The research question of this research was "How can scattergories card game improve students' vocabulary in eighth grade by Mts Maftahul Huda Kertonegoro?" This research aimed to improve students' vocabulary through scattergories card game in eighth grade by Mts Maftahul Huda Kertonegoro. The participant in this research was the students from 8B in Mts Maftahul Huda Kertonegoro, which consists of 22 students. The indicator of success in this research averages that 70% of the students got a minimum of 75 as a score.
The researcher gave the English teacher the suggestion from this research that this strategy could improve students' vocabulary mastery.
Background of Study
In addition, students can be happy when they learn English with the new strategy. 5. Based on the results of these observations, the researcher has identified problems: the first as the students were not really interested in learning English because the teacher still used a traditional technique. So, the game not only enriched the students' vocabulary, but also encouraged them to think quickly.
Students know the vocabulary and then learn that vocabulary based on each of the classes.
Research Question
According to Yuliansyah & Syafei, there are several factors why scattergories should be used to teach vocabulary, the first is that the scattergories game requires the student to move and compete actively. Second, the scattergories game also has simple rules so that students can easily follow the instructions given by the teacher. Players have a time limit and must think of words that fit into certain categories.12 Students are motivated to learn, with this game and teachers can also see how well.
How can scattergories card game improve students' vocabulary in the eighth grade of Mts Miftahul Huda Kertonegoro.
Research Objective
For the Researcher
The Scope of Study
Definition of Key Term
If the teacher has taught numerous vocabulary organizations to students, this strategy can make it easier for children to learn vocabulary.
Hypothesis
The Game Concept a. Definition game
37Selviana Teachers techniques in teaching vocabulary for the students of Man 2 Barru (English Education Program Tarbiyah: Faculty of State Islamic Institute Parepare) 17-18. The use of games not only increases the interest of the students, but also provides motivation and incentive for learning the language. However, when using this game to teach vocabulary words to young students, students should already have the vocabulary in mind.
In this study, the researcher plays the role of a real teacher teaching the students.
The Research Setting
The Research Subject
Procedure of Classroom Action Research (CAR)
Based on test results, observations and field notes with research topics so that conclusions can be drawn in the planning of further actions. In this phase, the authors and collaborators made several plans based on preliminary study findings. The following activities in this connection action planning are the design of lesson plans, preparation of models strategy to be used, preparation of materials and media, and also determination of success criteria.
In this phase, the researcher implements the action phase based on the lesson plans prepared in the planning phase. The researcher acts as an English teacher who teaches with a prepared model and strategies and acts as a co-observer. In this phase, therefore, it deals with the process of recording and collecting all relevant data that is generated during the implementation of the campaign.
The purpose of the reflection is to reflect on the data collected to determine whether the action was successful or not. This phase is carried out in collaboration with the teacher to discuss some problems in the activity phase in the classroom.
Collecting Data
The researcher uses two types of observation sheets: the teacher's observation sheet and the student's observation sheet, which the researcher uses when observing the teaching and learning process in each cycle carried out by the cooperating teacher. To obtain the result of the observation, the observer collects data by documenting the teaching and learning process. According to Sudjana, an interview is a procedure for gathering details or data in a personal interaction with the questioner and the one who answers.49.
Interview very useful for obtaining information about the experiences of English teachers before the classroom action research. Interviews were also conducted after classroom action research to find out the teacher's reaction to the idea. The data documentation used by the researcher can take a picture during teaching and learning.
The Analysis of Data
This is done by checking that the data was from the same source by using the same technique differently.51 In this research, the researcher checks the validity of data by comparing the data taken from observation, interview and documentation. This was done by consulting the item of the text to Mr Jalal as the English teacher.
Criteria of Success
And then there will be a discussion tailored to the focus of the research we will be discussing.
The description of The Object
- Profil Madrasah Tsanawiyahs Maftahul Huda Kertonegoro
- Gheographical Location of Mts Maftahul Huda Kertonegoro
- Vision and Mission of Mts Maftahul Huda Kertonegoro Vision
- Organizational Structure of Mts Maftahul Huda Kertonegoro 54 Table 2
- Facilities and Infrastructures 55
Mts Maftahul Huda is an educational institute located at Sahara street No.5 Kertonegoro Kec. Jenggawah Kab. Jember, is on the side of the road next to the Koran learning area and close to the residents' homes.
Research Finding
FDP 55
Furthermore, to determine the class percentage passing the goal scoring minimum criteria of success (MCS), the researcher used the following formula.
Cycle one
- Phase CAR in cycle 1
- Phase CAR in cycle two
Then the researcher tried to involve the students in the learning process and presented the next activity in detail. Then the researcher told the students to name the objects in the classroom in English. The researcher started the learning process in the classroom by asking the students to review the topic beforehand.
Then the researcher discussing the rules of the scattergories card game was related to the descriptive text. Some of the students continue to ask the researcher about the meaning of the text. This survey was conducted in June. The researcher repeated the previous material and told the students to explain it.
Then the researcher first draws the students to the noun, who are the first at home. Before that, the researcher asked the students if they still remembered and understood how to play the scattergories card game. The researcher discussed noun, verb and adjective to help students understand how to play this game.
Discussion
The students can use this game to search and find new vocabulary that they never knew before. Lacey, she said that the scattergories game can make the students enthusiastic about this game.60. It was created with the students making this game a hopefully useful educational tool to combine an element of competition with knowledge.
It shows that the students were looking for an approach to make them more engaged in the classroom and interested in the learning process. Lacey, The Nutritional SCATTERGORIES Game: Adding Zest to a Nutrition Course, (Journal of Nutrition Education and Behavior.
Conclusion
Suggestion
Ahmad, Fadhilah Mutiah, Munir, Muhammad Tahir, Mengajar Kosakata Menggunakan Permainan Scattergories kepada Siswa SMA (Jurusan Pendidikan Bahasa Inggris: Universitas Negeri Makassar, 2021). Fadhilah Mutiah Ahmad, Munir, Muhammad Tahir, Mengajar Kosakata Menggunakan Permainan Scattergories kepada Siswa SMA (Jurusan Pendidikan Bahasa Inggris: Universitas Negeri Makassar, 2021). Fadila, Meningkatkan penguasaan kosakata siswa dengan menggunakan storytelling pada kelas sebelas kelas bahasa di Man Model 1 Manado. (Disertasi, Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Institut Agama Islam Negeri Manado, 2020).
Irawan, Dodi Teaching Vocabulary by Using Realia (Real Object) Media (Lecturer in English Department Study Program: Tamansiswa University in Palembang). Katerina The use of pictures in teaching vocabulary (Department of English language and literature: Faculty of Pedagogy, 2018. Khadiri, Abdulla, Teaching vocabulary as the most important component of speech activity (Teacher, Department of practical exercises for the English language: Faculty of English, 2020.
Meliana, Nia, Amroh Umamah, Hendi Hidayat, Exploring Teacher's Strategies in Teaching Vocabulary (Cirebon: IAIN Syekh Nurjati, 2018. Norma Yuliansyah, An Fauzia Rosyani Syafei, Using Scattergories Game in Teaching Vocabulary to Primary School Students, (Padang: Faculty of Languages) Sahar Ameer Bakhsh Using games as a tool in teaching vocabulary to young learners (Saudi Arabia: English Languange Institute, King Abdul Aziz University, 2016).
Theresia, Cici The Effect of the Scattergories Card Game on Junior High School Students (Thesis, Universitas HKBP Nommensen, 2021). How the Scattergories card game can improve the vocabulary of eighth grade students at Mts Maftahul Huda Kertonegoro.
Tujuan Pembelajaran Pertemuan pertama
Materi Pembelajaran
Strategi Pembelajaran using scattergories card game
Langkah-Langkah Pembelajaran Pertemuan pertama
Penilaian
Kompetensi Dasar dan Indikator Pencapian Kompetensi
Tujuan Pembelajaran
Descriptive text is a type of text used to provide information about something or someone.
Strategi Pembelajaran Using Scattergories card game
Bagaimana reaksi Anda setelah menggunakan permainan kartu Scattergories sebagai media pembelajaran bahasa Inggris di kelas? Guru : Saya biasanya hanya menggunakan metode mengajar saja kakak, dan anak-anak kelas 8 kurang aktif, mereka ingin saya suruh maju ke depan kelas, itu menurut saya bagus. Peneliti : Oh iya pak, menurut bapak bagaimana tingkat keterampilan kelas 8b dalam mengetahui atau mempelajari kosakata.
Guru : Ya, begitulah Guru. Seperti yang saya katakan tadi, jika anak-anak kelas 8b belum mengetahui arti dari kata itu sendiri, mereka dapat mengerjakannya jika mereka bertanya satu persatu apa maksudnya. Transkrip wawancara dengan siswa sebelum penelitian tindakan kelas Peneliti: apa pendapat Anda tentang belajar bahasa Inggris? Peneliti : Ya begitulah, sepulang sekolah kamu akan belajar di rumah dan mencari pelajaran di internet yang menggunakan permainan yang mengandung kosa kata, siapa tahu kamu jadi termotivasi untuk belajar bahasa Inggris dan malah semakin semangat.
Peneliti: Bagaimana reaksi Anda terhadap penggunaan permainan kartu Scattergories sebagai media pembelajaran bahasa Inggris khususnya dalam pengajaran? Guru : iya kakak, sangat tertarik dan nampaknya mereka sangat senang karena saya belum pernah menggunakan media ini sebelumnya, sehingga anak-anak merasa mendapat suasana baru dalam belajar di kelas. Nanti saya jadikan sebagai media mengajar karena saya suka ada inovasi dan cara baru dalam belajar bahasa Inggris.
Peneliti : Bagaimana reaksi anda setelah menggunakan permainan kartu Scattergories sebagai media pembelajaran bahasa Inggris khususnya dalam pembelajaran kosakata di kelas. Siswa B: iya kakak, cukup menarik untuk diterapkan dalam pelajaran bahasa Inggris Peneliti: apakah dengan menggunakan permainan kartu scattergories menambah kosa katamu?
SOAL POST TEST CYCLE 1
Choose the correct answer! (Soal meaning)
Determine the underlined word, which part of speech it belongs to!
Soal Part of speech)
Please give a circle the sentence below which is the correct spelling!
SOAL POST TEST CYCLE 2
Thursday, 11 may 2023