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THE EFFECTIVENESS OF USING BINGO VERB GAME TO IMPROVE
VOCABULARY ACHIEVEMENT
(A Classroom Action Research of the Second Grade Students of SMP IP
Assalamah Ungaran in the Academic Year of 2011/2012)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of
Educational Faculty
By:
SRI AMANAH
NIM: 113 06 037
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN) OF
SALATIGA
2011
THE EFFECTIVENESS OF USING BINGO VERB GAME TO IMPROVE

VOCABULARY ACHIEVEMENT
(A Classroom Action Research of the Second Grade Students of SMP IP
Assalamah Ungaran in the Academic Year of 2011/2012)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of
Educational Faculty
By:
SRI AMANAH
NIM: 113 06 037
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN) OF
SALATIGA
2011
MINISTRY OF RELIGIOUS AFFAIRS

STATE ISLAMIC STUDIES INSTITUTE (STAIN) OF SALATIGA
Jl. Tentara Pelajar 02 Phone. (0298) 323706, 323433 Salatiga 50721
Website: www.stainsalatiga.ac.id E-mail:administrasi@stainsalatiga.ac.id
Ruwandi, M.A
The Lecture of Educational Faculty
State Islamic Studies Institute of Salatiga
Salatiga, August 10th, 2011
ATTENTIVE COUNSELORS NOTE
Case: Sri Amanahs Graduating Paper
Dear
The Head of State Islam
Studies Institute of Salatiga
Assalamualaikum Wr.Wb.
After reading and correcting Sri Amanahs graduating paper entitled THE
EFFECTIVENESS OF USING BINGO VERB GAME TO IMPROVE
VOCABULARY ACHIEVEMENT (A CLASSROOM ACTION RESEARCH
OF THE SECOND GRADE STUDENTS OF SMP IP ASSALAMAH IN THE
ACADEMIC YEAR OF 2011/2012)
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.
Wassalamualaikum Wr.Wb.
Consultant,
Ruwandi, M.A
NIP. 19661225 200003 1 002
Motto
Allah is Always in My Heart

Where There Is a Will There Is a Way
Never Ending Spirit
DEDICATION
This graduating paper is whole heartedly dedicated to:

1. My beloved mother Hj. Mumiyam and father H. Mukhayin thanks for your
support, trust, finance and never ending prayer to me.
2. My Husband Muhammad Sholikhin and my son Muhammad Fadhilah Akbar
Chanafi, you are my motivation and my spirit.
3. All of my old brothers and special to my beloved old sister Makrifah, thanks
for all.
4. The big families of Ponpes BUQ Bener, Tengaran Semarang, thank you for
your opportunity so I can finish my reading the holy Quran by heart.
5. All my families.
AKNOWLEDGEMENT
Alhamdulillahirabbilalamin, thanks to Allah because the writer is able to

finish this graduating paper as one of the requirements for the degree of Sarjana
Pendidikan in English Department of Educational Faculty of State Islamic Studies
Institute (STAIN) of 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,
advice, help, and encouragement from individuals and institution. Therefore, I
would like to express deep appreciation to:
1. Dr. Imam Sutomo, M.Ag, the Head of State Islamic Studies Institute (STAIN)
of Salatiga.
2. Maslihatul Umami, M.A as the chief of English Department.
3. Ruwandi, M.A, the consultant of this graduating paper, who always ready to
solve problems concerning, knowledge, wisdom, attention, and kindness.
4. The entire lectures of English Department.
5. Wakhid Gufron, S. S, the Head Master of SMP IP Assalamah, for your
permitting me to do the research.
6. Peni Sri Rejeki, S. S, English teacher of SMP IP Assalamah as my
collaborator, thanks for your help.
7. My father H. Mukhayin and my mother Hj. Mumiyam thanks for your support,
trust, finance and never ending prayer to me.
8. My beloved husband M. Sholikhin and my beloved son M. Fadhilah Akbar

Chanafi, you are my motivation and my spirit.
9. All people who I cant mention one by one.
10. All of my friends in TBI 06, especially A class, I miss u all.
Finally, the writer expects constructive critics and suggestions from the
readers, because this paper is still far from perfect. This paper is expected to be
able to provide useful information to the reader.
Salatiga, August 10 2011

The writer
Sri Amanah
ABSTRACT
Sri Amanah (2011). The Effectiveness of Using Bingo Verb Game to Improve
Vocabulary Achievement (A Classroom Action Research of the
Second Grade Students of SMP IP Assalamah Ungaran in the
Academic Year of 2011/2012. Graduating Paper. English
Department of Educational Faculty. State Islamic Studies
(STAIN) of Salatiga. Consultant: Ruwandi, M. A
This study analyzed the improvement of students vocabulary

achievement. The purposes of the research are to find out the effectiveness of
using bingo game to improve vocabulary achievement of the second grade
students of the SMP IP Assalamah Ungaran in the academic year of 2011/2012.
To find out the significant effectiveness of using bingo game to improve
vocabulary achievement of the second grade students of the SMP IP Assalamah
Ungaran in the academic year of 2011/2012. The methodology of the research is
collaborative classroom action research. In this research, the writer was the
teacher and assisted by an observer, she notes all of the process in learning
activities. To find out the improvement of students vocabulary achievement, she
used pre test and post test. She used two cycles, and each cycle comprised
planning, implementation of the action, observation, and reflection. The finding
shows that the mean score of post test (6,65) is higher than the mean score of pre
test (6,5) in cycle 1, and the mean score of post test (7,95) is higher than the mean
score of pre test (7,65) in cycle 2. In addition, the t test calculation from the result
of pre test and post test. (3,809) is higher than t table (2, 09) with n = 19 in the
level of significant of 5% and 1% (1,86). It means that the use of Bingo game can
improve students vocabulary achievement.
Key word: Bingo game, vocabulary achievement
TABLE OF CONTENT
TITLE .............................................................................................................. i
DECLARATION ............................................................................................ ii
ATTENTINVE CONCELORS NOTE .......................................................... iii
STATEMENT OF CERTIFICATION ............................................................ iv
MOTTO .......................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGEMENT .............................................................................. vii
ABSTRACT .................................................................................................... ix
TABLE OF CONTENT .................................................................................. x
LIST OF TABLE ............................................................................................. xii
CHAPTER I INTRODUCTION
A. Background of the Study .................................................. 1
B. Limitation of the Study .................................................... 5
C. Statement of the Problem ................................................. 6
D. Purpose of the Research ................................................... 6
E. Benefit of the Research .................................................... 7
F. Review of the Research .................................................... 7
G. Organization of the Research ........................................... 9
CHAPTER II THEORITICAL REVIEW

A. Media ................................................................................ 10
B. Vocabulary ....................................................................... 16
C. The Implementation of Using Bingo Game in Teaching
Vocabulary ....................................................................... 28
D. Theoretical Frame Work .................................................. 31
E. Theoretical Hypothesis ..................................................... 34
CHAPTER III METHODOLOGY OF RESEARCH
A. Research Setting ............................................................... 35
B. Subject of the Research .................................................... 40
C. The Research Method ...................................................... 41
D. Research Procedure .......................................................... 43
E. Technique of Collecting the Data .................................... 45
F. Technique of Analysis the Data ....................................... 46
CHAPTER IV TEACHING IMPLEMENTATION AND DATA ANALYSIS
A. Cycle 1 .............................................................................. 48
B. Cycle 2 .............................................................................. 57
C. Analysis ............................................................................ 66
D. Summary .......................................................................... 71
CHAPTER V CLOSURE
A. Conclusions ....................................................................... 72
B. Suggestion ........................................................................ 73
LIST OF TABLE
Table
Page
3.1 The Profile of Students of SMP IP Assalamah Ungaran in the

Academic Year of 2011/2012
37
3.2 The Profile of Teacher and Staff of SMP IP Assalamah Ungaran

in the Academic Year of 2011/2012
38
3.3 The Profile of Educational Facilities and Tools of SMP IP

Assalamah Ungaran in the Academic Year of 2011/2012
38
3.4 The Name of Respondent
40
4.1 The Score of Pre test and Post test of Cycle 1
52
4.2 Mean of Pre test and Post test
53
4.3 The Data for T-test Calculating
54
4.4 The Score of Pre test and Post test of Cycle 2
62
4.5 Mean of Pre test and Post test
62
4.6 The Data for T-test Calculating
63
Figure 3.1 The Organization Structure of SMP IP Assalamah Ungaran
39
CHAPTER I
INTRODUCTION
A. Background of the Study

Language plays a great part in our life. Language and human beings
are two unseparated components. We can communicate with each other by
using language. It brings ideas, opinions, thoughts, and feelings. Lado
(1964:11) states that language is intimately tied to mans feelings and activity.
It is bound up with nationality, religion, and feelings of self. It is used for
work, worship, and play by everyone, be he a beggar or banker, savage or
civilized. It is clear that we can make relationship with others and do activities
by language.
Everybody knows that English is the most widely used as an
international language of today. It is spoken by more than half of the people of
the world. Some speak English as their own language, and some speak it as a
second language. By learning English we can enlarge our mental horizons and
increase our knowledge because we shall have a better chance of reading a
wide variety of books, newspapers, and magazines.
English is also useful in other different fields of life such as business
and commerce. Indeed, many businessmen build their success upon their good
knowledge of English. Students sometimes study their subjects in English.
Businessman use English at their meetings, scientists and doctors write articles
in English, tourists speak English when they go abroad, it helps them enjoy
their trips and communicate with other people to develop better understanding
and establish new friendships.
Moreover, English is particularly important in the fields of science and
technology. There are many scientific books that we shall not be able to enjoy
without a good knowledge of English. From what we have said, one can say
that English is learnt for both benefit and enjoyment. It is a way to success not
only in examinations but also in life. For this reason, the students have to
master English either written or spoken It is not only to pass their
examinations but also to enjoy the pleasure of life.
In Indonesia, English is regarded as the first foreign language. That is
learned from Elementary School to University, even in kindergarten they have
started to study English. It needs teacher skills. The teacher should be able to
create an interesting method and technique in order to obtain a good result and
avoid the student boredom. Besides, the students can be more interest to
develop their vocabulary.
Vocabulary is one important aspect in learning a foreign language.
Without a proportional amount of vocabulary, anyone will get trouble in her
speaking, reading, listening, and writing. Only with a sufficient vocabulary,
learners can effectively express their ideas both in oral and written forms.
Thus, they should have good ideas on how to expand their vocabulary so that
they can improve their interest in learning the language.
Vocabulary is basic to communication. To be able to read and speak
English well, at least learners have to master 5000 new words (Hidayat, 2005:
1-2). Because of the nucleus of language is comprehension, mastering

vocabulary must be needed (Roziqin, 2010: 10). The acquisition of vocabulary
would help people in gaining, understanding, and also enhancing the process
of knowledgeable transferred for a better life.
Then, if acquirers do not
recognize the meaning of the key word used to those who address them, they
will be unable to participate in conversation. Indeed, if they wish to express
some idea or ask for information, they must be able to produce lexical items to
convey their meaning (Krashen & Terrel: 155).
However, many students do not have adequate vocabulary as indicated
by their test result. They do not know how to enrich their vocabulary, so they
often gradually lose interest in learning. It makes them passive in the class.
Besides that, some of the reason for general neglects of vocabulary mastery
are many teachers feel that grammar must be emphasized more than
vocabulary, because vocabulary is already being given too much time.
Teacher fears the students will make mistakes in sentence construction if too
many words are learnt before the basic grammar have been mastered. Other
reasons are that word meanings can be learned only through experience, that
they cannot be adequately taught in the classroom.
The problems come both from teaching materials and teaching method.
Language is the means of communicating with each other, and the final
purpose of learning a language is to obtain the ability to communicate with
others fluently. The students mastery of vocabulary will encourage them to
communicate with others fluently. The teacher has a task to create attractive
method and materials in order to make students enjoy in studying English

vocabulary. The teachers duty is not only teaching student but also educating
them. Teachers should be strict as well as concerned with the students. The
teacher should realize that he is not only a good teacher but also a helpful
friend to the students.
According to Mills (1977: xix ) the most successful teacher is one who
is in close touch with the students own problems and difficulties, and who
appreciates that in the early stages of a subject, progress by small steps is
necessary to achieve understanding. Teachers must pay a great attention to
harmonizing the relations between them and their students so as to arouse the
students interest to study English.
The course of teaching is that of bilateral activities which refer to
teachers teaching and students learning. For the teacher, it is the course of
transforming his own knowledge to the students. The teacher should play a
leading role from beginning to end. For this reason, harmonizing the relations
between him and his students is very important to the teacher. Good
relationship between them will provide happy and relaxed situation. A lot of
practices have also shown that the students are quick in thinking and full of
enthusiasm for studying when they are in high spirits. The students are the real
reason for the whole of teaching and learning encounter. So the most
important thing the teacher can do before, during and after classis is, listen the
students, watch them and read their work (Woodward, n.d.: 16).
In order to make students be more active, loving performances, and

interesting in studying English vocabulary, teachers teaching methods and
materials will have a direct impact on their interest in learning. For example
the teacher should convince that English is important thing for them and the
teacher should use appropriate technique, such as game. Thus make the
students study well (Ismail, 1980: 37). By using appropriate technique to learn
new vocabulary, students will find it useful and interesting. Language
teachers, therefore, should posses considerable knowledge on how to manage
an interesting classroom so learners can gain a great success in their
vocabulary learning.
From the discussion above, the writer assumes that teaching English by
games is an attractive technique to stimulate and encourage the students
enriching their vocabulary and enjoy in studying English. Because of that, the
writer is interested in researching about The Effectiveness of Using Bingo
Game to Improve Vocabulary Achievement (A Classroom Action Research
of the Second Grade Students of SMP IP Assalamah Ungaran in the Academic
Year of 2011/2012).
B. Limitation of the Study

In this case, the writer focuses on vocabulary achievement by using
bingo game of the second grade students of SMP IP Assalamah in the
academic year of 2011/2012.
C. Statement of the Problem

Based on the background of the study, there are many problems that
arise. The problems that are discussed in this thesis can be started as follows:
1. How far is the effectiveness of using bingo game to improve vocabulary
achievement of the second grade students of SMP IP Assalamah Ungaran
in the academic year of 2011/2012?
2. How far is the significant effectiveness of using bingo game to improve
vocabulary achievement of the second grade students of SMP IP
Assalamah Ungaran in the academic year of 2011/2012?
D. Purpose of the Research

The research is proposed as follows:
1. To find out the effectiveness of using bingo game to improve vocabulary
achievement of the second grade students of SMP IP Assalamah Ungaran
in the academic year of 2011/2012.
2. To find out the significant effectiveness of using bingo game to improve
vocabulary achievement of the second grade students of SMP IP
Assalamah Ungaran in the academic year of 2011/2201.
E. Benefit of the Research

This research will be beneficial as follows:
1. Theoretically: The findings of this research can enrich experience of
teachers in applying teaching strategies to improve students English
vocabulary.
2. Practically: The first is for the writer, the findings of the research can be
used as a starting point in improving the writers teaching ability. The
second is for the students, the findings of this research are very useful for
the students to improve their English vocabulary and make sure that
English is fun to be learned. The last is for the English teachers, the
findings of this research can be used as consideration in selecting the
appropriate methods or techniques implemented in English class.
F. Review on previous Research

In this graduating paper, the writer takes previous researches as
comparison. The first is from Azis Dwi Saputra (2010), with the title The
Use of Pictures to Vocabulary Mastery of the Third Year of MI AL MAARIF
Gedangan Tuntang Semarang in the Academic Year of 2010/2011. He used
descriptive quantitative approach. The type of his research was classroom
action research. The purposes of his research project were to know the
influence and the significant influence of using pictures toward vocabulary
mastery of the third year students of MI AL Maarif Gedangan Tuntang. He
used pre test and post test to find out the score of the students vocabulary
mastery. The result of his project was there were influence and the significant
influence of the use of pictures in teaching and learning process to vocabulary
mastery of the third year students of MI AL Maarif Gedangan Tuntang
Semarang in the academic year of 2010/2011.
The second is written by Zunita Widyasari (2010), with the title The
Use of Crossword Puzzle to Improve Vocabulary Mastery (A Classroom
Action Research in the first Year Students of MA Al Bidayah Candi
Bandungan in the Academic Year 2009/2010). She concluded that the teaching
learning process by using crossword puzzle gave positive effect in improving
the students vocabulary and the students motivation in learning vocabulary.
The last paper is written by Fella Nurus sofa (2010), she wrote the
graduating paper with the title Improving Students Vocabulary Mastery
trough Crossword Puzzle (A Classroom Action Research of the First Year
Students of MTs Nu in the Academic Year of 2009/2010). The purposes of
her research project were to know the influences of improvement of the
students vocabulary mastery, to know the process of teaching vocabulary
through crossword puzzle, and to know the teaching and learning situation
when crossword puzzle is implemented. This is an action research and she
used pre test and post test to find out the score of the students achievement.
She used two cycles in this research. The result of her project was the use of
crossword puzzle improved the students vocabulary mastery and the students
were involved actively in teaching and learning process.
G. Organization of the Research

This paper consists of five chapters, they are: chapter I is introduction.
In this chapter the writer presents background of the study, limitation of the
study, statement of the problem, purpose of the research, benefit of the
research, review on previous research, and organization of the research.
Chapter II tells theoretical review. It consists of the general concept of
media which covers the definition of media, types of media, the advantages of
using media, and the definition of bingo game. The general concept of
vocabulary consists of the definition of vocabulary, kinds of vocabulary,
vocabulary acquisition, and teaching
and
learning vocabulary;
the
implementation of using bingo game in teaching vocabulary. Theoretical

frame work, and the last is theoretical hypothesis
Chapter III is methodology of the research. In this chapter, the writer
would like to explain research setting, subject of the research, the research
method, research procedure, technique of collecting the data, and technique of
analyzing the data.
Chapter IV is teaching implementation and data analysis.
Chapter V is closure which consists of conclusion and suggestion of
the research.
CHAPTER II
THEORETICAL REVIEW
A. Media
1. The Definition of Media
Etymologically, the word media comes from Latin medium that means a
means; as in Money is a medium of exchange (Danbury, 2004: 621). The
plural form media is often used as a singular to refer to a particular means
of communication such as newspaper, magazines, radio, or television (The
American Heritage Dictionary of the English Language, 2006:1092).
There are some definitions of media. In his book Media Pendidikan,
Sadiman (1993: 6) says that:
a.
Media adalah segala bentuk dan saluran yang digunakan orang

untuk menyalurkan pesan atau informasi.
b.
Media adalah berbagai jenis komponen dalam lingkungan

siswa yang dapat merangsangnya untuk belajar. Semantara itu,
c.
Media adalah alat fisik yang dapat menyajikan pesan serta serta
merangsang siswa unruk belajar.
d.
Media adalah bentuk-bentuk komunikasi baik tercetak maupun

audio-visual serta peralatannya. Media hendaknya dapat di
manipulasi, dapat dilihat, didengar, dan dibaca.
From the explanations above, the writer concludes that media is everything
that can be used to transmit message or information from one to another to
stimulate students interest and attention, through feeling when they are
learning.
Media is usually used in education. Media is one of approaches used to
improve interaction between teacher and students in teaching and learning
process. Hamalik (1977: 23) says that:
Media Pendidikan adalah alat, metode, dan tehnik yang digunakan
dalam rangka mengefektifkan komunikasi dan interaksi antara guru
dan siswa dalam process pendidikan dan pengajaran di sekolah
2. The Types of Media
According to Sadiman, there are several kinds of media of education
which are usually used in Indonesia; they are:
a.
Graphic Medium
Graphic medium is one of the visual media. It transmits information
through channel related to the sense of sight. Information is shaped by
the symbols of visual communication. The kinds of graphic medium
are picture/ photo, sketch, diagram, chart, graph, cartoon, map &
globe, poster, flannel board, and bulletin board.
b.
Audio Media
Audio media relates to sense of hearing. The information is transmitted
through audio symbols verbal and non verbal. The teaching aids
included in these media are radio, magnetic tape recording,

phonograph record, and language laboratory.
c.
Still Projected Medium

Still projector medium is the same as graphic medium in providing
visual stimulations. The difference is, graphic medium is immediately
connected with the message of the media. While the message of the
still projector medium should be projected exceedingly by projector in
order to be seen by the audience. Occasionally, this media is followed
by audio recording (audio visual), but there is only visual.
The types of still projected medium are film slide, film stripe,
Overhead Transparency (OHT)/ Overhead Projector (OHP), Opaque
Projector, microfiche, film, loop film, television, and video.
3. The Advantages of Using Media

The advantages of using media are as follows:
a. Provide information clearly, both verbal and non verbal information.
b. Overcome the limitedness of space, time and capacity of the five
senses.
c. Encourage students to be more active in learning.
d. Provide the same stimulation, experience and perception about the
object of learning to every students ( Sadiman, 1993: 16-17).
4. Bingo Game
a. The Definition of Bingo Game
In Oxford learners Pocket Dictionary (2004: 37), bingo is defined as
gambling game using numbers. Bingo is also called by lotto, often
played simultaneously by large groups; the winner being the first
contestant is to cover a line of five numbered spaces on his card as
selected by chance and announced by the games caller (Grolier, 1974:
97).
Based on the American Heritage Dictionary of the English Language
(2006: 182), bingo is defined as a game of chance in which each player
has one or more cards printed with differently numbered squares on
which to place markers when the respective numbers are drawn and
announced by a caller. The first player to mark a complete row of
numbers is the winner and calls out Bingo!
b. The Types of Bingo Game
There are some types of bingo game which has different variations and
procedures; they are:
1) Bingo Noun Game
a) Bingo Part 1
Type
: individual
Level
: intermediate
Aids
: paper and ballpoint
Procedure : Before beginning the game, the teacher as the

leader of the game must prepare some cards containing a list of
approximately sixteen words covering group of animals, fruits,
professions, things in the room, etc. Ask students to make a big
box which divided into sixteen small boxes. Then, ask them to
write down words in a box based on the specified classification
that the teacher asks in ten minutes. Furthermore, the teacher
reads list of words in his/her card; students will across the same
words with the teachers words. Student who makes four
crosses sign in one line (across, down, or diagonally) may
shout BINGO! and he or she will be the winner (Rini, 2009:
17).
b) Bingo Part 2
Bingo part 2 is the modification from bingo game itself. This
game is preferably implemented after the lesson as the post
activity session.
Type
: individual
Level
: intermediate
Aids
: paper and pencil
Procedure : Before starting the game, ask students to mention

of words based on the materials they have just learned. For
example, pet; then the teacher may get words dealing with pet
as cow, dog, cat, fish, bird, etc. from students. Then, write
down the names of animals on the board. Ask students to select

five words that are written on the board and rewrite on their
book. The teacher writes each word in small cards, so in one
card there is only one word. Take five cards are read loudly one
by one in front of students. Every student will scratch out the
word which is the same as the word read by teacher. The
winner of this is that who has list of words that have little
streak (Rini, 2009: 32).
You can select other materials such as: fruit, school, color, food parts
of our body, etc.
2) Bingo Verb Game
Type
: group
Level
: intermediate
Aids
: cards size 3 x 6 cm, and 3 x 20 cm
Procedures
: This game is about changing verbs, infinitive to
past tense. The procedures are:

Make some groups consisting of 3-5 students.
Give each group one card which contains some infinitive
verbs.
The teacher takes one card which contains past tense verb and
shows to all groups quickly.
Then all groups should look for infinitive verbs on their card
which is equal with the past tense verb of the teachers card.
A group who gets the matching word earliest rises their hand
and shouts BINGO; then, reads infinitive verb on their card
and is sign on the word (Walidi, 2006: 62 ).
B. Vocabulary
1. The Definition of Vocabulary
A vocabulary is commonly defined as all the words known and used by a
particular person. According to Hornby (1987: 959)vocabulary is the
total number of words which make up a language with rules for combining
them.
In Grolier (1974: 1111) it is stated that vocabulary is the stock of words
used by people, or by a particular class or person; a list or collection of the
words of a language book, author, branch of science, or the like, usually in
alphabetical order and defined; the words of a language; a word-book,
glossary, dictionary, or lexicon; the sum or scope of ones expressive
technique, as in the arts.
Based on Oxford Learners Pocket Dictionary (2004:482), vocabulary is
defined as all the words that a person knows or uses all the words in a
language, list of words and their meanings, especially in a book for
learning a foreign language.
From the definitions above, it proves that vocabulary is the main
component of language and number of words used by a person, class,
profession, etc., which have meaning. It is used in communication and

every aspect of education, arts, science, etc.
In fact, vocabulary is more than a single word which powerfully carries of
meaning (Scrivener, 1994: 73) like dance, eat, book, etc. It may be a set
of combinations of words which express one single meaning, for example:
compact disc, go off etc. Beginners often manage to communicate in
English by using the accumulative effect of individual words.
2. The Types of Vocabulary
There are many classifications made by linguists concerning the types of
vocabulary. Each vocabulary item has separate description and different
treatment. Charles C. Fries (1967: 44-46) in his book Teaching &
Learning English as a Foreign Language, divides vocabulary into four
groups as follows:
a. The first is the function words. Those words, although some of them
may also have full-word meaning content, primarily or largely operate
as a means of expressing relations of grammatical structure. This
explanation shows that each vocabulary has different meaning and
some vocabularies have no meanings if there are no patterns from
them. Amounts to these groups are auxiliaries, prepositions,
conjunctions, etc; depending on where they are placed.
b. The second type of vocabulary items are the substitute words. Those
words do not represent as individual things or specific actions, but
function as substitutes for whole form classes of words. It means that
there is a link among words, and one another of word can represent the
first one of the word, and the people who will say effectively without
repetition usually use it. In this case, the number of the words which
are included of this one is the personal pronouns (I, me, we, us, etc),
the indefinites (anyone, anybody, anything, etc), and the negatives
(none, nobody, nothing, etc).
c. The third type of vocabulary items are those that are distributed in use
according to such grammatical matters as the presence or absence of a
negative. This explains us the grammatical matters involved
vocabulary meaning, because while vocabularies are combined in the
sentences they will make some meanings involved in grammatical
pattern. For example, Rena speaks English well and Anton does too.
Too means that Anton also can speak English well although the
sentence does not show immediately that Anton can speak English
well.
d. The large body of content words constitutes the fourth group of
vocabulary items and chief materials are usually considered when the
vocabulary of a language is discussed. In this discussion, the meaning
of content is an analysis about reality of words in language and the
meaning about the fourth group is the function of words as
phenomenon in our effort of reality including symbol for things,
actions, and qualities, for example: answer, depend, large, learner, etc
(Thornbury, 2002: 21).
Scrievener (1994: 74) classifies vocabulary into productive and receptive

vocabularies.
a. Receptive vocabulary refers to language items that can be recognized
and understood in the context of reading or listening. Receptive
vocabulary is also called by passive vocabulary, because usually, we
cannot produce or practice correctly. Passive vocabulary or
comprehension vocabulary consists of words comprehended by people,
when they read or listen. Fox argues that people who just master 2,000
English vocabularies will find out difficulties in understanding the
texts, and students who want to comprehend such materials have to
master a much more extensive receptive vocabulary (In Nunan, 1991:
118).
b. Productive vocabulary refers to items which the learner can use
appropriately in speaking or writing and it is also called as active
vocabulary, although, in fact, it is more difficult to put into practice. It
means that to use the productive vocabulary, students are supposed to
know how to pronounce it well, they must know and be able to use
grammar of the target language, they are also hoped to be familiar with
the collocation and understand the connotation meaning of the words.
This type is often used in speaking and writing skills.
From the explanations above, we know that experts have different ways in
classifying the types of vocabulary; depending on their views and the use
of it. In the first level of a course, however active vocabulary is more
prominent, but when students in higher level of study such as intermediate

or advanced levels students use passive vocabulary.
3. Vocabulary Acquisition
a. First Language Vocabulary Acquisition
Knowing a word is very important for the acquisition process
of language. In learning the first language, the first words that children
learn are typically those used for (Thornbury, 2002: 18):
1) Labeling
Labeling is mapping words on to concepts. For example,
dog has
name dog or doggie. When the children hear about the
animal dog they have a concept that dog is four-legged animal.

But not all four-legged animals are dogs: some may be cats, so the
child then has to learn how far to extend the concept of dog, so as
not to include cats, but to include other peoples dogs, toy dogs,
and even picture of dogs.
2) Categorizing
Acquiring a vocabulary requires not only labeling but also
categorizing skills. The child needs to realize that common words
like apple and dog can be replaced by superordinate terms like fruit
and animal, and that animal can accommodate other lower order
words such as cat, horse, giraffe, etc.
3) Network Building
Network building means constructing a complex web of
words, so items like black and white, finger and toes, or family and
brother, for examples are interconnected. Network building serves
to link all the labels and packages, and lays the groundwork for
process that continues for as long as we are exposed to new words
and new meaning for old words.
A vocabulary usually grows and evolves with age, and serves
as a useful and fundamental tool for communication and acquiring
knowledge. Acquiring an extensive vocabulary is one of the largest
challenges in learning a foreign language.
b. Second Language Vocabulary Acquisition
Learning vocabulary is one of the first steps of learning a
second language, yet a learner never finishes vocabulary acquisition.
Whether in ones native language or a second language, the acquisition
of new vocabulary is a continual process. Many methods can help one
acquire new vocabulary.
1) Memorization
Although memorization can be seen as tedious or boring,
associating one word in the native language with the corresponding
word in the second language until memorized is considered one of
the best methods of vocabulary acquisition. By the time students
reach adulthood, they generally have gathered a number of
personalized memorization methods. Other methods typically

require more time and longer recalling.
2) The keyword Method
One useful method to build vocabulary in a second
language is the keyword method. When additional time is available
or one wants to emphasize a few key words, one can create
mnemonic devices or word associations. Although these strategies
tend to take longer to implement and may take longer in
recollection, they create new or unusual connections that can
increase retention. http://en.wikipedia.org/wiki/Vocabulary
4. Teaching & Learning Vocabulary
In the past, vocabulary teaching and learning were often given little
priority in the second language programs, but recently there has been a
renewed interest in the nature of vocabulary and its role in learning and
teaching. The linguist David wilkins (Thornbury, 2002: 13) explains the
importance of vocabulary learning. Learners who just learn grammar
without vocabulary will be difficult to convey what they want to say.
However, learners who just learn vocabulary or just read text or open
dictionary will be able to say almost anything.
Teaching is a process of guidance for learners in their life; it is a
guidance to explore their ability by doing certain assignment (Sardiman,
1994: 12). Teaching is, fundamentally, about working with people and
about remaining alive to the many different things that go on. Learning is
basic human existence and fundamental for education. It is the base of

operations for the study of psychology and essential to understanding the
human mind (Gazda, 1980: 1). In the other words, it can be said that there
are processes of interaction between learners and their teacher in teaching
and learning by doing their own duty.
Teaching and learning vocabulary is very crucial in studying
second language, because vocabulary is the basic material in mastering the
four language skills namely listening, reading, speaking, and writing.
Hocket (In Nunan, 1991: 117), one of the most influential structural
linguists of the day, argues so far that Vocabulary is the easiest aspect of
a second language to learn and that it hardly required formal attention in
the classroom. Besides, the acquisition of an adequate vocabulary is
essential for successful second language use because without an extensive
vocabulary, we will be unable to use the structures and functions we may
have learned for comprehensible communication (Fauziati, 2005: 157).
Nowadays it is widely accepted that vocabulary teaching should be
part of the syllabus, and taught in a well-planned and regular basis. The
status of vocabulary within the curriculum and attitude of foreign language
teachers toward vocabulary instruction have varied considerably over the
years. Grammar Translation Method, for example provides a balanced
attention to both grammar and vocabulary. Using this method, learners
typically spend a great deal of their time looking up words in the
dictionary and translating texts from the foreign language into native
language. It makes students be unable to use foreign language for real

communication, while Direct Method and Audiolingual Method arise in
reaction to this failure. Direct Method assumes that students will acquire
vocabulary in context as an integral part of the lesson. The Audiolingual
Method, on the other hand, believes that learners can build a large
vocabulary after they internalize the basic grammatical patterns (Fauziati,
2005: 155-156).
The successful vocabulary presentation in the classroom crucially
depends on the interaction between teacher and learners and on the work,
the learners themselves put into the assimilation and practicing of new
words (McCarthy, 1990: 121). Because the purpose of learning a language
is usually to enable the students take part in exchange of information by
talking with friends, reading instructions on a packet of food,
understanding directions, etc. A basic skill in teaching English as a foreign
language is to be able to prepare, set up, and run a single classroom
activity, for example: a game or a communicative task or discussion
(Scrivener, 1994: 25).
The problems in teaching English as a foreign language are the
students almost never use English language in their activity. It causes they
feel difficulties in learning English language.
The one problem in teaching vocabulary is the students easily
forget the new words they have just learned (Thornbury, 2002: 23). Many
Indonesian students have problem in remembering new words of English
language, because English is the foreign language in our country. In fact,

learning is remembering. Unlike the learning of grammar, which is
essentially a rule-based system, vocabulary knowledge is largely a
question of accumulating individual items. Thus, the teacher and learners
must be more active in teaching and learning process. According to
McCarty (1990: 18) active learners seem to make similar contribution to
those of the teachers in classroom interaction; they accept to organize new
words in relation to words already known, they define and paraphrase
words and try to use words in example.
The teacher can use some sources of vocabulary input in the
classroom to encourage the students in learning English vocabulary.
According to Thornbury (2002), there are some classroom sources of
words or vocabulary input, they are:
a. Course Books and Vocabulary Books
Course books select vocabulary for active study on the grounds
of usefulness, frequency, learning ability, and teaching ability. Course
book content includes segregated and integrated vocabulary work.
Segregated activities typically present or practice lexical sets,
or word formation rules, or recycle or test words introduced
previously, or targeted specific vocabulary. Vocabulary is also
integrated into skill work, typically in the form of a pre-task or posttask vocabulary focus.
Supplementary vocabulary books are usually thematically

organized, but cover a range of vocabulary skills. Sometimes
vocabulary books are targeted at specific needs, such as business or
technical English, or are designed as preparation for public
examinations.
b. Other Students
Other students in the class are a particularly fertile source of
vocabulary input. Learners often pay attention to what other learners
say than they do to either the course book or their teacher.
c. The Teacher
The teacher is a potentially fruitful source of vocabulary input,
not only in terms of incidental learning, but also as means of
introducing vocabulary through teacher talk.
d. Short Texts
Short texts are ideal for classroom use, since they can be
subjected to intensive grammatical and lexical study. Learning to cope
with short texts is also good preparation for independent reading and
listening, including dealing with longer texts. Moreover short texts
provide useful models for students production, in the form of speaking
and writing.
e. Dictionaries
Dictionaries are both a tool and resource for vocabulary
learning, since they contain a wealth of information about words,
information that can be topped through classroom activities involving
multiple decision-making.
f. Corpus Data
Todays dictionaries provide accurate information about a
words frequency and its typical collocations, and well as supplying
authentic examples of the word in context. This information is largely
due to the development of corpus linguistics. A corpus (plural corpora)
is a collection of texts that has been assembled for the purposes of
language study. Modern corpora are stored electronically and consist
of many millions words of text, both spoken and written. Corpora are
the latest addition to the resources available for vocabulary input.
Corpora are particularly useful for providing attested examples of
language in use, as well as frequency and collocational information.
Concordancing and keyword are two of the tools that make corpus data
available for classroom use.
In learning a foreign language, vocabulary plays an important role.
It is one element that links the four skills of speaking, listening, reading
and writing altogether. In order to communicate well in a foreign
language, students should acquire an adequate number of words and
should know how to use them accurately.
According to (Scrivener, 1994: 75) there are some roles of

vocabulary in the classroom, they are:
1. Vocabulary is very important and needs to be dealt with systematically
in its own right; it is not simply add on to grammar or skills lesson.
2. Teachers job does not finish as soon as a learner has first met some
new vocabulary; we need to help them practice, learn, store, recall and
use the items.
3. Training in the use of English-English dictionaries provides learners
with a vital tool for self-study.
4. We need to distinguish between vocabulary for productive use and for
receptive recognition and adapt our classroom work appropriately.
5. We need to deal not only with single word lexical items, but also with
longer, multi word items.
C. The Implementation of Using Bingo Game in Teaching Vocabulary

As we know that bingo is one of the most popular games in the world.
It can also be used in teaching vocabulary, because this game will make
learners brain stimulated to memorize words through cards. Bingo is a very
flexible game because there are no restrictions in the age and this game. We
can use bingo game for all. Bingo can be played in bingo halls (bingo rooms)
where a lot of tables and boards located. You must have bingo cards and listen
to "caller" who calls loudly bingo balls' numbers. And you must simply mark
this number in your card. The person who has marked all the numbers in its
card first yells "bingo" and this person win. As you see, the rules of the bingo
are very simple, so almost everyone can play this game.
In teaching and learning process this game can be practiced by asking
students to main words they have remembered after the lesson. This game is
easy to be played because it helps students to memorize the words and need
simple supplementary media as pencil and the concerning cards as the media
of teaching.
According to Sadiman (1993: 80), game is one of learning media
education. Game is a form of play, especially with rules, for example, tennis,
football, cards (Hornby, 1974: 353). Game is a structured activity, usually
undertaken for enjoyment and sometimes used as an educational tool. Games
are distinct from work, which is usually carried out for remuneration and from
art, which is more concerned with the expression of ideas. However, the
distinction is not clear. Many games are also considered to be jobs, such as
professional players of spectator sports/games, or art such as jigsaw puzzles.
A game is an activity with rules, a goal and element of fun. In a game
there are competitions which the players or teams race to be the first to reach
the goal, but sometimes players or teams have the same number of strategies
work together cooperatively towards a common goal. Now, game is usually
used to teach language, especially a foreign language. English, as the foreign
language is taught since the early age in Indonesia. Language games transfer
comfortably to the foreign language study. Therefore, useful games are those
encourage learners to recall preferably (Thornbury, 2002: 102).
Language games can be divided into two further categories (Hadfield,

2001: 4):
1. Linguistic Games
In linguistic games, the goal of the game is linguistic accuracy. In the case
of vocabulary, games use words such as verbs, nouns, and adjectives in the
correct forms.
2. Communicative Games
Communicative games have non linguistic goal or aim. Successful
completion of the game involves carrying out a task such as exchanging
information, filling in a picture or chart, or finding two matching cards,
rather than the correct production of language. However, in order to carry
out this task it will be necessary to use language and, by careful
construction of the task, it is possible to specify an advance what language
will be required.
Games usually involve friendly competition and they keep learners
interested. These create the motivation for learners of English to get involved
and participate actively in the learning activities. Vocabulary games bring real
world context into the classroom, and enhance students' use of English in a
flexible, communicative way.
In playing bingo game, competition is very important because it
stimulates and encourages students to participate in the activity, since
naturally they want to beat the other teams. While playing, students have
relax, exercise, and teas their friends. The key components of the games are
goals, rules, challenge and interaction. The games generally involve mental or
physical stimulation and often both. Many games help develop practical skills,
serve a form of exercise or otherwise perform an educational simulation or
psychological role.
By using bingo game, students are brought into real life situation.
Besides, bingo game keeps the students memory and encourages them to
memory new vocabulary. Then, bingo game brings about relaxation and fun
for students; thus, help them learn and retain new words more easily. So the
students will not be boring.
In conclusion, bingo is a game that can be used as media for teaching
vocabulary. Through bingo game, teaching and learning vocabulary,
especially English vocabulary, will be more easily and fun.
D. Theoretical Framework
Vocabulary plays an important role in a foreign language study. It is
one of the elements that link the four skills of speaking, listening, reading and
writing all together. In order to communicate well in a foreign language,
students should acquire an adequate number of words and should know how to
use them accurately.
Even though students realize the importance of vocabulary in language
study, most of them learn vocabulary passively due to several factors. First,
they consider the teacher's explanation for meaning or definition,
pronunciation, spelling and a grammatical function is boring. In this case,
language learners have nothing to do in a vocabulary learning section but to

listen to their teacher. Second, students only think of vocabulary learning as
knowing the primary meaning of new words. Therefore, they ignore all other
functions of the words. Third, students usually only acquire new vocabulary
through new words in their textbooks or when given by teachers during
classroom lessons. For example, learners find many new words in a text and
then ask the teacher to explain the meanings and usages. Forth, many
Indonesian learners do not want to take risks in applying what they have
learnt. It makes the students forget new words, because they may not be able
to use that word properly in different contexts or pronounce it correctly.
Traditionally, vocabulary has not been a particular subject for students
to learn, but has been taught within lessons of speaking, listening, reading and
writing. During the lesson, students use their own vocabulary and are
introduced to new words provided by the teacher and classmates which they
apply to classroom activities. For many learners of English, whenever they
think of vocabulary, they think of learning a list of new words with meanings
in their native language without any real context practice. A number of
learners may share the same experience of looking up words in a bilingual
dictionary to find their meanings or definitions when they encounter new
words. They may even write down lines of new words without any idea of the
real use of them in context. Working this way, after a short period of time,
many learners may find out that learning vocabulary in lists does not satisfy
themselves, and they think the cause for it is just their bad memorization.
Furthermore, some other students may require teachers to give

meaning and grammatical function for words that they are not familiar.
Learners just wait for teachers who control the lesson to provide new forms of
words then they write those words in their notebooks or complete their
exercises. They may use words they learn in the exact formats as the original
patterns in which those words appear. This kind of rote verbal memorization is
good to a certain extent since it helps learners learn and use the correct form of
words. However, learners just know how to use the vocabulary in an exact
form, but they do not know how to use it with different shades of meanings in
real life communication.
Today, vocabulary is very crucial to be taught in the class. Many
experts of language teaching methodology agree that playing games is a good
way to teach vocabulary. With the use of games, the teacher can create various
contexts in which students have to use the language to communicate,
exchange information and express their own opinions.
There are so many games which can be applied in teaching vocabulary,
such as bingo game. Bingo game is usually involved friendly competition and
learners interest. These create the motivation for learners of English to get
involved and participate actively in the learning activities. Then, through
bingo game, the students memorize and encourage them create new
vocabulary. It is aimed to motivate and involve the students in real life
situation (Zenger, 1977: 126). Besides that, bingo games bring the students in
relaxation and fun for students, thus help them learn and retain new words
more confident.
In conclusion, learning vocabulary through bingo game could
encourage the operation of certain psychological and intellectual factors which
could facilitate communication heightening self-esteem, motivation and
spontaneity, reinforcing learning, improving intonation and building
confidence. Bingo game is useful and effective tools that should be applied in
vocabulary classes. The use of vocabulary is a way to make the lessons more
interesting, enjoyable, and effective.
E. Theoretical Hypothesis
Hypothesis is a tentative answer to research problem (Hornby,
1987:312). The hypothesis of this research is using bingo game can improve
vocabulary achievement.
CHAPTER III
METHODOLOGY OF THE RESEARCH
A. Research Setting
1. The Description of SMP IP Assalamah Ungaran
SMP Islam Plus Assalamah or usually called by SMP IP
Assalamah Ungaran was opened in 2005. This school was built by
Assalamah Foundation Ungaran which has been established since 31
January 1989 M by Hj. Syarifah Ruqoyah Assegaf. The school is located
at JL. Gatot Subroto 104 B Ungaran, Semarang, Central Java 50517. This
location is strategic and easy to reach because it is in the centre of Ungaran
town. It is near from Semarang-Solo Street. It is about 500 m from
Ungaran public market.
Assalamah Foundation has enlarged its some Islamic Education
besides SMP IP, such as MADIN, TPQ, TK-IPA, and SDIT Assalamah.
They are at the same location.
The main facilities possessed by SMP IP Assalamah are text
books, teachers, and buildings. The students of SMP IP Assalamah in the
academic year of 2011/2012 are 168 pupils. They consist of 62students of
the first year, 66 students of the second year, and 40 students of the third
year. SMP IP Assalamah has five classrooms, two classrooms for the first
grade, two classrooms for the second grade and one classroom for the third
grade.
2. The Identity of the School

a. Name
: SMP IP Assalamah Ungaran
b. Address
: Jl. Gatot Subroto No. 104 B Ungaran 50517
c. Phone Number
: (024) 6926373-6923336
d. School status
: Private
e. Established
: 2005
f. Head Master
: Wakhid Ghufron, S. S
3. The Vision of SMP IP Assalamah Ungaran

The school focuses on belief and righteousness (IMTAQ) to The
Almighty God Allah SWT, establishing intellectualism, and creating
cadres of human leaders and accelerates religious campaign to achieve the
prosperous world (rahmatan lil alamin).
4. The Mission of SMP IP Assalamah Ungaran
a. Developing teaching and education methodology that lead students in
mastering knowledge and science.
b. Establishing the dynamic spiritual value.
c. Developing the students interest and skill.
d. Providing facilities and recruiting qualified staff to extend the scope of
education.
5. The Curriculum of SMP IP Assalamah Ungaran

a. The Core Program
Applies the school Based Curriculums (KTSP: Kurikulum
Tingkat Satuan Pendidikan) as recommended by the ministry of
National Education.
b. The Specific Program
The mastery some languages such as English, French, and
Javanese, computer technology, and religious awareness.
c. Elective Program
PLS (Pengajaran Luar Sekolah) PHBN and PHBI (Pesantren
Ramadhan)
d. Extensive Program
It consists of extracurricular and personality, which covers of
scout, sports, art, music, and skill.
6. The Profile of Students
TABLE 3.1
The Profile of Students of SMP IP Assalamah Ungaran in the
Sex
No.
Class
1.
2.
3.
I
II
III
Total
Number
Class
2
2
1
5
Male
Female
Total
39
36
18
93
23
30
22
75
62
66
40
168
7. The Profile of Teacher and Staff

TABLE 3.2
The Profile of Teacher and Staff of SMP IP Assalamah Ungaran in the
No.
1.
2.
3.
Name
Wakhid Ghufron, S.S
Mustaghfiroh, S.Ag
Fatimatu Zahro, S.Pd
4.
Peni Sri Rejeki, S.S
5.
6.
Tanti Harjanti, S.Pd

Moh. Aminin, S.Pd.I
7.
Riesky Ferdian, S.Kom.
8.
Wahyu Sarwono, S.Pd
9.
10.
11.
12.
13.
Nur Nanik, S.Pd

Sulhani
Sriyati, S.Pd
Yudi D. Pratomo, S.T
Zanuar Nur Wahyudi
Occupation
Head Master
Vice Head Master
Vice Head Master of
Curriculum Affairs
Vice Head Master of
Students Affair
Homeroom VII Al-Hadi
Homeroom VIII AlMuhtar
Homeroom VIII AlHamid
Vice Head Master of
Infrastructure Affairs
Counselor
Teacher
Teacher
Teacher
Teacher
Profession
Indonesian teacher
Religious teacher
Mathematics teacher
English teacher
Social and Civic
Al-Quran teacher
Skill teacher
Science teacher
Counseling teacher
Al-Quran teacher
Javanese teacher
Tec teacher
Sports teacher
8. The Profile of Educational Facilities and Tools

TABLE 3.3
The Profile of Educational Facilities and Tools of SMP IP Assalamah
in the Academic Year of 2011/2012
No.
1.
2.
3.
4.
5.
6.
7.
Facilities
Classroom
Head masters and teachers office
Library
Computer lab
School Health Room Unit
Administration room
Meeting hall
Total
5 units
1 unit
1 unit
1 unit
1 unit
1 unit
1 unit
Condition
Good
Good
Good
Good
Good
Good
Good
8.
9.
10.
11.
12.
School praying hall (mushola)

Store house
Counseling room
Sport yard
Security guard
1 unit
1 unit
1 unit
1unit
1 unit
Good
Good
Good
Good
Good
9. The organization Structure of SMP IP Assalamah

Figure 3.1
The Organization Structure of SMP IP Assalamah Ungaran
Education National
Department
Religious
Religious
Department
Head Master
Department
Vice Head Master
Committee
Vice Headmaster of
Curriculum Affairs
Coordinator Administration
Vice Headmaster of
Students Affairs
Vice Headmaster of
Infrastructure Affairs
Vice Headmaster of
Public Relation Affairs
STATUS
Homeroom Teacher
VII
VII
Homeroom Teacher
VIII
VIII
Teachers
Teacher
Students
Homeroom Teacher
IX
IX
B. Subject of the Research

1. Population
Population is all members of the research subject (Arikunto, 2006:
130). Population is all individuals from whom the data are collected. The
population of the study was the second grade students of SMP IP
Assalamah Ungaran in the academic year of 2011/2012.
2. Sampling
Sampling is way or the technique used to take sample (Hadi, 1985: 75). In
this case, the writer used non random sampling where not all of the
subjects of the research have the same opportunity to be samples.
3. Sample
Sample is a part of representative populations which is investigated
(Arikunto, 2006: 131). In this research the writer used purposive sample.
Purposive sample is the sample which is selected because of some reasons,
such as limitation of time, energy, and fee (Arikunto, 1998: 127-128). The
writer took 20 students of the second grade students of SMP IP Assalamah
Ungaran in the academic year of 2011/2012 as the samples..
TABLE 3.4
The Name of Respondent
No.
1.
2.
3.
4.
5.
6.
7.
Name
Aditama Surya Permana
Afika Yuvita Ratnasari
Aulia Dea Jayanti
Dinda Febria Fadhilah
Dyah Ayu Suryaningtyas
Fanni Hanifah Husna
Febrian Anugrah Utama
Sex
M
F
F
F
F
F
M
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Haqqunanda RW
Histy Tria Agustina
M. Nur Wahid Nugroho
Nanda Kusuma Dewi
Nurisha Safrisa
Pradhita Rifka Hanifati
Rinaldo Ananda Pamungkas
Rizky Febi Nilamcahya
Tamima Fitriani
Wahyu Widodo
Zaenul Vega Miftachul Sidiq
Zahra Firdaus Imani
Vierza Sylvia Machros
M
F
M
F
F
F
M
F
F
M
M
F
F
C. The Research Method

1. Research Approach
Research can be defined as the process of problem solving. To
solve the problem, the researcher needs a method. The choice of the
method depends on the objective of the research. Related to this research,
the writer used descriptive quantitative approach. According to Nurul
Zuriah (2007: 47) the descriptive research is a research which is purposed
to give the facts, indications, and phenomenon systematically and
accurately about the characteristic of the population in certain area. Thus,
the purpose of this research is to describe systematically the facts and the
characteristics of a given population or area of interest, factually and
accurately (Isaac, 1984: 46). Descriptive method is not only limited to
collect and arrange the data, but also to analyze and interpret the meaning
of the data.
Quantitative research is a process to get knowledge that applies
some models as mathematic, statistic, and econometric; and then, the result
of the analysis is presented in nominal form (Hasan, 2004: 30). Similarly,

in this research, the writer will describe the phenomenon that arises from
the object of the research factually and accurately by statistical method.
2. Type of the Research
In this research, the writer applied a classroom action research.
Suhardjono defines that Classroom Action Research (CAR) is an action
research occurring in class to improve the quality of teaching learning
process (in Arikunto et al, 2008: 58). The class means a group of students
who at the same time get the lesson from the teacher. Action research is
usually carried out by practitioners to improve their understanding of
events, situations and problems so as to increase their effectiveness of their
practice.
According to Winter (1989: 3) action research might be defined as
the study of a social situation with a view of improving the quality of
action within it. The purpose of action research is to develop new skill or
new approaches and to solve problem with direct application to the
classroom or working world setting (Isaac and Michael, 1984: 55). The
fundamental aim of action research is to improve practice rather than to
produce knowledge.
From the definition above, the writer concludes that classroom
action research is the research that is done by practitioner of education to
improve the quality of teaching and learning and to know the situation of
students when the teaching and learning occur.
D. Research Procedure
This study applying classroom action research, according to Kemmis
(in Syamsuddin and Damaianti, 2007: 203) there are four components in
action research, they are planning, action, observation, and reflection. The
writer will apply two cycles in this action research which each cycle has
procedures are follows:
1. Planning
The activities in the planning are:
a. preparing materials, making lesson plan, and designing the steps in
doing the action
b. preparing teaching aids (e. g. flash card)
c. preparing sheets for classroom observation
d. preparing pre test and post test items
2. Action
The researcher will implement the classroom action research by
doing activities as follows:
a.
giving pre test
b. teaching vocabulary using bingo game

c. giving occasion to the students to ask any difficulties or problems in
doing bingo game
d. giving post test
3. Observation
Observation is one of the instruments used in collecting the data.
As a scientific method, observation can be systematically used to observe
and note the phenomena investigated like the students feeling, thinking,
and something they do in teaching and learning process. Data from this
observation was recorded in a field note. Then the researcher analyzed the
result of field note which is made by the partner of researcher. In addition,
the researcher analyzed the result of pre test and post test to know whether
the students vocabulary improves or not. In this case, the researcher as the
teacher whiles the partner as an observer.
4. Reflection
The result of the observation is analyzed. It is to remember what
happened that has been recorded in observation. Reflection seeks to make
sense of processes, problems, and real issues in strategic action. It has an
evaluative aspect, if the researcher fine problem in the first cycle, she will
try to solve the problem in the next cycle. The writers reflection was done
by discussing with the collaborator or partner of researcher. Then the next
cycle can be decided or designed.
E. Technique of Collecting the Data

a. Test
Test is a set of stimulus that is given to people that aims at getting
answer as the basic of scoring (Zuriah, 2006: 184). To get the data, the
writer proceeded with the tests which consist of pre test and post test. The
function of pre test was to know how far is the students vocabulary
achievement before using bingo game, whereas the function of post test
was to know the increase of vocabulary achievement after using bingo
game.
b. Observation
Besides doing the test, the researcher did class observation. The
observation was used to know the situation of the teaching and learning
process when the technique is applied. It was very important in this case,
not only to know the students own feelings but also to know how they
think about their English.
c. Documentation
Documentation is needed to know about the situation of students,
the teachers, and the profiles of the school. Documentation includes not
only the official organizational papers, brochures, and reports, but also
more of work a day, work plans, and materials.
d. Field note
Field not refers to various note recorded by scientist during or after
their observation of a specific phenomenon they are studying.
F. Technique of Analyzing the Data
1. Descriptive technique
A descriptive technique is used to know the students behavior
during the teaching learning process. In descriptive technique, the
researcher will analyze the observation sheet which has been made by the
partner.
2. Statistical technique
a. Mean
Mean is used to know how far the effectiveness of using bingo
game to improve vocabulary achievement. The writer calculates mean
of pre test and post test, the formula is:
1) Mx
Nx
Where,
2) My
Mx
=Mean of pre test
= the sum of pre test
Nx
= the number of subject
y
Ny
Where,
My
=Mean of pre test
= the sum of pre test
Ny
= the number of subject
b. SD (Deviation Standard)
SD is the first step before calculate t-test, the formula is:
D 2 D
SD
N
N
Where,
SD
= Deviation Standard for one sample t-test
= Difference between pre test and post test
= Number of observations in sample
c. T-test
After calculate SD, the researcher will calculate t-test to know
how far the significant effectiveness of using bingo game to improve
vocabulary achievement. The formula is:
to
SD
N 1
Where,
to
= T-test for the difference of pre test and post test
SD
= Deviation Standard for one sample t-test
= Difference between pre test and post test
= Number of observations in sample
CHAPTER IV
TEACHING IMPLEMENTATION AND DATA ANALYSIS
A. Cycle 1
1. Planning
Before conducting the research, the researcher prepared the
instrument of research, they are:
a.
Lesson plan
Lesson plan as a guide for teachers activities in class, so
teaching learning process can be controlled.
b.
Materials (text entitled A Private Conversation)
c.
Preparing teaching aids ( flash card, paper)

The teacher prepared 16 cards containing past tense verbs and
divided papers containing of 16 infinitive verbs to the students.
d.
Sheet for classroom observation

The researcher provided the observation sheet for her partner to
take a note of teaching and learning process by bingo game.
e.
Test (pre test and post test)
2. The Implementation of the Action

On Thursday, July 21th, 2011 the teacher (the writer) entered her
English class and greeted the students. Then she introduced herself, gave
information about the activities that would be done and introduced the
mode of presentation in studying vocabulary. The steps are as follows: the
students should fill the boxes with infinitive verb after the teacher read
past tense verb and played the game in group. Before the lesson, the
teacher (the writer) gave pre test to the class for about 15 minutes. After
giving pre test, she began to teach vocabulary with the steps stated before.
She told to the students: Okay, students you will play a game.
Horeee.....! (Yes.......!) (The students shouted).
Teacher
: Do you like a game?
Students
: yes, sure Mom!
Teacher
: The name of this game is bingo game. Do you have

played this game before?
Students
: Not yet, Mom.......? Apa itu bingo game? (What is bingo

game?)
Tceaher
: Now, we will play bingo verb game. Bingo is a game of

vocabulary by using cards. It is very easy to play. In this
game, you should fill the blank boxes with the word
which I have read. I have some cards, you should look for
infinitive verb in your paper that I will give it for you
then, with the verbs (past tense) in my card. After you get
the verb raise your hand then shout bingo! and read the
word then write the answer in the board. Dont forget, I
showed the card just one times and in five seconds.
Understand!
Students
: Yes, mom!
The teacher then made 16 boxes in the board. Then she showed the
first card that written gave. The students shouted bingo! immediately.
The group that could answer, and then read the infinitive verb (give) then
wrote it in the board. Very good, teacher said. The students looked
enthusiasm and enjoyed with this game. Even they struggled with their
friends to fill the box with the verb but the teacher gave explanation that
all of them would get the opportunity to answer the bingo game.
Then teacher showed the second word, the teacher showed verb
worked. Almost all students raised their hand for answer the bingo game
and all of them shouted bingo, even there was student shouted
bingung! Then the teacher pointed a group which fastest among others
and one of the students filled the empty box in the white board and wrote
the infinitive verb work.
The teacher showed the next word, the teacher showed past tense
knew. They shouted bingo! together, the teacher pointed one student and
give question. Apa kata kerja pertama dari knew? (What is the V1 from
knew?). Then the student answered: know, mom! Thats right. The
teacher said. Then the student wrote the verb knew in the board, but he felt
difficult in writing the verb, because he forgot the verb, then the teacher
helped him in writing the verb knew. The teacher continued the game until
finished. There is no the winner because there was no group that could
make the answer until five, by made crosses, horizontal, or diagonal line.
All of them were the winner because almost of the students could answer
the game.
Almost of the students answered the teachers questions, they were
very crowded and active to fill the bingo boxes. They were active to think
about the answer and active to raise their hands in order to get the
opportunity to answer the bingo game. Teacher took a rest for moment
and looked at the watch. After the game finished the teacher give post test.
Having finished post test, students submitted their post test to the teacher.
Okay time is up, you must take a rest and pray Ashar! teacher said.
Yes, mom! the students answered. Then the teacher closing the lesson
and said: Thank you for your attention. See you next time and
Wassalamualaikum warahamtullahi wabarokatuh......
3. Observation
In the first meeting, the writer observed teaching and learning
process by using field note that had been written by the collaborator. In
this case the writer cooperated with the English teacher where the writer as
the teacher and English teacher as an observer. By monitoring the
students activity in this action and according to field note, the writer could
see that the students had not ready yet when the teacher (writer) come to
class. It could be seen for the students attitude that confused when the
teacher (writer) explained about the activity that would be done. They
were not familiar with the new teacher, so they looked busy and the
condition was noisy.
After teacher gave pre test, students looked enthusiastic. Then they
played bingo game in group. The students who knew the answer actively
filled the blank boxes in the white board. Even they struggled to answer.
The students who not be pointed by the teacher felt disappointed. Some of
the students did not understand with the game so they just keep silent, but
after repeated the instruction, all of the students active in game process
both male and female. They looked happy and enjoyed with the teaching
and learning process. In addition, to know there is a significant
improvement of vocabulary, the researcher will analyze by using t-test.
Before analyzing t-test, the researcher will show the data
presentation of pre test and post test.
a. Distribution of Scores of Pre test and Post test of Cycle 1
TABLE 4.1
The Score of Pre Test and Post Test of Cycle 1
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Name
Aulia Dea Jayanti
Fanni Hanifah Husna
Haqqunanda RW
Histy Tria Agustina
Nanda Kusuma Dewi
Nurisha Safrisa
Tamima Fitriani
Pre test Post test

6
6
7
7
6
7
6
7
7
7
7
7
6
7
6
7
6
6
6
6
6
7
7
6
7
6
7
7
7
6
7
8
17.
18.
19.
20.
Wahyu Widodo
Zahra Firdaus Imani
6
6
7
7
6
6
7
7
The list above shows the mean of prt test is 6.5 and post test is
6.65 among 20 students. From the table, it can be concluded that the
scores increase from pre test to post test.
b. Calculating mean of pre test and post test
TABLE 4.2
Mean of Pre test and Post test
Pre test
x
Mx
Nx
130
Mx
20
Mx 6,5
Post test
y
My
Nx
133
My
20
My 6,65
1) Mean of pre test < mean of post test

2) There is an improvement of vocabulary achievement from pre test
(before the action) and post test (after the action).
c. Calculating t o value
The steps are:
1) Preparation for calculating pre test and post test to get D and
D2
TABLE 4.3
The Data for T- test Calculating
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
17.
18.
19.
20.
Name
Pre test Post test
6
6
7
7
Aulia Dea Jayanti
6
7
6
7
7
7
Fanni Hanifah Husna
7
7
6
7
Haqqunanda RW
6
7
Histy Tria Agustina
6
6
6
6
Nanda Kusuma Dewi
6
7
Nurisha Safrisa
7
6
7
6
Rinaldo
Ananda
7
7
Pamungkas
7
6
Tamima Fitriani
7
8
Wahyu Widodo
6
6
Zaenul Vega Miftachul
6
6
Sidiq
Zahra Firdaus Imani
7
7
7
7
130
133
2) Calculating of standard deviation
D 2 D
SD
N
N
SD
9 3

20 20
SD 0,45 0,15
D
0
0
1
1
0
0
1
1
0
0
1
-1
-1
0
D2
0
0
1
1
0
0
1
1
0
0
1
1
1
0
-1
1
0
0
1
1
0
0
0
0
3
0
0
9
SD 0,45 0,0225
SD 0,43
SD 0,66
3) Calculating t o
to
SD
N 1
3

20
to
0,66
20 1
to
to
to
0,15
0,66
19
0,15
0,66
4,36
0,15
0,15
to 1
d. Giving interpretation of t o
1) Calculating df
Df
= N-1
= 20-1
= 19
2) Consulting with the t table score

On the table of distribution with df = 19 the score of t is as
follows:
a) In the significance level of 5% = 2, 09
b) In the significance level of 1% = 2,86
3) Comparing
to
to
with t t
= 1. It refers that
to
is lower than t t either with the
degree of significance 5% = 2, 09 or 1% = 2, 86.

4) Conclusion
a) T table with n=19 is 2,09 in the significance level of of 5% and
2, 86 in the significance level of 1%, while the t calculation is
1.
b) T table > t calculation = 2, 09 >1< 2, 86.
c) It shows that there is no significant difference of vocabulary
achievement of the second grade students of SMP IP
Assalamah in the Academic year of 2011/2012 after using
bingo game because t calculation < t table. However the score
of post test (6, 65) is better than the score of pre test (6,5).
4. Reflection
After analyzing the result of cycle 1, the writer concluded that
teacher should give brief explanation about the game and how to play it,
because there were some students confused and did not understand. The
students should be motivated. They were crowded and active in following

bingo game.
Action 1 gave satisfactory result because most of them active in
playing the game. In addition the result of mean of post test (6, 65) is
higher than mean of pre test (6, 5). It indicates that the students can
improve their vocabulary after bingo game is applied.
The problem in this cycle was there were students still just kept
silent and spoke with other friend because they play in group not
individually. Besides that, the teachers voice and instructions were not
clear enough.
To solve the problem above the teacher should ask to mention
some words before starting the lesson and applying the game individually.
It is very important to continue to the next cycle to motivate them to
master their vocabulary. The second cycle is carried out as follow up of
the first cycle. The teacher used the same method with other variation.
B. Cycle 2
1. Planning
Such as in the cycle 1, the researcher preparing:
a. Lesson plan
Lesson plan as a guide for teachers activities in class, so
teaching learning process can be controlled.
b. Materials (text entitled Breakfast or lunch)
c. preparing teaching aids (flash card, paper)

The teacher prepared 16 cards containing past tense verbs and
divided papers containing of 16 infinitive verbs to the students
d. Sheet for classroom observation
The researcher provided the observation sheet for her partner to
take a note of teaching and learning process by using bingo game.
e.
Test (pre test and post test)
2. The Implementation of the Action

On Monday, 25 July 2011 the teacher (writer) entered her English
class. He greeted, list of the students, and told to the students that they
would continue bingo game. She said the students as follows:
Teacher
: Good morning students.
Students
: Good morning, Mom.
Teacher
: How are you today?
Students
: Fine thanks you, and you?
Teacher
: Im very well too, thank you. Who is absent today?
Students
: There are two students absent today, Mom.
Teacher
: Why.
Students
: Sakit, Bu. Mereka di UKS sekarang. (They are sick,

Mom. They are in healthy room now)
Writer
: Oh, I am sad to hear that. Oke, sekarang kita akan

melanjutkan permainan yang kemarin (Okay class, we
will continue the lesson that have studied yesterday).
As usual the teacher gave pre test. The teacher prepared the
teaching aids. After the students accepted pre test, they did pre test
seriously. Class situation is enough quite, and after they had finished the
pre test the teacher explained about the game.
Teacher
: We will continue bingo game. If yesterday you play the

game in group, now you will play individually. All of
you, are you ready?
Students
: Of course!
Teacher
: Sekarang kalian harus membuat 16 kotak di buku kalian

masing-masing. Setelah itu saya akan menunjukkan kata
kerja past tense yang ada pada kartu, kemudian kalian isi
kotak tersebut dengan infinitive dari kata kerja past tense
di kartu yang saya tunjukkan nanti. Apabila kalian dapat
mengisi empat kotak dengan empat kata kerja infinitive,
kalian teriak bingo dan menyebutkan kata kerjanya,
paham? (Now, you should make 16 boxes in your book.
After that I will show you past tense verb in cards, then
you fill the boxes with the infinitive base on the past tense
verb in my cards that will be showed then. If you can fill
four
boxes with infinitive verb, you shout bingo and
read the verb, understand?).

Students
: Of course, Mom.
: This game divided into three sessions. For each session, I
Teacher
will show you four past tense verb.

For the first session the past tense verbs have been prepared were
bought, brought, asked, and said. The teacher took four verbs of the first
session. She showed the first verb (bought) quickly. The students paid
attention to the card and after they knew the answer, they wrote the answer
in their book. The situation quiets enough because the students not
struggled to answer. They waited to the next card. The teacher continued
to the next word. Teacher raised a card that written by verb brought, and
the students wrote their answer in their book.
Furthermore the teacher showed the verb asked, the students
answered and wrote it in their book. The teacher continued the game. In
the first session the students could fill their boxes until four and shouted
bingo!
The game took place until the third session. The students play
game very enthusiastic. Although they just stayed in their chair, but most
of them can answer the game because they had learned the verb before and
they knew the past tense of each infinitive verbs. In bingo game, they only
remembered the changes of verb, which from infinitive to past tense or
from past tense to infinitive.
Bu, waktu sudah habis. Kami sangat lapar (Mom, the time is
up, we are very hungry. Because at that time English lesson is in the last
time, the students were not be patient to go out from the class take a rest
and have lunch. The teacher closed the lesson and give thanks to the
students for their time.
3. Observation
The teacher observed in the second action, while she was
monitoring, he helped the students when they got difficulties. He tried to
activate the students who were still quiet in the game with give them
opportunities to answer.
The teaching and learning process in the second cycle was
interesting. The students who were quiet in action one, they looked
confidence and enjoy to fill the bingo boxes. In the middle of the game,
there were some students who found difficulties. They dont know about
the infinitive of once past tense verb. But this can be handled by the
teacher.
The teaching and learning process was very active (teacher and
students) and the class condition was not nervous and noisy like the cycle
before.
By observing the teaching and learning process in the cycle 1 and
2, teacher concluded that bingo game can improve the students
vocabulary. The improvement can be seen through the result of activity
from cycle 1 and cycle 2. In addition, to know there is a significant
improvement of vocabulary, the researcher will analyze by using t-test.
Before analyzing t-test, the researcher will show the data
presentation of pre test and post test.
a. Distribution of Scores of Pre test and Post test of Cycle 2

TABLE 4.4
The Score of Pre Test and Post Test of Cycle 2
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Name
Aulia Dea Jayanti
Fanni Hanifah Husna
Haqqunanda RW
Histy Tria Agustina
Nanda Kusuma Dewi
Nurisha Safrisa
Tamima Fitriani
Wahyu Widodo
Zahra Firdaus Imani
Pre test
7
8
8
8
8
8
8
8
8
6
8
8
8
8
6
8
6
8
8
8
Post test
9
8
8
9
9
8
8
8
8
8
9
9
9
7
9
8
8
9
9
9
b. Calculating mean of pre test and post test

TABLE 4.5
Mean of Pre test and Post test
Pre test
Post test
x
y
Mx
My
Nx
Nx
153
159
Mx
My
20
20
Mx 7,65
My 7,95
1) Mean of pre test < mean of post test

2) There is an improvement of vocabulary achievement from pre test
(before the action) and post test (after the action).
c. Calculating t o value
The steps are:
1) Preparation for calculating pre test and post test to get D and
D2
TABLE 4.6
The Data for T- test Calculating
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
17.
18.
19.
20.
Name
Aulia Dea Jayanti
Fanni Hanifah Husna
Haqqunanda RW
Histy Tria Agustina
Nanda Kusuma Dewi
Nurisha Safrisa
Rinaldo Ananda
Pamungkas
Tamima Fitriani
Wahyu Widodo
Zaenul Vega Miftachul
Sidiq
Zahra Firdaus Imani
Pre test
7
8
8
8
8
8
8
8
8
6
8
8
8
8
Post test
9
8
8
9
9
8
8
8
8
8
9
9
9
7
D
2
0
0
1
1
0
0
0
0
2
1
1
1
-1
D2
4
0
0
1
1
0
0
0
0
4
1
1
1
1
6
8
6
8
9
8
8
9
3
0
2
1
9
0
4
1
8
8
153
9
9
159
1
1
16
1
1
30
2) Calculating of standard deviation
D 2 D
SD
N
N
SD 1,5 0,64
SD 0,86
SD 0,93
3) Calculating t o
to
SD
N 1
16

20
to
0,93
20 1
to
to
to
0,8
0,93
19
0,8
0,93
4,36
0,8
0,21
t o 3,809
d. Giving interpretation of t o
1) Calculating df
Df
= N-1
= 20-1
= 19
2) Consulting with the t table score
On the table of distribution with df = 19 the score of t is as
follows:
a) In the significance level of 5% = 2, 09
b) In the significance level of 1% = 2,86
3) Comparing t o with t t
to
= 3, 809. It refers that
to
is higher than t table either with
the degree of significance 5% = 2, 09 or 1% = 2, 86.

4) Conclusion
a) T table with n=19 is 2, 09 in the significance level of 5% and 2,
86 in the significance level of 1%, while the t calculation is
3,089.
b) T table < t calculation = 2, 09 < 3, 809 > 2, 86.
c) It shows that there is significant difference of vocabulary
achievement of the second grade students of SMP IP
Assalamah in the Academic year of 2011/2012 after using
bingo game because t calculation > t table. The difference of
mean of pre test = 7, 65 and the mean of post test =7,95. It
refers that the students achievement of post test is better than
the students achievement of pre test.
4. Reflection
After analyzing the result of the second cycle, it can be concluded
that bingo game can motivate the students to involve actively in learning
vocabulary in the class, although there are some problems in their English
words.
The result mean of post test (7, 95) is higher than the result mean
of pre test (7, 65). It can be seen when teacher mention the infinitive word
and the students can answer in the past tense form. The teacher decided
that it is the last meeting, because bingo game can improve the students
vocabulary achievement and it can be seen in the score of pre test and post
test in each cycle.
C. Analysis
1. Individual Achievement
Based on the scores of pre test and post test of the second grade
students of SMP IP Assalamah in the academic year of 2011/2012, the
writer would like to give brief explanations about the improvement of the
students vocabulary achievement one by one.
In pre test of cycle 1, Aditama Surya Permana got 6 and he got 6 in
post test. Then, in the cycle 2 he could increase his score from 6 in pre test
and 9 in post test. It means that he could improve his score because his
scores from cycle 1 until cycle 2 were different. It can be concluded that
using bingo game can improve Aditamas vocabulary achievement.
Afika Yuvita Ratnasari got score 7 in pre test of cycle 1 and got 7
in post test. In cycle 2 she could improve her score from 7 in pre test until
9 in post test. From the two cycles she could improve her score. It means
that bingo game is effective to improve students vocabulary achievement.
Aulia Dea Jayanti got 6 in pre test and 7 in post test of cycle 1.
While in the cycle 2 she could increase her score from 7 in pre test and 8
in post test. In two cycles, she got good score. It means that bingo game
can improve the Aulias vocabulary achievement.
Dinda Febria Fadhilah score was increased. She got 6 in pre test to
be 7 in post test of cycle 1. In cycle 2, she could improve her score from 7
in pre test to be 9 in post test. In the two cycles she can improve her
scores; it means that there is any difference vocabulary achievement after
using bingo game.
Dyah Ayu Suryaningtyas got 7 in pre test of cycle 1 and got 7 in
post test. In cycle 2, she got 7 in pre test and got 9 in post test. In the two
cycles she could improve her scores although in cycle 1 her scores were
constant.
Fanny Hanifah Husna, in cycle 1, her scores was not increase. She
got 7 in pre test and post test of cycle 1. In cycle 2 she could improve her
score from 7 to be 8. This shows that there is significant effect of using
bingo game to improve vocabulary achievement.
Febrian Anugrah Utama could increase his scores in the two
cycles. In cycle 1, he got 6 in pre test and 7 in post test. In cycle 2 he got 7
in pre test and 8 post test. It also shows that any effect of using bingo game
to vocabulary achievement.
Haqqunanda RW got 6 in pre test and 7 in post test of cycle 1. He
got 7 in pre test of cycle 2 and 8 in post test of cycle 2. In the two cycles,
he could increase his scores. The use of bingo game is effective to improve
vocabulary achievement.
Histy Tria Agustina could not increase her score in cycle 1. Her
scores of pre test and post test in cycle 1 were 6, but in cycle 2 her scores
increase, she got 6 in pre test and 8 in post test. It means that bingo game
can improve Histys vocabulary achievement.
Muhammad Nur Wahid Nugrohos scores in cycle 1, is also not
increase. He got 6 in pre test and post test of cycle 1. While in cycle 2 his
scores were increase from 6 to be 8. It shows that there is any effect of
using bingo game to vocabulary achievement.
Nanda Kusuma Dewi could improve her scores in each cycle. In
cycle 1 she got 6 in pre test and got 7 in post test. In cycle 2 she got 7 in
pre test and 9 in post test. In the two cycles, her scores were increase.There
is significant effect of using bingo game to improve vocabulary
achievement.
Nurisha Safrisa decreased her score in cycle 1, she got 7 in pre test
but in post test she got 6. In cycle 2 she could increase her score from 6 in
pre test to be 9 in post test. However there is improvement of the scores
from cycle 1 to cycle 2. It can be concluded that bingo game can improve
Nurishas achievement.
Pradhita Rifka Hanifati has the same scores with Nurisha safrisa. In
cycle 1, her scores were decreased from 7 in pre test to be 6 in post test.
However in cycle 2 she could increase her scores from 6 in pre test to be 9
in post test. It also can be concluded that bingo game can improve
Praditas achievement.
Rinaldo Ananda Pamungkas got 7 in pre test and post test of cycle
1. In cycle 2 he also got the same scores, he got 7 either in pre test and
post test. In the two cycles he could increase her scores, but her scores
were good enough.
Risky Febi Nilamcahya got low scores cycle 1. She got 7 in pre test
and got 6 in post test. In cycle 2 she could increase her scores from 6 in
pre test to be 9 in post test. Although in cycle 1 her scores were low, but in
cycle 2 she could increase her scores. It can be concluded that bingo game
is effective to improve vocabulary achievement.
Tamima Fitriani could increase her scores in cycle 1 from 7 in pre
test to be 8 in post test. While in cycle 2 she could not increase her scores.
She got 8 both in pre test and post test.
Wahyu widodo got 6 in pre test and 6 in post test of cycle 1.. In
cycle 2 he got 6 in pre test and 8 in post test. Although he could not
increase his scores in cycle 1 but in cycle 2 he could increase his scores. It
means that there is positive effect of using bingo game to vocabulary

achievement.
Zaenul Vega Miftachul Sidiq could not increase his scores in cycle
1. He got 6 in pre test and 6 in post test. However, in cycle 2 he could
increase his scores from 8 in pre test to be 9 in post test. It can be
concluded that bingo game can improve Zaenuls vocabulary achievement.
Zahra Firdausy Imani got 7 in pre test and 7 in post test of cycle 1.
It means that she could increase her scores in cycle 1. While in cycle 2 she
could increase her scores from 7 in pre test to be 9 in post test. It shows
that bingo game can improve vocabulary achievement.
Vierza Sylvia Machros could not increase her scores in cycle 1.
Her scores were 7 in pre test and 7 in post test. However in cycle 2 she
could increase her scores from 7 in pre test to be 9 in post test. It can be
concluded that there is significant difference of vocabulary achievement
after using bingo game.
2. Class achievement
The list above presents the class achievement of pre test and post
test of the two cycles. Regarding on the table above, the class achievement
of pre test and post test of the two cycles increased. The mean of post test
in each cycle is always higher than the mean of pre test. It means that
using bingo game can improve the students vocabulary achievement.
At the first cycle, the class achievement of pre test is different from
the post test. The result of vocabulary test is increase. The mean of pre test
is 6, 5 and the mean of post test is 6, 65. It means that the result of pre test
and post test increases around 0, 15%.
At the second cycle, the mean of post test increase 0, 3% from the
mean of pre test. It increases from 7, 65 (the mean of pre test) to 7, 95 in
post test. Because there is improvement of vocabulary achievement from
cycle 1 to cycle 2, the writer stops the action in cycle 2.
D. Summary
Based on the previous theoretical reviews and data analysis, the writer
concludes that:
1. There is positive effect of using bingo game to improve vocabulary
achievement of the second grade students of SMP IP Assalamah in the
academic year of 2011/201. It is shown by means of pre test and post test
in the two cycles. In the cycle 1 the mean score of pre test is 6, 5 and the
mean score of post test is 6, 65. In the cycle 2 the mean score of pre test is
7, 65 and the mean score of post test is 7, 95.
2. There is significant effect of bingo game to improve vocabulary
academic year of 2011/2012. It is shown by the result of calculation of ttest. The result of t-test score is 3,809, it is higher than t table (2, 09) in the
significance level of 5% and higher than t table (2, 86) in the significance
level of 1%.
CHAPTER V
CLOSURE
A. Conclusion
The result of the study shows that bingo game is useful to help students
improve their vocabulary achievement. It can be seen at the conclusion of this
thesis that is:
1. There is positive effect of using bingo game to improve vocabulary
academic year of 2011/201. It is shown by means of pre test and post test
in the two cycles. In the cycle 1 the mean score of pre test is 6, 5 and the
mean score of post test is 6, 65. In the cycle 2 the mean score of pre test is
7, 65 and the mean score of post test is 7, 95.
2. There is any significant effect of using bingo game to improve vocabulary
academic year of 2011/2012. It is shown by the result of calculation of ttest. The result of t-test score is 3,809, it is higher than t table (2, 09) in the
significance level of 5% and higher than t table (2, 86) in the significance
level of 1%.
B. Suggesstion
At the end of this chapter, the writer would like to propose some
suggestions, which helpfully would be useful for all institution sides.
1. For the Institutions
The students achievement of a lesson is very important to realize,
institutions should be aware and could provide opportunity to achieve it
2. For the English Teacher
They should enhance their ability in teaching and learning process. The
strategy of teaching will influence the students ability to learn. The
teacher should motivate the students that learning English, especially
vocabulary, is easy and interesting in order that students enjoy and are fun
to join their class.
3. For the Students
The students should always be active in teaching learning process and are
not afraid of English lesson. They should study
hard and give more
attention when the teacher explains the lesson. The students also should
add their vocabulary by reading some books or other sources and practice
the words in daily conversation. Furthermore, they should study English
continually in classroom and at home.
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b. 2008. Penelitian Tindakan Kelas. Bumi Aksara,
Jakarta.
Danbury. 2004. The New Lexicon Websters Dictionary of English Language
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Fauziati, Endang. 2005. Teaching of English as a Foreign Language (TEFL).
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Fries, Charles C.1967. Teaching & Learning English as a foreign Language.
The University of Michigan Press, New York.
Gazda, George. 1980. Theories of Learning. Peacock Publishing Inc.
Grolier. 1974. The New Grolier Webster International Dictionary Volume I &
II. Grolier. New York.
Hadfield, Jill. 2001. Elementari Grammar Games. Longman, Malaysia.
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Fakultas Psikologi Universitas Gadjah Mada, Yogyakarta.
Hamalik, Oemar. 1977. Media Pendidikan. Alumni, Bandung.
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Hasan, Iqbal. 2006. Analisis Data Penelitian Dengan Statistik. Bumi Aksara,
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Hidayat, Rahmat Taufiq. 2005. Kosakata Bahasa Inggris. Pustaka Pelajar,
Jogjakarta.
Hornby. 1987. Advances Learners Dictionary of Cutrrent English. Oxford
University Press, Oxford.
Isaac, Stephen and William B. Michael. 1984.

Evaluation. EdITs Publishers, California.
Hanbook in Research and
Ismail, Imaduddin. 1980. Pengembangan Kemampuan Belajar Pada AnakAnak. Bulan Bintang, Jakarta.
Krashen, Stephen D., & Tracy D. Terrel. The Natural Approach: Language
Aqcuisition in the Classroom.
Lado, Robert. 1983. Language Teaching: A Scientufic Approach. McGraw-Hill
Publishing co. ltd., New Delhi.
McCarthy, Michael. 1990. Vocabulary. Oxford University Press, Oxford.
Mills, 1977. Teaching and Training: A Handbook for Instructors. The
McMillan Press LTD, London.
Mulyono, 2009. Teacher Book English way 2 for SMP Grade VIII. Quadra,
Yogyakarta.
Nunan, David. 1991. Language Teaching Methodology: a Text Book for
Teachers. Prentice Hall International English Language Teaching, U. K.
Oxford University press. 2004. Oxfor Learners Pocket Dictionary. Oxford
University Press, New York.
Rini, Ayu. 2009. Excellent English Games. Kesaint Blanc, Jakarta.
Roziqin, Baidatul. 2010. Tiga Puluh (30) Hari Mahir Bahasa Inggris: Quantum
English Learning. Think, Jakarta.
Rudducks, Jean and David Hopkins. 1989. Research as a Basis for Teaching.
Heinemann, Oxford.
Sadiman, Arief S. 1993. Media Pendidikan. Rajawali, Jakarta.
Saputra, Azis Dwi (2010). The Use of Pictures to Vocabulary Mastery of the
Third Year of MI AL MAARIF Gedangan Tuntang Semarang in the
Academic Year of 2010/2011. Unpublised Paper, English Department of
Educational Faculty State Islamic Studies Institute (STAIN) of Salatiga.
Sardiman.1994. Interaksi dan Motivasi Belajar Mengajar. Rajawali, Jakarta.
Scrivener, Jim. 1994. Learning Teaching: A Guidebook for English Language
Teachers. Heinemann, Jordan Hill.
Sofa, Fella Nurus (2010). Improving Students Vocabulary Mastery trough

Crossword Puzzle (A Classroom Action Research of the First Year
Students of MTs Nu in the Academic Year of 2009/2010). Unpublised
Paper, English Department of Educational Faculty State Islamic Studies
Institute (STAIN) of Salatiga.
Syamsuddin, AR. & Vismaia Damayanti. 2007. Metode Penelitian Pendidikan
Bahasa. Remaja Rosda Karya, Bandung.
The American Heritage Dictionary of the English Language (4th Ed.). 2006.
Houghton Mifflin Company, New York.
Thornbury, Scott. 2002. How to Teach Vocabulary. Longman, Malaysia.
Walidi. 2006. 38 Games for Improving English. Citra Aji Parama. Yogyakarta.
Widyasari, Zunita (2010). The Use of Crossword Puzzle to Improve Vocabulary
Mastery (A Classroom Action Research in the first Year Students of MA
Al Bidayah Candi Bandungan in the Academic Year 2009/2010).
Unpublised Paper, English Department of Educational Faculty State
Islamic Studies Institute (STAIN) of Salatiga.
Winter, Richard. 1989. Learning from Experience: Principles and Practice in
Action-Research. The Falmers Press, London.
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London.
Zenger, Sharon K. 1977. 57 Ways to Teach. Groscent, Los Angeles.
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Aplikasi. Sinar Grafika, Jakarta.
http://www.merriam-webster.com/dictionary/bingo.
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Nama Sekolah
Mata Pelajaran
Kelas/Semester
: SMP IP Assalamah
: Bahasa Inggris
: VIII/I
Standar Kompetensi : Membaca

Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative yang berkaitan
dengan lingkungan sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar, dan berterima yang
berkaitan dengan lingkungan sekitar dalam teks berbentuk
recount dan narrative.
Indikator
: 1. Mengidentifikasi isi teks yang dibaca.
2. Mengidentifikasi makna kata dari teks yang dibaca.
3. Mengidentifikasi kata kerja dari teks yang dibaca.
Jenis Teks
: Narrative
Aspek/Skill
: Membaca
Alokasi Waktu
: 4 x 4o menit
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat:
1. Mengidentifikasi isi teks yang dibaca.
B. Materi Pembelajaran
1. Teks tulis berbentuk narrative yang berjudul A Private Conversation.
2. Kosakata dan grammar terkait teks.
3. Verb: went, did, got, etc.
C. Metode/Teknik
: Game dan tanya jawab.
D. Langkah-langkah Pembelajaran
1. Kegiatan Awal
-
Greeting/salam.
Mengecek kehadiran.
Pre test.
2. Kegiatan Inti
-
Tanya jawab tentang materi.

Guru menyuruh siswa untuk membaca teks narrative dan
mengartikannya.
Guru menyuruh siswa menyebutkan kata kerja dalam teks.
Guru menjelaskan perbedaan kata kerja present tense dan past
tense.
Siswa bermain bingo game bersama-sama secara berkelompok.
3. Kegiatan Akhir
-
Guru menjelaskan tata cara bermain bingo.

Guru membagi siswa menjadi beberapa kelompok.
Guru membagikan kertas berisi kata kerja present tense.
Siswa bermain bingo game bersam-sama secara berkelopmpok.
Siswa Mengerjakan post test.
E. Sumber Belajar
1. Mulyono, 2009. English Way for SMP Grade VIII. Yogyakarta:
Quadra.
2. Alexander, 1975. Practice and Progress. Yogyakarta: Kanisius.
F. Penilaian
1. Tes lisan
2. Tes tertulis
Ungaran, 21 Juli, 2011
Mengetahui
Guru Pamong
Guru Praktikkan
Peni Sri Rejeki, S. S
Sri Amanah
Kepala Sekolah
Wakhid Ghufron, S. S
Pre Test Cycle 1

Name : ..
Class : ..
Date
: ..
I. Give the Meaning from Indonesian to English and then Write the Change
of Verbs from Present Tense to Past Tense Below!
II.
Present Tense
Past Tense
a. Pergi
1.
11.
b. Mendengarkan
2.
12.
c. Dapat
3.
13.
d. Bermain
4.
14.
e. Memberi
5.
15.
f. Bekerja
6.
16.
g. Mengetahui
7.
17.
h. Mempunyai
8.
18.
i. Mengerjakan
9.
19.
j. Mengatakan
10.
20.
Match column A with Column B Appropriately!

A. Present Tense
1.Enjoy
2.Get up
3.Buy
4.Stay
5.Do
Answer
B. Past Tense
a. Did
b. Stayed
c. Got up
d. Enjoyed
e. Bought
A Private Conversation
Last week I went to the theater. I had a very good seat. The play was very
interesting. I did not enjoy it. A young man and a young woman were sitting
behind me. They were talking loudly. I got very angry. I could not hear the actors.
I turned round. I looked at the man and the woman angrily. They did not pay
attention. In the end, I could not bear it. I turned round again. I cant hear a
word! I said angrily.
Its none of your business, the young man said rudely. This is a private
conversation!
(Source Book: Practice and Progress)
Answer these questions based on the text above!
1. Where did the writer go last week?
2. Did he enjoy the play or not?
3. Who was sitting behind him?
4. Were they talking loudly, or were they talking quietly?
5. Could the writer hear the actors or not?
6. Did he turn round or not?
7. What did he say?
8. Did the young man say, The play is not interesting. or did he say, This is a
private conversation!?
1. study
2. go
3. write
4. see
5. follow
6. make
7. have
8. drive
9. play
10. grow
11. ask
12. meet
13. borrow
14. keep
15. put
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
learn
bring
stay
tell
work
give
think
read
depart
arrive
sing
take
eat
feel
come
Post Test Cycle 1

Name : ..
Class : ..
Date
: ..
I. Match the Infinitive Verbs in the Right with the Past Tense Verbs in the
Left which Appropriate!
1.
go
( ... )
a. set up
2. leave for
( ... )
b. ate
3. give
( ... )
c. kept
4. keep
( ... )
d. arrived
5. get on
( ... )
e. took
6. depart
( ... )
f. gave
7. arrive
( ... )
g. left for
8. set up
( ... )
h. departed
9. take
( ... )
i. went
10. eat
( ... )
j. got on
II. Write T if the answer is true and F if the answer is false from the change
of verbs below!
Present Tense
Past Tense
1. write
( ... )
write
2. drive
( ... )
driven
3. ask
( ... )
asked
4. borrow
( ... )
borrowed
5. tell
( ... )
told
6. have
( ... )
has
7. stay
( ... )
stay
8. feel
( ... )
felt
9. get
( ... )
gotten
10. grow
( ... )
grew
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Nama Sekolah
Mata Pelajaran
Kelas/Semester
: SMP IP Assalamah
: Bahasa Inggris
: VIII/I
Standar Kompetensi : Membaca

Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative yang berkaitan
dengan lingkungan sekitar.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek

sederhana secara akurat, lancar, dan berterima yang
berkaitan dengan lingkungan sekitar dalam teks berbentuk
recount dan narrative.
Indikator
: 1. Mengidentifikasi isi teks yang dibaca.

Jenis Teks
Aspek/Skill
Alokasi Waktu
: Narrative
: Membaca
: 4 x 4o menit
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa diharapkan dapat:
1. Mengidentifikasi isi teks yang dibaca.
B. Materi Pembelajaran
1. Teks tulis berbentuk narrative yang berjudul Breakfast or Lunch?
2. Kosakata dan grammar terkait teks.
3. Verb: went, did, got, etc.
C. Metode/Teknik
: Game dan tanya jawab.
D. Langkah-langkah Pembelajaran
1.
Kegiatan Awal
- Greeting/salam.
- Mengecek kehadiran.
- Pre test.
2.
Kegiatan Inti
- Review materi pada pertemuan sebelumnya.
- Tanya jawab tentang materi.
- Guru menyuruh siswa untuk membaca teks narrative dan
mengartikannya.
- Guru menyuruh siswa menyebutkan kata kerja dalam teks.
- Guru menjelaskan perbedaan kata kerja present tense dan past
tense.
- Siswa bermain bingo game bersama-sama secara berkelompok.
3.
Kegiatan Akhir
-
Guru menjelaskan tata cara bermain bingo.

Guru membagikan kertas berisi kata kerja present tense.
Siswa bermain bingo game bersam-sama secara individu.
Guru membimbing siswa untuk mengerjakan bingo game.
Siswa Mengerjakan post test.
E. Sumber Belajar
1. Mulyono, 2009. English Way for SMP Grade VIII. Yogyakarta:
Quadra.
2. Alexander, 1975. Practice and Progress. Yogyakarta: Kanisius.
F. Penilaian
3. Tes lisan
4. Tes tertulis
Ungaran, 25 Juli, 2011
Mengetahui
Guru Pamong
Guru Praktikkan
Peni Sri Rejeki, S. S
Sri Amanah
Kepala Sekolah
Wakhid Ghufron, S. S
Pre Test Cycle 2
Name : ............................................................
Class : ............................................................
Date
: ............................................................
Write (T) if the answer is true and (F) if the answer is false for matching of
verbs below!
Present Tense
1. buy
2. bring
3. know
4. pass
5. run
6. write
7. stay
8. drive
9. ask
10. borrow
11. tell
12. have
13. feel
14. get
15. study
16. go
17. meet
18. keep
19. put
20. sing
21. think
22. drink
23. teach
24. turn
25. fly
Past Tense
bought
brought
knew
passed
run
wrote
stay
drived
asked
borrow
told
has
fall
got
studied
gone
met
kept
put
sung
thought
drank
teached
turned
flew
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
( ... )
Breakfast or lunch
It was Sunday. I never get up early on Sundays. I sometimes stay in bed
until lunch time. Last Sunday I got up very late. I looked out of the window. It
was dark outside. What a day! I thought. Its raining again Just then, the
telephone rang. It was my aunt Lucy. Ive just arrived by train she said.. Im
coming to see you.
But Im still having breakfast, I said.
What are you doing? she said
Im having breakfast, I repeated
Dear me, she said. Do you always get up so late? Its one oclock!
(Source Book: Practice and Progress)
Answer these questions based on the text above!
1. Does the writer always get up early on Sundays, or does he always get up late?
2. Did he get up early last Sunday, or did he get up late?
3. Who telephoned then?
4. Had she arrived by train, or had she come on foot?
5. Was she coming to see him or not?
6. Did he say, Im still having breakfast, or did he say, I am still in bed?
7. Was his aunt very surprised or not?
8. What was time?
Post Test Cycle 2
Name : ............................................................
Class : ............................................................
Date
: ............................................................
Write the past tense verb from present tense verb below!
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.
Present Tense
Past Tense
learn
work
give
take
eat
come
arrive
read
think
sleep
create
drink
draw
fry
fly
look
listen
pay
say
grind
speak
listen
keep
leave
meet
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
.................
DAFTAR NILAI SKK

Nama : Sri Amanah
Jurusan: Tarbiyah
Nim
Progdi : TBI
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
: 113 06 037
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Mengajar di Ponpes BUQ
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Talk Show Tampil Syari
dan Trendi MILAD LDK
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Breaking the Fast by CEC
Dauroh Mar;atus Sholihah
oleh LDK
Islamic Public Speaking
Training oleh LDK
Seminar Nasional Politik
Pendidikan oleh BEM
MAPABA II PMII
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Quran (MTQ) Mahasiswa
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DEMA
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24. Khotmil Quran
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Salatiga, 15 Agustus 2011
Pembantu Ketua Bidang Kemahasiswaan
H. Agus Waluyo, M.Ag

NIP. 197502 1120000 31001

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THE EFFECTIVENESS OF USING BINGO VERB GAME TO IMPROVE

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

THE EFFECTIVENESS OF USING BINGO VERB GAME TO IMPROVE

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

MINISTRY OF RELIGIOUS AFFAIRS

Allah is Always in My Heart

This graduating paper is whole heartedly dedicated to:

Alhamdulillahirabbilalamin, thanks to Allah because the writer is able to

8. My beloved husband M. Sholikhin and my beloved son M. Fadhilah Akbar

Salatiga, August 10 2011

This study analyzed the improvement of students vocabulary

CHAPTER II THEORITICAL REVIEW

3.1 The Profile of Students of SMP IP Assalamah Ungaran in the

3.2 The Profile of Teacher and Staff of SMP IP Assalamah Ungaran

3.3 The Profile of Educational Facilities and Tools of SMP IP

3.4 The Name of Respondent

4.1 The Score of Pre test and Post test of Cycle 1

4.2 Mean of Pre test and Post test

4.3 The Data for T-test Calculating

4.4 The Score of Pre test and Post test of Cycle 2

4.5 Mean of Pre test and Post test

4.6 The Data for T-test Calculating

Figure 3.1 The Organization Structure of SMP IP Assalamah Ungaran

A. Background of the Study

1-2). Because of the nucleus of language is comprehension, mastering

Then, if acquirers do not

method and materials in order to make students enjoy in studying English

In order to make students be more active, loving performances, and

B. Limitation of the Study

C. Statement of the Problem

D. Purpose of the Research

E. Benefit of the Research

F. Review on previous Research

G. Organization of the Research

implementation of using bingo game in teaching vocabulary. Theoretical

Media adalah segala bentuk dan saluran yang digunakan orang

Media adalah berbagai jenis komponen dalam lingkungan

Media adalah bentuk-bentuk komunikasi baik tercetak maupun

included in these media are radio, magnetic tape recording,

Still Projected Medium

3. The Advantages of Using Media

: paper and ballpoint

Procedure : Before beginning the game, the teacher as the

: paper and pencil

Procedure : Before starting the game, ask students to mention

down the names of animals on the board. Ask students to select

: cards size 3 x 6 cm, and 3 x 20 cm

: This game is about changing verbs, infinitive to

past tense. The procedures are:

profession, etc., which have meaning. It is used in communication and

Scrievener (1994: 74) classifies vocabulary into productive and receptive

prominent, but when students in higher level of study such as intermediate

name dog or doggie. When the children hear about the

animal dog they have a concept that dog is four-legged animal.

personalized memorization methods. Other methods typically

basic human existence and fundamental for education. It is the base of

language. It makes students be unable to use foreign language for real

language, because English is the foreign language in our country. In fact,

Supplementary vocabulary books are usually thematically

According to (Scrivener, 1994: 75) there are some roles of

C. The Implementation of Using Bingo Game in Teaching Vocabulary

Language games can be divided into two further categories (Hadfield,