Saepudin, S.Ag., M.Pd., as Dean of the Tarbiyah Faculty of IAIN Parepare, who has organized a positive education for students at the Tarbiyah Faculty. Mujahidah, M.Pd., as Chair of the English Education Program for fabulous service to students. Syarif, S.Pd., M.Si., as Principal of SMPN 2 Lembang who allowed the writer to conduct and observe the research in the school.
All second grade students of SMPN 2 Lembang were the subjects of the study. Title of Skripsi: The implementation of a blindfold game to improve students' vocabulary mastery in the second grade of SMPN 2 Lembang Kab. This study aimed to improve students' vocabulary mastery before and after treatment through the use of blindfold play in the second grade of SMPN 2 Lembang Kab.
The teacher should be aware that it is important to provide the strategy before teaching, and for the students also to help them learn English easily. There were two variables, they were independent variable the use of Blindfold Game the dependent variable was the students' vocabulary mastery. In this research, the students were given pre-test before treatment and for the post-test was given after treatment.
Based on the above result, the researcher concluded that using blindfold game could improve the students' vocabulary mastery in the second grade of SMPN 2 Lembang.
INTRODUCTION
Problem Statement
To find out, is there any improvement in students' vocabulary mastery by implementing Blindfold game to improve students' vocabulary mastery at SPMN 2 Lembang Kab. 10Yanuri, "The use of blindfold games to improve the vocabulary mastery of first grade students at SMP Tertet Tulung Agung" (Skripsi Tulung Agung: STKIP PGRI Tulung agung, 2016), p. 11Osa Fandilah, "The English vocabulary mastery of first grade students class of SMPN 3 Bacin Academic Year 2016/2017 using blindfold game" (Skripsi Kudus: Universitas Muria Kudus, 2017), p.
18Judy K, Montgomery's: The Bridge of Vocabulary: Evidence Based Activities for Academic Success (NCS Perarson Inc, 2007), p. 34Nova Pravita Rus Diana, "The advantages and disadvantages of using games in teaching vocabulary to the third graders of the top school" (Surakarta: Sebelas Maret University, 2012), p. Alternative Hypothesis (H1): The implementation of blindfold game is able to improve the students' vocabulary mastery at the second grade of SMPN 2 Lembang Kab.
Based on the findings above, the researcher concluded that there is any improvement of the students' vocabulary mastery through the implementation of the blindfold game at the second grade of SMPN 2 Lembang Kab. Blindfold game was one of games that could be used by the teacher to teach English to improve the students' vocabulary mastery.
The Objective of the Research
Significance of the Research
From the students, this research is a contribution for students to improve their English vocabulary. Teachers, it is used to improve the teacher to practice the words using the blindfolded game in teaching vocabulary.
THE PREVIOUS RELATED LITERATURE
- Some Pertinent Idea
- The Concept Of Game
- The Concept Of Blindfold Game
- Conceptual Framework
- Hypothesis
- Variable and Operational Definition Of Variable
Schmitt supported this opinion: "One of the keys to learning a foreign language is the mastery of the second language's vocabulary".14. Receptive vocabulary: knowing a word involves recognizing it when it is heard (how does it sound?) or when it is seen (what does it look like?) and having an expectation of what grammatical pattern the word will have prevent. This includes being able to distinguish it from words with a similar form and being able to judge whether the word sounds right or looks right.
Productive vocabulary: knowing a word involves being able to pronounce the word, how to write and spell it, how to use in grammatical pattern with the word in usually with it, it also involves not knowing the word too often used as it is typically a low frequency word and use it in a suitable situation using the word to stand for the meaning it represents and bing to think of suitable for the word if there is any. 19. Vocabulary is one of the components of language that must be taught and recognized by the student. The teaching of vocabulary is very important to improve the students' skill, because vocabulary is one of the language components and as a basis of language.
Based on the above explanation, the researcher assumes that vocabulary is one of the most important aspects in learning English because we cannot speak, read and write without having a lot of vocabulary, nor can we use the structure without an extensive vocabulary. For example, the word "book" has at least twelve different meanings when used in context. Therefore, we must say that the word "book" sometimes means something you read from, but it can also mean a number of other things.26.
To know how to use the word 'sprained', we need to know that while we can say 'sprained ankle'. They must also contribute to language skills in some way by making the students use the language during the game.31. 33Erna Sinrang, "Teaching English Vocabulary Using Shiritori Games to Increase Vocabulary Mastery of Second Year Students at SMPN 2 Baranti" (Skripsi Parepare: STAIN Parepare, 2010), p.
So there is no more time for the teacher to explain more and help them memorize all the new vocabulary. 34. The objective of the game is to be the first to empty the stock pile. If you win a bingo, you win 50% of the coin that was used to buy cards from you and other players.
Flidfold wildcard is a fully accessible card game that is a variant of UNO for both sighted and visually impaired people, designed for rapid audio playback. Warm', you can first change the third letter of COLD from 'L' to 'R', making the word CORD.
METHODOLOGY OF THE RESEARCH
- Location and Duration of the Research
- Population and Sample
- Instrument of Collecting Data
- Procedure of Collecting Data
- Technique of Data Analysis
The duration of the research is about one month, because the researcher needs to observe the environment, and the students as the object of this research. The pre-test gave before the treatment to find out the students' previous vocabulary mastery and the post-test gave the post-treatment to find out weather the students' vocabulary mastery differed before and after the treatment. Before continuing the treatment, the researcher gave the students a pretest as an activity in the first meeting.
The researcher asked the students to open the class and instructed them to pray before learning. The researcher reviews the students' vocabulary mastery that they have learned from the third meeting to the fifth meeting. After the treatment was given, the researcher gave the students post-test to find out the result of the treatment to measure the students' vocabulary using blindfold games.
The table above showed the students' classification result and frequency rate percentage after the test. Based on the result of the post-test, it showed that the score is 91.04 and from this analysis it was evident that almost the students got an excellent grade. So it showed that there is a significant difference between the pre-test and post-test scores of the students.
Thus, we can conclude that students' vocabulary mastery is significantly better after the treatment. This means that the alternative hypothesis (Ha) was received, it was concluded that the students' vocabulary mastery is improved by doing the blindfold game in the second grade of SMPN 2 Lembang Kab.
FINDINGS AND DISCUSSION
Discussion
In the treatment, the researcher would use the blindfold as a way of teaching vocabulary, such as the first meeting 30 words about place, the second meeting 30 words about the things at school, the third meeting 30 words about pat on the body, the fourth meeting 30 words about family and relatives, the fifth meeting 30 words about animals, and the sixth meeting 30 words about people. To know the improvement of the students' vocabulary mastery using blindfold game, the researcher calculated the mean score, the students' vocabulary was indicated from two tests namely pre-test and post-test. The research that the researcher had done showed that blindfold play was effective or could be used to teach vocabulary.
In addition, the blindfold game helped the students to understand the topic more easily, as the researcher did many activities using the blindfold games during the discussion, where the researcher asked the students to arrange the cards and listen to the audio spelling. Thus, this blindfolded game made the students more active, creative and more understanding in memorizing and understanding the vocabulary given in each session. As for the other role of the blindfold game that can enlarge the pupils.
As said by Marty's that the blindfold game can help their students and they can express their idea, it can enable the students to express their opinion using English.47. Based on the explanation above, the researcher determined that the implementation of blindfold game was very important to improve students' vocabulary and was very useful for students because it can make students memorize faster and improve vocabulary. In teaching vocabulary, the teacher is expected to be more creative and use a model, strategy or method that fits the material and the students' needs.
The teacher should be active and give students the opportunity to ask about the material in the learning process, so that the students understand more about the material. A model should really make students understand and enjoy the learning process more, and the blindfold game can help students improve their vocabulary. Application of Blindfold Game Media to Improve Students' Vocabulary Mastery in Grade Two of MtsNurul Huda TanjungPura”.
The English Vocabulary Mastery Of First Grade Students Of SMP 3 Bacin Academic Year 2016-2017 Using Blindfold Game”. Teaching English Vocabulary Using Shiritory Game to Increase the Vocabulary Mastery of the Second Year Students of SMPN 2 Baranti”. The Use Blindfold Game to Improve the Vocabulary Mastery of the First Grade Student at SMP Teret Tulung Agung”.
CONCLUSION AND SUGGESTION
Suggestion