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INTRODUCTION
Students may have many difficulties to get much vocabulary. They don’t know
how they can get it easier than before. There are many methods and techniques in
teaching learning. Teacher has to find the more innovative and creative technique that
makes the students feel comfort and happy in teaching learning process. The techniques
will help the students in mastering the subject. The teacher has to combine something
new in teaching learning process. There are also various medias used for teaching English
and to know vocabulary which could make the student feel interest to the learning
process and enjoy it, such as picture, sound of music, animation video, English song and
English movie.
In the present paper, the examples of such integrated sources and techniques the
use of games, songs, verse, and problem solving activities will be clarified and several
examples will be provided. Teaching vocabulary with appropriate media is very helpful
for students. Because it can make students feel interesting and enjoy in learning
vocabulary in the classroom.
Teaching methods and learning strategies have been developed worldwide with
the express purpose of improving students’ English ability (Freeman, 2000). There are
many methods, models and techniques that can be used to make students more interesting
in learning English especially in vocabulary. Teachers have to make the teaching-learning
activity interesting, fun and creatively so that the learners feel comfort and enjoy the
learning process well. One of the most interesting techniques in learning vocabulary is
playing games. In addition, a better way and easier to teach English, especially
vocabulary to students is by using games, such as Word Search game. Because this game
could be an alternative or variation in the methods of English teaching for teachers. With
this method, students will not feel bored in learning English. But they will become
critical and active children in learning English (Damayanti, 2014).
Games have proven to have advantages and effectiveness in learning vocabulary
in various ways:
Games bring in relaxation and fun for students, thus help them learn and retain new
words more easily.
Games usually involve friendly competition and they keep learners interested.
Vocabulary games bring real world context into the classroom and enhance students'
use of English in a flexible, communicative way.
Games are highly motivating and they give students more opportunity to express their
opinions and feelings.
Games add diversion to the regular classroom activities," break the ice", but they are
also used to introduce new ideas.
The Word Search game has some benefits for students improving their vocabulary
achievement and try to remember and find the vocabulary as soon as possible. The
students can enjoy to learn vocabulary. This game can also build students' self-confidence
because it is used in the game itself. So, the researcher is interested to observe students
entitled “The effect of Word Search game on student’s vocabulary achievement.”
The problem above make the researcher really wants to know the effect of using
Word Search game students’ vocabulary achievement:
The scope of the study is teaching vocabulary using Word Search game on SMPN
1 Kedamean.
The limitation of the study is focused on student’s vocabulary by using Word
Search game at first grade of SMPN 1 Kedamean.
The statement of the problem in this paper can be formulated like: Is there any
effect of using Word Search game on students’ vocabulary achievement ?
There are two kinds of variable, they are independent variable and dependent
variable.
1. Independent Variable
Independent variable is also called a variable stimulus, Predictor, antecedent. This
variable is often referred to as variable-free. According to Sugiyono (2013:61) states that
“independent variable is a variable that affects or is the cause of the change or the
emergence of the dependent variable (dependent)”. The symbol of this variable is X. In
this research, the independent variable or a free variable is the using Word Search game.
Games are the methods to practice English, which are significantly effective in learning
language as the student are fun in learning, making the student feel enthusiasm and
courage to use English.
Using Word Search game in teaching vocabulary is able to make the lesson
interesting and more meaningful. Students will be easier to memorize and find new
vocabulary with funny technique. Then the student will not feel that they are forced to
learn.
2. Dependent Variable
This variable also called a variable output, criteria, consequently. This variable is
often referred to as a bound variable. According to Sugiyono (2013: 61) states that “the
dependent variable is a variable that is affected or become due, because of the
independent variables”. Dependent variable is usually symbolized with the letter Y.
Related to the research problem above, the purpose of the study is to investigate
the effect using Word Search game on students’ vocabulary achievement in SMPN 1
Kedamean.
1. The Teacher : the result will help the teachers to create the classroom activity
more active with variety techniques. In this way, the teacher get the way to
develop students’ vocabulary achievement. Games help the teachers create
context of language is more useful and meaningful.
2. The Student : it is hoped that students get new vocabulary by using Word Search
game and solve the paper fastly.
CHAPTER II
1. Vocabulary
A. Definition of vocabulary
From the definitions above, it can be concluded that vocabulary is the total
number of words that are needed to communicate ideas and express the speakers'
meaning. That is the reason why it is important to learn vocabulary.
Some experts divide vocabulary into two types: active and passive
vocabulary. Harmer (1991) distinguishes between these two types of vocabulary.
The first type of vocabulary refers to the one that the students have been taught
and that they are expected to be able to use. Meanwhile, the second one refers to
the words which the students will recognize when they meet them, but which they
will probably not be able to pronounce. Hay craft, quoted by Hatch and Brown
(1995), indicate two kinds of vocabulary, namely receptive vocabulary and
productive vocabulary.
A. Receptive Vocabulary
Productive vocabulary is the words that the learners understand and can
pronounce correctly and use constructively in speaking and writing. It involves
what is needed for receptive vocabulary plus the ability to speak or write at the
appropriate time. Therefore, productive vocabulary can be addressed as an active
process, because the learners can produce the words to express their thoughts to
others (Stuart Webb, 2005).
a. Using Objects
Using this technique includes the use of regalia, visual aids, and
demonstration. They can function to help learners in remembering vocabulary
better, because our memory for objects and pictures is very reliable and visual
techniques can act as cues for remembering words state that real objects
technique is appropriately employed for beginners or young learners and when
presenting concrete vocabulary. Objects can be used to show meanings when
the vocabulary consist of concrete nouns. Introducing a new word by showing
the real object often helps learners to memorize the word through visualization.
Objects in the classroom or things brought to the classroom can be used.
b. Drawing
d. Contrast
e. Enumeration
h. Eliciting
i. Translation
D. Scales
After the students have learnt two contrasted or related gradable items, this
can be a useful way of revising and feeding in the new items.
Drilling
Employing this technique, the teacher encourages the students to find out
word’s meaning by elicitation (Takač, 2008). Elicitation maximizes learners’
speaking opportunities, and acts as a way of checking learners’ understanding
(Thornbury, 2002). This technique also includes personalization, which is using the
word by learners in a context or sentence that is related to their life.
Related to the above techniques, Pinter (2006) argues that teachers are
suggested to conduct planned presentations of vocabulary as various as possible,so
it is better that teachers present word meaning and form by combining more than
one technique. In addition, Takač (2008) points out that in choosing which
techniques to be used in the classroom, teachers consider time availability, the
content or teaching material.
Beside the above techniques, there are also, vocabulary learning strategies that
teachers can take into account. They can train their students to use these strategies.
Schmitt and McCarthy (1997) propose strategies to learn vocabulary as follows: (1)
guessing from context, (2) using word parts and mnemonic techniques to remember
words, and (3) using vocabulary cards to remember foreign language-first language
word pairs. It is supported by Murcia (2001) who also proposes three strategies to
learn vocabularies.
1) The first strategy is guessing meaning from context; she says that a context is
rich enough to give adequate clues to guess the word's meaning.
2) The second strategy is mnemonic devices: she proposes keyword technique.
When seeing or hearing the target word, the learner is reminded of the
keyword.
3) The third strategy is vocabulary notebooks; she suggests a memory aid in
independent learning by setting up vocabulary notebooks. Based on the
techniques used for presenting new vocabulary and vocabulary learning
strategies, the experts suggest lots more techniques that are claimed to be
helpful for students to learn vocabulary in an easier way. What the researcher
sees as better way to teach vocabulary is by learning in rich contexts.
The purposes of her research are to find out the advantages and
disadvantages of Word Search game to improve student’s vocabulary achievement
and to identify the students’ responses toward the use of Word Search game in
teaching speaking. Therefore, that research will be conducted to answer these
questions :
1. How is student’s vocabulary achievement before being taught using word
search puzzle?
2. How is student’s vocabulary achievement after being taught using word search
puzzle?
3. Is there any significant different achievement between student’s vocabulary
achievement before and after being taught using word search puzzle?
In collecting the data for this study, the written test will be used. A test is
any procedure for measuring ability, knowledge, or performance (Richards, et,al
1985:291). Test is given to help the students assess the effect of experimentation
and to know so far the students can understand what they have learned. They will
be to kinds of the best that will use by the writer. The first will be pre-test which
will by given before the treatment and the second one will by post-test which will
by given after the treatment. The test both pre-test and post-test for the
experimental group has the same procedure.
Basically, this study is almost the same used quantitative methodology. We
use the same technique and teaching but different method or approaches. In those
two studies, my research will be further research in order to improve the students’
vocabulary skil by using Word Search game.
C. Conceptual Framework
E
Y
C
E = Experiment Class
C = Control Class
Y = Students Speaking Achievement
D. Hypothesis
The hypothesis of the study are proposed in terms of null hypothesis (Ho) and
alternative hypothesis (Ha). They are follows:
a. (Ho) : There is no significant effect of using Word Search game on students’
vocabulary achievement.
b. (Ha) : There is significant effect of using Word Search game on students’
vocabulary achievement.
CHAPTER III
RESEARCH METHOD
A. Research Design
1. Population
2. Sample
According to Sugiono (2015:215) stated that “The sample is part of the
number and characteristics possessed by this population”. The researcher use the
students as sample, and takes the sample from two classes are simple random
sampling. This technique uses in this research because the researcher take two
classes. They are (VII-A) consist of 35 students and (VII-B) consist of 35. So the
whole sample 70 students.
The reason why the researcher use simple random sampling technique is
as follows:
Where:
X = Mean of first set of values
X = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.
In this study, dependent t-test was calculated using SPSS 17 for Windows
Program. After getting the t Value ( t obtained), then it was compared with the t critical. If t
obtained ≥ t critical at the level of significance (p)=0,05, then the null hypothesis (H0) is rejected
and accepts the alternative hypothesis. However, if the t obtained< t critical, then the null
hypothesis is accepted.
E. Verification of Data
A validity test was measured to support any inferences that the researcher made
based on the data gained using a particular instrument. Pearson product moment was used
to analyse the validity of each item. The results of the pre-test were calculated using
SPSS 17 for Windows program.
Difficulty level (item facility) was defined as the proportion of the test takers who
answer the correct item. The difficulty level test was used to measure whether the item is
relevant with the students’ ability level or not. The following formula was used to
calculate the index of difficulty of each item.
P=∑x
SmN
P=∑x
SmN
P = index of difficulty
∑x = Sum of students who answer the items correctly
Sm= Maximum score
N = Number of students taking the test