Beruflich Dokumente
Kultur Dokumente
Subject
Name
: Nyayu Khoirunnisa
NPM
Class
: 11220210
: Regular A2 2011
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Vocabulary skill is one of linguistic features, which influences the communicative
competence. Paulston et al (1976: 55) state that the one thing that interferes most with our
students communicative competence is pitiable vocabulary and we have recently come to
accept the fact that our student have been right all these years when they complained about
not knowing and not being taught sufficient words. The above statement reveals that
vocabulary skill is very important but students are very weak in it. Furthermore, Hammer
(1991: 23) assets that for many years that vocabulary was seen as supplementary to the
main purpose of language teaching, namely the acquisition of grammatical knowledge
about the language. Vocabulary was necessary to give student something to suspend on
learning structures, but was frequently not a main focus for learning itself. Words are basic
structure blocks of language, in fact survival level of communication can take quite
comprehensibly when people simply link words together without any grammatical rules applied
at all. So if we interested in being communicative, words are among the first order of business.
In line with the above statement Carter and Nunan (2001: 42) write the English teachers
learn to ignore the significance of vocabulary in their teaching of speaking or communication
performance. In fact the use of suitable vocabulary can cancel out structural incorrectness.
Based on this authenticity, recently, methodologist and linguist have increasingly turned their
attention to vocabulary, learning stressing their importance in language teaching and reassessing
some of the ways it is thought and learn. It means that vocabulary plays a very essential task in
language teaching.
1.2 Problems of Study
The problems are formulated as follows:
1 What is the main problem faced by the four grade students of SDN Arjasari Barat in
mastering English vocabulary ?
2 How is the implementation of using Tic Tac Toe game in improving the students
ability in mastering English vocabulary?
3 How is the comparison of the students work before and after treatment?
1.3 The Objectives of the Study
In view of the formulating problems, the objectives of this study are:
1. To find out the main problem faced by the Four grade students of SDN Arjasari Barat in
mastering English in academic year 2014/2015.
2. To describe the implementation of using Tic Tac Toe game in improving the students ability
in mastering English vocabulary
3. To find out the comparison of the students work before and after treatment
CHAPTER II
LITERATURE REVIEW, CONCEPT,
THEORETICAL FRAME WORK AND RESEARCH DESIGN
2.1 Literature Review
The research was done by testing three papers concerning vocabulary from the previous students.
The subject in this research was seventh grade students, which consists of 50 students. In
this study only 50 students were determined as the samples by means of purposive quota
random sampling method with lottery system. The use of random sampling method
suggest that all population have the same independent probability to be chosen and
included as the samples of the study. Her study is based on the statement of Ary et al., ( 1979:135
) who argues that there is in fact no precise and fixed single rule of concerning the determintion
of representative sample of any students. The determination of the sample of any study
whatever involves some degrees of subject judgement. Here she stated that the use of
pictures and sentences matching is a technique to improve students ability in mastering
vocabulary. The method that was used in her research is observation research by taking the data
only in one meeting. We have to do more research because it is an observation research.
Wiyanjani (2009), in title Teaching Vocabulary Through Cooperative Learning with
Puzzle Technique to the Eight Grade Students of SMP N 2 Sidemen Academic Year
2008/2009. In this paper she explained the learning process of vocabulary through cooperative
learning with puzzle technique which encourage the students to find the words as many as
they can diagonally horizontally and vertically. The subject in this study is the eight grade
students of SMP N 2 Sidemen which consists of 34 students altogeher with 14 females and 20
males. She offers this technique to solve the problem faced by the students in order it can
improve their vocabulary mastery. The learning process will not be interesting for the students
who have a fair achievement in memorizing vocabulary, so it is hard for them to find the
words in the puzzle frame.
2.2 Concept
2.2.1 Vocabulary
Vocabulary is all of the words that a person knows or uses (Oxford Advanced Learner s
Dictionary of Curent English, 1995 : 1331).
2.2.2 Tic Tac Toe Game
Tic tac toe, also spelled tick tack toe, or noughts and crosses as it is known in the UK, Australia,
New Zealand, is a pencil and paper game for two players, O and X, who take turns marking the
spaces in a 3 x 3 grid, usually X going first. The player who succeeds in placing three
respective marks in a horizontal, vertical, or diagonal row wins the game. The simplicity of tic
tac toe makes it ideal as a pedagogical tool for teaching the concepts of combinatorial game
theory and the branch of artificial intelligence that deals with the searching of game trees.
1) Pronoun: it refers to nouns that have already been mentioned, i.e. she, they, her, etc.
2) Preposition: it refers to the words that help locate items and actions in time and space, i.e. at,
on, beside, under, between, etc.
3) Conjunction: it refers to the words that connect sentences, phrases or clause, i.e. and, so, but,
etc.
4) Determiner, it refers to the words that used before a noun to show which particular example
of the noun you are referring to, i.e. the, a, an, my, your, that, this, those, etc.
2.3.3 Kinds of Vocabulary Meaning
The characterizing of the word meaning of a word not in terms of its component
features, but in terms of its relationship to other word is treated as the analysis of lexical relation
(Yule : 2010). The types of lexical relations which are usually appealed to can be briefly defined
and exemplified thus:
1. Synonymy. Synonymy is a word which has the same or nearly the same meaning as
another word ( Richard et al,1985;7). Thus synonyms are two or more forms with very closely
related meaning, which are often but not always, intersubstitutable in sentences. Example of
synonyms are the pairs : applaud-cheer, brief-short, bold-brave.
2. Antonymy. Antonymy is a word which is opposite in meaning to other word. Hence,
two forms opposiite meaning are called antonyms. Antonyms are futher distinguished into
two type via, gradable and non gradable antonyms. The pairs bad-good and dry-wet are
examples of the gradable and non-gradable antonym respectively. A thing is not bad must
be good, but the season which is not wet must be dry.
3. Hyponymy. Hyponymy is the relationship between two words, in which the meaning of
one words includes the meaning of the other. Typical examples of such pairs are : doganimal, carrot-vegetable. The concept of inclusion involved here is the idea that if any
object is a dog, it is necessarily an animal. So, the animal is included in the meaning of dog,
or dog is hyponym of animal.
4. Homophony. Homophony is used to describe the relationship between two more different
forms (written) which have the same pronounciation like the pairs : die-dye, curb-verb, keyquay, fore-four, gait-gate.
5. Homonymy. The term homonymy is used when one form (written or spoken ) has two
or more unrelated meaning. Examples of homonyms are the pairs : lead (first palce of position)
lead (of water pipes), sow (adult female pig) sow (plant).
to refer a person, of bed,of mountain and so forth. The difficulties of learning as aquiring new
word is likely to convey when it is put in different sentences contexts. Indeed the
essence of learning vocabularies are learning the meanings they conveyed, otherwise the
learning and aquisition of words are simply nothing.
2.3.4 Teaching Vocabulary
Nowdays, it is widely accepted that vocabulary teaching should be part of the syllabus and taught
in a well planned and regular basis. Some authors, led by Lewis in Wijayani (2009: 15) argue
that vocabulary should be at the centre of language teaching, because language consist of
grammaticalized lexis, not lexicalized grammar. There are several aspects of lexis that need to
be taken into account when teaching vocabulary. The list below is based on the work of
Redman (2001: 98) :
1. Boundaries between conceptual meaning; knowing not only what lexis refers to, but also
where the boundaries are that separate it from words of related meaning (e.g. cup, mug,etc).
2. Polysemy; distinguishing between the various meaning of a single word from which several
but closely related meaning (head: of a person, of a pin, of an organization).
3. Homonymy; distinguishing between the various meaning of a single words form which
has several meanings which are not closely related ( e.g. a file: used to put papers in or a tool).
4. Homophony; understanding words that have the same pronounciation but different spellings
and meanings (e.g. mints, mince, muscle, mussel).
5. Synonymy; distinguishing between the different shades of meaning that synonymous
words have (e.g. extend, increase, expand).
6. Affective meaning : distinguishing between the attitudinal and emotional factors (denotation
and connotation), which depend on the speakers attitude or the situation. Sosio-cultural
associations of lexical items is another important factor.
7. Style, register, dialect ; being able to distinguish between different levels of formality, the
effect of different context and topics, as well as differences in geographical variation..
8. Translation : awarness of certain differences and similarities between the native and the
foreign language (e.g. false cognates)
9. Chunks of language : multi-words verb, idioms, strong and weak collocations, lexical
phrases.
10. Grammar of vocabulary : learning the rules that enable students to build up different
forms of the words or even different words from that word (e.g. sleep, slept, sleeping, able,
enable, disability).
11. Pronunciation : abilty to recognize and reproduce items in speech. The implication of the
aspects only mentioned in teaching is that the goals of vocabulary teaching must be more than
simply covering a certain number of words or word list. We use teaching techniques that can
help realize this global concept of what it means to know a lexical item. And also we must go
beyond that giving learners opportunities to use the item learnt and so helping them to
use effective written storage systems. Beside that, there are alternative ways of teaching
vocabulary. First, give the students a few items of vocabulary and tell them to find the
meaning, pronounciation, and write an example sentenced with the word in. They can then teach
other in groups. Second, prepare worksheet and ask the students to match words to
definitions. Third, ask students to classify a group of words to a different categories. For
example, a list of animal words into tame and wild animals. Forth,ask students to find a new
vocabulary from reading homework and teach to other students in the class.
2.3.5 The Assessment of Vocabulary
The term assessment refers to the ways of collecting information on learner s language
ability or achievement. Madsen (1983:12) stated that the purpose of vocabulary test is to
measure the comprehension and production of words used in speaking or writing.
Madsen (1983:12) specifies four general kinds of vocabulary test : the first, limited
respons, is for the beginners. These test items require either a simple physical action like
pointing at something or a very simple verbal answer such as yes or no. The second,
multiple-choice completion, is a test in which a sentence with a missing words is presented,
students choose one of the four vocabulary items given to the complete sentence. The third type,
multiplechoice paraphrase, is the test in which a sentence with one word underline is
given. Students choose which four words is the closest in meaning to the
underline item. The fourth kind of test, simple completion (words), has students write in the
missing part of words that appear in sentences.
2.3.5.1 Limited Response
In testing children and beginning-level of adults, we often use directed physical responses
and visuals. We do this to avoid language skills that have not been mastered yet. For these tsts,
students do not have to know to read or write. In fact, they do not even have to know how to
speak.
1. Individual Testing
Directed physical responses can easily be used when we test one student at a time. When
elementary school students are taught to read, their teachers generally arrange for a small-group
activity and individual work. Individual interaction can also be very productive when testing
language skill of beginning students.
2. Group Testing Nonverbal physical responses can be used as well to test the whole class at
the same time. A good way to draw or duplicate a sketch such as the one on the opposite page
and give one to each person in the class. After an example ( such as : Draw a circle around the
boy), it can continue by saying Now draw a circle around the tree.
Advantages of Limited Response are:
1. It causes less stress or nervousness than other types of tests
2. It avoids skills such as reading and writing that have not yet been developed
3. It can be scored easily and objectively.
Limitations of Limited Response are:
1. It requires individual testing, which takes longer than group testing
2. It is usually difficult to test abstract words with thie technique
3. Sketches are sometimes ambiguous (e.g.,an orang may look like a ball; running may
look like dancing or jumping)
5. Ask the students about the question that the answer is one on the words that already erased
on the board. If the answer is correct,the team gets to put its mark in that space.
Teacher : a person who takes care the patients is a
O team : nurse
6. The first team to mark out three boxes in a straight line, vertically, horizontally,or
diagonally win the game.
2.4 Research Design
This research was done by using classroom action research, to observe the implementation
of Tic Tac Toe game in vocabulary mastery, so it can help the students in imroving their
ability in mastering English vocabulary. The qualitative data were obtined from the researchers
diary applied during the treatment in each cycle and also through informal interview.
While the quantitative data were obtined from the result of pre-test, post-test 1, post-test 2, and
questionnarie.
Both of the data were analyzed descriptively. The analysis of the data shown the effectiveness
of the treatment given, by comparing the result of the pre-test and post-test which was consisted
of two cycles.
CHAPTER III
RESEARCH METHOD
3.1 Research Approach
This research was used qualitative and quantitative approaches. Quantitative approach deals
with the comparison of the result from the test that was done before and after treatment.
The qualitative approach deals with how the students understand about the material given. The
data was got from the direct observation and teachers diary.
3.2 Location of the Research
Classroom action research design was used in this study. This research was conducted to
find out the solutions of learning problems encountered by a particular group of the
students. It was conducted in seventh grade students of SMP Negeri 1 Payangan in
academic year 2010/2011 which is located in Melinggih community, Payangan district,
Gianyar regency.
The seventh A class was chosen based on the qualitative data got from the teacher by the
interview, that overall score of English subject especially in learning and aquiring
vocabulary.
3.3 Data Source
The data source of this research was class 7A of SMP Negeri 1 Payangan which consists
of 36 students altogether with 13 males and 23 females. They are still considered as young
language learners because their age is from 12 until 13 years. They were chosen as the
subjects of this study because their vocabulary mastery was poor. The data of the research
was qualitative and quantitative data. The qualitative data was obtained from the
researchers diary applied during the treatment in each cycle. While the quantitative data was
obtained from the result of pre-test, post-test 1, post-test 2, and questionnaire.
3.4 Research Instrument
In this study, the instruments that were used to colllect the data are questionnaire, test,
and researchers diary.
3.4.1 Questionnaire
Qustionnaire was given to the students in order to get some informations which related
to the students feeling, motivation, and interest before and after doing the activity. There
were two questionnaires used in this study. The first questionnaire was carried out in the
pre-test. The purpose of conducting questionnaire in the pre-test was to know the problem
faced by the students in mastering English vocabulary. The second questionnaire was carried
out in the last session of the post-test 2, which was conducted in order to know the students
response toward the application of the use of Tic Tac Toe game. The questionnaire was
written in Indonesian and each questionnaire consisted of ten items; five items to
determine students attitude toward vocabulary mastery and five others to determine their
perception about their teacher in teaching vocabulary.
3.4.2 Test
The test particulary consisted of pre-test (objective test) and post-test (objective test ). The
pre-test was done to find out the students vocabulary, while the purpose of doing post-test is to
examine whether or not the treatment that wastaken effectively improve their vocabulary
mastery.
3.4.3 Researchers diary
Researchers diary recorded all the situation and condition of the class during the teaching
learning activities; it was formed in unstructured observation sheet and used to find out the
result of applying the method. It was used to note some important events.
3.5 Research Procedure
This research was done by using classroom action research, to observe the implementation of
Tic Tac Toe game in vocabulary mastery, so it can help the students in imroving their
ability in mastering English vocabulary. In line with this, Kember (2000: 25) states that a
classroom action-based research is a cyclical or spiral process involving steps of planning,
action, observation and reflection. It is normally for project to go through two or more cycles.
There were two cycles conducted in this study in which each cycle consisted of three
sessions. First and second meetings were used to give treatment and the third meeting was used
to do the post-test. Here, each cycle involve the four procedures: planning, action, observation
and reflection.
1. Planning
Planning refers to the activity of preparing all the material or instruments that would be used.
2. Action
Action refers to what the teacher did in the classroom and how the class was managed based on
the teaching learning scenario.
3. Observation
Observation refers to to the activity to observe the classroom situation and to know the
students behaviour during the process of teaching and learning. The information then
recorded in the researchers diary. The students work could be evaluated. The observation
needed to be carried because it can be used as a basis of reflection in order to know the effect of
the action.
4. Reflection
Refelction refers to a process of analyzing an experience pf practice in order to describe,
analyze, evaluate and so inform learning about practice. On the reflection, it was tried to
understand the process, the strength and the weaknesses of an action. Moreover, it could
be decided whether or not the action would be continued.
3.5.1 Pre-test
A pre-test was developed in order to know the problem in detail. There wereseveral steps
followed in conducting the pre-test:
a. Planning
1. Making teaching and learning scenario
2. Determining the time allotment and the schedule.
3. Preparing pre-test.
b. Action
1. Introducing the topic
2. Giving the students the pre-test concerning vocabulary
c. Observation
The purpose of this process was to find out whether the students found difficulty or not
in mastering vocabulary. After the result of the pre-test in interpreted to find out the
problem encounters by the students.
d. Reflection
The observation of the pre-test shown that the students ability in mastering vocabulary was
poor. From the result, it was tried to conduct a treatment by applying Tic Tac Toe game.
3.5.2 Cycle 1
a. Planning
1. Determing the schedule and the time allotment
2. Setting up teaching and learning scenario for each meeting
3. Preparing the instrument needed in doing the observation, like diary.
4. Preparing Tic Tac Toe game
5. Preparing post-test at the end the cycle.
b. Action
In this cycle, the action was also divided into three activities,those are preactivity, whilstactivity and post-activity.
1. Pre-activity
1.1 Opening the class by greeting the students
1.2 Checking the students presence list
1.3 Explaining about what are they going to learn (introduces the
material)
2 Whilst-activity
2.1 Giving a text related to the material would be discussed.
2.2 Reading the text and students are listening and underlining the difficult words from the
text.
2.3 Asking the students to pronounce and give the meaning of the words.
2.4 Asking some questions about the text.
2.5 Giving Tic Tic Toe game in the class
3 Post-activity
3.1 Concluding the lesson being taught
3.2 Giving the chance to the students to ask about the material being taught
3.3 Giving post-test
3.4 Ending the class
c. Observation
During the actions process was conducted, there was found that the treatment would get a
positive response from the students. The result of the first post-test was used to see the progress
made by the students, whether there were improvement compared to the result of the pre-test.
d. Reflection
By doing this process, it could be identified the weakness or the strenght of the action based
on the result of the planning, action and observation. This result was used as an input for the
researcher, whether to stop or rearrange another action to solve the problem in the first cycle.
If the result less than 65, the second cycle would be conducted.
3.5.3 Cycle 2
In this cycle, the activities was almost the same as the activities in the first cycle. It would
modify the activity by giving an additional exercise. There werealso be four processes in this
cycle.
a. Planning
1. Determing the schedule and the time allotment
2. Preparing teaching and learning scenario for each meeting.
3. Preparing the instrument needed in doing the observation, like diary and questionnaire.
4. Designing and preparing some additional exercises, like teaching language focus on
vocabulary.
5. Preparing Tic Tac Toe game for the second cycle
6. Preparing the second post-test that would be given at the end of the cycle.
b. Action
1. Pre-activity
1.1 Greeting the students
1.2 Checking the presence of the students
1.3 Telling the students what they are going to study
2. Whilst-activity
2.1 Introducing the topic
2.2 Giving a reading text to the students
2.3 Asking the students if they have any questions and checking their understanding of
each words.
2.4 Asking some questions about the text given
2.5 Giving Tic Tac Toe game
3. Post-activity
3.1 Concluding the lesson being taught
3.2 Giving chance for the students to ask about the lesson.
3.3 Giving second post test and questionnaire
3.4 Ending the class
c. Observation
The result of the action was known from the researcher s diary and the observation during
the action conducted in the classroom. The result of the second post-test was compared with
the result of the first post-test, which was used to find out the improvement made by the
students
d. Reflection
In this process, it was made decision on the result of the planning, action and observation,
whether the action would be stopped or not. If the result reach upper score of the level good,
there will be no more teatment.
3.6 Method and Technique of Collecting Data
In collecting data, there were three instruments used, such as questionnire, test and researcher s
diary. Before the teacher was carried out, the pre-test and the questionnaire were administered
to the students and also taking some notes to the researchers diary while observing the
situation.
Pre-test was administered in order to find out the students pre existing ability in
mastering vocabulary before they are taught by using tic tac toe game.
The questionnaire in this research was done to know the students problem in vocabulary
mastery and to know the students pre existing learning behaviors, attitudes, motivations,
and learning difficulties in English especially in learning vocabulary. The researcher s
diary here dealed primarily with recording the activities of the students, which happened
during the process of teaching and learning.
The result of the pre-test, questionnaire and researchers diary were used as indicator or starting
points concerning the subjects achievement in vocabulary and their corresponding learning
behaviors and problem in learning English. The post test was administered at the end of each
cycle in order to find out the whether or not the use of tic tac toe game could effectively
improve the subjects achievement in vocabulary. It was also conducted the second
questionnaire to the subjects under study at the end cycle 2 which conducted in order to get
a clear picture of the changing degrees of subjects learning behaviors, attitudes,
motivations, and learning difficulties after they have been taught in mastering vocabulary
through tic tac toe game.
3.7 Method and Technique of Analyzing Data
There were two kinds of data, namely qualitative and quantitative data. The qualitative
data involved data that were obtained from the reseachers diary applied during the treatment
in each cycle. While the quantitative data were obtained from the result of pre-tet, post-test
1, pot-test 2 and questionnaire. Both of the data were analyze descriptively. The result of
the questionnaire was descriptively analyzed by comparing the result of the first, second
and the third questionnaire. They were used to describe the subjects changing learning
behaviors and learning difficulties. The result of the analysis was only used as an
additional supporting data to conform the results of the quantitative data analysis.
The quantitative data was analyzed descriptively so as to reveal the extent of the subjects
progress or increasing ability in mastering vocabulary by comparing the result of pre-test
and post-test. The mean score shown the level of improvement achieved by the students after
following teaching and learning process through the implementation of Tic Tac Toe game.
a. The mean score of each student