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THE EFFECTIVENESS OF USING CHAIN CARDS TO IMPROVE STUDENTS’ VOCABULARY MASTERY
ON THE EIGHTH GRADE STUDENTS OF SMP YP PGRI 4 MAKASSAR
Kurniawati1, Antonius Ali Wutun2, Adriani Jihad3
1STKIP YPUP Makassar, Email : [email protected]
2STKIP YPUP Makassar, Email : [email protected]
3STKIP YPUP Makassar Email : [email protected]
ABSTRACT
The objective of this research was to find out whether the used of Chain Cards game could improve students’ vocabulary mastery at the eighth grade of SMP YP PGRI 4 Makassar. This research used a pra-experimental method. The population in this students were eighth grade students of SMP YP PGRI Makassar in the 2022/2023 academic year.
The sample of the research was 12 students and used purposive sampling technique in one class. The results of data analysis showed that there was a significant difference in students’ vocabulary mastery, where the students’ post-test scores were higher than the pre-test scores (82.91>47.083) and the t-test results were higher than t-table (16.924>1.796). Based on the results of this research. It can be concluded that Using the Chain Cards game can improve students’ vocabulary mastery in eight grade students of SMP YP PGRI 4 Makassar.
Keywords : Effectiveness Using Chain Cards, Vocabulary Mastery.
INTRODUCTION Background
Language is one of the most important things in communication and it is used a tool communication among the nations in all over the world. As an international language, English is very important and has many interrelationship with various aspects of life owned by human being. English has been learned since early childhood education till university. In teaching learning process, English has four skills which learners should master, namely, speaking, reading, listening, and writing. Four of the above skills are closely related, and cannot be differentiated from one another.
In general cases, vocabulary is taught by memorizing words without understanding the word.
For the researcher, creating effective and efficient English teaching is not an easy job. They must be able to organize reaching and learning activities. They must also present the material using appropriate teaching techniques. In addition, the teaching and learning process of English cannot be separated from the curriculum or syllabus the researcher only focus on mastering vocabulary because vocabulary is an important thing that must be studied first. But sometimes students are not interested in learning English,
394 they think that memorizing each vocabulary is very difficult. In fact, Many students cannot express their ideas and opinions well because they are not accustomed to talking, feel shy, hesitant and afraid to make mistakes. Usually caused by a limited vocabulary. (Paramadita, 2017), vocabulary is one of the English components that should be taught by the learners, because it has main role all languages. To understand English words and their meanings the learners must also know how the word works in sentence.
Therefore, the researcher interested to conduct the research entitled “The Effectiveness of Using Chain Cards to Improve Students Vocabulary Mastery on the Eighth Grade Students of SMP YP PGRI 4 Makassar”.
Review of Related Literature
A vocabulary is the basic units of language form, without sufficient vocabulary, someone cannot communicate effectively or express ideas. If a learner doesn’t know how to expand their vocabulary they gradually lose interest in learning. Besides the words come into two forms like oral and print. Oral vocabulary includes those words that we recognize and use in listening and speaking. Having sufficient vocabulary is a very important in using English both spoken and written form.
According to Pundi (2011) vocabulary is an important aspect in a language. To master language, a learner should master the vocabulary of the language. In other words, the learnerscan not use a language without having knowledge about vocabulary of that language.
Injeli (2013) conclued that vocabulary is defined as “all the words known and used by particular person”. However, the words known and used by a particular person do not include all the words a person is exposed to or comes in contach with.
Lestionos (2015) stated that vocabulary is an inseparable part of any language learning process. Learning the vocabulary is the basic thing that should be learnt by the English learners in order to be able to communicate well. The more vocabularies are in control then the skill of speaking is getting better. While the less vocabulary you have, then skill of speaking is getting worse. It is stated that vocabulary is one of the language elements that should be mastered by English learners.
Hornby (1984) defined vocabulary as total number of words which make up a language, range of words known or used by a person in a trade, proffession and book containing of words, list of words uses vocabulary are those words or phrase, which label the parts of material to be learned, and which are necessary or students it use in taking and writing. This usually happen which the new words are labels for concepts and teacher wants to teach for concepts development.
Flanigan (2015), stated that one reason to spend time and effort improving your vocabulary is that words have the power to change how you see the world. Further, our ability to use vocabulary effectively is on e of the primary means by which we communicate and connect with important people
395 in our lives. Choosing just the right word adds precision and clarity to our speech and writing. Words are the tools we use to inform, advise, persuade, and reason.
Tejera (2017) stated that vocabulary is vital to express meaning. Teaching english vocabulary, an important field in language teaching, is worthy of effort. For students to acquire reading, listening, speaking, and writing skill, it is important to help widen their vocabulary knowledge.
a. Types of Vocabulary
Vocabulary is one of the most important competencies needed for teaching and learning a foreign language. It is the basis for all other skills development: reading understanding, listening comprehension, speaking, writing, spelling, and pronunciation. There are some types of vocabulary according to the expert; According to Nation (2013) there are two kinds of vocabulary in relation to the language skills of reading, listening, speaking, and writing. They are receptive and productive or passive and active vocabulary.
Harmer (1991:159) distinguished two types of vocabulary, namely active and passive vocabulary:
1) Active vocabulary refers to words that students have learnt and which they are expected to be able to use.
2) Passive vocabulary refers to words which students will recognize when they meet them but which they will probably not produce.
b. The Importance of Learning Vocabulary
Vocabulary represents one of the most important skills necessarry for teaching and learning a foreign language. In many ways, vocabulary enrichment will be achieved when students put a high motivation in learning the words of the target language. Through vocabulary or language one can express the meaning when we have something to say means that we have meaning that we wish to express it.
According to Harmer (1991:153) says that if you want to describe how you are at every moment, you have to be able to find a word which reflects the complexity of your feelings. He also stated that when considering sentence structure the teacher needs to know the various things one of them is part of speech: Noun, Verb, Adjective, Adverb, Conjuction, Prepositions, and Determine.
Goodman and Morh (1991) stated about the importance of vocabulary, they stated that vocabulary is a basic part of reading comprehension. It means that we are going to have trouble to understand the next if we do not know most words in the next, thus our comprehension will suffer.
Suhartini (2013) stated that vocabulary is important in case it can help the students to enjoy their class. One who masters enough vocabulary will find fewer difficulties than those who have fewer
396 vocabularies. When they read a certain text, they will easily get the information from it since they can understand every word in the text.
c. The Problem of Vocabulary
In order to understan the language, vocabulary is cricial to be mastered by the learners.
Vocabulary mastery is needed to express our ideas and to be able to understand other people’s saying.
Generally, the students have many problems in studying English, related with the learning of vocabulary as a fundamental element of studying English.
Thornbury (2004) identify the difficulties in teaching vocabulary, as follow: Pronounciation, Spelling, Lenght and complexity, Grammar Meaning, and Idiomatic.
d. How to Learn Vocabulary
Vocabulary it can be presented, explained, include in all kinds of activities, but it must be learned by the individual. The vocabulary we understand and the in quantity from one person to another even in our native language.
According to Harmer (1991) described some way in presenting vocabulary, as follows:
Reality, Pictures, Mime, Action and Gesture, Contrast, Enumeration, Explanation and Translation.
Brown (2007), described some guidelines for the communicative treatment of vocabulary instruction:
1) Allocate specific class time to vocabulary learning.
2) Help students to learn vocabulary in context.
3) Play down the role of bilingual dictionaries.
4) Encourage students to develop strategies for determining the meaning of words.
5) Engage in “unplanned” vocabulary teaching.
e. Principle of Teaching and Learning Vocabulary
According to Walance in Wijorse (2017), the principle of teaching and learning vocabulary are: Aim, Quantity, Need, Frequent Exposure and Repetition, Meaning Presentation, Situation presentation, Presentation, Learning vocabulary in the mother tongue and in the target language. And Inference Procedures in Vocabulary Learning.
f. The Chain Cards of Vocabulary
Miftahul Janna (2011) stated that using game in teaching language has many purpose as follows:
1) Physical activity: to release physical and nervous tension and to promote mental alertness by breaking the routine of drills.
397 2) Enjoyment: to create a climate of fun and interest that will help the students look forward to their English lessons. And games learned in class are also something they can do outside of class to have fun.
3) Language learning: to serve as an adjunct to the techniques of teaching of grammar and sound system of the new language. Game can be experience that gives meaning to form and sound.
The Concepts of Using Chain Cards a. Defenition of Using Chain Cards
Rixon (1981), explain games are closed activities that have a beginning and an and with a Winner defines the and of the game. Teachers need to plan games which they will use in the classroom can make their student enjoying, convenient, comfortable, and interested by mastering vocabulary. It stated the aim of vocabulary games and exercises are to develop student’s vocabulary and practicing it through games in enjoyable activity. It means that games can be used as a new way to practice student’s vocabulary without forcing them to remember a set of words. The teacher also needs to plan the games, so it makes students enjoy in learning vocabulary.
b. The Procedure of Chain Cards Games
According to Rina (2008), the steps of Word Chain Games as follow:
1) Determine the category of the word will play. For example: Fruit.
2) Point out one player to say one word about fruit. For example: Banana.
3) The next player should say the name of other fruit which begin with the last letter of the previous word. For example: Avocado.
4) Then, the third player said Orange and son on.
5) The player that could not answer should out of the game.
Conceptual Framework
The conceptual frame work of this research is described as follows:
Figure 2.1 Conceptual Framework
PROCESSTeaching English Using Chain Cards
OUTPUT Improve Students Vocabulary Mastery INPUT
Students’ Learning Vocabulary
398 Base on the conceptual framework above, the researcher explains that:
1. Input : refers to students learn English vocabulary.
2. Process : refers to teaching English Using Chain Cards to Improve Students Vocabulary Mastery.
3. Output : refers to the students’ achievement.
Hypothesis
1. Null hypothesis HO :
The Effectiveness of Using Chain Cards can not Improve Students Vocabulary Mastery on The Eighth Grade Students of SMP YP PGRI 4 Makassar.
2. Alternative hypothesis H1 :
The Effectiveness of Using Chain Cards to Improve Students Vocabulary Mastery on The Eighth Grade Students of SMP YP PGRI 4 Makassar.
Researds Method
In this research, the researcher used pre-experimental design with one group pre-test and post- test. Sugiono (2013:72) stated that pre-experimental research is a research method in which there are variables outside which also effects the formation of the dependent variable. The researcher choose this design because this design can be done in the laboratory, in the class and in the field. The treatment (x) was given between pretest (01) and posttest (02).
The research design is pre-test – treatment – post-test. This design presents as follows:
Pretest treatment posttest
01 X 02
(Gay, 2012) Population and Sample
1. Population
The population of this research was eighth grade of SMP YP PGRI 4 Makassar in 2021/2022 academic years. The total number of population were 46 students consisted of one class, namely class VIII A.
2. Sample
This research used a purposive sampling technique. It took the eighth grade consisted of 46 students.
The total number of the sample were 12 students, because only 12 students attended the pre-test and post-test. And i choose this class because they have low skill in vocabulary mastery.
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Instrument of the Research
In this research, the instrument was vocabulary test. This test consisted of 20 items for the pre- test and 20 items for the post-test. This was a multiple-choice test with 4 options, A, B, C and D. The purpose of the test is to find out the prior students’ skill in vocabulary mastery.
Procedure for Collecting Data
Procedure of collecting data in this research as follows:
1. Pre Test
Before give treatment, the researcher applied a pre-test. The researcher would gave the vocabulary test to the students, it consisted fourty number of multiple choice for 60 minutes. It aimed to know the students vocabulary prior knowledge.
2. Treatment
After giving pretest, the researcher conducted the treatment. It was be done for four meeting, each meeting was held for 90 minutes. The procedures of conducting the treatment are as follow:
1) The researcher gave introduced the important of learning English.
2) The researcher determined the category of words that was played and provide material to students in the form of words and their meanings.
3) The researcher asked the students to read the word and its meaning, then memorize and remember the word after reading it.
4) The researcher tested students’ memory by asking students to mention one word from the material given.
5) The researcher asked students to name another word that starts with the last letter of the previous word.
6) Student who cannot name words starting with the last letter of the previous word would exit the game and memorize the words again from the material that has been given.
3. Post Test
After giving treatment, at the last meeting, the researcher gave post-test, it consists fourty number of multiple choice for 60 minutes. It aimed to measure the students’ improvement in learning vocabulary.
Technique of Data Analysis
1.
To assess the pre-test and post-test result of students answer:1. The students correct answer = 10 2. The students wrong answer = 0
400 Score = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑛𝑠𝑤𝑒𝑟
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 X 100 (Gay:2012)
2. The students’ score was classified into seven levels as follow:
Scoring Classification
SCORE CLASSIFICATION
80-100 Very Good
70-79 Good
50-69 Fair
30-49 Poor
0-29 Very Poor
3. Calculated the frequency of percentage scores from students’ scores:
P = 𝐹
𝑁 × 100%
Where:
P : Percentage F : Frequency
N : Total number of students (Gay:2012)
4. Calculated the score of the students by using the following formula: X =∑ x
𝑁
Where:
X : Mean Score
∑X : The sum of all score N : The total number of subject
(Gay:2012) 5. Calculated the result of the test
To assess the varying significance between the pre-test score and post-test, the Test value is determined using the following formula
T = 𝐷
√𝛴𝐷 2−𝑁 ( 𝑁−1 )( 𝛴𝐷 )2𝑁
Where:
t : Test of significance D : Score change
401
∑D : The man of different score N : Total number of sample
(Gay : 2012)
Findings and Discussion
Based on the formulation of the problem that has been discussed in the previous chapter, the purpose of this study is to find out whether the chain card game can improve the English vocabulary of eighth grade students of SMP YP PGRI 4 Makassar. The results of the study relate to student scores in research activities such as student pre-test and post-test scores, frequency and percentage of student grades, average scores, standard deviation of pre-tests. and post-test, t-test scores and hypothesis testing.
1. Table the mean score of pre-test and post-test.
Test Mean Score
Pre-test 47.083
Post-test 82.91
The data of the table showed that the students' mean score of pre-test was 47.083 which classified as poor, while the students score of post-test was 82.91 which classified as good. It means the mean score of post-test was higher than the mean score of the students pre-test. It means that by using Chain Card Gama can improve the students' English vocabulary mastery at the eighth grade students of SMP YP PGRI 4 Makassar. The data above can be applied in the following graphic:
Graphic Score of pre-test and post-test.
2. Table Test of significance
Variable t-test value t-table
X2-X1 16.924 1.796
The data of the table 4.10 showed that t-table value was smaller that t-test value of the students' achievement in learning English vocabulary. It could be concluded that there was a significant difference between the result of the students' pre-test and post-test.
Conclusion
Based on the result of data analysis, it can be concluded that the test results taught using Chain 0
20 40 60 80 100
Pre-test Post-test
402 Cards Game succeeded in increasing students’ vocabulary mastery, in they got a higher score than before. The total score in pre-test was 569 and the total score in post-test was 995. The mean score of the students pre-test was 47,083 while in post-test was 82.91.
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