improving students' vocabulary mastery through categories game

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH CATEGORIES GAME (Classroom Action Research of the Eight Grade Students’ of MTs Tarqiyatul Himmah Kauman Lor Pabelan in the Academic Year of 2013/2014) GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillments of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Educational Faculty

By:

SARI HIDAYAH 113 09 027

ENGLISH DEPARTMENT FOR EDUCATIONAL FACULTY STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA 2014

i

THE MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) SALATIGA Jl. Tentara Pelajar 02 Phone. 0298 323706 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail : [email protected]

Salatiga, June 19th 2013 Ruwandi, M.A. The Lecturer of Educational Faculty State Institute for Islamic Studies ATTENTIVE COUNSELOR’S NOTE Case

: Sari Hidayah’s Graduating Paper

Dear The Head of State Institute for Islamic Studies of Salatiga

Assalamu’alaikum, Wr. Wb.

After reading and correcting Sari Hidayah’s graduating paper entitled “IMPROVING STUDENTS’ VOCABULARY MASTERY TROUGH CATEGORIES GAME(Classroom Action Research of the Eight Grade Students’ of MTs Tarqiyatul Himmah Kauman Lor Pabelan in the Academic Year of 2013/2014)”. I have decided and would like to propose that if it could be accepted by Educational Faculty, I hope it would be examined as soon as possible.

Wassalamu’alaikum, Wr. Wb. Counselor,

Ruwandi,M.A NIP. 19751004 2003121002

ii

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail : [email protected]

GRADUATING PAPER IMPROVING STUDENTS’ VOCABULARY MASTERY TROUGH CATEGORIES GAME (Classroom Action Research of the Eight Grade Students’ of MTs Tarqiyatul Himmah Kauman Lor Pabelan in the Academic Year of 2013/2014)

SARI HIDAYAH 11309027 Has been brought to the board of examiners of English Department of Educational faculty of State Institute of Islamic Studies (STAIN) Salatiga on Friday, July 26th 2013 and hereby considered to completely fulfill of the requirement for the degree of Sarjana Pendidikan Islam (S. Pd. I) in English and Education Department.

Boards of examiners, Head

: Dr.Imam Sutomo, M. Ag.

Secretary

: Ari Setiawan, MM.

1st Examiner : Sa’adi, M.Ag. 2nd Examiner : Faizal Risdianto, M.Hum 3rd Examiner : Ruwandi, M.A

Salatiga, March 6nd 2014 Head of STAIN Salatiga

Dr. Imam Sutomo, M.Ag NIP. 195808 27 198303 1 002 iii

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail : [email protected]

DECLARATION

‫ال رح يم ب سم ه ال رحمن‬

Hereby the writer fully declares that this thesis is made by the writer herself, and it is not containing materials written or has been published by other people ideas except the information from the references. The writer is capable to account her graduating paper if in the future it can be proved of containing others’ idea or in fact, the writer imitates the others’ graduating paper. Likewise, this declaration is made by the writer, and she hopes that this declaration can be understood.

Salatiga, February 14th 2014

The Writer

Sari Hidayah NIM. 11309027

iv

MOTTO NO PAIN NO GAIN NEVER GIVE UP

v

DEDICATION This graduating paper is whole heartedly dedicated to:  My most beloved parents; Saifudin and Wagirah. Indeed, no appropriate words can describe your struggle to me, since both of you are the greatest parent in the world. To my awesome father, who never be tired to motivate me, sacrifices your daily exhaustion for the sake of our family’s happiness and presents the best things in the world only for your children’s success. To my Mom, all of my dropped tears will not be enough to say thank you for your hard work, truthfulness and great affection.  My beloved husband; Andina Nendar Prihantoro thanks for entering and filling up an empty space of my life. You have given me spirit to finish my graduating paper.  My little Brother and Sister :M.Bagus Jam’ani and Khisa Nahla F (icha), you are my powerful spirit to keep spirit in life, because just you my brotherhood’s I hope you still spirit to study ,finding the new experience. (sehat cerdas ceria)  My best friend 9Wiji Lestari) thank you for your title recommended.  My new Family ( my parent- -law ),thank you for your supports.

 My best partnership in TK Tunas Bangsa Pabelan: Bu.Basiroh , Bu.Asih and Bu.Rika . Keep spririt and always patient in teaching children .  My dearest classmates in TBI B’09, Keep our unique diversities among our unity. Although we are apart, but we are still solid. “Anjangsana” TBI B’09, GO AHEAD!

vi

ACKNOWLEDGEMENTS

In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan Islam in English Department of Educational faculty of State Institute of Islamic Studies (STAIN) Salatiga. Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance, advices, helps, and encouragements from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1. Dr. Imam Sutomo, M. Ag, the head of State Institute of Islamic Studies (STAIN) Salatiga. 2. Suwardi, M. Pd., as the chief of Education Faculty. 3. Maslihatul Umami, S. Pd. I, M. A, as a chief of English Department 4. Mr. Ruwandi, M. A, as a counselor who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this thesis from beginning until the end. 5. Drs. Muh. Abdul Kholiq, M.Ag , as a head master in MTs Tarqiyatul Himmah Kauman Lor Pabelan. 6. All of the lecturers in English department: Mrs. Setia Rini, M.Pd; Mr. Hammam, M.Pd; Mr. Hanung Triyoko, M.Hum, M.Ed; Mr. Norwanto, M.Hum; Mr. Ruwandi, MA; Mrs. vii

Dra. Woro Retnaningsih,M.Pd; Mr. Faizal Risdianto, M. Hum, and the others. 7. My beloved family 8. All of the staffs who have helped the writer in processing of graduating paper administration 9. All of her friends who have help me to finish this graduating paper Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.

Salatiga, February 14th 2014 The writer

Sari Hidayah NIM. 11309027

viii

ABSTRACT

This,research is a study about improving vocabulary mastery through categories game. This research is to find whether categories game can improve the student’s interest toward English teaching and to find out categories game can improve the vocabulary mastery. Vocabulary is one of the language aspects that very important for studying English. But, most of the students in junior high school especially in the eighth grade in learning and mastering lesson get much difficulty to learn English especially in vocabulary. Therefore, the researcher would like to try categories game methods to solve some problems that experienced by most by most students .The subjects of the research are the eighth grade students of MTs Tarqiyatul Himmah Kauman Lor Pabelan in academic year 2013/2014.Main question will be answered in this research are (1) To what extent do the categories game improve the interest to study vocabulary?, (2) To what extent do categories game improve the vocabulary mastery? To answer the question, the researcher also uses pre-test and post-test in the teaching learning process. It uses two cycle. Each cycle comprised of two meeting. The finding shows that the t-test calculation from the result of pre-test and post-test in cycle I is6,373 and in cycle II is 7.68. Both of them is greater the t-table with n=26 is 2,06. It means that use of categories game method can improve the students’ vocabulary mastery. Keywords: Vocabulary Mastery, Categories game, Classroom Action Research

ix

LIST OF TABLES

1. TABLE 1……………………………………………

42

2. TABLE 2 ...................................................................

43

3. TABLE 3 ...................................................................

44

4. TABLE 4 ...................................................................

45

5. TABLE 5 ...................................................................

46

6. TABLE 6……………………………………………

53

7. TABLE 7……………………………………………

54

8. TABLE 8……………………………………………

55

9. TABLE9…………………………………………….

58

10. TABLE 10…………………………………………..

59

11. TABLE 11…………………………………………..

66

12. TABLE 12…………………………………………..

67

13. TABLE 13…………………………………………..

87

14. TABLE 14…………………………………………..

88

15. TABLE 15…………………………………………..

96

16. TABLE 16…………………………………………..

97

17. TABLE 17…………………………………………...

118

18. TABLE 18……………………………………………

119

19. TABLE 19……………………………………………

135

x

TABLE OF CONTENT

TITLE .........................................................................................................

i

ATTENTIVE CONSELOR NOTES ........................................................

ii

STATEMENT OF CERTIFICATION ....................................................

iii

DECLARATION........................................................................................

iv

MOTTO ......................................................................................................

v

DEDICATION............................................................................................

vi

ACKNOWLEDGENMENT ......................................................................

vii

ABSTRACT ................................................................................................

ix

LIST OF TABLES……………………………………………………….

x

TABLE OF CONTENTS ..........................................................................

xi

CHAPTER I

CHAPTER II

INTRODUCTION A. Background of the Study...........................................

1

B. Statement of Problem ................................................

3

C. The Objective of Study…………………………….

3

D. The Significance of Study .........................................

4

E. Limitation of the Problem .........................................

5

F. Definition of Key Terms ...........................................

5

G. Review of the Related Literature ..............................

6

H. Hypothesis........................................ .........................

7

I. Organization of the Paper..........................................

8

THEORETICAL REVIEW A. Vocabulary ................................................................ xi

10

1. Definition of Vocabulary .................... …………

10

2. The Types of Vocabulary ....................................

11

3. The Importance of Vocabulary Mastery .............

12

4. The Source of Vocabulary ..................................

13

5. Kinds of Vocabulary ...........................................

14

6. Ways to Enrich Vocabulary……………………

15

7. Aspect of Learning Vocabulary ..........................

15

8. Testing Vocabulary…………………………….

35

B. Categories Game as Media of Teaching ...................

37

1. The Definition of Categories Game…………...

37

2. How to Create Categories Game………………

38

3. Advantages and Disadvantages Using Categories Game Technique………………………………..

39

C. Categories Game and Vocabulary Mastery.................

39

D. Students Interest……………………………………..

40

CHAPTER III RESEARCH REPORT A. The Location of MTs Tarqiyatul Himmah Kauman Lor Pabelan…………………………………………

41

B. The List of Educational Facilities and Tools .............

41

C. Organization Structure……………………………..

42

D. List of Teacher and Staff in MTs Tarqiyatul Himmah Kauman Lor Pabelan……………………… .............

43

E. The Subject of the Study……………………………

45

xii

F. Research Methodology……………………………..

47

1. The Setting of the Research...............................

47

2. Approach ...........................................................

48

3. The Method of Research ...................................

48

4. The Procedure of the Research ..........................

49

5. Technique of Collecting Data............................

52

6. Method of Data Analysis ...................................

56

CHAPTER IV DISCUSSION A. Data Presentation ........................................................

58

1. Cycle I………………………………………….

60

2. Cycle II…………………………………………

91

B. Discussion ................................................................... CHAPTER V

123

CLOSURE A. Conclusion ..................................................................

137

B. Implication…………………………………………..

138

C. Suggestion...................................................................

138

REFERENCES APPENDIXES

xiii

xiv

CHAPTER I INTRODUCTION

A. Background of Study Vocabulary skill is one of linguistic features, which influences the communicative competence. Vocabulary is one of the most obvious component of language and one of the first things applied linguists turned their attention to ( Jack C. Richards, 2001 : 4 ). The above statement reveals that vocabulary skill is very important but students are very weak in it. However, in the David Nunan (1991:117) “The mastery of vocabulary is very important because it will consider the students in the teaching learning .River’s argues that the acquisition of an adequate vocabulary is essential for successful second language use because, without an extensive, we will be unable to use structures and function. We may have learned for comprehensible communication.” The ability to master vocabularies is very crucial in the Junior High School. Vocabulary is one key to improve the English achievement. Students who have lots of vocabularies are easier in their study and learning process. Without good vocabulary mastery, students will face difficulties in their study. When they do not know how to enrich their vocabulary, students often gradually lose interest in learning. One of problems that have to be faced by English teacher and learner is how to deal with vocabulary. Sometime many teachers keep teaching and 1

learning as a monotonous process. They speak formally in front of the class, give some explanations, read some information’s from the books, show the materials and students keep watching and listening to the teacher. Students do less participation in the class activities and do not have wide chance to call out what they have learnt. Up to now, many teachers have not still used any teaching media as the aid in improving the student’s vocabulary mastery and as the variety of teacher’s techniques of teaching in classroom. Meanwhile, the effort to increase the student’s vocabulary by using playing media has not grown well. Quite a few teachers teach using games or other media during any of the lesson. However, learning English vocabulary using games has important role for junior high school teachers and students. The first, as students, they have strong and good motivation to deepen English language. The second, they are easy to accept the English language because they learn by playing games that nowadays has been grown and developed in Indonesia. The third, teaching English vocabulary using games can help teacher in teaching learning process. Finally, they (teacher and students) can teach and learn English vocabulary using games. Base on the explanation above , the writer wants to conducts a research entitled ; IMPROVING STUDENT’S VOCABULARY MASTERY THROUGH CATEGORIES GAME (A Classroom Action Research on the Eight 2

Grade Student’s MTs Tarqiyatul Himmah Kauman Lor Pabelan in Academic Year 2013/2014) B. Statement of Problem Based on the background of the study above, many problems arise. Some problems that can be identified are as follows: 1. To what extent do the categories game improve the interest to study vocabulary of the eight grade students of MTs Tarqiyatul Himmah Pabelan in the Academic Year of 2013/2014? 2. To what extent do categories game improve the vocab mastery of the eight grade students of MTs Tarqiyatul Himmah Pabelan in the Academic Year of 2013/2014 ? C. The Objective of Study The objective of the study is to find out us the following: 1. To find out how far the use of categories game can improve the students’ interest to study vocabulary of the eight grade students of MTs Tarqiyatul Himmah Pabelan in academic year 2013/2014. 2. To find out whether there is significant difference in using categories game in improving the vocabulary mastery of the eight grade students of MTs Tarqiyatul Himmah Pabelan in academic year 2013/2014

3

D. The Significance of Study The researcher hopes that the result of this research can give information about the level of student’s vocabulary mastery. And the researcher hopes that the research of the using of categories game in teaching and learning vocabulary will be useful for both, for the teachers, the students and the researchers. 1.

For the Teachers The result of this research can support the English teachers to apply this method in teaching vocabulary and teachers can change their ancient method to the new method that is more interesting.

2.

For the Students The positive result of this research can support the students to improve the vocabulary mastery .Teaching vocabulary through categories game can make the students relax and fun in teaching learning process, because with this method students can improve their learning vocabulary mastery easily without any difficulties and they can get the fun.

3.

For the Researcher The researcher will understand more about “categories” game and the researcher will know deeply about teaching vocabulary used by “categories” game 4

4.

For the other Researchers For other researchers, the results of this research can be used as an. input by chose who want to conduct related research about teaching vocabulary and categories game method as reference

E. Limitation of the Problem To avoid misinterpretation to the problems, the writer would like to limit the scope of the study. The writer wants to restrict the use of Categories Game can improve students’ vocabulary mastery, or not. The sums of the students are 26, and the material is limited to that taught at eight grade of Junior High School conducted in MTs Tarqiyatul Himmah in the academic year of 2013/2014, in first semester. F. Definition of Key Terms 1. Improving Students’ Vocabulary Mastery Improving is the process of learning or making to the better (Oxford University Press; 2003:216). In other dictionary we can find the word improve which means to male better in quality or make more productive to become better (Webster;1994:487). Students is a person attending an educational institution, for example high school or college, one studying, one develop and systematic study (Grolier;1974:972).

Vocabulary

is

a

core

component of language proviency and provides much of the basis how well learners speak, listen, read, and write ( Richard and 5

Renandya;2002:255). Mastery is great skill or knowledge (Oxford learner’s pocket dictionary of, 2008:271). Vocabulary mastery is the knowledge in

understanding the words.

Improving students’

vocabulary mastery is process of learning in understanding the words. 2. Categories Game The Categories Game is one of the best ESL games for filling up extra time. It gets the kids thinking fast and doesn't require any equipment (http://www.teach-esl-to-kids.com/esl-games-categories-game.html).

Categories are an excellent party game that can be played with just pencils

and

paper(http://boardgames.about.com/od/categories/a/rules.htm). Categories game is a game that use grouping and play with a paper and pencil. They draw up a number of columns, according to a model on the board, each column labeled with the name of lexical set: e.g. Fruit, transport, clothes, animals, sport. The teacher calls out a letter of the alphabet (e.g. B!). As a Banana, berry , bus , blouse , ... etc (Scott; 2002: 102). G. Review of the Related Literature In this research, the writer takes three previous researches. The first is research that has been done by Fella Nurus Shofa entitled “ Improving Students Vocabulary Mastery Through Cross – Word Puzzle ( A Classroom Action Research on the First Grade of MTs NU Salatiga in the Academic Year 2009/2010)”. 6

The objective of her study are to

know the influences of crossword puzzle to the improvement of student vocabulary mastery , to know the process of teaching vocabulary trough crossword puzzle and to know the teaching and learning situation when crossword puzzle is implemented in vocabulary instruction . The result of her research shows that using of crosswords puzzle in teaching vocabulary can improve the motivation, interest: and especially students’ vocabulary mastery. The second study had been done by Ita Kurniawati, entitled “Improving Students’ Vocabulary Mastery Through Mind-Mapping Strategy (A Classroom Action Research atthe Second Year students of SMP Negeri 2 Polanharjo, Klaten in the Academic Year of 2010/2011). She used quantitative approach descriptively to describe the students’ interest and to explain the procedure of mind-mapping strategy when it was implemented in teaching learning processes. She also used quantitative approach to find out the improvement of students’ vocabulary mastery through pre-test and post-test. The mean score of pre-test in cycle I was 54 and cycle II was 56,33, while score of pos-test in cycle I was 65,66 and cycle II was 76,66. H. Hypothesis The researcher tries to determine the hypothesis of the research. The Hypothesis of the research is “ Categories Game will help students to improve their vocabulary”. Because Categories Game is more easy , cheap tolls and fun than cross word puzzle and mind mapping strategy. 7

I. Organization of The Paper This graduating paper will consist of five chapters, each chapter will be discussed as follows: Chapter I presents introduction, it is explain background of study, statement of the problem, the objective of the study, the significances of the study, limitation of the study, definition of key term, review of related literature, research methodology, hypothesis, and research paper organization. Chapter II describe theoretical review of teaching vocabulary, firstly, theory about vocabulary, it presents the theory about vocabulary includes the definition of vocabulary, the types of vocabulary, the importance of vocabulary mastery, the source of vocabulary, kinds of vocabulary, aspect of learning vocabulary, teaching vocabulary and testing vocabulary. Secondly theories about categories game. It explains the definition of categories game, advantage and disadvantage using of categories game. Chapter III show methodology of research, it discusses setting of research, subject of the study, the method of research, approach, procedure of research, technique of collecting data and technique of analysis data. The general situation of MTs Tarqiyatul Himmah Kauman Lor, Pabelan it consist of situational of educational condition of teacher and students of MTs Tarqiyatul Himmah, Pabelan. 8

Chapter IV is the data analysis, it is consist of field note of cycle I and II and analysis between cycle I and cycle II. Chapter V is the last part of this outline consist of closure which will be divided into two part, conclusion and suggestion. For the attachment there appendix and bibliography.

9

CHAPTER II THEORETICAL FRAMEWORK A. VOCABULARY 1. The Definition of Vocabulary Vocabulary is one of the most obvious components of language and one of the first things applied linguists turned their attention to ( Richard.C Jack :2001:4). Vocabulary are the clearly words (Nunan: 2003:130).While according to (Richard and Renandya : 2002 : 255) Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak , listen , read , and write. Vocabulary is the list of words, usually arranged alphabetically and define, explained or translated or the range of language, the stock of word at a person’s command or used in particular work, branch of a subject, language, etc. (Webster, 1994:979). While, according to Scrivener (1994:74), vocabulary is a powerful carrier of meaning. A learner, recognizing the communicative power of vocabulary, might reasonably aim to acquire a working knowledge of a large number of words. Then, Hornby ( 1995:1331) states that vocabulary is the total numbers of words which (with rules of combining them) make up a language.Moreover, Lado (1994: 73) stated that vocabulary is a form or expression which is associated with content and meaning.

10

In the writer’s opinion, Vocabulary is an important aspect in learning language process, because Vocabulary give an important contribution in communication. 2. The Types of Vocabulary Generally, some experts distinguish two types of vocabulary; active and passive. Harmer (1991:150) distinguishes between these two kinds of vocabulary. The first kind of vocabulary refers to the stock of words which have been taught by the teacher or learnt by the students and which are expected to be able to use. While the second term refers to the words of which the students will recognize when they meet them. But of which they will probably not be able to pronounce. Haycraft (1978: 44) also divides vocabulary in to two. Similar with the previous paragraph, he also divides it into active and passive vocabulary. Active vocabulary is the words that the students understand, can pronounce correctly and use constructively in speaking and writing. On the other hand, passive vocabulary is the words that the students recognize and understand when they occur in a context, but of which they cannot produce correctly themselves. Based on the previous explanation, it can be concluded that there are two types of vocabulary; active and passive vocabulary. Active vocabulary could be defined as the words of which the students understand, use and pronounce constructively in speaking and writing. While passive vocabulary could be defined as the words that the students recognize and understand

11

when they meet them, and they might be able to pronounce them in a separated individual word, but they are not able to use and pronounce constructively in speaking and writing. 3. The Importance of Vocabulary Mastery Vocabulary is important in case, it could help the student to enjoy their clauses. One who mastery enough vocabulary will found fewer difficulties than those who have fewer vocabulary. Moreover, vocabulary has an important role in teaching learning process. According to Scrivener (1994: 75) in classroom there are five role of vocabulary, they are: a. Vocabulary is very important and need to be dealt with systematically in its own right. b. We need to distinguish between vocabularies for productive use for receptive recognition. c. The learner will be difficult to finish the work, if they have first met some new vocabulary. d. We need to deal not only with single word lexical items, but also with longer, multi word items. e. Training in the use of English-English dictionaries provides learners with a vital tool for self-study. It shows that how important vocabulary for the student in teaching learning process. If the student just have little vocabulary they will be unable understand the question, the text if English. In addition, if the learners have a small vocabulary, they cannot have very much information or knowledge. 12

Moreover, without the words the learner cannot really understand fact or ideas that the learners have meet, they will get new words. 4. The Source of Vocabulary After we can master the vocabulary well, we must improve our vocabulary. To improve vocabulary, we have to know, where the source of vocabulary is comes from. So, the students will be easier to learn English. Along with Harmer (2001: 56), there are some sources to learn vocabulary in teaching learning process, they are: a. Word list Word list is on economical way of recognizing vocabulary for learning and it is does not matter a great deal if they are put together in a random ways. The student can learn vocabulary wherever they are, because it is easy to bring. b. Vocabulary book It is also integrated into skill work, typically in the form of a pretask or post-task vocabulary focus. There is many vocabulary and task in vocabulary book which can be exercise for the students. c. The Teacher The Teacher is a potential fruitful source of vocabulary input not only in terms of in accidental learning, but also as a means of introducing vocabulary thought teacher talk.

13

d. Learner Each learner can contribute to the shared clause lexicon thought activities as brainstorming. Learners can improve their vocabulary from other learner by discussion and sharing with their friends. e. Short Text Short text for vocabulary building purposes whether spoken or written have enormous advantages over learning words form list. From the statement above, we know that the teacher and learner have the great influence in improving students’ vocabulary mastery, especially n teaching learning process. Teacher must make students feel enjoy in learning vocabulary. So they will be easier in remembering new vocabulary that they have got. Therefore, the students with poor vocabulary need to build their vocabulary.

5. The kinds of Vocabulary Scrivener (1994:74) divide vocabulary into two kinds, there are productive (active) vocabulary and receptive (passive) vocabulary. a. Productive vocabulary is the sets of words that are used in spoken communication. Good pronunciation might be encouraged getting the sounds and the stress right. b. Receptive vocabulary is the use of words that we recognize and understand, but tend not to use ourselves.

14

6. Ways to Enrich Vocabulary According to evelyn hatch &Cheryl brown there are five steps for students in learning Vocabulary,they are: a.

Encountering new words The students here include learning new words by reading books,listening to the tv and radio &reading newspaper and magazines.

b.

Getting the word forms

c.

Getting the word meaning

d.

Consolidating word form and meaning in memory

e.

Using word

Based on that statement above, learning vocabulary of a language needs more practices and patient. The learners cannot learn from one source only. They should try many ways that can help them in enriching their vocabulary. People cannot master many vocabularies of a language in a short time. 7. Aspect of Learning Vocabulary Actually, there are many ways that will help students to expand their vocabulary and proficiency, the following are: 1. Word Classes According to carter (1990: 04), word is any sequence of letters (and a limited number of other characteristics such as hyphen and apostrophe) bounded on either side by of space and pronunciation marks.

15

While, Thornburry (2002;1) stated a word is a microcosm of human consciousness. Word is classified based on their functional categories, it is called part of speech. The kinds of part of speech are: 1) Noun Noun is a word (or group of words) that is the name of the person, a place, a thing or activity or quality or idea; noun can be used as subject of a verb (Harmer 1998:37). There are types of noun: a) Countable Noun Countable Noun can usually be made plural by the addition of-s For example: Harris pointed the door blue and the chairs green b) Uncountable Noun Uncountable Noun is a noun which does not have a plural form and this refers to something that could not count (Frank, 1972:7) For example: Jane hasn’t got much money c) Proper Noun Proper noun is a noun that wrote with capital letter, since the noun represents the personal name, names of geographical units such as countries, cities, rivers, etc. the name of nationalities and religions, names of holydays, names of time units and words use for personification (Frank, 1972:6). For example: Bobby doesn’t like Monday Muhammad is the last prophet

16

d) Common Noun Common noun is a noun referring to a person, place of thing in general sense: usually we should write it with capital letter when it begins a sentence. For example: book, city, soldier, stone, etc. e) Concrete Noun Concrete noun refers to objects and substances, including people and animals, physical items that we can perceive through our senses, that means concrete nouns can be touched, felt, held, something visible, smelt, taste, or be heard For example:The bread was eaten by Sarah. My parent spent their holydays in Puncak. f) Abstract Noun Abstract noun is a noun which names anything which can’t perceive through physical sense (Martinet&Thomson, 1986:24) For example: Maria has high imagination about her future. g) Collective Noun Collective noun is noun which describes groups, organizations, animals or person. It is similar with countable noun. (Thomson&Martinet, 1986: 26). For example: The committee of badminton meets every Monday. h) Noun Plural Most of nouns change their form to indicate number by adding – sl –es.(Martinet&Thomson, 1986:24)

17

For example: Yesterday, I gave two books for my sister. A noun can function in a sentence as a subject, a direct object, an indirect object, a subject compliment, an appositive, adjective or adverb. For example: Mike was a university student in UK at 2007. (Noun as Subject) Donny washed his motorcycle in garage. (Noun as direct object) Mrs. Rini sent a memo to Arini. (Noun as indirect subject) Ambar loses his note book in library. (Noun as adjective) I go to mosque. (Noun as adverb) My young sister, Dinda, is in town for the reunion. (Noun as appositive noun) 2) Verb Verb is a word or group of words which is used in describing in action, experience or state (harmer, 1998:337). There are several kinds of verb as follows: a) Action verb An action verb expressed by a verb may be physical action or mental action. In addition, it exists with; is, are, was, were. For example:

Jack paints the home with his friend. She was late to join in ballet competition.

b) Auxiliary Verb An auxiliary verb is a verb which accompanies the lexical verb of a verb phrase and express grammatical distinctions not carried by the lexical verb, these are be, do, and have, they didn’t have

18

meaning if they stand themselves. (Martinet&Thomson, 1989: 110-127). (a.) To be An Auxiliary verb that usually used are; be, is, am, are, was, were, being, been. Usually, auxiliary verbs to be are used jointly past participle to make passive voice and in present participle to make continuous. For example: She is cooking fried chicken. (Continuous) The wall is being paint by Rudi. (Passive voice) (b.) To do Auxiliary verbs that usually used are; do, does, did. Usually, auxiliary verbs to do are used jointly main verb to form interrogative or passive voice and used to give compression or to avoid verbs that use repeatedly. For example: Do you like sausage? I do understand. (c.) To have Auxiliary verbs that usually used are; have, has, had. This auxiliary are used jointly main verbs to make past perfect. For example: Our guests have arrived. I have completed my homework

19

c) Phrasal Verb These are formed by adding an adverb or a preposition to a verb to create new meaning; ask around, calm down, give up, put off, etc (Warriner, 1982; 315). For example: I ask around but nobody can answer. d) Transitive and Intransitive Verb (a.) Transitive verb needs a direct object to complete its meaning or it can’t stand alone. For example: My car needs fuel. A cat wants some meat to eat. (b.) An intransitive verb can stand alone in the predicate because its meaning is complete. For example: The plant grows. e) Regular and Irregular Verb (a.) Regular verb are formed by adding –ed; call, called, called, visit, visit, visited. For example: I visited my friend in hospital yesterday (b.) Irregular verb change completely in the past tense; go, went, gone. For example: I went to the beach by car yesterday. 3) Adjective Adjective is a word that gives more information about a noun or pronoun (Harmer, 1998; 37). Adjective can be made comparative

20

and superlative, syllable adjectives generally add –er or –est to become comparative and superlative some adjectives are irregular. a) Possessive adjective A possessive adjective (my, your, his, her, it, our, and their) is similar or identical to a possessive pronoun; however, it is used as an adjective and modifies a noun or noun phrase, as in the following sentences; My mother is a teacher. His brother is still in the hospital. b) Demonstrative Adjective The demonstrative adjectives: this, these, that, those, and what are identical to the demonstrative pronouns, but are used to modify nouns or phrases, as in the following sentences: This motorcycle needs to be repaired. Event though my friend preferred those plates, I bought these. c) Interrogative Adjective An interrogative adjective is like an interrogative pronoun, except that it modifies a noun or noun phrase rather than standing on its own, such as what, which, whose, as in the following sentences: What time will you come? Whose book is this?

21

d) Indefinite adjective An indefinite adjective is similar to indefinite pronoun, except that it modifies a noun or pronoun, or noun phrase, as in the following sentences: I will give you any chocolates after you finished your homework. 4) Adverb Adverb is a group of words that describe or add to the meaning of adverb, adjective, another adverb or a whole sentence. An adverb indicates manner, time, place, frequency and purpose (Warriner, 1982: 57) a) Adverb of manner (Frank, 1972:141) slowly, quietly, quickly, neatly, etc, as in: He runs quickly. She is typing neatly. b) Adverb of time It is divided into two kinds of definite time, for instance: yesterday, now, today, tomorrow, last week, etc. as in sentence I am studying English now. She arrived here yesterday. The second is indefinite time, for instance: recently, soon, still, just, next, etc, as in sentence: Sonia will come here soon. Harry has just finished working.

22

c) Adverb of place: here, there, everywhere, abroad, etc. (Frank, 1972:142). For example: They will go abroad. She will come here again. d) Adverb of frequency; usually, always, often, sometime, never, rarely, etc. Anne always wakes up early. We often study in the night. e) Adverb of quantity, it is used to describe quantity or how often an event that is happened: for example: She studied English little. He has won the price twice. f) Relative adverb, it has function as a connector in the sentence such as, therefore, moreover, why, although, etc. for example: I don’t remember when I met her first time. Amir wanted to go out although it was raining. g) Adverb of degree, divide into two kinds (Matinet&Thomson, 1986:59 – 60): (a.)

To show how much related with adjective or adverb, such as: very, too, quite, rather, extremely, etc. for example: Zulia became quite angry with me. The coffee is very hot.

(b.)

To show how complete, such as, nearly, entirely, wholly, partially, etc. for example:

23

He has almost finished working. She has now partially recovered from her ill. h) Interrogative adverbs, that is used to create question such as, why, where, how, when, etc. for example: Where did you buy this cloth? Why were you absent today? 5) Pronoun Pronoun is a group of word that is used in place of one or more than one noun. Pronoun is divided into several kinds, for instance: a) Personal pronoun A personal pronoun refers to a specific person or thing and changes its form to indicate person, number, gender, and case. There are some types of personal pronoun, such as (Frank, 1972:21): (a.) Subject personal pronouns A subjective personal pronoun indicates that the pronoun as the subject of the sentence. It is consisting of: I, you, he, she, it, we, you, and they. For example: You read a new book. She works hard. (b.) Objective personal pronoun An objective personal pronoun indicates that pronoun as an object of the verb, compound verb, preposition or infinitive

24

phrase. It is consisting of: me, you, him, us, them, and, it. For example: Give me some bread to eat. After writing a letter Dona sent it to her lecture. (c.) Possessive personal pronoun A possessive personal pronoun indicates that the pronoun as a marker of possession and defines who owns particular object or person. The possessive personal pronoun are mine, hers, yours, its, our, his, and theirs. Note that possessive personal pronouns are very similar to possessive adjective like my, her, and their. b) Demonstrative pronoun A demonstrative pronoun points to and identifies a noun or a pronoun. The demonstrative pronoun are this, that, these, and those. This and that are used to refer to singular nouns or noun phrase. In addition these and those are used to refer to plural nouns and noun phrases. For example: This must not be repaired again. c) Indefinite pronoun An indefinite pronoun is a pronoun referring to an identifiable but not specified person or thing. An indefinite pronoun conveys the idea of all, any, another, anymore, anybody, anything, each, few, many, nobody, etc. for example: Make sure that you have given everyone a book to read.

25

d) Interrogative pronoun An interrogative pronoun is used to ask questions. The interrogative pronoun are who, whom, which, which, and what. In addition, the compounds formed with the suffix ever (whoever, whomever, whichever, and whatever). For example: Which one do you want? Who wrote the Ketika Cinta Bertasbih novel? e) Reflective pronoun Reflective pronoun is refers back to the subject of the clause of sentence. Reflective pronouns are myself, yourself, himself, herself, itself, themselves. Not each of these can also as an intensive pronoun, for example: Hasan loves himself. I help myself in this afternoon. f) Reciprocal pronoun Reciprocal pronoun is a pronoun that is stated the relationship between individual, consist of each other (for two people) and one another (for more than two people). (Frank, 1972: 22). For example: Nia and Wahyu love each other. All the children love one another.

26

g) Relative pronoun Relative pronoun is used to connect one phrase or clause to another. The relative pronouns are who, whom, that, and which. For example (Frank, 1972:21): My father still plays golf. He is over 50 years old. My father, who is over 50 years old, still plays golf. h) Possessive pronoun Possessive pronoun shows the possessive term. It is divided into two kinds: (a.) Followed by noun, such as: my, your, his/her/its (singular), our, your, their (plural). For example: Here is my book Is that your motorcycle? (b.) It can stand alone, such as: mine, yours, his, hers, its (singular), ours, yours, theirs (plural). For example: This book is mine. 6) Preposition Preposition is a word used to show the relationship of a noun or a pronoun to some other word. A preposition usually indicates temporal, spatial or logical relationship of its. It is divided into two kinds: a) Preposition that consist of one word, such as: at, in, under, over, on, behind, below, etc. for example:

27

There is a picture on the wall. Wahyu lives in Surabaya. b) Preposition that consist of two words or more, such as: according to, instead of, despite of, next to, etc. 7) Conjunction Conjunction is a group of words that connects sentences, phrase or clause. There are three types of conjunction, such as: a) Coordinating conjunction Coordinating conjunction is used to joins word with other words, phrases or sentence with other sentences. There are seven kinds of coordinating conjunction such as for and, nor, but, or, yet, so (FANBOYS). For example: My Grandmother buys eggs, sausages, and meat. All or Farina will finish the job. b) Correlative conjunction Correlative conjunction used to joins elements of sentences, for instance: both…and, not only…but also, either…or, neither…nor. For example: She both plays the piano and sings. I neither smoke nor drink. (Warriner, 1982: 68) c) Subordinating conjunction Subordinating conjunction is words that can use to formed adverbial clause form main sentence. There are 5 types of subordinating conjunction as follows:

28

(a.)

Time This conjunction is used to explain about time: before, after, at, since, till, as long as, as soon as, buy the time, etc. for example: You must wait here till your father come back. He left the house as soon as the rain stopped.

(b.)

Opposition The conjunction used to explain about the opposite; although, even though, whereas, while, etc. for example: He could not pass, although he tried often.

(c.)

Cause-effect This conjunction used to explain cause-effect; because, now that, such…that, as in, etc. for example: I didn’t have money because my mother angry with me.

(d.)

Conditional These conjunction used to explain conditional; if, unless, only if, whether or not, even if, etc. for example: If I pass the exam, I will go to Bali.

(e.)

Purpose These conjunction used to explain purpose; in order to, in order that, so that. For example: I switch off the lamp so that bed room is dark.

29

2. Word Families We have seen how words may share the same base of root, but take different endings (Thornburry, 2002: 4). A word that result from addition of an affix to a root, and which has a different meaning from the root, it is called derivative. For example; player, replay, playful are each derivatives of play. Thus, inflexions and derivatives are both formed by the process of affixation. Affixes consist of suffixes such as –full are end of words. Moreover, there are prefixes such as, re-, un-, pre-, in the beginning of word. Among the characteristics of derivational affixes there are three notions that will be quite important (Charter, 1998:10): a) Derivational suffixes usually change the part of speech of the word to which they are added. For example: Happy – adjective Happily – noun Happiness – adverb b) Derivation suffixes usually do not close off a word. After derivational suffix you can add other derivational suffix. For example: Fertile – fertilize – fertilizer c) The word with derivational suffixes combine is an arbitrary matter. For example: Correct

: Adornment Failure

Wrong

: Adernure

30

Failment

Inflection or inflexion is a process of word formation in which items are added to the base form of a word to express grammatical meanings. Adjective: inflectional.Inflections in English include the genitive 's; the plural -s; the third-person singular -s; the past tense -d, -ed, or -t; the negative particle 'nt; -ing forms of verbs; the comparative -er; and the superlative –est. Example : a)

Genitive (a.) The old man’s hands (the hands of the old man) (b.) The car’s headlights (the headlights of the car )

b)

c)

The plural and Singular

(a.)

Now if mouse in the plural should be, and is, mice,

(b.)

And consider the goose with its plural of geese

(c.)

These trousers are too small

(d.)

These glasses are too expensive

The past tense

(a.)

(walk – walked ) Jony walked downtown yesterday

(b.)

(Sleep – slept ) I slept for eight hours last night

(c.)

( stay – stayed ) Bob stayed home yesterday morning

(d.)

( eat – ate ) I ate breakfast this morning

31

d)

e)

The negative particle

(a.)

I am not young enough to know everything

(b.)

Vampire is not a career choice

(c.)

I have not given my approval to the project

The comparative and superlative

(a.)

Alaska is larger than Texas

(b.)

Fira is the most beautiful in my class

(c.)

Fred is more generous than his brother

3. Word Formation According to Thornburry (2005:5), affixation is one of the ways new words are formed from old. There are several kinds of that, such as: compounding, blending, clipping, acronym, and coining. 1) Compound word Compound word is combining of two or more independent words. It consists of two patterns. (a.) Noun + verb + -er E.g. Hair dryer, bus driver, record player, etc. (b.) Noun + noun E.g. Matchbook, classroom, teapot, etc.

32

2) Blending Blending is the fusion of two words into one, usually the first part of one word with the last part of another, so that the resultant blend consists of both original meanings. For example: Breakfast + lunch = brunch Information + entertainment = infotainment 3) Clipping Clipping is a process in which a word is formed by shortening a lot of one. Clipping occurs when the longer word has very common use and a short form result because it is simpler and as easily understood. For example: Zoo – zookeeper Vocabulary – vocabulary Choc – chocolate Phone – telephone 4) Acronym Acronym is the result of forming a word from the first letter or letters of each word in a phrase. It often name political, industrial, and social organization. For example: VIP – Very Important Person WHO – world Health Organization NASA – National Aeronautics and Space Administration

33

5) Coining Coinage is pure creations of writers, investors, scientists and other who are in need of a term to express a given meaning or to name an item or product. For example: Kodak, aspirin, Vaseline, zipper, Tippex, etc. 4. Word Meaning 1) Synonym A synonym is essentially a bilateral or symmetrical sense relation in which more than one linguistic form can be said to have the same conceptual or proportional meaning (Carter, 1998:20). While, according to Thornburry (2002:9), synonyms are words that share a similar meaning. For example: Sadness = unhappiness (noun) Chance = possibility Admit = confess (verb) Declare = state Sadly = unhappily (adjective) Gratefully = thankfully 2) Antonym Antonym is a word expressing an idea directly opposite to that of another word in the same language (McCarthy, 1990:17). For example: Accept > < refuse Sadness > < happiness

34

Success > < failure 3) Homonym Thornburry (2002:8) stated that, homonym is words that share the same form but have unrelated meaning. For example: Like

- I like looking the sunset Its look like new

While another potential source of confusion are the many words in English that sound the same but spelt differently called homophones. For example, horse and hoarse, meet and meat, tall and tale, etc. There are also words that pronounced differently but spelt the same, for example; a windy day, but along and windy road, a live concert, but where do you live. 8. Testing Vocabulary Along with Harold S . Madsen ( 1983 ; 12 ) the purpose of vocabulary test is measure the comprehension and productive of word used in speaking and writing . There are four general kinds of vocabulary test as following : a. Limited Response Limited response is for beginner. These test items require either a simple physical action like pointing at something or very simple answer such as “ yes “ or “no” (Madsen ;1983:14-16)

35

b. Multiple Choice Multiple choice completions is a test in which a sentence with a missing word is presented, students choose one of four vocabulary items given to complete the sentence (Madsen: 1983:16-23). c. Multiple Choice Paraphrase Multiple Choice Paraphrase is a test in which a sentence with one word underlined is given. Students choose which of four words in the closset in meaning to the underlined items. ( Madsen : 1983:24-27) d. Simple Completion (Words) Simple completion has students write in the meaning part of words that appear in the sentence ( Madsen : 1983 : 27-30)Test in simple term is a number measuring person’s ability, knowledge or performance in a given domain (Brown, 2004:3) Once of the ways to knowing the students’ development or students’ understanding about material is through test. In any consideration of educational testing a distinction must be drown between the rather informal, teacher made test of the classroom and those formal. Classroom test are generally prepared, administer, and scored by one teacher.There are many published exercise on vocabulary. These include: a) Matching picture to words. b) Matching part of words to other parts.

36

c) Matching words of other words, example: synonym, opposites, sets of related words, etc. d) Using prefixes and suffixes to build new words. e) Using given words to complete a specific task. f) Filling in crossword, girds or diagrams. g) Memory games. Several tasks seem to be designed for students working on their own, but can easily be used in class. For the better, teacher should give some test to students appropriate with their situation with their situation and their skill in order to can get the good result in the learning of English language. B. Categories Game as a Media of Teaching Vocabulary In the curriculum of Junior High School, English is one of major lesson.Generally, teaching and learning process in Junior High School is lack of facilities.There is no avaible teaching aid in the school, especially in Junior High School.Therefore it can be use as one of media .In order to get better undestanding of categories game method, the writer is going to explain it in the following: a.

The Definition of Categories Game Categories game is a game that use grouping and play with a paper and pencil. They draw up a number of columns, according

37

to a model on the board, each column labeled with the name of lexical set: e.g. Fruit, transport, clothes, animals, sport. The teacher calls out a letter of the alphabet (e.g. B!). as a Banana , berry , bus , blouse , ... etc (Scott; 2002: 102). The definition of categories game is an exellent party game that

can

be

played

with

just

pencils

and

(http://boardgames.about.com/od/categories/a/rules.htm).

paper The

Categories Game is one of the best ESL games for filling up extra time. It gets the kids thinking fast and doesn't require any equipment (http://www.teach-esl-to-kids.com/esl-games-categoriesgame.html). The writer opinions is , Categories Game is a alphabet game that can be played just with pencils and paper and can be played in the formal such as in a teaching and learning process or informal situation such as in a party. b.

How to create a Categories Game “Learners work in pairs or small groups. On a piece of paper, they draw up a number of columns, according to a model on the board, each column labeled with the name of lexical set: e.g. Fruit, transport, clothes, animals, sport. The teacher calls out a letter of the alphabet (e.g. B!), and to a time limit (e.g. three minutes), students write down as many words as they can beginning with that letter in the separate column (banana, berry, bus, blouse…).The group with the most (correct) words wins.”.

38

c.

Advantage and Disadvantage Using of Categories Game Technique a.

Advantage using Categories Game Technique : 1) It helps to remember the words. 2) Easy and cheap games 3) Create interactive learning and communicative 4) It helps to improve the categories word

b.

Disadvantage of using Categories Game Technique : This technique makes the student difficulties because the students’ must find the categories word. Student confuses to find and translate the word to English. Based on the explanation above, categories game technique is one of alternative strategy to help the students construct and improve their vocabulary mastery and create fun learning activities in the class

C. Categories Game and Vocabulary Mastery Categories game is the alphabet game that use grouping and play with a paper and pencil. Vocabulary mastery is one component to master English as a foreign language in elementary, intermediate, and advance levels. In learning of four skill in language (listening, speaking, reading and writing, vocabulary is one basic to be mastered. It is reasonable,

39

remembering that fours language skill need knowledge of words because they will get nothing without words.Categories game and vocabulary mastery can be combine to be related method in memorize the vocabulary. D. Students Interest Theory of interest 1. According to Slameto, interest is a feeling or liking or interesting in a case or an activity without being asked. 2. Hilgard (Slameto 2003 :57) interest is persisting tendency to pay attention to and enjoy some activity or content.

40

BAB III RESEARCH REPORT A. The location of MTs Tarqiyatul Himmah Kauman Lor This classroom action research was carried out in MTs Tarqiyatul Himmah Kauman Lor, Pabelan. It is located at Kauman Lor village Pabelan. The total number students of MTs Tarqiyatul Himmah in the academic year of 2013/2014 is 155 students. They consist of 49 students of the first grade, 52 students of the second grade, and 54 of the third grade. In this research the researcher as chose the second grade students of MTs Tarqiyatul Himmah Kauman Lor as the subject of the research. They consist of 26 students. MTs Tarqiyatul Himmah Kauman Lor has 6 classrooms; the first class until the third class has similar size B. The List of Educational Facilities and Tools Facilities are can be building, needed by teachers, students and other educators which are provided by school to support successful in teaching learning process. Good educational facilities can be factors to succeed in teaching –learning process because all of students’ need can be provided. The educational facilities could be seen in the table below.

41

Table 1 EDUCATIONAL FACILITIES AND TOOLS IN MTs Tarqiyatul Himmah Kauman Lor IN THE ACADEMIC YEAR OF 2013/2014

NO Facilities

Total

Condition

1

Classroom

6

Good

2

Headmaster’s Office

1

Good

3

Teacher’s Office

1

Good

4

Library

1

Good

5

Student’s Toilet

1

Good

6

Teacher’s Toilet

2

Good

7

Parker area

1

Good

8

Cafeteria

1

Good

9

Field

1

Good

10

Computer

2

Good

11

Tools sport

Good

Source : MTs Tarqiyatul Himmah , Kauman Lor Pabelan 2013 C. Organization Structure Considering that the duties of headmaster of MTs Tarqiyatul Himmah Kauman Lor Pabelan are so many, that is why the headmaster

42

appoints his staffs to run on of educational activities. The Organization structure consist of delegation lines which different duties, as the following scheme: Tabel 2 The Organization of MTs Tarqiyatul Himmah Kauman Lor Pabelan

Foundation

Shool Committee

Head Master

Treasure

Secretary

Teacher

Students

Publick Relation Affairs

D. List of Teacher and Staff in MTs Tarqiyatul Himmah Kauman Lor Pabelan In teaching learning process teachers have important roles. Their existence is always needed in every school or educational instruction. They

43

teach subject offered. The teachers have big roles in teaching-learning process. They have the challenge to bring students in positive side, not only in knowledge but also in moral values. The number of teachers of MTs Tarqiyatul Himmah Kauman Lor Pabelan is 14 person . The list of teachers and staff of MTs Tarqiyatul Himmah Kauman Lor Pabelan could draw in the table below : Table 3 List of Teachers and staff of of MTs Tarqiyatul Himmah Kauman Lor Pabelan

NO 1

Name

LP

Drs. Muh. Abdul Kholoiq,M.Ag

L

Drs.KH.Hamdan As

L

M. Musyafa' , S.Ag

L

Habib Sholih, S.Ag Untung Kisworo, ST

L L

M.Tunggul Wahyono, SH

L

Drs.Nur Fuadi

L

Neneng Antik Masruroh, S.S

P

Ninik Arifah, S.Pd.I

P

Muhammad Al Hafidz Rahman,S.Pd

L

Roni Wahyudi, S.Pd

L

2 3 4 5 6 7 8

9

10 11

44

Graduate

Position

Qur’an Hadis Fiqh & S1.Peradilan Aqidah Akhlak B.Arab ,& S 1. PAI B.Jawa S 1 .PAI IPS S 1.Teknik Penjaskes PPKN & S 1 . Hukum SBK Aqidah & S 1. PAI Ke-NU an S 1. Sastra B. Ind Indonesia S 1. Pend Bahasa English Inggris Sains & S 1. Pend Mathemati Fisika c S 1. Pend English & B.Ingris TIK S 2 . PAI

S.1. Pend Biologi S.1. Pend 13 Nur Imayati, S.Pd P Matematika Source : MTs Tarqiyatul Himmah Kauman Lor Pabelan 12

Umi Khasanah, S.Pd

P

Sains & TIK Mathemati c

E. The Distribution of the Class Students are people who want to get something new, not only to learn new knowledge , but also to get other aspects in life such as; social relation, morality and culture. They learn in school at certain time. The distribution of the class in MTs Tarqiyatul Himmah Kauman Lor Pabelan could be seen in the table below: Table 4 The distribution of the class in MTs Tarqiyatul Himmah Kauman Lor Pabelan No 1 2 3 4 5 6

Class VII A VII B ∑ VIII A VIII B ∑ IX A IX B ∑ Total

Male 12 11 23 11 12 23 9 9 18 64

Female 14 12 26 15 14 29 18 18 36 91

Total 26 23 49 26 26 52 27 27 54 155

Source : MTs Tarqiyatul Himmah Kauman Lor Pabelan

F. The Subject of the Study The subject of the study in this researcher is second year of students of MTs Tarqiyatul Himmah Kauman Lor Pabelan. They are from A class. They consist of 26 students. They are 11 boys and 15 girls. Some girl’s tent to be

45

silent, but on the other hand some boys are talkative, in learning activities and doing task, the girls are better than the boys. The researcher chooses the second year students as subjects of the study because the schedule of the English subject is more effective. The following table shows the name of the subject of the study. Table 5 The name of the subject of study No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Nama Afifah Nur Chamidah Ana Ludhfi M. Bemby Andika R Desi Norma Siamtiana Fika Mardiyani Fuad Nur Yasin Husen Al Farid Khoirul Maftuh M. Azis Andrean M. Jawad Fahrizal M. Najib Irfani M. Ridwan M. Sholeh M. Zakaria Maryam Fadhilah Miftahul Huda Mila Nodia Mirawati Muh. Abdul Aziz Nining Hariyanti Nurul Azizatun N.

Kelas 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A 8A

46

22 23 24 25 26

Nurul Mustofa Sidqi Setiawan Siti Yulaikah Syifa' Ummatul M

8A 8A 8A

Vania Aprillia A

8A

8A

The educational background of the students is divided in to two categories. They are the students who graduated from (MI ) and the students’ who are graduated from (SD). 90 % of the students ( 24

students) are

graduated from Islamic Elementary School (MI) and 10 % (2 students) are from Elementary School (SD). Most of the students live in villages in Kauman Lor district. The students who live in Kauman Lor are 55 % (15 students). They live in various village 5 students of them ( %) live in Karang Guli village and 5 students (%) live in Karang Tengah village. The condition of their parents’ socio economic is low up to the middle levels. The educational background of their parents is mostly graduated from elementary school and junior high school. Most of them are working as farmers. The location of the school is easy to find out because it is located near the road and the public transportation can stopped in front of the school. Because of many students from the Kauman Lor , so most of them are going to school by on foot . G. Research Methodology 1.

The Setting of the Research The research was conducted in MTs Tarqiyatul Himmah Pabelan,. The object of this research was the students of class VIII A with

47

the total member of 26 students in academic year of 2013/2014. Most of the students have the difficulties in vocabulary mastery and they have low average passing grade. 2.

Approach The writer used descriptive quantitative approach. This approach describes students’ interest in learning vocabularies by using categories game and to explaining the practice of categories game when it was implemented in teaching learning processes. This descriptive quantitative approach is also used to find out the significance of using categories game to improve students’ vocabulary mastery.

3.

The Method of Research The writer applied Classroom Action Research (CAR) as a method. This action research comprised of two cycles. Each cycle consisted of planning, action, observation and reflection. In addition, each cycle comprised of two meetings. According to Ari Kunto (2006:2) classroom action research is coming from three words they are : research , action , and class.Research is an activity to find cut accurancy some object using methodology which interest and important for the writer. Action is some activities deliberately done by having several aims, in the research in form activities cycles.Classis a group of students in same time, have some lesson from teacher.

48

According to Ebbut, Classroom Action Research is about the systematic study of attemps to improve educational practical actions and by means of their own reflection upon the effects of that action (in Hopkin,1993) From the definition above, the writer concludes that classroom action research that is done by a teacher in teaching learning process to know the situation of students when they are teaching learning process 4.

The procedure of The Research There are two cycle, and each cycles consist of two meetings. The writer plays as the teacher and observer. The writer delivers materials to the students and arranges a note about the process of teaching learning vocabulary through categories game. The writer used observation sheet and lesson plan as a guide in the processes. The procedure of each cycles is as follows (Arikunto;2007:17)

a.

Planning The activities are: 1. Preparing materials, making lesson plan, and designing the steps in doing the action. 2. Preparing list of students’ naming and scoring 3. Preparing teaching aids.

49

4. Preparing sheets for classroom observation (to know the situation or teaching learning processes when the method is applied). 5. Preparing a test (to know whether students’ vocabulary improve or not). b.

Action 1. Giving pre-test 2. Teaching vocabularies using categories game 3. Giving time to the students to ask any difficulties. 4. Asking the students several questions orally and students have to answer orally about the words. 5. Giving post-test

c.

Observation Observation was one of the instruments which are used in collecting the data. As a scientific method, observation can be systematically used to observe and note all of the phenomena investigated like the students’ feeling, thinking, and something they do in the process of teaching learning.

d.

Reflection Reflection seeks to make sense of process, problems real issues in strategic action. It took account of the comprehending the issues and

50

circumstances in which they arose. Reflection has evaluative aspects, it asks the writer to weight the experience, to judge whether effects were desirable, and suggest ways of proceeding. The procedures are briefly described in the following scheme: Cycle I

Problems

Alternative of solving the problems

Action I

Reflection

Data Analysis

Observation I

Cycle II

Action is not satisfactory yet

Reflection II

Plan of action II

Data Analysis

Next Cycle

51

Action II

Observation II

5. Technique of Collecting Data a. Test In simple term, test is measuring a persons’ ability, knowledge, or performance in a given domain (Brown, 2004:3). The writer uses pre-test and post-test. Pre-test and post-test are used to know the differences of students’ ability before and after the method is given to the students. b. Observation Observation is a method of collecting data by systematic supervision against researched indication. The writer pretends as the teacher and observer. The writer arranged played a note about the processes of teaching learning vocabulary through categories game. In addition, she used observation sheet and lesson plan as guidance when teaching vocabulary and composed her note about the students’ feelings, thinking, and something they do in English teaching learning processes (look at the appendix of field note). In this observation the writer used field note. According to Hopkins (1993:166) field note is a way of reporting observations, reflections and reactions to classroom problems.

52

Table 6 Sheet for Classroom Observation NO

Statement

Description

Score Y

1.

Teacher prepare the material well

2.

Teacher control the classroom well

3.

Teacher use the time effectively

4.

Teacher convey the categories game technique clearly

5.

Teacher give evaluation after the lesson

6.

Teacher ask students’ difficulties

7.

Students’ feel enthusiastic to follow the lesson

8.

Students give attention to teachers’ explanation

9.

Students’ active during learning process

10.

Students use the categories game technique well

11.

Students understanding the teachers’ explanation

12.

Students do the evaluation well

53

N

Table 7 Indicators of Interest Distribution NO

Indicators of Interest

Appropriate With theory

1.

Students enjoy playing categories game.

2.

Students give full attention to play categories game.

3.

Students have strong memory about the how to play categories game.

4.

Students have good enthusiasms and achievement.

5.

Students have high emotional attitude.

6.

Students feel easier use categories game in learning process.

54

Inappropriate With theory

Table 8 Students Interest Distributions NO

Kinds of Interest


1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

Is more active

6.

Students are not bored in learning

7.

Have good concentration

8.

Had positive and constructive learning behaviors

9.

The strength of the student’s memory about learning materials has been given by teacher

10.

Get good achievement

Unappropriate With theory

c. Documentation Hopkins (1993:140) states that document surrounding curriculum or other educational concern can illumine rationale and purpose interesting ways. The use of such materials can provide background information and 55

understanding what issues that would not otherwise be available. The documentary data are book, transcripts and the history book of MTs Tarqiyatul Himmah Pabelan. This method is used to know the condition of students and teacher, structure of school organization, profile, and location of the school. 6. Method of Data Analysis a. Statistical Data Analysis 1.

Mean Calculation Mean is average from division between sums of the student’s scoring a total number of respondents. The formula is: M

 fx N

Explanation:

 fx N 2.

= sum of the students’ score

= Total number of respondent

Standard Deviation Calculation

SD 

D N

2

  D2     N   

2

56

Explanation:

SD = standard deviation for one simple t-test D = deference between pretest and posttest

N = number of observation in simple 3.

T-test Calculation This is used to calculate the difference score between pre-test and postest to find out the different score before and after the game was used. The formula is as follows:  D    N   to   SD   N 1   

Explanation:

to

= t-test for different of pre-test and post test

SD = standard deviation for one simple t-test D

= deference between pre-test and post-test

N

= number of observation in simple

b. Descriptive Data Analysis This is used to interpret the statistical calculation mentioned above.

57

58

CHAPTER IV DISCUSSION A. Data Presentation a. Cycle 1

The students’ of pretest and posttest in the cycle I could be seen in the following table. Table 9 No

Nama

Pre Test

Post Test

1

Afifah Nur Chamidah

40

70

2

40

65

3

Ana Ludhfi M. Bemby Andika R

65

60

4

Desi Norma Siamtiana

40

60

5

Fika Mardiyani

40

75

6

Fuad Nur Yasin

55

70

7

Husen Al Farid

55

65

8

Khoirul Maftuh

70

70

9

M. Azis Andrean

40

90

10

50

85

11

M. Jawad Fahrizal M. Najib Irfani

55

70

12

M. Ridwan

65

65

13

M. Sholeh

50

70

14

40

70

15

M. Zakaria Maryam Fadhilah

40

75

16

Miftahul Huda

45

65

17

Mila Nodia

75

65

18

Mirawati

45

90

19

Muh. Abdul Aziz

50

70

20

Nining Hariyanti

50

85

21

Nurul Azizatun N.

65

70

22

Nurul Mustofa

55

65

23

50

60

24

Sidqi Setiawan Siti Yulaikah

45

90

25

Syifa' Ummatul M

60

80

26

Vania Aprillia A

65

70

58

b.

Cycle II The students’ of pretest and posttest in the cycle I could be seen in the following table: Table 10

No

Nama

Pre Test

Post Test

1

Afifah Nur Chamidah

65

85

2

60

70

3

Ana Ludhfi M. Bemby Andika R

55

80

4

Desi Norma Siamtiana

60

75

5

Fika Mardiyani

65

80

6

Fuad Nur Yasin

70

85

7

Husen Al Farid

60

80

8

Khoirul Maftuh

65

80

9

M. Azis Andrean

65

70

10

70

85

11

M. Jawad Fahrizal M. Najib Irfani

60

80

12

M. Ridwan

60

75

13

M. Sholeh

70

90

14

75

80

15

M. Zakaria Maryam Fadhilah

50

80

16

Miftahul Huda

60

75

17

Mila Nodia

65

85

18

Mirawati

80

95

19

Muh. Abdul Aziz

65

85

20

Nining Hariyanti

50

90

21

Nurul Azizatun N.

70

80

22

Nurul Mustofa

55

75

23

55

70

24


70

90

25

Syifa' Ummatul M

50

85

26

Vania Aprillia A

60

75

59

1. Cycle I a) Planning

The activities are preparing 1)

Materials making lesson plan, and designing the steps in doing the acting.

2)

List of students’ name

3)

Teaching aids ( using categories game )

4)

Sheet for classroom observation

5)

Test ( pretest and post test )

b) Action

On Monday, 2 September 2013 the teacher (the researcher) begin to practice the lesson plan. The teacher entered her class, Teacher Students

:Hello , good morning students ? : “Good morning mom”.

Teacher

: “ how are you today?”

Students

: “Fine ,thank you.And you ?”

Teacher

: “I am fine to, thank you”. Ok , before we start our meeting today , let’s pray together”.

Students

: (salah satu murid menyiapkan ,untuk berdoa bersama)

60

Teacher

: “Assalammualaikum , Wr.Wb”

Students

: “Wa’alaikum salam , Wr. Wb”

Teacher

: “ok , now we will studying English , and now you will study English with me .Ok I think you never meet me before and you do not know me me”.

Students

: “ya mom”. ( Then she greeted of the students and checked the presence list of the student)

Teacher

: “ok let introduce my self , my name is Sari Hidayah , You can call me ms.Sari .ok students , I think I also know you too, so I will check the presence list”.

( Than , she gave pretest to class for about 30 minutes.) The teacher gave the worksheet and walked around the class in order to check the students when they were doing the test. Actually, she found that most of students were confused, but several students do the best well. Students

: “mom soal apa ini ?maksudnya suruh apa ?”

61

Teacher

: “kerjakan saja soal ini sesuai perintahnya,dan kerjakan sebisa kalian”.

Students

: “ok mom”

When pre-test going on, the students still often asked vocabulary to the teacher and also had a small discussion with other friends to know the meaning of the question. After the students had finished the pre-test, she collected the pretest and began the teaching and learning process. Teacher

: “ok have you finish?”

Students

: “ yes mom”.

Teacher

: “ok please collect to me” . The teacher told the student about the topic that day. The topic was the descriptive animals, and the teacher asked to the students about the descriptive animals.

Teacher

: “ok , now we will study about the descriptive animals. Siapa yang di SD sudah mendapatkan materi tentang animals? “(Who have got the material in elementary school about animals before?)”

However, most of students just keep silent. So suddenly there was one student answered

62

Students

: “mom , I know descriptive animals is mendiskripsikan hewan”.

Then the teacher told the students: And there are many students who have got material before. But, there are 5 to 10 students who had never know this material. Then the teacher explained the material. Teacher

: “ok good , descriptive animals is mendiskripsikan binatang.for example the giraffe has long neck,long leg etc , elephant has big body, big ears , has long trunk.”

The next lesson is learning vocabulary by using categories game. The teacher asked to the students whether the students know the categories game. Teacher : ok , now we will play the vocabulary with the categories game .do you know the categories game ? Students

: no mom.

Teacher

: categories game is alphabet game and do you know how to do categories game?

Students

: (just keep silent)

(Then, the teacher explained to the students.)

63

Teacher

: ok please look at the board, I have some column. And you know, I have some clue like this, animals, fruits , vegetable. Ok know please mention the name of animals that beginning with letter A.

Students

: “ Ant mom”

Teacher

: “ok good , than for fruits?”

Students

: “apple mom”

Teacher

: “ ok good ,do you understand how to play the categories game now ?”

Students

: “ yes mom ,ayo bu mulai permainannya”

Teacher

: “ok , now I will divide at five groups, and I will give you the paper.”

The situation in class is being conducive while the teacher distributing a copy of categories game to each of them and do the categories game on the teacher’s guidance. Because the time is up, the teacher continued the meeting in the following day, 5 September 2013 in which the teaching and learning process runs as follows. In the morning. The teacher entered the class. She asked to the students whether they still remember how to do categories game. Most of students answer the teacher’s question that they still remember. Then the teacher divide to 64

be five groups then, distributes the paper to each group and said to the students to do the categories game for about thirteen minutes of each groups. The teacher wrote the clue in the white board, and the students follow it. In order they get finished the categories game in the first time and all of their answer are right, so that group become the winner and they get point. When they were doing the categories game, they were very noisy because each student spoke up in their group to finish the categories game in the first time. However there are two groups which are just keep silent and just two students in that group who trying to finish that categories game. After 30 minutes the teacher asked the students to submit their categories game .Then the teacher gave post test to the students. The post test is done for about 30 minutes. In the end of meeting the teachers announced the winner of the game in that day and ask what were the difficulties in doing categories game. c) Observation

In the first cycle, she and her collaborator observed the teaching learning process. By monitoring the students’ activity in this action, the teacher or she can see that students

still

got 65

difficulties

in

pronouncing

and

remembering vocabularies. Some students pronounced and wrote them incorrectly. Table 11 Sheet for Classroom Observation

NO

Statement

Description

Score Y

1.


She has done prepare the material well.

2.


Good ,the student’s can silent

3.


She can use the time effectively.

4.


She can introduce the game technique clearly, make student’s feels happy.

5.


6.


7.


8.


Students very attention to teacher’s explanation

9.


10.


Many of student’s are very active during the learning process. Many of student’s can help in remembering the vocabularies.

66

N    



Teacher check the student’s understanding with ask students’.

    



11.

Students understanding the S teachers’ explanation h

12.

Students do the evaluation well e

e There are many significant result between pre test and post test. Most of students get the good score.

t

Table 12 Student’s Interest 1. Name : Afifah Nur Chamidah Distributions NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.

Not bored in learning



7.




8.


9.


10.


 



67




2. Name

:Ana Ludfy M Distributions

NO

Kinds of Interest

Appropriate With theory 

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm



4.

Feels Serious



5.

More active

6.


7.


8.


9.


10.


3. Name




   





:Bembi Andika R Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



68




3.

Feels Enthusiasm

4.

Feels Serious



5.

More active



6.




7.


8.


9.


10.


4. Name

 





:Desi Norma Siama Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


Appropriate With theory      

69


8.


9.


10.


5. Name







:Fika Mardiana Distributions

NO

Interest





1.

Feels happy

2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious

5.

More active



6.




7.


8.


9.


10.




 





70

6. Name

:Fuad Nur Yasin Distributions

NO

Kinds of Interest


Inappropriat e With theory

1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


7. Name







:Husen Al Farid Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

Appropriate With theory  

71


3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


8. Name

 



  





:Khoirul Maftuh Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious

5.

More active



6.




7.







72

8.


9.


10.


9. Name







:M. Aziz Andrean Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.








73


10. Name

:M. Jawad Fahrizal Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


11.

Name








: M.Najib Irfani Distributions

NO

Kinds of Interest Excellent

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

  

74

Fair

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


12.

Name



   





:M.Irfan Distributions

NO

Kinds of Interest



1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.

Had positive and constructive learning



75

behaviors

9.


10.


13. Name





:M.Sholeh Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.








76


14.

Name

:M.Zakaria Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


15.

Name








:Maryam Fadilah Distributions

NO

1.

Kinds of Interest

Feels happy


77


2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


16.

Name







:Miftahul Huda Distributions

NO

Kinds of Interest



1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




78

7.


8.


9.


10.


17.

Name

 





:Mila Nodia Distributions

NO

Kinds of Interest



1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.


8.


9.


 



79

10.

18.




Name

:Mirawati Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.








80


19.

Name

:Muh.Abdul Aziz Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


20.

Name








:Nining Hariyanti Distributions

NO

1.

Kinds of Interest

Feels happy


81


2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


21.

Name







:Nurul Azizatun N Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




82


7.


8.


9.


10.


22.

Name

 





:Nurul Mustofa Distributions

NO

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious

5.

More active



6.




7.




8.


9.









83

10.

23. NO


Name



:Sidqi Setiawan Kinds of Interest

Distributions Appropriate With theory

1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious

5.

More active



6.




7.




8.


9.


10.











84

24. NO

Name

:Siti Yulaikah

Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


25.

Name :Syifa’ Umatul M

NO







Kinds of Interest


1.

Feels happy




85


2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




7.




8.


9.


10.


26. NO

Name







:Vani Aprillia A Kinds of Interest


1.

Feels happy



2.

Feels Interested



3.

Feels Enthusiasm



4.

Feels Serious



5.

More active



6.




86


7.


8.


9.


10.


 





Table 13 Calculation of Students’ Interest

NO

Kinds of Interest



1.

Feels happy

26

-

2.

Feels Interested

26

-

3.

Feels Enthusiasm

24

2

4.

Feels Serious

17

9

5.

More active

21

5

6.


23

3

7.


21

5

8.


22

4

87

9.


18

8

10.


23

3

d) Data Analysis 1) The Score of the Pre-test Result and Post-test Result Table 14 The score of pre-test and post-test

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Nama Afifah Nur Chamidah

pre-test 40 40 65 40 40 55 55 70 40 50 55 65 50 40 40 45 75 45 50 50 65 55

Ana Ludhfi M. Bemby Andika R Desi Norma Siamtiana Fika Mardiyani Fuad Nur Yasin Husen Al Farid Khoirul Maftuh M. Azis Andrean M. Jawad Fahrizal M. Najib Irfani M. Ridwan M. Sholeh M. Zakaria Maryam Fadhilah Miftahul Huda Mila Nodia Mirawati Muh. Abdul Aziz Nining Hariyanti Nurul Azizatun N. Nurul Mustofa

88

post-test 70 65 60 60 75 70 65 70 90 85 70 65 70 70 75 65 65 90 70 85 70 65

D 30 25 -5 20 35 15 10 0 50 35 15 0 20 30 35 20 -10 45 20 35 5 10

D2 900 625 25 400 1225 225 100 0 2500 1225 225 0 400 900 1225 400 100 2025 400 1225 25 100

23 24 25 26


50 45 60 65

Syifa' S Ummatul M Vania Aprillia A

60 90 80 70

10 45 20 5 520

t 2)

100 2025 400 25 16800

Calcution of the Test a) Calculation of the mean of the Pre-test and Post test (1) Pre Test

Mx 

 fx N

= 1350 26 = 51,923 (2) Post Test

Mx 

b)

 fx N

= 1870 26 = 71,923 The Calculation of the Standard Deviation

From

the

data

above,

the

researcher

calculated SD of the pretest and posttest, as follow :

 D2

SD 



 D   N 

N

16800    520  26

89

 

26 

   

2

2

 646,15  400  246,15 = 15,69 c)

The Calculation of T-Test Cycle I

 D    N   to   SD   N 1   

 520   26     15,69     26  1 







20 15,69     25 

20 15,69   5  20 3,138

=6,373

Statement : if the arithmetic is greater than the t-table score so null hypothesis is rejected 90

a)

Ho (null hypothesis); there is no significant different between pretest and posttest

b)

H table with n =26 is 2,06

c)

T-table < t-calculation = 2,06 < 6,373

d)

It shows that Ho is rejected Therefore there is significant difference between pretest and posttest

c.) Reflection

After analyzing the result of the cycle I, the researcher concludes that it is very important for the teacher to be careful with the student’s pronunciation. She can ask the students three or four times to repeat the words. Action I also show that students can improve their vocabulary.

2. Cycle II

a. Planning Before doing the research, the researcher prepares the instrument of research. They are: 1)

Lesson plan

2)

Materials ( Recount text )

3)

Teaching aids ( using categories game )

91

4)

Sheet for classroom observation

5)

Exercise .Test ( pretest and post test)

b. Action On Wednesday, 15 September 2013 the teacher entered her English class to continue the previous meeting. She reviewed some difficulties words that most of students did not understand. Before the lesson, she gave pre-test, the teacher began to teach. The situation is follow: Teacher : “ Good morning students?” Students : “ Good morning mom…” Teacher : “ How are you today?” Students : “I’m fine, and you?” Teacher : “Very well, thank you. Okey students in this meeting we continue the lesson and the game that we have studied yesterday, do you remember?” Students :“Yes mom …”(many students do not answer the teacher’s question) Teacher : “ Okay, kemarin kita sudah bermain kata – kata dengan menggunakan categories game . Apakah kalian masih ingat kata apa sajakah yang sudah kita dapatkan kemarin?”

92

Students : “ Tentu bu… kita masih ingat.( Of course mom …, we still remember it )” Teacher : “ Okay please mention the words we have got yesterday one by one” Students : “ bear , cat , deer . elephant , fish , goat , horse , koala , mouse , octopus , pig , sheep , worm ,zebra .”(Almost of the students answer the teacher’s question) Teacher : “good, now do you remember what are the parts of the body the animals?” Students : “leg , back , tail, nose , horns , neck , head , wings , ear , pouch.”(Almost of the students answer the teacher’s question) Teacher : “ ok , students now we will study about recount text. Do you know recount text ? ( apakah kalian tau apakah itu recount text ? ) Students : (Almost of the students keep silence and suddenly there is one students answer it ). “saya mom , recount text adalah text yang menceritakan kejadian yang pernah kita alami dimas lampau”. Teacher : Bagus , benar sekali recount text adalah text yang menceritakan kejadian dimasa lampau , 93

seperti pengalaman yang pernah kita alami, entah itu pengalaman baik atau buruk . The teacher asks the students to open the book to look the example of the recount text. Than the teacher asked the students to read and translate that text. Most of the students are still easy to understand the text. Most of the students read the text slowly to get the right meaning. After all finished reading and translating, the teacher read and translates the text to help more understand the text. Then they are asked to answer the question related to the text, the teacher continued the meeting on Tuesday, the 17 September 2013 because the time is up .the situation is following. In the morning the teacher entered the class and said that they will do the categories game again that day. They are divided into group directly, so they must work together to solve the categories game. The teacher distributes a copy to each group. Then the teacher read the clue and tried to make students understand the clue. The teacher asked to all of group to answer the categories. The group that got the greatest score is the winner. For about thirty minutes the students try to solve the categories word with the teachers help. There is some 94

group who try to answer the first time. Then the teacher gives post test to the student for about 45 minutes. c. Observation In the second cycle, such as in the first cycle, the researcher get field note from the partner which has been written above. By monitoring the student’s activity in the action, the teacher can see that the students still difficult to understand the text, it show with some of students still have difficulty in understanding the meaning of some words that has been learned. Then teaching learning process in action 2 was increasing the student who said words incorrectly, they can say correctly, and in written from process, there was a few students who found difficulties. The teaching learning process was very active. By observation the teaching learning process in cycle 1 and cycle 2 she concludes that categories game can improve the students’ vocabulary. The improvement can be seen through the result of activity from cycle 1 and cycle 2.

Table 15 Sheet for Classroom Observation

95

NO

Statement

Description

Score Y

1.


She has done prepare the material well.

Table 16

2.


Good ,the student’s can silent

Students Interest

3.


She can use the time effectively.


She can introduce the game technique clearly, make student’s feels happy.

1. N a 4. m e : A f i f a h N u r C h a m i d a h

   



5.


6.


7.


8.


Students very attention to teacher’s explanation

9.


10.


Many of student’s are very active during the learning process. Many of student’s can help in remembering the vocabularies.

11.

Students understanding the teachers’ explanation

12.

Students do the evaluation well

96

N

Teacher check the student’s understanding with ask students’.

There are many significant result between pre test and post test. Most of students get the good score.

      

Distributions NO

Kinds of Interest




1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


2. Name


      





:Ana Ludfy M Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm


  

97




4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


3. Name

   





:Bembi Andika R Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.

Had positive and constructive learning


       

98


behaviors

9.


10.






4. Name :Desi Norma Siama Distributions NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.



       





99


5. Name :Fika Mardiana NO

Kinds of Interest




1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


6. Name


   



 





:Fuad Nur Yasin Distributions

NO

1.

Kinds of Interest

Feels happy




100


2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


7 . Name

      





:Husen Al Farid Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested


 

101


3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


 



  





8.Name :Khoirul Maftuh Distributions NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.



      

102


8.


9.


10.


9.Name







:M. Aziz Andrean Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.



       



103


10.




10.Name

:M. Jawad Fahrizal Distributions

NO

Kinds of Interest




1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


11.Name


      





: M.Najib Irfani Distributions

NO

Kinds of Interest


104




1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


12.Name

      





:M.Ridwan Distributions

NO

1.

Kinds of Interest

Feels happy




105


2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


13.Name

      





:M.Sholeh Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.



     

106


7.


8.


9.


10.


14.Name

 





:M.Zakaria Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.

The strength of the student’s memory about learning materials has been given by


       



107


teacher

10.




15.Name

:Maryam Fadilah Distributions

NO

Kinds of Interest




1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


16.Name


     





:Miftahul Huda

108



Distributions NO

Kinds of Interest

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


NO




1.

17. Name


      





:Mila Nodia Distributions

Kinds of Interest

Appropriate

109

Inappropriate

With theory



1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


18. Name

With theory

      





:Mirawati Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious


   

110




5.

More active

6.


7.


8.


9.


10.


19. Name











:Muh.Abdul Aziz Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.



       

111


9.


10.


20. Name





:Nining Hariyanti Distributions

NO

Kinds of Interest



1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


21. Name


      





:Nurul Azizatun N

112


Distributions NO

Kinds of Interest

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


NO




1.

22. Name


      





:Nurul Mustofa Distributions

Kinds of Interest

Appropriate

113

Inappropriate

With theory

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


23. Name

With theory



      





:Sidqi Setiawan Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious


   

114




5.

More active

6.


7.


8.


9.


10.


24. Name

  





:Siti Yulaikah Distributions

NO

Kinds of Interest

1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.




     

115

 

9.


10.


25. Name





:Syifa’ Umatul M Distributions

NO

Kinds of Interest



1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


26. Name


      





:Vani Aprillia A

116


Distributions NO

Kinds of Interest





1.

Feels happy

2.

Feels Interested

3.

Feels Enthusiasm

4.

Feels Serious

5.

More active

6.


7.


8.


9.


10.


      





Table 17 Calculation of Students Interest

NO

Kinds of Interest

Distributions

117



1.

Feels happy

25

1

2.

Feels Interested

26

-

3.

Feels Enthusiasm

26

-

4.

Feels Serious

26

-

5.

More active

23

3

6.


25

1

7.


24

2

8.


26

-

9.


26

-

10.


26

-

d. Data Analysis 1) The Score of The Pre-test Result and Post-test Result Table 18 Score of Pre-test and Post-test 118

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Nama Afifah Nur Chamidah Ana Ludhfi M. Bemby Andika R Desi Norma Siamtiana Fika Mardiyani Fuad Nur Yasin Husen Al Farid Khoirul Maftuh M. Azis Andrean M. Jawad Fahrizal M. Najib Irfani M. Ridwan M. Sholeh M. Zakaria Maryam Fadhilah Miftahul Huda Mila Nodia Mirawati Muh. Abdul Aziz Nining Hariyanti Nurul Azizatun N. Nurul Mustofa Sidqi Setiawan Siti Yulaikah Syifa' Ummatul M Vania Aprillia A

2)

pre-test post-test 45 75 60 70 55 70 60 75 60 80 70 65 60 70 65 80 65 70 60 85 60 80 60 75 70 60 75 80 50 80 60 70 65 85 80 95 65 85 50 90 70 80 55 75 55 65 70 90 50 85 60 75

D

The Calculation of Test a) The Calculation of the Mean of the Pre-Test and Post-Test (1)

Pre Test

119

30 10 15 15 20 -5 10 15 5 25 20 15 -10 5 30 10 20 15 20 40 10 20 10 20 35 15 415

D2 900 100 225 225 400 25 100 225 25 625 400 225 100 25 900 100 400 225 400 1600 100 400 100 400 1225 225 9675

M

 fx N

= 1595 26 = 61,346 Post Test

(2)

M

 fx N

= 2010 26 = 77,307

b)

The calculation of The Standard Deviation (SD) Pre-test and Post-test SD 

 D2 N

D   N 

   

2

 117,345  117,345

= 10,832 c) The Calculation of The T-test of Cycle II  D    N   to   SD   N 1   

 415   26     10,832     26  1 

120







15,961 10,832     25 

15,961 10,832   25  15,961 2,166

= 7,368

Statement : if the arithmetic is greater than the t-table score so null hypothesis is rejected

a)

Ho (null hypothesis); there is no significant different between pretest and posttest

b)

H table with n =26 is 2,06

c)

T-table < t-calculation = 2,06 < 7,368

d)

It shows that Ho is rejected Therefore there is significant difference between pretest and posttest e. Reflection After analyzing the result of the cycle I and cycle II it can be concluded that using Categories Game can increase the interest of students involve activity in learning

121

vocabulary in the class. The result of the written test is also good. The result of pretest, posttest and oral test were used to know the score of vocabulary mastery. As stated before there were two cycles in this action research, each cycle is measured by pretest, posttest and oral test. The pretest and posttest consist of 20 items. All items of the test can be seen in the appendix. She gave pretest to students before they are taught game gave posttest after them one taught by game in each cycle. She also gave oral test to each student during the teaching learning process in each cycle. She gave a question that must be answered by the students orally. The oral test was used to know the students who can answer correctly.

B. Discussion

1.

Individual Achievement Based on the distribution of interest, the researcher concludes that the student’s achievement is various. but most of students could improve and are interest in vocabulary after learning with categories game. The individual achievements of some students are as follows:

122

Afifah Nur Chamidah Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 40 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 65 becomes 85. Ana Ludhfi M Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ).. His score of pre-test in the first cycle is 40 and becomes 65 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 70. Bemby Andika R , Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive 123

learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 65 and becomes 60 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 55 becomes 80. Desi Norma Siamtiana Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ) . His score of pre-test in the first cycle is 40 and becomes 60 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 75. Fika Mardiyani. Feels happy ,Feels Interested, Feels Enthusiasm,

Feels

Serious,

Is

more

active,

Have

good

concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (most of them are an Appropriate With theory ),but , Students are not bored in 124

learning (Inappropriate With theory). His score of pre-test in the first cycle is 40 and becomes 75 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 65 becomes 80. Fuad Nur Yasin Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 55 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 70 becomes 85. Husen Al Farid Feels happy ,Feels Interested, Feels Enthusiasm,

Feels

Serious,

Is

more

active,

Have

good

concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (most of them are an Appropriate With theory ), but , Students are not bored in learning (Inappropriate With theory). His score of pre-test in the first cycle is 55 and becomes 65 in the post-test. It means that his

125

achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 80. Khoirul Maftuh Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 70 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 65 becomes 80. M. Azis Andrean Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 40 and becomes 90 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 70.

126

M. Jawad Fahrizal Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 50 and becomes 85 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 70 becomes 85. M. Najib Irfani Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 55 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 80. M. Ridwan Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive 127

learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 65 and becomes 65 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 75. M. Sholeh Feels happy ,Feels

Interested, Feels

Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 50 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 70 becomes 90. M. Zakaria Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score 128

of pre-test in the first cycle is 40 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 75 becomes 80. Maryam Fadhilah Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 40 and becomes 75 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 50 becomes 80. Miftahul Huda Feels happy ,Feels Interested, Feels Enthusiasm,

Feels

Serious,

Is

more

active,

Have

good

concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (most of them are an Appropriate With theory ) but, Students are not bored in learning(Inappropriate With theory). His score of pre-test in the first cycle is 45 and becomes 65 in the post-test. It means that his

129

achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 75. Mila Nodia Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 75 and becomes 65 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 65 becomes 85. Mirawati

Feels

happy

,Feels

Interested,

Feels

Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 45 and becomes 90 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 80 becomes 95.

130

Muh. Abdul Aziz Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 50 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 65 becomes 85. Nining Hariyanti Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 50 and becomes 85 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 50 becomes 90. Nurul Azizatun N Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive 131

learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 65 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 70 becomes 80. Nurul Mustofa Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 55 and becomes 65 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 55 becomes 75. Sidqi Setiawan Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (most of them are an Appropriate With theory ), but ,fells happy ( 132

Appropriate With theory). His score of pre-test in the first cycle is 50

and becomes 60 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 55 becomes 70. Siti Yulaikah Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 45 and becomes 90 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 70 becomes 90. Syifa' Ummatul M Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (most of them are an Appropriate With theory ),but , Students are not bored in learning, and Is more active (Inappropriate With theory) . His score of pre-test in the first cycle is 60 and becomes 80 in the post-test. It means that his achievement

133

decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 50 becomes 85. Vania Aprillia A, Feels happy ,Feels Interested, Feels Enthusiasm, Feels Serious, Is more active, Students are not bored in learning, Have good concentration, Had positive and constructive learning behaviors, The strength of the student’s memory about learning materials has been given by teacher, and Get good achievement (all of them are an Appropriate With theory ). His score of pre-test in the first cycle is 65 and becomes 70 in the post-test. It means that his achievement decreases in the first cycle. While in the last cycle, his vocabulary score is improved from 60 becomes 75. 2.

Class Achievement Based on the table of distribution of score and rank, the researcher concluded that the use of categories game I teaching vocabulary could improve students’ vocabulary mastery. It could be seen, from the class achievement which was increased in each cycle. The mean of post-test in all cycle was always higher than the mean of pre-test. In cycle I , the class achievement was improved. It was proved by the mean of post-test which is increased 27% from the mean of pre-test. The mean of pre-test is 51,923 and the mean of post-test is 71,923 134

In cycle II, the class achievement was also improved like in the first cycle. The mean of post-test was increased 19% from pre-test. The mean of pre-test is 60,961 and the mean of post-test is 75,96 3.

Analysis of the Students Improvement The improvement from cycle I to cycle II can be seen in the following Table19 The analyze of students in improvement NO

ANALYSIS

1

MEAN -

If

CYCLE I

CYCLE II

PRETEST

51,923

61,346

POSTTEST

71,923

77,307

2

T-TABLE= 26

2,06

2,06

3

T-CALCULATION

6,373

7,368

t-table is the same or greater than t-calculation, the null

hypothesis (Ho) is rejected. From the t-test calculation above it is greater than t-table, so , Ho is rejected. Therefore there is a significant difference between pretest and posttest. It shows that categories Game give influence to improve students’ vocabulary.

135

CHAPTER V CLOSURE A. Conclusion Based on the previous theoretical reviews and data analysis, the writer draws the conclusion of this research as follows ; 1. There are influences of using categories game in teaching vocabulary to the vocabulary mastery of the second year students of MTs Tarqiyatul Himmah Kauman Lor in academic year of 2013/2014.It is shown by 136

means of pre-test and post-test in the second cycles. The mean score of pre-test is 51,923 to 71,923 in post-test cycle I them,the mean score of pre-test 60,961 to 75,961 in post-test cycle II. 2.

There is any significant differences of vocabulary mastery of the second year students of MTs Tarqiyatul Himmah Kauman Lor in academic year of 2013/2014.It is shown by the result of calculation of ttest in the second cycles.In the cycle I the calculation of t-test is 6,373 higher than t-table 2,06. While in the second cycle, the calculation of ttest is 7,368, which higher than t-table 2,06.

B. Implication The result of the research shows that the use of Categories game can improve students’ motivation, interest an achievement. The implementation of Categories game is reasonable because it can give students a great motivation to learn English especially vocabulary. Thus, Categories game is good to improve students’ interest, motivation and achievement in the vocabulary improvement. C. Suggestion Based on the result of the study and conclusion the researcher would like to suggest as follow: 1. For the teacher a. The strategy of teaching vocabulary will influence the students’ ability to learn vocabulary. They should pay 137

attention to the fact that students’ motivation during teaching learning process is the important aspect which should be increased. The use of various methods is suggested to make students more encouraged to improve the teaching learning process. They should enhance their ability in teaching English especially when she taught using Categories game to improve vocabulary mastery, so the students will remember the word easily. The teacher should teach vocabulary effectively, because the teacher’s roles in teaching learning process influence students in improving their vocabulary mastery. Besides, the teacher should ask the students to study English continually. Categories game give motivate to student to learn harder than before. Point had reached by each. b. The English

teachers should give the students’

motivation and great explanation that learning English especially vocabulary is such an easy and interesting thing to learn. c. The use of instructional media or aids should be encouraged. It would facilitate the students to understand the learning a subject. And possibly, it will make the instruction more impressive. 2. To other researcher 138

It has been known from the result of the study that using Categories game can improve students’ vocabulary mastery, interest and motivation. Hereby, it is hoped that the result of the study makes the English teacher use an appropriate teaching mode of on improving student’s vocabulary mastery. Based on the explanations, the researcher would like to suggest to other researchers, that the result of the study can be used as additional reference for further researchers with different samples and occasions.

139

CHAPTER V CLOSURE A. Conclusion Based on the previous theoretical reviews and data analysis, the writer draws the conclusion of this research as follows ; 1.

There are influences of using categories game in teaching vocabulary to the vocabulary mastery of the second year students of MTs Tarqiyatul Himmah Kauman Lor in academic year of 2013/2014.It is shown by means of pre-test and post-test in the second cycles. The mean score of pre-test is 51,923 to 71,923 in post-test cycle I them,the mean score of pre-test 60,961 to 75,961 in post-test cycle II.

2.

There is any significant differences of vocabulary mastery of the second year students of MTs Tarqiyatul Himmah Kauman Lor in academic year of 2013/2014.It is shown by the result of calculation of t-test in the second cycles.In the cycle I the calculation of t-test is 6,373 higher than t-table 2,06. While in the second cycle, the calculation of t-test is 7,368, which higher than t-table 2,06.

137

B. Implication The result of the research shows that the use of Categories game can improve students’ motivation, interest an achievement. The implementation of Categories game is reasonable because it can give students a great motivation to learn English especially vocabulary. Thus, Categories game is good to improve students’ interest, motivation and achievement in the vocabulary improvement. C. Suggestion Based on the result of the study and conclusion the researcher would like to suggest as follow: 1.

For the teacher a. The strategy of teaching vocabulary will influence the students’ ability to learn vocabulary. They should pay attention to the fact that students’ motivation during teaching learning process is the important aspect which should be increased. The use of various methods is suggested to make students more encouraged to improve the teaching learning process. They should enhance their ability in teaching English especially when she taught using Categories game to improve vocabulary mastery, so the students will remember the word easily. The teacher should teach vocabulary effectively, because the teacher’s roles in teaching learning process influence students in improving their vocabulary mastery. Besides, the teacher should ask 138

the students to study English continually. Categories game give motivate to student to learn harder than before. Point had reached by each. b. The English teachers should give the students’ motivation and great explanation that learning English especially vocabulary is such an easy and interesting thing to learn. c. The use of instructional media or aids should be encouraged. It would facilitate the students to understand the learning a subject. And possibly, it will make the instruction more impressive. 2.

To other researcher It has been known from the result of the study that using Categories game can improve students’ vocabulary mastery, interest and motivation. Hereby, it is hoped that the result of the study makes the English teacher use an appropriate teaching mode of on improving student’s vocabulary mastery. Based on the explanations, the researcher would like to suggest to other researchers, that the result of the study can be used as additional reference for further researchers with different samples and occasions.

139

improving students' vocabulary mastery through categories game

improving students' vocabulary mastery through categories game

Suggest Documents

IMPROVING STUDENTS' VOCABULARY MASTERY ... - Portal Garuda

Sustaining Vocabulary Acquisition through Computer Game - CiteSeerX

reinforcing students' vocabulary through scrabble game

increasing vocabulary mastery through cartoon film; an action ...

animation video to improve students' vocabulary mastery

Enriching Students' Vocabulary Mastery Using ...

Categories of grammatical Sino-Vietnamese vocabulary - SEAlang

Improving Recall and Transfer Skills Through Vocabulary Building in ...

Promoting vocabulary learning through vocabulary notebooks ...

Vocabulary Enhancement through Judicious

learning vocabulary through twitter

increasing students vocabulary through

Food Vocabulary- Brainstorming Game - UsingEnglish.com

Vocabulary Enhancement through Judicious

improving vocabulary and reading comprehension

the use of flashcards in improving vocabulary mastery of students with

Acquiring ontological categories through interaction

Improving Level Design Through Game User Research: A ...

Improving Social Game Engagement on Facebook through Enhanced ...

Improving Social Game Engagement on Facebook through Enhanced ...

Improving Negotiation Skills Through an Online Business Game

incidental vocabulary learning through comprehension

Vocabulary Acquisition through Self-Regulated

Teaching Vocabulary through Word Formation