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IMPROVING THE STUDENT'S VOCABULARY MASTERY BY BLINDFOLD GAMES IN THE SECOND GRADE
OF SMPN 08 SIMBUANG KAB. TORAJA
Anastasia Nining1, Rita Roswita Duyo2, Fitriani3
1STKIP YPUP Makassar Email: anastasianining871@gmail.com
2STKIP YPUP Makassar Email: ritaduyo@stkip.ypup.ac.id
3STKIP YPUP Makassar Email: fitri.marsude@ypup.ac.id
ABSTRACT
The purpose of this study was to improve the students’ vocabulary through Blindfold game. In this research, the researcher used pre-experimental design with one-group pretest-posttest. This design involved a group that gave a pre-test (O1), a treatment (X), and a post-test (O2). The success of the treatment was determined by comparing the pre-test and post-test scores. In conducted the research, the researcher used a pre-experimental method that took one class of 14 students as a sample. The pre-test is given to students to determine the students'' vocabulary mastery ability, while the post-test is given after the treatment, which aims to determine the enrichment of students'' vocabulary mastery.
The researcher gave the students a test as the instrument. The test was administrated twice, pre-test and post- test. Pre-test was hold before the treatment applied. Pre-test was aimed to know students’
previous knowledge about vocabulary, students understood about the use of vocabulary and the classification of vocabulary. In The test which was given was consisted of 20 items number of multiple choice, matching and stuffing. Which followed by 14 students. It can be seen in the mean score of the pre-test (66.02) from the total scores (925), while in the post-test, the mean score (81.43) from the total score (1.140). While the t-test value was 6.822, was greater t-table was 2.160 at the level significance of 5%. Based on the data described, it can be proved by looking the mean score in the post-test was greater than the pre-test, then the t-test was greater than the t-table. So, the researcher concluded that the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted.
Keywords: Blindfold Game, Vocabulary mastery
INTRODUCTION
English is one of the official international languages and is used in almost all countries in the world. English influences our daily life. Many sectors need English as a prerequisite. For Example, English is widely used in mass media and oral communication to exchange information, including science, education, and technology. English for communication in everyday life. That is, the main goal of teaching English is the ability to master vocabulary.
The main problem with vocabulary teaching is that only a few words and a small part of what is required to know a word can be dealt with at any time. The problem we face in Indonesia is that most students cannot master vocabulary well. They only have proficiency in grammar, reading, or writing. This is because English is not used every day in society
.
20 The researcher then observed that understanding English vocabulary became a problem in learning English. The researcher argues that the use of appropriate techniques in teaching and learning vocabulary is a way to solve problems so that students have the motivation to carry out vocabulary pronouncing activities, both inside and outside the classroom.
The researcher observed the students at SMP Negeri 08 Simbuang Tana Toraja, and the researcher found that students' understanding of English vocabulary became a problem in learning English. The lack of students' vocabulary in English makes them even lazier in learning English.
Therefore, the researcher argues that using the correct technique in vocabulary learning is a blindfold game that is a way to solve problems so that students have the motivation and are more enthusiastic about learning English, especially learning vocabulary. Therefore, the researcher intended to conduct the research entitled Improving the Students Vocabulary Mastery by Blindfold Games.
The researcher then observed that understanding English vocabulary became a problem in learning English. The researcher argues that the use of appropriate techniques in teaching and learning vocabulary is a way to solve problems so that students have the motivation to carry out vocabulary pronouncing activities, both inside and outside the classroom. Related to the problem statement above, the purpose of was to improve the student's vocabulary through the Blindfold game. Theoretically, this research is expected to find out the game to improve students' vocabulary through the blindfold game Practically teachers get more information about one of the appropriate activities, especially in learning English.
Related to the problem statement above, the purpose of this study is to improve the students’
vocabulary through the Blindfold game.
The scope of the research is focused on students' vocabulary mastery by using the Blindfold Game and the meaning of noun vocabulary.
Vocabulary is one of the important elements in a language. Hatch and Brown (1995:1) define that vocabulary as a list of words for a particular language or a list or set of word that individual speakers of language might use. Many of the vocabulary in English text books have to be learned.
Without it, no one can speak or understand the language. It means that people can not write a word or make a sentence well, when they do not mater it.
A vocabulary is the basic unit of language form. Vocabulary mastery is the activity of mastering or the ability to understand and use words contained in a language, both spoken and written.
The Blindfold Game is one of the games that can improve students' vocabulary. The Blindfold Game is a practical exercise in verbal communication that uses Blindfold in the games.
Vocabulary mastery is the activity of mastering or the ability to understand and use words
21 contained in a language, both spoken and written. Vocabulary is the basic unit of language form.
Without enough vocabulary, a person cannot communicate effectively or express ideas. If learners don’t know how to expand their vocabulary, they gradually lose interest in the study
.
According to Richards (2002), a noun is a word that can appear as a subject or the object of the verb or the complementary object of the preposition, can be modified by an adjective, and can be used with determinants. Nouns usually refer to people, animals, places, things, professions, etc. A noun is a member of a word class that can function on a subject or object in abbreviations, refers to places, animals, things, or circumstances. The noun is a word that refers to a person, place, thing, quality, or activity.
According to Richards (2002), a noun is a word that can appear as a subject or the object of the verb or the complementary object of the preposition, can be modified by an adjective, and can be used with determinants. Nouns usually refer to people, animals, places, things, professions, etc. A noun is a member of a word class that can function on a subject or object in abbreviations, refers to places, animals, things, or circumstances. The noun is a word that refers to a person, place, thing, quality, or activity.
Noun is a member of class of words that can function at the subject or object in a contraction, refer to places, animals, things, states, or qualities. Noun is a words that refers to a person, a place, or a thing, a quality or activity.
Blindfold is a game of free movement and exploration of a virtual space that allows simple interaction with key elements and assets, which ends up being quite a challenge. The game simulates a realistic sound setting, allowing players to make sense of the sound-driven experience.
The Blindfold Game is one of the games that can improve students' vocabulary. The Blindfold Game is a practical exercise in verbal communication that uses Blindfold in the games. This game is used to teach directions and numbers and create instructions. In addition, this game emphasizes the description of items or objects received. This game is done in groups and is led by an instructor. The instructor will give objects to the game members. In playing the game, the eyes will be closed, and the player member will describe the object he received from the instructor. Based on the explanation above, the researcher concludes that vocabulary plays an important role because without knowing and understanding vocabulary, basic skills in English cannot be used at all.
Vocabulary plays an important role in learning a language. The students can understand and communicate easily by mastering the vocabulary, especially in English.
METHODOLOGY
22 The researcher used pre-experimental research methods because the population size is small, so the sampling technique is total population sampling. In this research, the researcher used a pre- experimental design with a one-group pretest-posttest. This design involved a group that gave a pre- test (O1), a treatment (X), and a post-test (O2). The researcher observations before treatment are called pre-tests, and Observations made after treatment are called post-tests. The researcher only applied one class in this study.
This research consisted of two variables, namely: Independent variable and dependent Variable. Darmawan (2014) stated that “The independent variable” is a variable that affects or causes change or emergence of the dependent (bound) Variable. The independent variable is the blindfold game, which is suitable for students. This game called Blindfold is one of the interesting games that can provide broad insight into English. Sugiyono (2011) stated that “The dependent variable” or dependent is a variable that is influenced or is a result because of the independent variable. The dependent variable is the improvement of students’ vocabulary mastery.
In this research, the researcher collected, processed, and analyzed data to conclude the research. This research is applied to quantitative research because it applies a number of statistics. The researcher used the pre-experimental method by pre-test and post-test design. The pre-experimental design used a one-group pretest-posttest that usually involved four steps as follows:
The population in this research was all the students of the second grade of SMPN 08 Simbuang, Kabupaten Tana Toraja, in the academic year of 2021/2022. The total population was 14 students, with six boys and eight girls. . The sample took all population that was involved in this research.
The researcher used a test as an instrument. The instrument used pre-test and post-test. The pre-test used to know the students’ prior knowledge about vocabulary, while the post-test used to know the students’ vocabulary after giving the treatment by blindfold game. In the pre-test, the researcher gives the test to the students before giving the treatment. It purposed to know how far the students’ vocabulary mastery. The researcher conducted four meetings and treatments. In these fourth meetings, the researchers did the same treatment each meeting but with different learning topics. At the first meeting the researchers gave treatment with the theme "names of objects in the class, the second meeting "names of objects outside the class" and this treatment was carried out outside the classroom. Then at the third meeting the researchers gave "names of objects in the library " and at the fourth meeting the researchers gave treatment with the theme "names of objects at home". Post-test took 45 minutes, and the researcher gave a post-test to find out and identify students' initial knowledge of vocabulary after teaching by using the blindfold game.
23 This research analysis technique aims to determine the results or students' scores, whether there is progress in the achievement of students' vocabulary, and to find out whether teaching vocabulary using a sentencing strategy makes it possible to increase students’ vocabulary or not significantly
.
FINDINGS AND DISCUSSION Findings
In addition, the research analyzes the data obtained from the students' pre-test and post-test in this chapter. The pre-test is intended to determine the students' vocabulary skills before being giving treatment. In contrast, the post-test is intended to determine whether there is an enrichment in students' vocabulary mastery after being given some treatment by teaching vocabulary through blindfold games.
The result of the data was collected through a vocabulary test from the pre-test. Both pre-test and post-test present different topics. After that, the score results are collected according to the instrument and analyzed using a procedure to get the students’ final score.
The researcher explains the research results, namely pre-test, treatment, and post-test. In the pre-test activity, the researcher gave a test in the form of multiple-choice, matching, and stuffing, consisting of 20 questions, so the number of questions for the pre-test given before students received treatment and for the post-test also a total of 20 questions. It aims to determine the students' initial knowledge of vocabulary, and the order of this test is based on vocabulary objectives. The goal here is the mastery of students' vocabulary. Researchers prepared vocabulary (noun) questions that were divided into three categories, each having a point value
.
In this test, the researcher found that some students had some difficulty answering the questions given. Therefore, the students' pre-test scores were low, indicating they had a low ability to memorize vocabulary. So, the researchers applied the treatment to the students. In the treatment activity, the researcher used a possible sentence strategy. The researcher took one meeting for the pre- test, then the researcher took four meetings for the treatment.
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Table 4.7 The students’ total score and the square of pretest and posttest gain, and the
square of the gain
No Sample Pretest
(XI)
Posttest (X2)
Gain (D) D²
1 SJ 75 90 15 225
2 J W 70 80 10 100
3 HL 70 75 5 25
4 AN 70 85 15 225
5 DD 65 80 15 225
6 FE 45 80 35 1,225
7 IS 65 80 15 225
8 JMS 60 75 15 225
9 PB 85 90 5 25
10 JN 75 85 10 100
11 GE 75 85 10 100
12 FAA 55 75 20 400
13 RL 65 80 15 225
14 YS 50 80 30 900
SUM 14 ∑X1= 925 ∑X1= 1.140 ∑D=215 ∑D²= 4.225
Table 4.8 Distribution the Value of T-test and T-table
t-test t-table
6.822 2.160
Table 4.9 Test of significance
Level of significance T-test T-table
13 0,05 6.822 2.160
25
0 1 2 3 4 5 6 7
Poor Fairly Poor
Fair Fairly Good
Good Very Good
Excellent
Pre test
Pre test
Chart 4.1 the classification, score, and percentage in pretest students
0 1 2 3 4 5 6 7 8 9 10
Poor Fairly poor Fair Fairly good Good Very good Excellent
Post test
Post test
Chart 4.2 the classification, score, and the students’ percentage in posttest
DISCUSSION
This research was conducted to determine the improvement of the students' vocabulary mastery using the Blindfold Game. Blindfold game is one of the ways or strategies applied in the classroom in learning English, especially in learning vocabulary
The discussion deals with the interpretation of the findings derived from the data analysis, namely from the findings from Jannah (2011) that the description of the data collected through
26 vocabulary test, which was explained in the previous Part showed that the students' vocabulary achievement was increased. It was supported by the result of frequency and rate percentage of the student's pre-test and post-test. Based on the findings above, the researcher concluded that there was any improvement in the students' vocabulary mastery by blindfold games in the second grade of SMPN Satap 08 Simbuang Kabupaten Toraja
.
CONCLUSION
Based on the findings, data analysis, and discussion in the previous chapters, the researcher concludes the that: having implemented the treatments by using the blindfold game in pre- experimental, the researcher concluded that blindfold game was effective in improving students' vocabulary in the eighth grade of SMPN Satap 08 Simbuang. The blindfold game guessing type is effectively used in the learning and teaching process because it directly involves students and makes them active in learning.
SUGGESTION
In teaching vocabulary, the teacher is hoped more creative and uses a model, strategy, or method suitable to the material and the student's need. So that the learning process is more effective and the students are more enthusiastic about learning and are not bored. The students should learn with a comfortable situation, and the researcher had proved that study with joy, excitement and fun could encourage students confident. Therefore, they would not be shy or feel uncomfortable during learning process, especially when they are learning new vocabulary. The researcher suggests other researchers in the same field to apply games like blindfold games in their research. However, other researchers should consider the level of difficulty of the game according to the students' knowledge. Another thing that must be considered in playing the game is time management. Managing time is very important because implementing games in the teaching and learning process takes longer
.
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