288
EMOJI GUESSING GAME TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT THE FIRST GRADE STUDENTS’ OF SMP NEGERI 1
BONTORAMBA
Nur Haesty Ramadhani¹, Iriany Kesuma Wijaya², Andi Haeriati Alimuddin³
¹STKIP YPUP Makassar, Email : [email protected]
²STKIP YPUP Makassar, Email : [email protected]
³STKIP YPUP Makassar, Email : [email protected]
ABSTRACT
The purpose of this research was find out whether the use Emoji guessing game could improve the students’ vocabulary mastery at the VII.3 Grade of SMP Negeri 1 Bontoramba. This study uses the pre- experimental method. The population of this research was the first-grade students of SMP Negeri 1 Bontoramba in the 2021/2022 academic year and the sample was VII.3 that consist of 15 students and used the cluster random sampling technique. The result shows that there was a significant difference in students mean score in pre-test and post-test, where the mean score in post-test was higher that pre-test (80.9 > 44.4) and the t-test value is greater that t-table value (11.18 > 2.1447) based on the result of the data analysis, it can be concluded that the use of Emoji Guessing Game effective improve students vocabulary mastery.
Keywords: Emoji guessing game, students’ vocabulary mastery.
Introduction
Alqahtani (2015) states that the acquisition of an adequate vocabulary is essential for successful foreign language use because, without an extensive vocabulary, a language learner was unable to use the structure and function. The learner may have learned comprehensible communication.
Some research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge was the main and the largest obstacle for readers to overcome.
Vocabulary seems easy to be mastered, but it is actually quite hard even though it can be taught by some interesting techniques or strategies. Many factors were affecting the students' difficulty in mastering the vocabulary. According to the observation in SMPN 1 BONTORAMBA, there are some issues that the researcher discovered: First, the difficulties of students in understanding and remembering vocabulary. Any students have difficulty when speaking because of the restrictiveness of their vocabulary. Second, learning English is stilted or serious, that makes students depressed or afraid to develop their ability in vocabulary. Third, is the lack of control memorizes students’ vocabulary. They are easy to forget vocabulary has been taught or learned.
In teaching English, many strategies can be applied. These must be appropriate to the classroom situation and could make the students enjoy the lesson. One of that way was by game. The use of guessing game in teaching vocabulary can make the students understand an object that wants to be conveyed, memorized and interested in learning vocabulary. The use of Emoji Guessing game can become a facility to teach and learn vocabulary. Through the use of emoji guessing game, they can expect to be more interested and more active in the process of learning vocabulary.
Based on the previous explanation, the researcher would like to conduct research on “Emoji Guessing Game to Improve Students’ Vocabulary Mastery at the First Grade Students’ of SMP Negeri 1 Bontoramba”.
289 Review of Related Literatuer
Vocabulary
According to Coxhead (2014) it is vitally important for learners to build a large vocabulary in the language they are studying. One way to approach how many words learners need to know is to find out how many and what kinds of vocabulary are in texts that learners read. Various researchers have looked into the number of word families in different texts to see how large that vocabulary might need to be. A general rule of thumb for deciding how many words learners need to read a text without support is 98%, and with support is 95%. Different kinds of texts have other vocabularies.
Merriam-Webster Dictionary (2019) defines three definitions of vocabulary. First, a list or collection of words and phrases is usually alphabetically arranged and explained r defined. Second, a sum or stock of words employed by a language, groups, individual, or work in a field of knowledge. Third, a supply of expressive techniques or devices (as of an art form).
Alizadeh (2019), stated that vocabulary as one could generally define vocabulary as the knowledge of words and words’ meaning. Or someone else may define vocabulary as a list of words arranged in alphabetical order with their definitions. A word, in most linguistics analyses, is described as a set of properties or features. Each word is the combination of meaning, register, association, collection, grammatical behavior, written form (spelling), spoken form (pronunciation), and frequency.
Learning English means learning its vocabulary. We use the vocabularies in communication either in speak form or write form. We will try to send messages and share information and ideas using the language. In general, no language acquisition is possible without understanding the vocabulary, either in the first or second language. The students cannot do well in comprehension without a large vocabulary, for the passage and questions involve a range of words much wider than that of daily conversation.
The Concept of Guessing Game
According to Harmer (2001), Guessing game is activity that includes interaction between individuals of groups aspiring to prescribe aims. Guessing game is a game in which a person or group try to answer a question that has been given a few keywords related to the images, titles or words. According to Klippel (1994) “The basic rule of guessing game is eminently simple; one person knows something that another one wants to find out”. Wright and Buckby (2006) states in guessing game, essentially, someone knows something and the others must find out what it is. In this game, students take turns guessing the identity of an object through the submission of questions.
Webster says guessing game is "a game in which the participants compete individually or in teams in the identification of something indicate obscurely. (as in riddles or charades). Allen points out that
"A guessing game is a game in which the object is to guess some kind of information, such as a word, a phrase, a title, or the location of an object". Guessing games, for example, create conditions in which the use of the target language is necessary for leading players to the correct guess".
According to case, guessing game is a game in which the object is to guess some kinds of information, such as : a word, a phrase, a title, and the location object.
From the definition above, the researcher assumes that guessing game was appropriate to be use in teaching vocabulary because the students must guess some kinds of information such as a vocabulary.
The Concept of Emoji
290 Emoji are a type of graphic symbol which express concepts and ideas pervasively used in mobile communication and social media (Novak, Smailović, Sluban, & Mozetič, 2015). Emoji descended from the emoticon, a shorthand form of a facial expression created using a standard keyboard, for example :- ). Rather than keyboard shorthand, an emoji is an ideogram that can be used to represent a facial expression but has been co-opted to represent feelings, gestures, objects, animals, food and drink, and activities which are all commonly used in electronic communication and social media (Novak et al., 2015).
Emoji are used more and more frequently in network communication, and the way they are used is becoming more and more diversified. They not only have unique semantic and emotional features but are also closely related to marketing, law, health care, and many other areas. Research on emojis has become a hot topic in the academic field. More and more scholars from the fields of computing, communication, marketing, behavioral science, and so on are studying them. This paper reviews the developmental history and usage of emoji, details the emotional and linguistic features of emoji, summarizes the results of research on emoji in different fields, and puts forward future research directions.
Procedure in Teaching and Learning Emoji Guessing Game
1) Devide the whole class into group and the number of students in each group is defend the condition of the students in the class.
2) Each group has to come to in front of the class and stand with her or his back to the board, 3) The researcher displays 2 or more emojis on the board.
4) The rest of the member must give clues to the students until she or her can guess the word . 5) If the students with his back to the board can guess the word, the team will get points.
6) This activity continues after all students get the part to describe the material. Which group that finishes this game quickly is the winner of this game.
Methodology
This study had applied a pre-experimental method with a one-group pre-test and post-test design to solve the vocabulary problem of students by using emoji guessing game. The formula of this design is as follows :
Table 3.1 Research method design :
0₁ X 0₂
Where : 0₁ : Pretest X : Treatment 0₂ : Posttest
Population of the Study
291 The population of this research was the first-year students of SMPN 1 Bontoramba in academic year 2021/2022. The total numbers of population were 70 students.
Sample of the Study
The researcher was used cluster random sampling technique . The researcher was take the students of the first-year in SMPN 1 Bontoramba as the sample. The sample consist of 20 students.
Technique of Data Analysis
The data was collected through the test and describe as the following procedure : 1. Scoring the students’ correct answer of pre-test and post-test
2. Classifying the score of the sudents’ pre-test and post-test 3. To calculate the percentage of the students’ score
4. Calculating the students’ score Findings and Discussion
Findings
1. The Students Score of Pre-test (X) and Post-test (Y) a. Pre-test Score
Table 4.3 Frequency and Rate Percentage of the Students’ Pre-test
Category Score Frequency Percentage
Excellent 96-100 0 0%
Very good 86-95 0 0%
Good 76-85 0 0%
Fairly good 66-75 2 13%
Fairly 56-65 1 7%
Poor 36-55 6 40%
Very poor 0-35 6 40%
Based on the result of the percentage in the pre-test above, the data gained shows that none student which got score above the minimum completeness criteria (KKM) or standard. The KKM score is seventy five. It means that all of a students got score bellow the KKM (75%).
b. Post-test Score
Table 4.4 The Frequency and Rate Percentage of the Students’ Post-test
Category Score Frequency Percentage
Excellent 96-100 0 0 %
Very good 86-95 6 40%
Good 76-85 5 33%
Fairly good 66-75 4 27%
Fairly 56-65 0 0%
Poor 36-55 0 0%
Very poor 0-35 0 0%
Referring on the table above, there was none students got score which categorize as very poor (0- 35), poor (36-55), fairly (56-65), and excellent (96-100). Most of them got very good score, some students got good score and the rest of them got fairly good score.
292 2. The Comparison rate percentage of pre-test and post-test.
Table 4.5 The Comparison rate percentage of pre-test and post-test.
NO Classification Rate percentage
Pre-test Post-test
1 Excellent 0 0
2 Very good 0 40
3 Good 0 33
4 Fairly good 13 27
5 Fair 7 0
6 Poor 40 0
7 Very poor 40 0
Total 100 100
Based on the previous table, In pre-test (0%) students got good, very good and excellent classification, while in post-test there were (27%) student which got fairly good, (33%) got good and (40%) students which got very good, and (0%) got excellent classification. While In pre-test there were (7%) students which got fair classification, while in post-test there was none (0%) students which got fair classification. In pre-test, there were (40%) students which got poor classification, while in post-test there were (0%) student which got poor classification, in pre-test there were (40%) students which got very poor classification, while in post-test there was none (0%) student which got very poor classification.
3. Mean Score Pre-test and Post-test
Table 4.6 Mean Score and total score
NO Test activities Mean score Total score
1 Pre-test 44.4 666
2 Post-test 80.9 1214
The data in the table above shows that the mean score of the student’s pretest was 44.4 was classified as poor, while the main score of the student’s posttest was 80.9 was classified as good. It means that the mean score of the students’ post-test was higher than the mean score of the students’ pre- test.
4. Hypothesis Testing
For level of significance (P) 0.05 and degree of fredoom (Df) = 14 the value of t-table = 2.1447.
Comparing with the test value, it can be concluded, t-test value (11.18) was higher than t-table (2.1447).
In other hand we said that 11.18 > 2.1447. It means that null hypothesis (H₀) of this research is rejected and the alternative hypothesis (H₁) is acceptable because there is significance different between the pre- test and post-test result by using Emoji guessing game to improve students vocabulary mastery.
Table 4.7 Table of Significance
Df Level of Significance (P) T-test Value T-table Value
15 0.05 11.18 2.1447
The table above shows that the t-test was lower that t-table value 11.18. While the t-table 2.1447. It means that there was a significant difference of the students’ result in pre-test and post-test.
Discussion
293 This section, which covers the interpretation of findings derived from the findings, is based on the problem statement : Does the use of Emoji Guessing Game can improve students’ vocabulary at the first grade of SMP Negeri 1 Bontoramba ?
Based on the data percentage in the pre-test, the data gained shows that none student which got score above the minimum completeness criteria (KKM) or standard. The KKM score is seventy five. It means that all of a students’ got score bellow the KKM (75%). The explanation data above shows the weakness of students’ prior language about vocabulary especially in term noun. Most of students’ in pre-test got poor and very poor (40%). While, in post-test, most of them got very good score (40%).
Based on data, the students’ lowest score in pre-test was 27 and the highest score in pre-test was 67.
While in post-test the lowest score was 67 and the highest score was 93.
The total number of students pre-test ∑ 𝑋 was 666 from the total number of students was 15. While in post-test the total score ∑ 𝑌 was 1.214 from the total number of student was 15. The total gain of square gain was different between the matched pairs ∑ 𝐷 = 538 and the total score gain 35.8.
The mean score of the student’s pre-test was 44.4 was classified as poor, before applied Emoji guessing game. The students’ are not interested to learning English, especially to learn vocabulary. The students’ difficulties in understanding and remembering vocabulary and learning English is stilted or serious, that makes students depressed or afraid to develop their ability in vocabulary. But after the students was given the treatment by using Emoji guessing game. The mean score of the student’s post- test was 80.9 was classified as good, after having the treatment the students be more active and interested in the process-learning after, it can be shown from the students’ mean score in post-test was increased.
The improvement of the students’ vocabulary mastery was also presented by the value of T-test and the value of T-table (11.18 > 2.1447). The hypothesis (H₁) using Emoji guessing game to improve students vocabulary explain that T-table was smaller than T-test. It can be concluded that there was a significant difference between the result of the student’s score in pre-test and post-test.
According to Yuliani,(2017) "Teaching English Vocabulary by Using Guessing Game to the Fifth Grade Students 117 Palembang". In her researcher, she concluded that teaching vocabulary by using guessing game is effective to fifth grade students of Elementary school 117 Palembang. The value of t-obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis accepeted. It can be concluded that there was significant difference between the students who were taught by using guessing games as a technique of teaching and those who were not.
Moris (1976) also mentioned the advantages of using Emoji guessing game, they are:
1. The games promote physical growth and development.
2. The games promote the socialization process.
3. The games are fun for the students like to play them.
4. The games make students enjoyable in learning.
5. The games develop emotional understanding between one students to another.
6. The games provide language practice in various skills, such as : speaking, writing, reading, and listening.
Based on the results of previous research in accordance with the title raised by researcher, it can be concluded that the Emoji guessing game can improve students vocabulary mastery. This analysis can be seen based on the results of the presentation on students’ scores in learning vocabulary.
Finally, it is clear enough that the mean score and t-test analysis described the same results or conclusion that is there was a significant difference between the result of the pre-test and post-test. In another way, the use of Emoji guessing game can improve student,s vocabulary mastery at the first- grade students of SMPN 1 Bontoramba.
294 Conclusion
After the researcher analized the data that have been presented in the previous chapter, the researcher concluded that :
The researcher use Emoji guessing game in learning process, especially in learning vocabulary, the use of Emoji guessing game in teaching vocabulary can make the students understand an object that wants to be conveyed, memorized and interested in learning vocabulary. Many students at SMPN 1 Bontoramba have bad and lack vocabulary, they need overtime. Therefore, the researcher realizes that vocabulary is the main basis of learning English. Vocabulary is one of the most important competencies needed for teaching and learning a foreign language. In other words, vocabulary plays a very important role in the growth of the four language competencies (listening, speaking, reading, and writing).
Vocabulary is also important for expressing ideas or asking for important things, if someone does not have a vocabulary, they will find it difficult to express their ideas verbally or in writing. In addition, if students have a lower vocabulary, they cannot access information or knowledge.
After conducting this research, Emoji guessing game was able to improve the quality of English teaching, especially in vocabulary mastery. This game can help the students more easily to understand the words, the meaning and how to use the words in sentence. The students also become active in learning process.
The use of Emoji guessing game can improve students’ vocabulary mastery at the first-grade students’ of SMP Negeri 1 Bontoramba. Before being though Emoji guessing game, the students’
achievement was classified as poor level (44.4). It means that students’ vocabulary without using Emoji guessing game still low. Meanwhile, students learning achievement after being given Emoji guessing game is (80.9).
Based on the findings and discussion, the researcher concluded that the use of Emoji guessing game can improve students’ vocabulary mastery at the first-grade of SMP Negeri 1 Bontoramba.
Reference
Alemi, M. d. (2011). The Influence of Incidental and Intentional Vocabulary Acquisition and Vocabulary Strategy use on Learning L2 Vocabularies. Journal of Language Teaching and Research.
Alqahtani. (2015). the Importance of vocabulary in language learning and how to be taught.
International Journal of Teaching and Education, 21-24.
Arba, A. M. (2017). The Implementation of Acrostic Poem to Improve Voacbulary Mastery at Eight Grade Students of SMP Negeri 9 Satap LK Kalmas. Thesis of STKIP-YPUP Makassar.
Cahyani. (2017). Learning English Vocabulary by Using Guessing Game in The First Semester of Hotel Accommodation the First Grade Students of SMKN3 Bandar Lampung.
Coxhead. (2014). Vocabulary size research at Victoria University of Wellington. Language Teaching, 398-403.
Disdik. (2019). Metode Guessing Game dalam Pembelajaran Descriptive Text Menigkatkan Kemampuan Berbicara Siswa.
295 Gay, L. R. (2012). Educational Research Competenceies for Analysis and Application. London:
Pearson.
Gunawan, I. G. (2017). The Use of Concept Cube Method in Increasing Students' Vocabulary Mastery at The Grade Students of SMK Kartika XXI Wibabuana Makassar. Thesis of STKIP-YPUP Makassar.
Harsini, A. (2015). Improving Students' Vocabulary Achievement by Using Guessing Game at the First Grade of SMPN 2 Ranteangin.
Herault, S. (n.d.). Guessing Game. Retrieved from
http://www.eslcafe.com/idea/index.cgi/display:913582787-24086.txt
Heriyanto, D. (2015). The Effectifeness of Using Youtube for Vocabulary Mastery. vol 6.
Hiebert, E. H. (2005). Teaching and Learning Vocabulary. Routladge: Bringing research to practice.
Jacobs, G. P. (2014). The Teacher’s Sourcebook for Cooperative Learning. Thousand Oaks. CA: Corwin Press.
Jamal, D. (2016). Vocabulary Learning Theories- A Keen Perspective. IC Value.
Juli. (2021). Improving Students Vocabulary Mastery Through Possible Stentence Strategy At The Ninth Grade Students of SMP YP PGRI 4 Makassar. Makassar.
Juliarsyah, L. S. (2021). Using Word Game to Improve Students' Vocabulary Mastery of The Second- Grade Students at MTs Negeri 3 Wakatobi.
Ken. (2015). Developing Interactive Vocabulary Learning Multimedia For The Seventh Grade Students of SMPN15 Yogyakarta.
Klippel, F. (1991). Keep Talking. Communicative Fluency Activities for Language Teaching, 22.
Lishikawa. (2014). The Use of Guessing Game In Teaching Speaking an Experimental Study. Retrieved from http://papirizal.wordpress.com//2014/05/05/html
Mansyur. (2018). The Effect of Guessing Game to Enhance Students Vocabulary Achievment.
Morris, G. D. (1976). How to Changes the Game Children Play. United Stated of America : Burgess Publishing Company.
Nation. (2015). The English Vocabulary Size and Level of English Departement Students at KutaiKarta Negara University.
Novak, P. K. ((2015)). Sentiment of emojis. 10(12).
Sahidatulfiah. (2021). Improving Vocabulary Mastery Through Esa Method at The Second Semester Students of English Departement at STKIP-YPUP Makassar. Makassar.
Susanto, A. (2017). The Teaching of Vocabulary. Journal kata : Peneliti tentang Ilmu Bahasa dan Sastra, 182-191.
Thornbury, s. (2004). How to Teach Vocabulary. Essex : Pearson Education Limited.
Wahyuni. (2018). The Use of Guessing Game in Improving Students’ Vocabulary :A Study at SD Inpres Perumnas Antang II/I Makassar.
Webster, M. (2015). Guessing Game. Retrieved 2016
296 Webster, M. (2019). New Words in The Dictionary. Retrieved Maret 15, 2022, from
https;//www.merriam-webster.com/words-at-play/new-words-in-thedictionary-april-2019.
Webster, M. (n.d.). New Words in The Dictionary. Retrieved maret 15, 2022, from https;//www.merriam-webster.com/words-at-play/new-words-in-the-dictionary-april-2019.
Wright, A. B. (2006). Games for Language Learning. . Cambridge: Cambridge University Press.
Yuliani. (2017). Teaching English Vocabulary by Using Guessing Game to the Fifth Grade Students 117 Palembang.
Zaabi, H. R. (2004). The Use of Memory and Guessing Games in Teaching Vocabulary. Researcher Paper, 82.
