i A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of Requirement for the Degree of English Department
Amalia. R 10535627215
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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NIM : 10535 627215
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of Role Play Method to Improve Students’ Vocabulary at Junior High School.
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, February 2020 Yang Membuat Pernyataan
Amalia. R
v
NIM : 10535 627215
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, February 2020
Yang Membuat Perjanjian
Amalia. R
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of life”
“Sincere is an invaluable wealth”
“
Selalu jadi diri sendiri tidak peduli apa yang mereka katakana dan jangan pernah menjadi orang lain meskipun mereka
tampak lebih baik dai Anda”.
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Education, University Muhammadiyah Makassar (supervised by St. Asriati and Maharida).
The aims of this study were to obtain information about (1) Does teaching role play method improve the students‟ vocabulary in term of noun at VIII grade students of SMP Handayani Sungguminasa? (2) Does teaching role play method improve the students‟ vocabulary in term of verb at VIII grade students of SMP Handayani Sungguminasa?
The researcher used pre-experimental method. That applies pre-test and post- test. The pre-test was given to the students to find out the students‟ improvement vocabulary in (noun and verb) before process the treatment and the post-test to find out the students improvement vocabulary in (noun and verb) after the treatment. The population were the second grade students that consisted of 90 students in academic year 2020/2021. Meanwhile, the sample of this research taken by using purposive sampling which consisted of 30 students.
The researcher findings indicated that the improvement of the second grade students of SMP Handayani Sungguminasa, improved after the application of Role Play Method. It was proven by the mean score of pre-test was 50.33 and post-test was 146.83 and the result of t-test also shown that the use of role play method was effective to improve students‟ vocabulary because t-test, 43.97, is higher than t-table, 1.699 (43.97>1.699). Based on the mentioned results above, it can be conclude that the teaching vocabulary in English through role play method was successful to be implemented. In other words, role play method helped the teacher to improve students‟ vocabulary.
Keywords: Role Play Method, Vocabulary.
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Sebuah Tesis dari Departemen Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar (di bimbing oleh St. Asriati dan Maharida).
Tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang (1) Apakah metode bermain peran meningkatkan kosakata siswa dalam hal kata benda di siswa kelas VIII SMP Handayani Sungguminasa? (2) Apakah metode bermain peran meningkatkan kosa kata siswa dalam hal kata kerja pada siswa kelas VIII SMP Handayani Sungguminasa?
Peneliti menggunakan metode pra-eksperimen. Itu berlaku pre-test dan post- test. Pra-tes diberikan kepada siswa untuk mengetahui peningkatan kosakata siswa dalam (kata benda dan kata kerja) sebelum memproses perawatan dan post-tes untuk mengetahui peningkatan siswa dalam kosakata (kata benda dan kata kerja) setelah perawatan. Populasi siswa kelas dua yang terdiri dari 90 siswa pada tahun akademik 2020/2021. Sedangkan sampel penelitian ini diambil dengan menggunakan purposive sampling yang terdiri dari 30 siswa.
Temuan peneliti menunjukkan bahwa peningkatan siswa kelas dua SMP Handayani Sungguminasa, meningkat setelah penerapan Metode Role Play. Itu dibuktikan dengan skor rata-rata pre-test adalah 81,44 dan post-test adalah 147,68 dan hasil dari t-test juga menunjukkan bahwa penggunaan metode role play efektif untuk meningkatkan kosa kata siswa karena t-test, 42,09, adalah lebih tinggi dari t-tabel, 1,699 (42,09> 1,699). Berdasarkan hasil yang disebutkan di atas, dapat disimpulkan bahwa pengajaran kosa kata dalam bahasa Inggris melalui metode role play berhasil dilaksanakan. Dengan kata lain, metode bermain peran membantu guru untuk meningkatkan kosa kata siswa.
Kata kunci: Metode Role Play, Kosakata.
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Alhamdulillahi Rabbil Alamin, should be expressed for the blessings of Allah SWT for guidance and mercy, so that researcher could successfully complete this thesis. Salawat and Salam are addressed to the final and the chosen, religious messenger the prophet Muhammad SAW (peace be upon Him).
The researcher would like to express her deepest prost profound and gratitude to my parents Rusmiati and Rusman for their prayer, financial, motivations, and sacrifices for her success and their love sincerely.
Without blessing and guidance from Allah, it is impossible for the writer to complete this thesis. And also, without the assistance of the following number of people who have a great contribution and influences on the writing this thesis, it seems it is very difficult for the writer to finish her work, then the writer realized that an appropriate moment for me to deepest gratitude for:
1. Prof. Dr. H. Abdul Rahman Rahim, SE.,MM as the rector of Makassar Muhammadiyah University for his advices during her study at the university and Erwin Akib M.Pd., P.Hd as the dean of FKIP for their support and motivation during her study at UNISMUH.
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given guidance, valuable advice, and correction during the development of this research.
4. The mean and the staff and all of the lecturers of the FKIP Unismuh Makassar especially to the lectures of English Department who taught me for many years.
5. The researcher delivering thankful to all my beloved family and her big family who always gives inspiration and motivation to continue her study.
6. Thanks to all my friends and classmate British Class 015 Universitas Muhammadiyah Makassar always gave me motivation and support and also prayer for success in finished this thesis.
7. Thanks to all my friends P2K posko cemara always gave me motivation and support for success in finished this thesis.
Finally, by reciting Alhamdulillahi Rabbil Alamin, the writer has been success to finish her thesis according to the target time, nothing left or forgotten to do.
The writer
Amalia. R
NIM: 10535627215
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TITLE ... i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
CONCELLING SHEET ... iv
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO ... vii
ABSTRACT ... viii
ACKNOWLEDGMENT ... ix
TABLE OF CONTENT ... x
CHAPTER I: INTRODUCTION A. Background ... 1
B. Problem Statements ... 4
C. Objective of the Study ... 4
D. Significance of the Study ... 5
E. The Scope of the Study ... 5
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1. Vocabulary... 7
a. The Definition of Vocabulary ... 7
b. Definition of Vocabulary Mastery ... 9
c. Aspect of Vocabulary ... 9
d. The Types of Vocabulary ... 9
e. The Purpose of Vocabulary Learning ... 10
f. Aspects of Learning Vocabulary ... 11
2. Role Play a. The Definition of Role Play ... 15
b. Benefits of Using Role Play ... 16
c. Techniques to Control Role Play ... 17
d. The Purpose of Role Play ... 17
e. The Significance of Role Play ... 18
C. Hypothesis ... 18
D. Conceptual Framework ... 19
CHAPTER III: RESEARCH METHOD A. Research Design ... 20
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E. Data Collection ... 23 F. Data Analysis ... 24 CHAPTER IV: FINDINGS AND DISCUSSIONS
A. Findings ... 27 B. Discussions ... 35 CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ... 39 B. Suggestion ... 40 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
1 CHAPTER 1 INTRODUCTION A. Background
All around the world, English has important roles in our life especially in Indonesia. Therefore, Indonesia government has decided that English is one of the subject curriculums used in Indonesia school. In learning English, there are four skills that need to be mastered by students. Those are listening, writing, speaking, and reading. Listening and reading are receptive skills but speaking and writing are productive skills. The four skill are important. But, speaking seems intuitively the most important. (Nugroho, 2010:1).
Many people learn English because they think it will be useful in some way for international communication and travel. Such student of general English often do not have a particular reas1on for going to English classes, but simply wish to learn to speak (read and write) the language effectively for wherever and whenever this might be useful for them. (Harmer 2010: 11).
Vocabulary is one of important thing to make easy to speaking. The master vocabulary can support the students‟ to speaking communication. In learning English vocabulary we have to know the meaning of the people say and it is makes understand quickly.
Vocabulary is the key to master the four language skills. It is because vocabulary becomes the basic component to support the speakers in communication to express their ideas. Vocabulary plays an important role in supporting the students‟
English learning achievement. The students who have good vocabulary mastery always get good learning achievement.
Vocabulary is a composite of words that used by the speakers in certain language. Vocabulary need to be improved because vocabulary is the total number of words will be very easier in communicate with the other people. Hatch & Brown (1995) say that vocabulary refers to a list or set of words, a particular language or a list set of words that individual speakers of language might use.
Karamoy in Humairah (2018) defines vocabulary as words that are taught in foreign language course. Generally, vocabulary can be defined as a list of words with their meanings. In other words, vocabulary is always related with words and dictionary. Vocabulary refers to all the words known and use by a particular person.
It usually grows and evolves and serves as a useful and fundamental tool for communication and acquiring knowledge.
According to Wilkins (1972: 130) Vocabulary learning is learning to discriminate progressing the meaning of words in the target language from the meaning of their nearest „equivalent‟ in the mother tongue. It is also learning to make the most appropriate lexical choices for particular linguistic and situational context.
Therefore, according to the problems, the researcher wants to fix the problems by using Role Play Method.
Role Play method is a way to master learning material through developing students' imagination and appreciation. This game is generally carried out by more
than one person depending on what is played, where students play certain characters in a story or other complex social situations. Role play encourages students to practice their speaking skill.
Role playing learning is a way of mastering learning materials through developing students' imagination and appreciation. The development of imagination and appreciation is done by students by acting as living figures or inanimate objects.
This method involves many students and makes students happy to learn and this method has add value, namely: a) can guarantee the participation of all students and provide equal opportunities to demonstrate their ability to cooperate until successful, and b) the game is a pleasant experience for students (Prasetyo, 2001: 72).
Corsini (1996), (Tatiek, 1989) states that role playing can be used as a tool to diagnose and understand someone by observing their behavior when acting spontaneously in situations or events that occur in real life. Besides that role playing techniques can be used as teaching media through the model process group members can learn more effectively interpersonal-related skills, by observing various ways of solving problems.
Role play is very important in teaching speaking. As r state "The use of role play has added a tremendous number of possibilities for communication practice".
Because it gives students an opportunity to practice communicating in different social contexts and in different social roles, so it can improve students` oral performance. In addition, it also allows students to be creative and to put themselves in another person`s place for a while. Role play is also a technique that make students work in
pairs, support one another and to make the class more interesting and to reduce students` boredom.
Based on the statement above, the writer formulates a topic of research as follows: “The Use of Role Play Method to Improve Students’ Vocabulary at Junior High School (Pre-Experimental Research in VIII Grade Students of SMP Handayani Sungguminasa)”
B. Problem Statement
By reading the description above, the writer formulates the problem statements about:
1. Does teaching role play method improve the students‟ vocabulary in term of noun at VIII grade students of SMP Handayani Sungguminasa?
2. Does teaching role play method improve the students‟ vocabulary in term of verb at VIII grade students of SMP Handayani Sungguminasa?
C. Objective of the Study
a. To find out whether or not the teaching role play method improve students‟
vocabulary in terms of verb at VIII grade students of SMP Handayani Sungguminasa.
b. To find out whether or not the teaching role play method improve students‟
vocabulary in terms of noun at VIII grade students of SMP Handayani Sungguminasa.
D. Significance of the Study 1. For students
The result of this research in expected to be useful information and a reference for the English students in general.
2. For teachers
The researcher is expected to be useful information and reference for the English teacher all over the world and to add information of teaching learning in the class especially for vocabulary.
E. The Scope of the Study
The scope of the study of this research is researcher conducted a research at the eighth grade students of SMP Handayani Sungguminasa. The researcher focused on improving students‟ vocabulary in terms of noun and verb.
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In learning and teaching English there are many methods, particularly in learning vocabulary and previous researcher have conducted a study of improving students‟ vocabulary. One of the methods is using Role Play Method. Using it can make students to repeat their study to get the good result. Some researchers have conducted research by using few strategies, approaches, techniques, or media in motivating the learner in teaching vocabulary. Some of them are present belows:
Firman, (2013) “the correlation between the vocabulary enrichment and reading ability at the second year students of SMP Negeri 2 Sungguinasa”.the result of the research indicated that there was standard correlation between students‟ enrichment vocabulary and reading ability, it concluded that there was high correlation between students‟ enrichment in vocabulary and reading ability.
Irwan, (2010) “the correlation between students‟ vocabulary mastery and reading comprehension”. The result of the research indicated that there was a correlation between vocabulary mastery and reading comprehension, who gain the better score in vocabulary test they get the better score in reading test too. It means the vocabulary mastery is important for reading comprehension and it also shows that vocabulary score can support the reading score and at last no students get good score in reading unless their vocabulary score is good as well.
Darmayanti, (2003) conclude that improving the vocabulary mastery of the second year students of MAN Model Makassar through English derivation and inflection is an effective way to improve students‟ vocabulary.
Hasmi, (2008) found that the students‟ opinion of total physical Response Method to motivate students in learning vocabulary of the first year students at MTS Negeri Model Makassar.
Based on the research findings above, the researcher concludes that there are many various method, techniques and strategies that have been use by previous researcher to improve students‟ vocabulary. But, in this research, the researcher has a different method and techniques to improve students‟ vocabulary that would apply role play method to know the lack of vocabulary, at second grade SMP Handayani Sungguminasa.
B. Theoretical Framework 1. Vocabulary
a. The Definition of Vocabulary
Vocabulary is one of important thing to make easy to speaking. The master vocabulary can support the students‟ to speaking communication. In learning English vocabulary we have to know the meaning of the people say and it is makes understand quickly.
The definition about vocabulary is clear enough that is almost cases of human life, they use set of words. The use of words itself differentiate according to the field, person, class, or profession. It means that beggar use set of words to ask for some money to rich people, the teacher also use set of word when
their students command. The writer has opinion that vocabulary is one aspect of language which is important in learning language because vocabulary carries meaning which is use in communication.
Karamoy in Humairah (2018) defines vocabulary as words that are taught in foreign language course. Generally, vocabulary can be define as a list of words with their meanings. In other words, vocabulary is always relate with words and dictionary. Vocabulary refers to all the words known and use by a particular person. It usually grows and evolves and serves as a useful and fundamental tool for communication and acquiring knowledge.
According to Wilkins (1972: 130) Vocabulary learning is learning to discriminate progressing the meaning of words in the target language from the meaning of their nearest „equivalent‟ in the mother tongue. It is also learning to make the most appropriate lexical choices for particular linguistic and situational context.
Learning vocabulary with this technique is more enjoyable and the students will learn them more easily. Richards (2002:255) state that vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. However, learning vocabulary is not only speaks about words, but also about how to use the vocabulary into correct usage. The word book sometimes means the kind of thing you read from, but it can also mean a number of other things.
b. Definition of Vocabulary Mastery
Vocabulary is a total number of the words to make the language. It means that vocabulary is the basic element of language. Vocabulary important part in learning it will make languages meaningful. Vocabulary in this study is the words that we use in English. Mastery means understanding well of the vocabulary or simply reaching a certain level of understanding of particular content.
c. Aspect of vocabulary
According to Ur in Jurasni (2019), there are some aspects of vocabulary that should be mastered in learning foreign language, they are as follow:
1) Pronunciation and spelling
The students have to know what a word sounds like (its pronunciation) and what it looks like (its spelling).
2) Meaning
The meaning of words is primarily what is refers to in the real world, its denotation. A less obvious component of the meaning of an item it is connotation.
d. The Types of Vocabulary
Legget in Rahayu (2014) points that there are two types of vocabulary.
a. Passive of recognized vocabulary which is, made up words, of recognized in the context of reading material but he doesn‟t actually use himself
b. Active vocabulary which consists of working words used daily in writing and speaking.
There are two types of vocabulary, they are active and passive vocabulary. Active vocabulary (productive) is use in speech or writing and is made up of words that come up in person‟s mind immediately when he or she has to produce a spoken or written sentence. On the other hand, passive vocabulary (receptive) is known but not use by a person. People understand it when it is heard or read. The group of passive vocabulary is usually larger than the one of active vocabulary obviously, both types of vocabulary blend together. The active vocabulary may seem to be more important in communication, however the aim of teaching foreign language is to expand both the students‟ passive and active vocabulary and develop all the four basic language skill; speaking, writing, reading, and listening.
e. The Purpose of Vocabulary Learning
There are several reasons why we should learn vocabulary. Firstly because different vocabulary gives greatly different feedback for learning, it is important to make sure that learner have a good control of the high frequency words of the language before moving on the less frequent vocabulary. Secondly, most language teaching courses make vocabulary learning more difficult such as grouping, opposites, and synonyms. Thirdly, vocabulary learning opportunities and the quality of vocabulary learning can be greatly increased through the good design of vocabulary and other skill activities. According to Nation (2001: 6) the goals of vocabulary learning can be the form of questions that we as a learners or the teachers need to answer. First, how much vocabulary do learners need to know? It is useful to be able to set learning goals that will allow us to use the language in
the ways we want to. Second, how many words are there in the language?. The most ambitious goal is to know all of the language. However, even native speakers do not know all the vocabulary of the language. So that we only need to know the high-frequency vocabularies that used in the language. Third, how many words do native speakers know?. Finally, how much vocabulary do you need to use another language?. By answering the questions above, it can be the standard so that we can set our purpose in vocabulary learning. From this explanation, vocabulary learning is an important thing to do in learning English language, because by learning, memorizing, and understanding a target language vocabulary the students suppose to apply their vocabulary in speaking and understanding the text and communication. Moreover, vocabulary learning is very important. It means to understand the language that relates with its context, both the Indonesian and English context. To achieve those students need ability to master vocabulary to make students communicate optimally.
f. Aspects of Learning Vocabulary
Actually, there are many ways that will help students to expand their vocabulary and proficiency. The following are:
A. Word Classes
A word is a single unit of language which has meaning and can be spoken or writen (Cambridge Advanced Learner’s Dictionary). Word is a microcosm of human consciousness Thornbury (2002:1). Word is classified based on their functional categorized, it is called part of speech, (Harmer, 1998:36). The kinds of part of speech are:
a. Noun
The noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. Noun is a word (or a group of words) that is the name of the person, a place, a thing or activity or quality or idea. Nouns can be used as the subject or object of a verb. For instance: man, Muhammad, village, Indonesia, pencil, and town hall. There are types of noun as follows:
1) Common Noun
Common noun is a noun referring to a person, place or thing in general sense, usually we should write it with capital letter when it begins a sentence.
For example: dog, man, table, pencil, book, stone, shoes, etc 2) Proper Noun
A proper noun begins with a capital letter in writing. It includes personal name, names of geographic units such as countries, cities, rivers, etc. the names of nationalities and religions, names of holidays, names of time units and words use for personification (Frank, 1972:6).
For example: Muhammad is the last prophet.
Bobby does not like Monday.
3) Abstract Noun
An abstract noun is noun which names anything which cannot perceive through five physical senses, and is the opposite of a concrete noun.
For example: Maria has high imagination about her future.
The boy is annoying.
4) Collective Noun
A collective noun is a noun which describes groups, organization, animals or person. A collective noun is similar to an uncountable noun, and is roughlyg the opposite of a countable noun, (Harmer, 1998:38).
For example: Our team is the best.
The audience seemed enthusiastic.
5) Countable Noun
A countable noun is a noun with both a singular and a plural form, and it names anything that can count. It is the opposite of uncountable nouns and collective nouns, (Harmer, 1998:38).
For example: Arfy painted the door red and the chairs blue.
Kayla buys a book and three pencils.
6) Uncountable Noun
An uncountable noun is a noun which does not have a plural form, and which refers to something that could not count (Harmer, 1998:36).
For example: He has not got much hair.
I want some information.
7) Concrete Noun
A concrete noun is a noun which names anything or anyone that can perceive through physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of abstract noun (Thomsom, 1986:29).
For example: The bread was eaten by Salsa.
We use both eyes to see.
8) Noun Plural
Most of nouns change their form to indicate number by adding –s or –es (Thomsom, 1986:25).
For example: Yesterday, I gave three veils for my sister.
Martin buy three books for him child.
b. Verb
The verb is the most complex part of speech. Its varying arrangements with nouns determine the different kinds of sentences, statements, questions, commands, exclamations.
There are three important types of verb to be awere of:
1) Auxiliary verbs
These are “be, do, have and the modal auxiliary verbs (shall, should, will, would, can, could, may, might, mush or ought to)”. They are used with main verbs in affirmative, negative sentences, and question formation (Harmer, 1998:38)
For example: We cannot afford to pay for a hotel.
We are studying at our friends‟ house.
2) Main verbs
These carry the main meaning (Harmer, 1998:38).
For example: She arrived at six o‟clock.
He wrote a poem to his girls‟ friend.
3) Phrasal verbs
These are formed by adding an adverb or a preposition (an adverb and a preposition) to a verb to create new meaning (Harmer, 1998:38).
For example: Can we put off the wedding till after the funeral?
4) Transitive and Intransitive
a) A Transitive verb needs a direct object to complete its meaning or it cannot stand alone.
For example: The plants need water.
b) An intransitive verb can stand alone in the predicate because its meaning is complete.
For example: The plant grows.
5) Regular and Irregular verb
a) Regular verbs are formed by adding “ed” call-called, arrive-arrived.
b) Irregular verbs change completely in the past tense: go-went-gone.
For example: Hendri went to the school by bus yesterday.
2. Role Play
a. The Definition of Role Play
Role Play method is a way to master learning material through developing students' imagination and appreciation. This game is generally carried out by more than one person depending on what is played, where students play certain characters in a story or other complex social situations. Role play encourages students to practice their speaking skill.
According to Larsen freeman (2000: 68) role play method is very important in the communicative approach because they give learners an opportunity to practice communicating in different social context and different social roles.
According to Ladousse (1995: 4) role play method is use different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation.
According to Moreno (1910), role play is a method used in the learning process to provide the participant and involvement in the learning process.
Therefore the students can learn how to work in group and cooperate well.
According to Milroy, (1982) says role plays provide the opportunity to push students to see if they have thought through implementation details and are prepared with the contingency plans to deal with unexpected outcomes.
The writer concludes that role play is a technique in English teaching in which the students learn in an imaginary situations or roles in order to improve the students‟ vocabulary. The situations and the roles are made as a real life situation so the students know the functions of English in real life.
b. Benefits of Using Role Play
According to Thomas in Nining (2015) there are some benefits why teachers should use role play technique in teaching speaking as in Communication Activities. Those are:
1) Role play allows a wider range of language functions and language varieties to occur than would normally occur within a classroom.
2) Role play allows exploration of cultural issues, in particular, appropriate ways to behave in certain situations such as when being offered food or drink.
3) Role play can add interest to an activity and by distributing roles can ensure participation in an activity.
4) Role play can result in repetition of speaking activity by providing a change.
In short, role play covers a wide range of possibilities because in students have to enter into many different situations. Moreover, it can help students to achieve maximum communication.
c. Techniques to Control Role Play
There are many techniques that can be uses by teachers to control the class during role play. Meanwhile, Littlewood in Nining (2015) propose four techniques may use by the teachers in control role play in their class. Those are:
1) Role play controlled through cued dialogues 2) Role play controlled through cues and information 3) Role play controlled through situation and goals 4) Role play in the form of debate or discussion d. The Purpose of Role Play
Role playing (dramatization) helps to bring the language to life and to give the learners some experience of its use as a means of communication. Therefore, the main purpose of role play is to develop communication situation. The realistic communication situation gives the students new experience in using the language they have learned, and the experience is good for remembering what they have learned. Hence, the writer concludes the goal of teaching speaking is similar to the goal of role play technique that is communication. It means role play can be apply in teaching speaking and it can help students in improving their speaking skill.
e. The Significance of Role Play
It has been mention before that role play is one of the activities which is particularly suitable for practicing the sociocultural variations in speech acts, such as complimenting, complaining, and the like.
Role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation.
Even, role play helps many shy learners by providing a mask. In addition, it is fun and most learners will agree that enjoyment leads to better learning. Based on that statement, the writer assumes that role play gives many advantages: such as improving students‟ speaking ability, motivating them to practice their English, and the most important one is the students feel fun in learning English because role play is also a kind of games.
C. Hypothesis
1. Null Hypothesis (H0): ‟‟There is no significant difference the students‟
vocabulary before and after treatment by using role play method.
2. Alternative Hypothesis (H1): ‟‟There is some significant between the students‟ vocabulary after using role play method as the treatment at Eighth Grade students of SMP Handayani Sungguminasa
D. Conceptual framework
Input:
Process:
Output:
Figure 2.1 Stages of Improving Students’ Vocabulary
Based on the figure 2.1. The researcher was improve students‟ vocabulary using role play method that focus on the students‟ vocabulary (noun and verb).
Vocabulary
Noun Verb
Role Play Method
Improving Students‟
Vocabulary
Noun and Verb
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In this research, the writer used pre-experimental research to know the use of Role Play Method to improve students‟ vocabulary at SMP Handayani Sungguminasa with one group pre-test and post-test. Pre-test was given to the students before the treatment and post-test was given after the treatment.
Table 3.1 Research Design
Pre-test Treatment Post-test
O1 X O2
(Gay, 2012) O1 : Pre-test
X : treatment O2 : Post-test
In conducting the research, the researcher took action in the form of learning process as follows:
1. Pre-test
Before doing the treatment, the students was given pre-test to know their basic knowledge in vocabulary. The test consisted a vocabulary test in multiple choice form, consisted of 20 number of the test, 10 numbers for noun and verb.
2. Treatment
After giving the pre-test, the students were given some treatments by using role play method. The research was taken four meetings in the classroom. The
researcher gave treatment to improve students‟ vocabulary using role play method at junior high school as follows:
a. The teacher prepare a scenario.
b. The teacher gave example of material to students by using role play method.
c. The teacher divided students into 6 group consisted of 5 students.
d. The teacher explained to each group to write down noun and verb around the classroom.
e. Every groups one by one to read the results of their assignments.
f. The teacher gave feedback to the students.
3. Post-test
The writer gave post-test for the students after the treatment in multiple choice form, consisted of 20 number of the test, 10 number for noun and verb. Test on post-test same of the test in the pre-test but different of questions. The writer gave the post-test to find out the value of the treatment whether or not the result of the post-test is better than the result of the pre-test.
B. Research Variable and Indicator 1. Variables
There were two kinds of variables in this research. The variables were follows:
a. Independent Variable (X) : Role Play Method b. Dependent Variable (Y) : Students‟ vocabulary.
2. Indicator
The indicator of this research, the students are able to know the meaning of the words.
C. Population and Sample 1. Population
The population of this research was the eighth grade of SMP Handayani Sungguminasa in the academic year 2019/2020. The population consist of three classes. The total of the population of this research is 30 students.
Table 3.2 Number of Population
Class Number of Students
VIII- A 30
VIII-B 30
VIII-C 30
TOTAL 90
2. Sample
The sampling technique of this research was purposive sampling technique. The writer selected this technique based on the statement of the teacher that students‟ achievement in eighth grade is getting low in English especially in vocabulary. The writer selected class VIII-A SMP Handayani Sungguminasa as a sample. The total of the sample is 30 students.
D. Research Instrument
This research, the writer used vocabulary test as an instrument in the multiple choice. The writer gave test to the students in order to be done. Test materials are English vocabulary gave by the researcher to know the students‟
vocabulary mastery.
This research used two kinds of test, they are: Pre-test and Post-test. Pre- test gave before the treatment. Post-test gave after the treatment it was taken one meetings, each test consisted of 90 minutes. Before the students worked on test, the researcher gave instruction. The researcher was applied multiple choice in Pre-test and Post-test.
E. Data Collection
The procedures of collecting data in this research were as follows:
1. Pre-test
Before doing the treatment, the students were given pre-test to know their basic knowledge in vocabulary. The test consisted a vocabulary test in multiple choice form.
2. Treatment
The sample was treated by using Role Play Method. In this case, the students were taught about vocabulary (noun and verb) around the classroom. The treatments were conducted three meetings.
3. Post-test
After the treatment, the post-test was conducted to find out the students‟
vocabulary. It was used to check the result of the treatments; it was useful to know
whether the Role Play Method use was effective to improve the students‟
vocabulary. The test was also containing vocabulary test.
F. Data Analysis
In analyzing the data, the researcher applied some steps as follows:
1. Scoring the students‟ correct answer of pre-test and post-test by using this formula:
(Depdikbud, 2017 : 93) 2. Classifying the score of the students into following chriteria:
The mean score of the students was classified in to four levels as follows:
Table 3.1 Scoring Chriteria
No. Score Mark
1.
2.
3.
4.
5.
6.
7.
Score 96 – 100 Score 86 – 95 Score 76 – 85 Score 66 – 75 Score 56 – 65 Score 36 – 55 Score 0 – 35
Excellent Very good
Good Fairly good
Fairly Poor Very poor
(Depdikbud, 2017) The researcher used 20 numbers of item for every pretest and postest. To get the score for every student, the researcher divided the students‟ correct answer with the number of items and times 100.
After getting students‟ score, it can be categorized by using the table above.
3. Calculating the mean score of the students‟ answer by using the following formula:
̅
Notation:
̅ = The mean or arithmetic average of the score
∑X = The sum of all scores N = The total number of subject
(Gayet al, 2012) 4. Calculating the standard deviation of the students‟ score in pre-test and
post-test by using the following formula:
√
( ) Notation:
SD = Standard mean deviation n = The total number of students
∑X = The sum of the score
∑X2 = The sum of the squares
(∑X)2 = The squares of the sum of the score 1 = Constant number
(Gay et al, 2012) 5. Computing the frequency and the rate percentage of the students‟ scores
Where:
P = Percentage F = Frequency
N = The total number of students
6. Testing the hypothesis to find out the difference between pre-test and post- test by the following formula:
̅
√ ( ) ( ) Where: ̅
Notation:
t = Test of significance
̅ = the mean score of total deviation = sum of total score difference
= square of the sum of total score difference n = The total of the subject
1 = a consonant number
(Gay et al, 2012)
27
After conducting the research, the researcher obtained two kinds of data;
the score of pre-test and the score of post-test. Pre-test was given before the treatment and post-test was given after the treatment. The results presented as follows:
1. The Students’ Mean Score of Noun and Verb in Pre-test and Post-test
To find out the answer of the research question in the previous chapter, the researcher used essay test. A pre-test was administrated before the treatment and post-test was administrated after doing the treatment which aimed to know whether there was a significant difference of the students‟ vocabulary before and after the treatments were given to the students.
After calculating the result of the students‟ score, the mean score of both the pre-test and post-test could be presented in the following table:
Table 4.1 The students’ mean score of noun and verb in pre-test and post-test
Variables
Mean score
Percent Improvement Pre-test Post-test
Noun 49.17 72.16 46.75%
Verb 50.33 74.67 48.36%
The table above shows that, the students‟ mean score of the noun in pre-test was 49.17 and the students‟ mean score of verb in pre-test was 50.33. While the students mean score of noun in post-test was 72.16 and the students mean score of verb in pot-test was 74.67. The improvement of the students‟ mean score of noun in pre-test and post-test was 22.99 and the improvement students‟ mean score of verb in pre-test and post-test was 24.34.
In the other words we can say that, the improvement was significantly different and the students‟ ability progressed, because the mean score of post-test was higher than pre-test.
Next, the students‟ mean score of noun and verb (pre-test and post-test) from the recapped in the following chart:
To know the percentage of the students‟ mean score of noun and verb in pre- test clearly, following the table was presented:
47.17 50.33
72.16 74.67
46.75% 48.36%
0 10 20 30 40 50 60 70 80
Noun Verb
Mean Score Pre-test and Post-test
Pre-test Post-test Improvement
Table 4.2 Mean score of pre-test, post-test, and improvement of noun
Variables
Mean score
Improvement Pre-test Post-test
Noun 49.17 72.16 22.99
Based on the table above, it shows that the mean score in pre-test of noun is (49.17) and the post-test is (72.16) and the improvement is (22.99). It‟s clearly seen that they were significantly different. In brief, it shows that the mean score of the students‟ vocabulary by using Role Play Method can be achieved.
Table 4.3 Mean score of pre-test, post-test, and improvement of verb Variables
Mean score
Improvement Pre-test Post-test
verb 50.33 74.67 24.34
Based on the table above, it shows that the mean score in pre-test of verb is (50.33) and the post-test is (74.67) and the improvement is (24.34). It‟s clearly seen that they were significantly different. In brief, it shows that the mean score of the students‟ vocabulary by using Role Play Method can be achieved.
Table 4.4 Total mean score between pre-test and post-test in term of noun and verb
Variable
Score
Pre-test (X1) Post-test (X2)
Total 99.50 146.83
Average 3.31 4.89
The table 4.4 above shows that, there was an improvement of students‟
vocabulary in term of noun and verb before and after treatment was given. The average of total mean score of pre-test (X1) was derived from the total score of noun and verb (99.50) divided by the total number of students (30) and the result got was (3.31), and the average of total mean score of post-test (X2) was derived from the total score of noun and verb (146.83) divided by the total number of students (30) and the result got was (4.89). The improvement of the students‟
vocabulary is shown in this table below:
Table 4.5 Total mean score of pre-test, post-test, and improvement of noun and verb
Variables
Mean score
Improvement Pre-test Post-test
Average 3.31 4.89 1.58
To sum up the table above, it can be seen clearly that the average of total mean score of noun and verb improved from pre-test to post-test. In pre-test (3.31), in post-test (4.89), and improvement by pre-test to post-test is (1.58).
2. The Classification of Students’ Pre-test and Post-test Scores
The percentage of the pre-test and post-test calculated the noun score and verb. The result can be seen the following tables:
Table 4.6 the Rate Percentage of Noun Pre-test and Post-test Score
No. Classification Score
Vocabulary (Noun) Pre-test Post-test
f % F %
1 Excellent 96-100 0 0% 0 0%
2 Very Good 86-95 0 0% 2 6,67%
3 Good 76-85 0 0% 8 26,67%
4 Fairly Good 66-75 2 6,67% 17 56,66%
5 Fairly 56-65 6 20% 3 10%
6 Poor 36-55 17 56,66% 0 0%
7 Very Poor 0-35 5 16,67% 0 0%
Total 30 100% 30 100%
The table shows that from 30 students of (Pre-test), there were 0 students who categorized to “Excellent”, “Very Good” and “Good”, 2 students (6.67%) who categorized to “Fairly Good” and 6 students (20%) who categorized to “Fairly“, while 17 students (56.66%) categorized to “Poor” and 5 students who categorized to “Very Poor”.
The table shows that from 30 students of (Post-test), in this table 0 students who categorized to “Excellent”, 2 students (6,67%) who categorized to “Very
Good”, 8 students (26,67%) who categorized to “Good”, 17 students (56,66%) who categorized to “Fairly Good” and 3 students (10%) who categorized to
“Fairly”, while 0 students (0%) who categorized to “Poor” and “Very Poor”
If compare both of the tables above, it can be seen clearly that the number are different, because in table (Pre-test of noun), 0 students who categorized to
“Excellent” and in table (Post-test of noun) 0 students who categorized to
“Excellent”. In table (Pre-test of noun) 0 students who categorized to “Very Good”
and in this table (Post-test of noun) 2 students who categorized to “Very Good”.
In the table (Pre-test of noun) 0 students who categorized to “Good” and in the table (Post-test of noun) 8 students who categorized to “Good”. In the table (Pre- test of noun) 2 students who categorized to “Fairly Good” and in the table (Post- test of noun) 17 students who categorized to “Fairly Good”. In the table (Pre-test of noun) 6 students who categorized to “Fairly” and in the table (Post-test of noun) 3 students who categorized to “Fairly”. And in the table (Pre-test of noun) 17 students who categorized to “Poor” and 5 students who categorized to “Very Poor”. In the table (Post-test of noun) 0 students who categorized to “Poor‟ and
“Very Poor”.
Table 4.7 The Rate Percentage of verb Pre-test and Post-test Score
No. Classification Score
Vocabulary (verb) Pre-test Post-test
f % F %
1 Excellent 96-100 0 0% 0 0%
2 Very Good 86-95 0 0% 1 3,34%
3 Good 76-85 0 0% 7 23.33%
4 Fairly Good 66-75 2 6,67% 18 60%
5 Fairly 56-65 6 20% 4 13,33%
6 Poor 36-55 19 63,33% 0 0%
7 Very Poor 0-53 3 10% 0 0%
Total 30 100% 30 100%
The table shows that from 30 students, there were 0 students who categorized to “Excellent”, “Very Good” and “Good”, 2 students (6.67%) who categorized to
“Fairly Good” and 6 students (20%) who categorized to “Fairly“, while 19 students (63.66%) categorized to “Poor” and 3 students who categorized to “Very Poor”. The table shows that from 30 students, in this table 0 students who categorized to “Excellent”, 1 students (3,34%) who categorized to “Very Good”, 7 students (23,33%) who categorized to “Good”, 18 students (60%) who categorized to “Fairly Good” and 4 students (13,33%) who categorized to “Fairly”, while 0 students (0%) who categorized to “Poor” and “Very Poor”
If compare both of the tables above, it can be seen clearly that the number are different, because in table (Pre-test of verb), 0 students who categorized to
“Excellent” and in table (Post-test of verb) 0 students who categorized to
“Excellent”. In table (Pre-test of verb) 0 students who categorized to “Very Good”
and in this table (Post-test of verb) 1 students who categorized to “Very Good”. In the table (Pre-test of verb) 0 students who categorized to “Good” and in the table (Post-test of verb) 7 students who categorized to “Good”. In the table (Pre-test of verb) 2 students who categorized to “Fairly Good” and in the table (Post-test of
verb) 18 students who categorized to “Fairly Good”. In the table (Pre-test) 6 students who categorized to “Fairly” and in the table (Post-test of verb) 4 students who categorized to “Fairly”. And in the table (Pre-test of verb) 19 students who categorized to “Poor” and 3 students who categorized to “Very Poor”. In the table (Post-test of verb) 0 students who categorized to “Poor‟ and “Very Poor”.
3. The Comparison of the Test Result
The distribution the value of t-test value and t-table can be seen in the following table 4.8 below:
Table 4.8 Distribution the value of t-test and t-table Variables
Pre- test
Post- test
t-test t-table Comparison Classification
Noun 49.17 72.16 22.42 1.699 t-test>t-table Significance Verb 50.33 74.67 21.55 1.699 t-test>t-table Significance
The data on the table 4.8 above shows that the value of the t-test was higher than the value of t-table. It was indicated that there was a significance difference between, the result of the students‟ noun and verb in vocabulary by using Role Play Method after treatment.
4. Hypothesis Testing
If the t-test value is higher than t-table at the level of significance 0.05 and degree freedom (df) 29 (N-1=30-1), thus the alternative hypothesis (H1) was accepted and null hypothesis (Ho) is rejected. In contrary, if the value was lower
than t-table at the level of significance 0.05 and the degree freedom (df) 29 (N- 1=30-1) thus the alternative hypothesis is rejected and null hypothesis is accepted.
B. Discussion
In this part, the discussion dealing with the interpretation of findings derived from the result of finding about observation result of the students‟ vocabulary in terms of noun and verb.
In improving the students‟ vocabulary in terms of noun and verb, the researcher used role play method in teaching vocabulary. Where using role play method such as vocabulary (noun and verb) around the classroom can help the students improve their vocabulary and it can also help the students to differentiate between noun and verb.
The findings of this research similar to Firman, (2013) “the correlation between the vocabulary enrichment and reading ability at the second year students of SMP Negeri 2 Sungguinasa”.the result of the research indicated that there was standard correlation between students‟ enrichment vocabulary and reading ability, it concluded that there was high correlation between students‟ enrichment in vocabulary and reading ability.
Meanwhile, Irwan, (2010) “the correlation between students‟ vocabulary mastery and reading comprehension”. The result of the research indicated that there was a correlation between vocabulary mastery and reading comprehension, who gain the better score in vocabulary test they get the better score in reading test too. It means the vocabulary mastery is important for reading comprehension and it also shows that vocabulary score can support the reading score and at last
no students get good score in reading unless their vocabulary score is good as well.
The other researcher, Darmayanti, (2003) conclude that improving the vocabulary mastery of the second year students of MAN Model Makassar through English derivation and inflection is an effective way to improve students‟
vocabulary.
The students thought that the teaching vocabulary through using role play method was very helpful to improve their vocabulary. The effective at this method is that it should fulfill what they need to memories the vocabulary, how to make the subject interesting to it is easy to save in their mind.
The data had been showed in pre-test there were many students‟ inadequate score. In pre-test, some students found many difficulties in vocabulary. It made them could not distinguish between noun and verb. It was too different with post- test that some of students got higher than the value in pre-test. The students got a significant development after giving treatment. The students could improve their vocabulary.
From the result of pre-test, the total mean score of the students‟ vocabulary in terms of noun and verb was 99.50, it can be concluding that the students‟ in vocabulary were classify as inadequate. The result of the post-test was 146.83, it can be classified average.
Based on the result of the data, the researcher concluded that after the treatment by using role play method the students were in very good category. It
means that by using role play method in teaching vocabulary the students can improve their vocabulary.
On the other hand, the result of the post-test showed that the students had significant progress, one of the students got excellent classification. In other words, the students vocabulary increased by using role play method. So, using role play method in this research had a big influence in students‟ vocabulary because can help the students to improved their vocabulary.
The data described the most of them success to improve their score into the students‟ vocabulary in terms of noun and verb by using role play method. The improvement is also following by the significance. It is obtained the value of the t-test in noun was (22.42) the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value of the t-test in verb is 21.55 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29 is greater than t-table (1.699) for the degree of freedom (0.05), it means that the null hypothesis (Ho) was rejected and alternative Hypothesis (H1) was accepted.
From the result of calculation, it is obtained the value of the t-test in noun is 22.42 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value of the t-test in verb is 21.55 the degree of freedom (df) is 29 (obtained from N-1)
= (30-1=29). The researcher used the degree of significance of 0.05 the value of degree of significance are 1.699. If the test compared with each value of the degrees of significance, the result of noun is 22.42>1.699, the result of verb is 21.55>1.699. Since t-test score obtained from the result of calculating, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.
The data of this research showed that there was a significant difference of students‟ vocabulary between before and after teaching by using role play method, it was beneficial for the students in secondary school who studied English as foreign language because it could improve their comprehension in vocabulary (noun and verb) around the classroom. It also caused by the involvement of the students during the process.
Based on the discussion above, the researcher can concludes that there was different result between pre-test and post-test in teaching English vocabulary through different method in form of role play learning. The researcher may say that teaching English vocabulary by using role play method was a good way to improve the students‟ vocabulary at the eighth grade of SMP Handayani Sungguminasa. By using role play method, the students became more interested to learn vocabulary. The students could remember the vocabularies easily.
39 A. Conclusion
After conducting the Experimental Research about the use of role play method to improve students‟ vocabulary in secondary school and based on research findings in the previous chapter, the researcher concluded that teaching material by using role play method in vocabulary (noun and verb) around the classroom was effective to improve the students‟ vocabulary in details or specific information, and it was proved by the mean score of students‟ achievement before and after giving treatment.
1. The use of role play method is able to improve the students‟
vocabulary in term of noun at VIII Grade Students of SMP Handayani Sungguminasa Kab. Gowa. Sulawesi Selatan. It was proved by the mean score of post-test (72.16) is higher that pre-test (49.17).
2. The use of role play method is able to improve the students‟
vocabulary in term of verb at VIII Grade Students of SMP Handayani Sungguminasa Kab. Gowa. Sulawesi Selatan. It was proved by the mean score of post-test (74.67) is higher that pre-test (50.33).
The students who are taught by using Role Play Method have better vocabulary especially noun and verb. So, Role Play Method was effective in improving students‟ vocabulary (noun and verb).
B. Suggestion
Based on the result of the data analysis and conclusion above the researcher suggest:
1. Role play is a good learning method but it belongs to teach vocabulary (noun and verb) around the classroom by using this method. The teacher might try this method.
2. Teacher should be more creative to manage the material for teaching by introducing the material suitable.
3. It is suggested that the teacher of English be more creative in presenting materials when teaching vocabulary (noun and verb) around the classroom, it makes the students more interested and enjoyable in learning vocabulary.
4. The result of this research can also be used as an additional reference or future research with different discussion for the next researcher.
41
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