Alhamdullilahi Robbil „Alamin, the researcher would like to express his deepest gratitude to the Almighty Allah SWT who has given his mercy, blessing, inspiration and good health all the time to carry out the writing of this thesis. The researcher realizes that this thesis could never be completed without the support of many people. Therefore, the researcher would like to express his greatest appreciation, thanks and honor to the people who have been involved in the completion of this thesis, for the valuable suggestion, advice, support, guidance, sacrifice and prayer.
Halida who gave a lot of love, always educates, prays and supports financial support for the researcher's success. Unforgettable, the researcher's beloved siblings who always provide support and motivation so that the researcher can complete her study. Her heartfelt thanks to all lectures of the FKIP UNISMUH, especially to the lectures of the English Department and all staff of Muhammadiyah University of Makassar for their guidance during the years of the researcher's study.
The researcher's deep appreciation to the principal, the teachers who were advisors and all the students of SMP IT Darurrahman, especially for the VII.A class in the academic year 2018/2019 who spared their time and activities to be subject of this research. Finally, by reciting Alhamdulillahi Rabbil Alamin, the researcher can successfully complete her thesis, suggestions, corrections and advice that the researcher needs very much for the reader in the future.
INTRODUCTION
- Background
- Research Problem
- Objective of the Research
- Significance of the Research
- Scope of the Research
One of the most popular language learning games for children in other countries is the I Spy game. In this way, students get bored and there is no fun in the learning process. From these previously mentioned problems, the researcher thought of using the I Spy game as a technique in teaching vocabulary.
The researcher judged that teaching vocabulary by using I Spy game is good for enriching students' vocabulary mastery. Based on previous explanation, the researcher tried to conduct an experimental research, because the researcher wants to know the result of using I Spy game to improve students' vocabulary mastery, so the researcher did pre-experimental research titled "Using I Spy". games to improve students' vocabulary at SMP IT Darurrahman”. The research problem of this research is "Does the use of I Spy game improve students' vocabulary mastery in 7th grade of SMP IT Darurrahman?".
Theoretically, the results of this study can be a reference for other researchers who do theory-related research using interesting methods especially I Spy Game to improve or build students' vocabulary mastery. The researcher only refers to the application of the I Spy game in improving students' vocabulary, especially in verbal and noun terms, such as words used in the classroom, school, home and other places.
REVIEW OF RELATED LITERATURE
Preview of Related Research Findings
Some Pertinent Ideas
The first is oral vocabulary, consisting of words that are actively used in speech. The importance of the character of oral vocabulary is that the speaker uses it actively and in an unfamiliar situation. In this case, the teacher shows the students a word and asks them to find the contrast of the word. This means that every time students encounter these words, they indirectly improve their word knowledge.
The teacher can decide on the amount of vocabulary that will be taught to the students, the number of new words that the students can learn. Students derive the meaning of words by listening or reading and then they are used in a given context and situation. This created a good atmosphere in the classroom, where the students paid more attention to the lesson.
According to Yopp (2009), the I Spy game can encourage students to use new vocabulary and motivate them. The teacher/parent says, "With my little I, I'm watching something you all wear that starts like this: /sh/." The children look at each other and exclaim: "Shoe!" yes
Conceptual Framework
This would work best if you are in a room where the kids could walk around and count objects easily. d). You can spy letters on billboards as you drive, or letters on a page as you read.”. You can just give the first letter, spell out a whole word, or maybe even letter patterns inside the word like "ee". . f).
This is another game that would be best played in a room where children can feel the different textures. i). Measurement - "I spy with my little I something about one inch long." Be sure to review unit measurements before playing. If you play it at your house, they can walk around and measure things with a ruler.
First, the input refers to the game used in the experimental class, which consists of vocabulary material.
Hypothesis
RESEARCH METHOD
- Research Design
- Research Variables
- Population and Sample
- Research Istrument
- Procedure for Collecting Data
- Technique of Analysis Data
- Findings
- Discussion
The indicator in this research is that the students have a good quality in their vocabulary and can practice the students' vocabulary in their daily activities. Post-test functions to recognize students' knowledge and skills in vocabulary mastery after learning vocabulary using the I Spy game. Student improvement X1 = Average pre-test score X2 = Average post-test score.
To find out the answer to the research question, a pre-test was given to find out the first students' vocabulary before the I Spy game was presented in the classroom, and a post-test gave to find out the improvement of the students' vocabulary after carrying out the treatment which aimed to know if I Spy game improves students' vocabulary mastery. The improvement of students' vocabulary in pre-test and post-test The following table showed the improvement in pre-test and post-test Table 4.4: The improvement of students' vocabulary in pre-test and. Thus, the improvement in the average score of the students for the pre-test and post-test was 40%.
This means that there was improvement in the students' vocabulary mastery before and after using I Spy Game to the students' vocabulary mastery of the 7th grade of SMP IT Darurrahman. The description of the students' vocabulary with the result of data previously explained in findings and the description of the students' vocabulary between Pretest and Posttest. Before the application of I Spy game, the students could not answer the test vocabulary and did not know the spelling of the word.
But after applying the I Spy game, students can answer the vocabulary test and also know the spelling of the word. The students' score is significantly different before and after the application of I Spy game in teaching vocabulary material. On the other hand, students' vocabulary text in the Post-test is better than the Pre-test.
It has been proven that the average score of the students improves from the pre-test to the post-test.
CONCLUSION AND SUGGESTION
Conclusion
The students' mean score on the pre-test was 54.05, which was classified as poor classification, but on the post-test it was higher than the mean pre-test score of 76.20, which was classified as good classification.
Suggestion
1 1.1 Mensyukuri kesempatan belajar bahasa Inggris sebagai bahasa komunikasi internasional yang diwujudkan dalam semangat belajar. 3 3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan teks untuk menunjukkan dan menanyakan nama dan nomor hewan, benda, dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari. 4 4.6 Menyusun teks lisan dan tulisan untuk menunjukkan dan menanyakan nama-nama binatang, benda dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari.
Para siswa mendengarkan dan memperhatikan guru ketika mereka menyebutkan dan bertanya tentang nama-nama benda di kelas dalam bahasa Inggris. Dengan bimbingan dan arahan dari guru, siswa bertanya dan bertanya, antara lain perbedaan cara mengucapkan dan menanyakan nama benda di kelas dalam bahasa Inggris. Siswa mendengarkan dan menyaksikan banyak contoh interaksi dengan mengucapkan dan menanyakan nama-nama benda di kelas dalam bahasa Inggris dari film, kaset, buku teks, dan lain-lain.
Siswa menggunakan bahasa Inggris setiap kali mendapat kesempatan untuk menyebutkan dan menanyakan nama binatang pada aplikasi game I Spy. Siswa mendengarkan dan memperhatikan guru dengan memanggil dan menanyakan nama-nama benda di luar kelas dalam bahasa Inggris. Siswa disuruh bertanya tentang ungkapan-ungkapan yang berkaitan dengan materi yang dipelajari, yaitu tentang nama-nama benda yang ada di luar kelas.
Guru menanyakan kepada siswa tentang nama-nama benda yang ada di sekitar sekolah, menunjukkan maksudnya. Guru menanyakan kepada siswa nama-nama benda yang ada di sekitar luar sekolah, sambil menunjukkan maksudnya. Siswa mendengarkan dan memperhatikan guru dalam memberi nama dan mencari kata kerja bahasa Inggris.
Dengan bimbingan dan arahan dari guru, siswa bertanya dan mempertanyakan, antara lain perbedaan cara pengucapan dan menanyakan kata kerja dalam bahasa Inggris. Siswa mendengarkan dan melihat banyak contoh interaksi dengan mengucapkan dan menanyakan kata kerja dalam bahasa Inggris dari film, kaset, buku teks, dan lain-lain. Siswa menggunakan bahasa Inggris ketika ada kesempatan menyebutkan nama dan menanyakan kata kerja pada aplikasi permainan I Spy.
Guru menanyakan kepada siswa kata kerja mana yang sering digunakan sambil menunjukkan atau mendemonstrasikan apa yang dimaksud. Siswa memberikan petunjuk atau ilustrasi serta contoh kata kerja yang mengacu pada topik.
