The purpose of pre-test and post-test is to know the students' vocabulary mastery before and when the treatment is given. Referring to the result of the students' score above, it can be said that whispering increased after the students' vocabulary mastery. And of course to the students sitting in the eighth grade of SMPN 1 Punggur Central Lampung who helped her to carry out the study.
The students would be passive in class and just listen to the teacher's explanation. Whisper game will be useful for learning vocabulary because in this game the students can learn some vocabulary. Based on explanation above, the researcher used whispering game to increase the students' vocabulary mastery at the 8th grade of SMPN 1Punggur Central Lampung.
From the identification of the above problem, the researcher narrows down the problem that focuses on the lack of vocabulary of students in the eighth grade of SMPN 1 Punggur Central Lampung. As a reference to teach students about vocabulary in a time efficient manner.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Study
- Objectives of the Study
- Benefits of the Study
Vocabulary is central to English teaching because without sufficient vocabulary students cannot understand others or express their own ideas.7 According to David Wilkins, without grammar very little can be conveyed, without vocabulary nothing can be conveyed.8 The importance of vocabulary is demonstrated daily in and out of the school.9 In the classroom, the high-achieving students have the most adequate vocabulary. In this action, the researcher made pre-test, treatment and post-test to the students. In this section, the researcher used multiple choice test to know the students' basic vocabulary.
This was done by a staff member to get to know the students and the teacher's participation in the learning process. In the first meeting, all students received a pre-test that they had to take individually. During the learning process, four were used and named to know the activity of the students.
The students' attention to the teacher's explanation improved from the first meeting to the next. It was clear that the Whispering game could be used to improve students' vocabulary.
REVIEW OF THE RELATED THEORIES
The Concept of Vocabulary Mastery
Vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned, including single words, phrases, collocations and strategic vocabulary, as well as grammatical patterns, idioms, and fixed expressions.5 Graves defines vocabulary as the entire stock of words belonging to a branch of knowledge or known by an individual. He also states that the lexicon of a language is its vocabulary, which includes words and expressions.6 According to Gardener, vocabulary is not only limited to the meaning of words, but also includes how vocabulary is structured in a language: how people use and store and how to learn words and the relationship between words, phrases, categories of words and phrases. The vocabulary can help the students or the learners to gain a considerable understanding of words.
Based on McCrostie as quoted in Balci and Cakir, having a large and varied vocabulary is believed to be an indicator of communicative competence, and it is one of the important aspects of language learning. According to Elfrida and Michael, productive vocabulary is the set of words that an individual can use when writing or speaking. Conversely, receptive or recognition vocabulary is that set of words to which an individual can assign meanings while listening or reading.13.
It can be concluded that the vocabulary was a complicated thing, although the vocabulary was a simple thing when you see it, but actually it had two types of vocabulary, such as receptive and productive vocabulary. So vocabulary is an aspect that students should learn in learning English.
Whispering Game
- The Concept of Whispering Game
The researcher gave the students a test to evaluate their vocabulary mastery skills and abilities.
Action Hypothesis
RESEARCH METHODOLOGY
Object of the Research
The researcher would choose this class because most of the students still lacked skill especially in vocabulary. The technique that the teacher used is not interested, so the researcher tried to use the game to increase the student's vocabulary. After using the game as a whispering game in the learning process, it would be hoped that it could increase the learning result and study activity.
Procedure of the Research
- Cycle 1
- Cycle 2
In this implementation, the researcher followed the schedule of English subject in class and additional class. While observing, the researcher and collaborator used observation sheets to write down the important things as long as the learning process was taking place. From the observation sheet, the .. researcher and collaborator should know the result of the student's learning activities.
In this step, the researcher and collaborator analyzed the effect of the acting, what needed to be fixed and what attracted attention in the next acting job. Then the result of reflection would be used as a guide to make a new plan in the next cycle. The researcher and collaborator reflected all the acting performed and identified the result of observation in the learning process and compared the score of pre-test and post-test.
Data Collecting Method
- Test
- Observation
- Documentation
- Field Note
The purpose of this test is to know whether the whispering game in teaching vocabulary can improve students' vocabulary or not. In this research, the researcher observed student behaviors and student activities in the learning process to know how the learning process will develop. While conducting the observation, the research would make the observation sheet containing the list of students.
The researcher used documents taken from the data of the school, such as the total of the students, the teachers and the condition of the school. The researcher used field note to record during the teaching and learning of students' vocabulary mastery use whisper game in the classroom.
Data Analysis Method
CAR in cycle 2 began on Monday, August 1st, until at the first meeting in cycle 2, all students were given a test and post-test to be taken individually. The posttest was given to see the students' vocabulary achievement in cycle 2, the researcher gave the posttest 2 after the end of cycle 2. It was done because the researcher wanted to know whether or not there were improvements in the students' scores.
In the learning process, there were also four indicators that were used to know the students' activities as in the learning process earlier. It can be seen from the student's activities, and the students score more higher than cycle 1. From the result of pre-test and post-test, we know that there was an increase from the students' result score.
From the explanation of Cycle I and Cycle II, it could be inferred that the use of whispering games could increase students' vocabulary mastery. From graph 2, we could see that there was an increase in the average score and the total number of students who passed the test from pre-test, post-test I and test to post-test II. The students' learning activity data were obtained from all the students' learning activities on observation sheets.
The students who understood the material from the teacher were increased from the first meeting to the next meeting. English vocabulary in learning, and the teacher gives motivation to the students to be active in teaching and learning process.
The Indicator of the Success
RESULT OF THE RESULT AND INTERPRETATION
Description of the Research
Interpretation
CONCLUSION AND SUGGESTION
Suggestion
This technique can increase their ability in studying English, especially after vocabulary, and the students are suggested to memorize their vocabulary through whispering games. The English teacher can use whispering games to learn English in the class because those techniques are effective in increasing the students'. It is suggested for the principal to persuade the teachers to use this technique which can be enjoyed by the students and can be taught effectively in English.
Mengungkapkan makna yang terkandung dalam percakapan transaksional (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) sederhana untuk berkomunikasi dengan lingkungan sekitar yang melibatkan tindak tutur secara akurat, lancar, dan berterima. meminta, memberi, menolak bantuan, meminta, memberi, menolak barang, mengakui, menyangkal fakta, dan meminta dan memberi pendapat. Tulis nama dan kelas Anda di kiri atas kertas pertanyaan ini. 2. Jawab kata kosong di kertas pertanyaan 3. Periksa jawaban Anda sebelum dikirimkan.
