Guessing games can be alternated to build the students are active in improving the students' vocabulary mastery. The result of this research shows that there is improvement in the students' vocabulary mastery. The conclusion of this research is that guessing game can be improved the students' vocabulary mastery at the eighth grade of SMP N 2 Kotagajah is successful because criteria used in the research were well achieved.
Thanks be to Allah who has given his blessing and mercy to the author to complete a study titled “THE USE OF GUESSING GAMES TO IMPROVE THE VOCABULARY OF STUDENTS IN 8TH CLASS OF SMP N 2 KOTAGAJAH.
INTRODUCTION
- Background of the Research
- Problems Identification
- Problem Limitation
- Problem Formulation
- Objective of the Research
- Benefit of the Research
The researcher focuses on the problem, which is the second problem that the students have a lack of vocabulary. This research can be used as inspiration to motivate students to improve their English vocabulary and as information to facilitate students' learning activities. As information for an English teacher, this guessing game can be effective in improving students' vocabulary mastery.
As intake and feedback how to use guessing game in English topic to improve vocabulary mastery, so it can improve active, creative and fun learning to the students.
THEORETICAL REVIEW
The Concept of Vocabulary Mastery
- Definition of Vocabulary Mastery
- The Types of Vocabulary
- Kinds of Vocabulary
- The Importance of Vocabulary
- The assessment of Vocabulary
- Concept of Teaching Vocabulary
A person's listening vocabulary is all the words he or she can recognize when listening to speech. Productive vocabulary is the set of words that a person can use when writing or. Productive vocabulary is the words that students understand and can pronounce correctly and use constructively in speaking and writing.
Receptive vocabulary is to recognize when students see or encounter it in reading, but do not use it in speaking and writing.
The Concept of Guessing Game
- Definition of Guessing Game
- The Type of Guessing Game
- Advantages and Disadvantages of Using Games
This means that the guessing game provides a format for scheduling and rating enjoyable activities in a fun and engaging way.23. Based on the definition above, the researcher can assume that guessing game is the implementation of some activities to get the learning goal with the guessing information such as picture, activity or sentence, but expressly withholds that information. Based on the procedures of guessing game above, the researcher performs that procedure in this research.
This means that using guessing games to teach vocabulary or English is also at a disadvantage, especially for the teacher.
Action Hypothesis
RESEARCH METHODOLOGGY
The Operational Definition of Variable
- Variable of Research
Research Setting
Subject of Study
Research Procedure
- Classroom Action Research
- Action Plan
In the fourth phase, the researcher and the collaborator would discuss the data collected from everyone. the activities from the scene phase to the observation phase. In this research, the researcher observed the students' activities in the teaching and learning process to know. The researcher gave a pre-test to the students to see how far the students' vocabulary mastery was before the treatment was given.
The indicators of the students'. 1) Attention to teacher's explanation (2) The students can guess the picture. Based on the table above, it could be seen that the students' average score in post-test II was 82.82. From the table above, in post-test 1 in cycle 1 and post-test II in cycle II was the improvement of the students' vocabulary mastery.
The results of the preliminary test show that the majority of students had a hard time taking the researcher test. In this research, the researcher conducted a post-test 1 to find out the student's vocabulary mastery after the treatment. The researcher administered post-test 2 to determine the student's vocabulary mastery after the treatment was administered.
Meipin, “Using Snake and Ladder Game in Vocabulary Teaching” in 2nd ICEL, (Indonesia, Bandar Lampung University), Vol. Mofareh Alqahtani, “The Importance of Vocabulary in Language Learning and How To Be Taught” in The Importance of Vocabulary in Language Learning and How To Be Taught (Saudi Arabia: King Khaled Academy), Vol.
Data Collecting Technique
- Observation
- Test
- Documentation
- Field Note
Data Analysis Technique
The data analysis is based on the average score of the pre-test and post-test in the 1st and 2nd cycle. In addition, the researcher compared the mean scores between pre-test and post-test for each cycle to find out the result.
Indicator of Success
Four measurements were used in the learning process, which were mentioned to know the students' activities. It can be concluded that theses guessing game can improve students' vocabulary mastery in the eighth grade of SMP N 2 Kotagajah. Based on the interpretation of Cycle I and Cycle II, it could be concluded that using the guessing game could improve students' vocabulary mastery.
RESULT OF THE RESEARCH AND INTERPRETATION
Description of Research Location
Description of the Research Data
This research used classroom action research to improve students' vocabulary mastery and student achievement among the eighth graders in SMP N 2 Kotagajah. The researcher gave a pre-test to the students before the treatment, which aimed to know how far the students. In addition, the researcher made an observation sheet consisting of a list of the students' names and a list of the students' activities for observed students' activity during the teaching learning process.
This means that in cycle I the students' performance could improve enough, but it was not yet successful. According to the result of vocabulary score in Cycle I, the use of guessing games can improve the students' vocabulary mastery, but the number of students who completed the MMC was only 19 students or 55.88%. Next, the students' activity also improved from the first meeting to the second meeting in Cycle 1.
It can be concluded that the use of word walls can improve the activity of students in the classroom. This meeting was opened with prayer, greeting, asking about the condition of the students and checking attendance records. In the learning process, four indicators were also used to know the activities of the students, as before in the learning process.
Based on the result of the observational learning process in cycle II, it can be concluded that most of the students pay attention to the teacher and they can accept the material more clearly. So, based on the result of post-test 1 and post-test II, it can be seen that the objective of teaching based on MSC has been achieved and it also means that "Guessing Game" can improve students' vocabulary mastery.
Interpretation
- Result of the Students Learning Process
- The Result of observation in students‟ Activity
From the table it is known that in the post-test II, there were 5 students who got the result below the target or according to the minimum standard criteria (MSC), and 29 students got the result above the minimum standard criterion. Because the success indicator was reached in this cycle, it means that it will not continue in the next cycle. Based on table 7, the mean of the students was 52.58, this shows that most of the students have not yet moved to achieving the Minimum Standard Criteria (MSC) 75.
It showed that most of the students have not yet passed in reaching the minimum standard criteria 75. At this stage there are 19 students out of 15 students who have passed the minimum standard criteria. The result from the completion of the pre-test, cycle 1 and 2 can be seen in the tabular result of the students' learning below.
Complete comparison of pre-test, post-test I and post-test II No pre-test post-test scores in post-test II category. Based on the table and graph above, in cycle I to cycle II has a progress average score from 72.82 to 82.82, increasing about 10 points. Based on the table and graph, students' activities have improved from pretest, cycle I and cycle II.
The students who pay attention to the teacher's explanation have improved from 17 students (50%) to 30 students (88.23%).
Discussion
Based on the explanation of the pretest, cycle I and cycle II, it can be concluded that using the guessing game can improve students' vocabulary mastery. It could be observed that there was an improvement in the average grade and the total score of students who passed the test from pretest, posttest I and posttest II. To improve students' vocabulary mastery, the researcher used guessing game as a media to make students interested and memorize vocabulary more easily.
Para siswa berpartisipasi lebih aktif dan ini juga memotivasi mereka untuk belajar bahasa Inggris dengan lebih baik. Guru bahasa Inggris dapat menggunakan permainan tebak-tebakan sebagai media yang efektif dalam meningkatkan dan memotivasi siswa dalam pembelajaran kosakata. Siswa membaca contoh kalimat lain yang menanyakan orang, benda, dan hewan yang jumlahnya belum ditentukan dimana letak orang, benda, dan hewan tersebut, dari sumber lain.
Siswa menunjukkan dan menanyakan keberadaan orang, benda dan hewan dalam jumlah yang tidak ditentukan dengan menggunakan bahasa Inggris dalam simulasi, permainan peran dan kegiatan terstruktur lainnya. Tingkat kelengkapan dan koherensi struktur teks dan kalimat yang menunjukkan dan menanyakan keberadaan manusia, benda, dan hewan dalam jumlah yang tidak terbatas. Permainan simulasi menunjukkan dan menanyakan keberadaan orang, benda, dan hewan dalam jumlah yang tidak ditentukan dan bagaimana bereaksi.
Ketepatan dan kesesuaian penggunaan struktur teks dan unsur kebahasaan dalam menunjukkan dan menanyakan keberadaan orang, benda, dan hewan dalam jumlah yang tidak dapat ditentukan. Siswa telah memahami cara dan aturan mengikuti petunjuk guru berdasarkan aturan menebak.
CONCLUSION AND SUGGESTION
Conclusion
Based on the findings and interpretation of the research, the researcher would like to highlight the following conclusions. The students' score improved because the researcher in the game learning makes the students have more vocabulary and the vocabulary learning more fun and interesting.
Suggestion
Siswa dapat mengidentifikasi dalam jumlah yang tidak terbatas berbagai makna yang terkandung dalam kalimat yang menunjukkan dan menanyakan keberadaan orang, benda, dan hewan, dengan menjawab pertanyaan pemahaman. Dalam kerja kelompok terbimbing, siswa menganalisis fungsi sosial, makna dan fungsi ungkapan, struktur teks dan unsur kebahasaan, serta format penulisan kalimat yang menyatakan dan menanyakan keberadaan orang, benda, dan hewan dalam jumlah yang tidak ditentukan. Tingkat ketepatan unsur bahasa: tata bahasa, kosa kata, pengucapan, tekanan kata, intonasi yang digunakan ketika menyatakan dan menanyakan keberadaan orang, benda, dan binatang dalam jumlah yang tidak dapat ditentukan.
Siswa menunjukkan dan bertanya secara tertulis dan lisan di mana letak orang, benda, dan hewan dalam bahasa Inggris, dalam berbagai kegiatan dan kesempatan di dalam dan di luar kelas. Cobalah menggunakan bahasa Inggris untuk menunjukkan dan menanyakan keberadaan orang, benda, dan hewan dalam jumlah yang tidak ditentukan pada setiap kesempatan di dalam kelas dan di luar kelas.
