) state that spelling bee is a complicated thinking process. It is not just about how to memorize and spell the letter of the word.
According to Vita (2018:21), the purpose of Spelling Bee game is to help the students improve their spelling increase their vocabulary.
15. Advantages and Disvantages Using Spelling Bee Game as a Media Using spelling bee game have several advantages and disadvantages as a media.
The first, spelling bee game help the students to spell the words correctly because when playing this game, the students learn to spell the words, learn the symbol, sound and the meaning of each words that already given by the teacher. The teacher can help them to improve the pronunciation of the word. This will make they have learned the correct between spelling and pronunciation and whenever
they suspect a misspelling, they can pronounce for spelling. With this games, students can minimize misspellings in the future.
The second, spelling bee game involve friendly competition and keep learners interested. Create the motivation for learners of English to involved and participated actively in the learning.
The Third, learning pronunciation using spelling bee games is brought real world context into the classroom, and enhances students‟
use of English in a flexible, communicative way. The role of spelling bee games in learning pronunciation cannot be denied.
Disadvantages of using spelling bee games in learning pronunciation. The researcher find some problems when implementing spelling bee in classroom.
The first one is time allocation. Learning new words by using spelling bee in classroom spend a lot of time more than study directly from the textbook. The second is level of difficulty of the words were the more difficult word.
The researcher chooses the spelling bee game because there are some benefits as students can improve their vocabulary mastery and try to remember vocabulary as soon as possible with a pronounced, pronounced not just uttered. The students can also learn vocabulary enjoy. This game can also build students' self-confidence because it is used in the game itself. Finally, teachers can apply creative strategies
in the learning process, thus, it will make students more interested in learning.
16. How To Spelling Bee Games
1. The organizer prepares a list of words that he will use in the game and distributes it to the participants.
2. Participants are asked to come forward and are given 2 minutes to spell.
3. The organizer will read out 1 word that will be spelled by the participant.
4. If participant do not understand, they can ask the definition of the word or its use in sentence.
5. If the participant still can not, it is recommended to say pass.
6. If the word is spelled correctly, the organizer says that‟s correct. (Radarsemarang.com)
B. The Previous Related Research Finding
In this research the researcher takes some previous studies. The first study is “The Use of Spelling Bee Game to Increase the Students‟ Vocabulary Mastery of the Seventh Grade at SMPN 1 Bantan” written by Leni Nuspitasari (2018). In her research she use spelling bee game as technique in teaching vocabulary. Show that the students between pre-test and post-test had the different mean where using Spelling Bee Game could increase the test. She said that this game was effective to be used in teaching vocabulary. The student
must have strategies to memorize and practice new words and improve their vocabulary.
The second study is “The Effect of the Using Guess-The-Word Game in Learning Vocabulary to Seventh Graders of SMP Negri 2 Jabon” written by Rita Kumalasari (2018). In her study she finds there is any significant effect in using of guess-the-word game in learning vocabulary. The game makes the students more easily to add some vocabulary. The students are more enjoyable to learn using this game.
The third study is entitle “The Effectiveness of Using Scramble Game to Teach Vocabulary Mastery on Simple Past Tense of The Eight Grade Students at SMP N 2 Banyubiru” by Hidayatul Khoiroh (2019). In his research he use scramble game as technique in teaching vocabulary simple past tense to find out the effectiveness of the game. The techniques of collecting data were test and documentation.
There were two kinds of test which were used, those were pre-test and post-test.
Therefore, there was significant difference after implementing Scramble Game toward students‟ vocabulary mastery. Moreover, the effect size of experiment group was 2.91 which showed that using Scramble Game gave strong effect on students‟ vocabulary mastery.
The result of the previous studies, the students can memorize the visual game and helpful in improve vocabulary, using game can
lower anxiety, making the acquisition of input more likely, game are highly motivating and entertaining, and can give the students more opportunities to express their opinions and feelings. Using game learn to acquire new experience, make at diversion to the regular classroom activities.
C. Conceptual Framework
Based on the framework above, the researcher conclude that vocabulary is the one of the important part in English communication. The process how EFL learners‟ learning and acquiring English vocabulary has become the popular issue since English has considered as an international language in Indonesian school. Several students have difficulty to learn and memorize vocabulary.
ANALYSIS
FINDINGS TEACHING PROCESS
TEACHING ENGLISH VOCABULARY USING SPELLING BEE GAMES
Therefore, in this research, the researcher will use spelling bee game to make students learning vocabulary be fun and not monotonous. When the researcher conducted research at SMP Negeri 8 Makassar, the researcher gave some questions with multiple choice to the students. The researcher gave 20 minutes for answer the question.
During the treatment, the researcher gave worksheet containing pictures and multiple choice. Then Students were asked to match the picture and choice of words, under the picture. After that, the researcher gave wheather the answer is right or not. The researcher and students disscuss about the vocabulary was given and closed the class.
And second meeting of treatment, the researcher gave worksheet without multiple choice. Students wrote the right word based on the picture corresponding to the first meeting. After that, the researcher gave wheather the answer is right or not.The researcher and students disscuss about the vocabulary was given and closed the class. The last, the researcher gave a post-test same as in the pre-test.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter the researcher presents research design, research setting, population and sample, variable and the operational definition, technique of collecting data and the technique of analyzing data.
A. Research Design
According to Ary et al, (2010:302), there are pre-experimental design, true experimental, quasi-experimental design and factorial design. In this research was pre-experimental pre-test and post-test design. The researcher gave a pre-test about multiple choice to know their prior knowledge before giving treatment (O1), and then in treatment the researcher explained and teaching vocabulary using the spelling bee games technique (X), and finally the researcher gave a post-test to examine the students‟ vocabulary increasing (O2).
The formula was presented as follows :
Pre-test Treatment Post-test
O1 X O2
Figure 1.2 The diagram of the research design
Sugiono, (2010:107)
B. Time and Location of the Research
This research started on 18th May 2022 and took for one month. This research conducted at SMPN 8 Makassar at the 7th grade student in 2021/2022 academic year. The location of this research at Jl. Batua Raya No.1, Batua, Manggala, Kota Makassar, Sulawesi Selatan 90233.
C. Population and Sample 1. Population
The population of this research was the 7th grade students of SMPN 8 Makassar in 2021/2022 academic year. Consisting of 432 students devided into twelve classes which each class consist of approximately 36 students.
2. Sample
The researcher used total sampling. Based on the total sampling,the researcher took one class VII.4 students of SMPN 8 Makassar as the sample. The total consists of 36 students.
D. Variables and The Operational Definition 1. Variables
a. Independent variable
The independent variable in this research was the used of spelling bee games.