The purpose of this research was to recognize the increasing mastery of the student's vocabulary in English through the riddle game. The object of this research was 21 students in class A in the eighth grade of Junior High School 2 Batanghari 2018/2019. Based on the above result, it can be concluded that the increase of students' English vocabulary mastery through riddle game in the eighth grade of Junior High School 2 Batanghari 2018/2019 is successful because the criteria in this research are well achieved.
Improving Students' English Vocabulary Mastery Through Riddle Games in Eighth Grade of Junior High School 2 Batanghari 2018/2019”.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Object and Benefits of the Research
- Prior Research
Deals with many techniques that can be used in teaching vocabulary. The researcher applies one of the techniques by using puzzle games. Riddles are questions or statements that contain a deliberately hidden meaning. The second research is done by Episiasi, in 2015 entitled "The use of puzzle games to learn to speak. Improving English vocabulary mastery by using crosswords" the research aims to find out the improvement of vocabulary mastery through crosswords is implemented , the method of this research is classroom action research.
The result shows the improvement of the students' English vocabulary mastery and gives good effect in the teaching and learning process.
THEORETICAL REVIEW
The Concepts of Vocabulary Mastery
- The Definition of Vocabulary
- Kinds of Vocabulary
- Definition of Vocabulary Mastery
- The Definition of Game
- Type of Game
- The Definition of riddle game
- The Types Of Using Riddle Game
- Procedure of Using Riddle Game
Action Hypothesis
Based on the theoretical overview above, the researcher formulated the hypothesis as follows "by playing puzzle games can increase students' English vocabulary mastery in the eighth grade of Junior high school 2 Batanghari".
RESEARCH METHODOLOGY
- Variable and Definition Operasional Variable
- Operasional Variable
- Setting of the Study
- Subject of Study
- Object of Study
- Procedure of the Classroom Action Research
- Data Collection Technique
- Research Instrument
- Data Analysis Technique
- Indicator of Success
The students are asked to match the riddle in sentence with answers each riddle has one answer. f) The teacher divided students into some group. g). The teacher gave limited time for students to make it. j) The teacher monitors the students' activities and gives suggestions if the students encounter problems. k) After the students match the riddles, they submit the paper. l) The teacher asked students directly about the question. m). The students are asked to match the riddle in sentence with answers each riddle has one answer. e) The teacher divided students into some group. f) The teacher asked students to open dictionary.
The teacher monitors the students' activity and gives suggestions if the students have problems. j) When the students have connected the puzzles, they hand in the paper. k) The teacher asked the students directly about the question. l) If the students can answer the question correctly, they can get a grade, but if the students can't answer the question correctly, they can get a penalty. The pre-test is the first activity before the researcher gets the treatment and the test. The purpose of the pre-test is to know how much students understand English vocabulary. Documentation is a method used to obtain information from a written source or document. Information and data about the school such as the history of the school, total number of students and teachers and the condition of the school were known to the researcher.
Before, the researcher did the pre-test first. The first meeting began on Thursday, May 9, 2019. The highest score was 85 and the lowest score was 60. The criterion of students who succeeded in mastering the material was students who received the minimum standard. the criterion of the English subject is 71. From the cycle of results 1, it turned out that there was an increase in pretest and posttest 1 results. Students were quite interested in the learning process.
But the result was unsuccessful. the students who achieved the minimum pass rate were 5 students in the pre-test and 9 students in the post-test. The highest score was 95 and the lowest score was 65. The table above is the student's result in post-test 2.
RESULT OF THE RESEARCH AND
Result of The Research
- Description of The Research Location
- The Description of Research Data
The researcher asked the students to pray together before continuing the lesson, after the researcher greeted the students. So, it was the reason that the researcher used riddle game to increase students' English language vocabulary mastery. Based on the result of the pretest results, the researcher has identified and found the problems after receiving the pretest result of the students.
The time was up, the researcher asked the students to learn about the new vocabulary and the lesson will continue in the next meeting. The researcher started the lesson by praying together, greeting the students, checking the attendance list of the students and asking about the student's condition. In the first meeting in cycle 2, the researcher started the lesson by praying, greeting the students, checking the attendance list and asking the students questions.
The researcher began the lesson by praying, greeting the students, checking the attendance list and asking the student's condition. The researcher reviewed material at the last meeting about nouns and adjectives in the descriptive text. In the last meeting of cycle 2, the researcher prepared the student's attendance list and post-test.
The researcher began the lesson by praying together, greeting the students, checking the student's attendance list and asking the student's condition.
Interpretation
- Cycle 1
- Cycle 2
- Students Score in Pre test 1, Post test 1 and Post test 2
- Students’ Learning Activities Data
Based on the activities of the table students, it can be concluded that 19 students (90.4%) pay attention to the teacher's explanation. 18 students (85.7%) find it no problem to come up with new words with the riddle game and 17 students (81%) are interested in using the riddle game. 4) Reflect. The condition of the class became better than before, such as the students more active in the teaching and learning process, the students pay attention to the teacher's explanation, the student's vocabulary increases by using riddles, the students do not find difficulties to create a new word by riddle game, and students are interested to use riddle game.
The result of post-test 2, it can be concluded that there were 20 students (95.2%) who passed the post-test 2 because they got score >71. In the post-test, the lowest score was 65, the highest score was 95 and the average score was 81.9. The student's learning activities data is obtained from the entire student's learning activities on observation sheet.
The result of the activities of the 1st and 2nd cycle students can be seen in the table below. Based on the students' activities for the table, we can conclude that 15 students (71.4%) are those who pay attention to the teacher's explanation. Based on the activities of the students at the table, we can conclude that 19 students (90.4%) are those who pay attention to the teacher's explanation.
Based on the table and graph above, the result of students' activities improved from cycle 1 to cycle 2. Students pay attention to the teacher's explanation. The student's vocabulary increases using the riddle game. Students have no difficulty in creating a new word using the riddle game. The students are interested in using the riddle game.
Discussion
Salinlah dengan tulisan tangan yang rapi teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan dan benda dari berbagai sumber, dengan menggunakan ejaan dan tanda baca yang benar. Bersama-sama, cari dan kumpulkan teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, termasuk dari Internet, film, surat kabar, majalah. Membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda.
Salin contoh yang ada bersama-sama untuk membuat teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda untuk mencapai fungsi sosial yang berbeda, dengan struktur teks dan unsur kebahasaan sesuai konteks. Perbandingan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci), dan unsur kebahasaan dari berbagai teks deskriptif tentang orang, binatang, benda yang dikumpulkan dari berbagai sumber tersebut di atas. Membuat beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang ada dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial nyata yang ingin dicapai (bangga, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll.).
1 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menanyakan dan meminta keterangan tentang orang, binatang dan benda. Mengidentifikasi struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis tentang hewan sesuai dengan konteks penggunaannya. Mengidentifikasi struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis tentang benda menurut strukturnya.
1 3.10 Menggunakan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang uraian orang, binatang dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. Pengenalan struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis tentang subjek sesuai dengan struktur konteksnya.
CONCLUSION AND SUGGESTION
Conclusion
Based on the results of the research, the researcher would like to find out the essence of the research that there was an increase in the average score of the students from pre-test 61.9 to post-test1 72.6, which became post-test2 81.9. The result of the 2nd cycle has already reached the success indicator which was 80% students meet the standard criteria with a minimum score of 71. Pay attention to the teacher's explanation from 71.4% becomes 90.4%, students' vocabulary increases to use the puzzle game is from 61.9% became 85.7%, students find no problem in creating a new word with the puzzle game increased from 52.3% to 85.7%, and students' interest in using the puzzle game increased from 66.7 % become 81%.
This means that by using puzzle games in students' English vocabulary mastery, the students' activities increased.
Suggestion
- Table 3 Condition of the teacher and official
- Table 4 Student’s quantity of Junior High School 2 Batanghari
- Table 5 Building of state Junior High School 2 Batanghari
- Table 6 The result score of student’s vocabulary mastery inpre test1
- Table 7The students’ result in pre test 1
- Table 8 The the schedule of action in Cycle 1
- Table 9 The result score of student’s vocabulary mastery post test1
- Table 10 The students’ result in Post test 1
- Table 11 The result student’s activities in cycle 1
- Table 12The the schedule of action in Cycle 2
- Table 13The resultof student’senglish vocabulary masterypost test2
- Table 14 The result of student’sin post test2
- Table 15 The result student’s activities in cycle 2
- Table 16The result score of student’s Pre test 1 and Post test 1
- Table 17The result of student’s Pre test1, Post test1, and post test2
- Table 18The result student’s activities in cycle 1
- Table 19 The result student’s activities at cycle 1 and cycle 2
- Table 20 The result student’s activities at cycle 1 and cycle
Orang, binatang, benda-benda sekitar dan relevan dengan kehidupan siswa, memberikan contoh perilaku jujur, disiplin, aman, kooperatif dan beretika. umpan balik) dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan. Tes tertulis Membaca dan menulis teks deskriptif yang membutuhkan pemahaman dan paparan deskripsi orang, hewan, benda. Formulir Instrumen: Pilihan Ganda dan Isikan kata-kata yang hilang pada teks deskriptif (isi bagian yang kosong).
