CHAPTER I INTRODUCTION

1.1 Background of the Research In term of English teaching, vocabulary is one of the components which support other skills such as listening, speaking, reading and writing. On the other hand, students learning English should know some words as basic foundation for learning the language. Besides, they must learn about meaning of vocabulary and how to use it in sentences. It means that in learning vocabulary, students have to know the meaning of word and they have to know how to use it in context. Furthermore, for some extents, vocabulary may become the important elements in all skills of Language learning. It is likely a soul of building oral communication. Richards (2000:233) states that vocabulary and lexical units are at the heart of learning and communication. No amount of grammatical or other type of linguistic knowledge can be employed in communication or discourse without the mediation of vocabulary. Indeed, vocabulary and lexical expressions can sustain a great deal of rudimentary communication without much support from other aspects of the language system. Understanding of the nature and significance of vocabulary knowledge in a second language therefore needs to play a much more central role in the knowledge base of language teachers. This is also supported by Rivers (cited in Nunan, 1991:117) that vocabulary is essential for successful second or foreign language use because without an extensive vocabulary students would be unable to use the structures and functions they might have learned for comprehensible communication.

Basically, learning is one of the primary activities of students in the classroom. Successful learning is only on the right way to lead the process. Good learning atmosphere and methods can guide the students to learn more and meaningfully. To deal with such the conditions, English teachers must create varitype and attractive methods for the class about what they should do if their students get bored easily in learning process. Young children at school, they easily get bored in vocabulary teaching and learning process. As it is stated by Gnoinska (2010:1). Many students consider learning vocabulary a tedious job. They try studying lists of words, with their spelling, pronunciation, meaning, synonyms, etc. only to realize a few hours later that their results are hardly satisfactory. They start blaming their poor memories. They say they are discouraged by the number of words in English and their complex usage. They come to rely on incidental learning, finding intentional studying boring and inefficient. Some authors writing about human motivation seem to support such students opinions (Spaulding 1992). They say that learning words is a task which cannot possibly be intrinsically motivating. Teachers, however, keep looking for ways to substitute rote repetition with more effective techniques and to make learning vocabulary easier and more pleasant. They develop various mnemonic strategies employing action, music, drawing and fantasy. With this idea in mind, I also set out to conduct classroom research looking not so much for scientifically significant data but for practical ways to make classes livelier and help students acquire English vocabulary. Actually there are a lot of things can be done to avoid students from getting bored easily. One of them is through games. Using varitype of games can be an alternative solution to handle many problems in learning English. Games, as a matter of fact, can help and encourage students to sustain their interest and work (Andrew: 2009:1).

Besides, there are many advantages of using games in the classroom, they are: 1. Games are a welcome break from the usual routine of the language class. 2. Games are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills- speaking, writing, listening and reading. 5. Games encourage students to interact and communicate. 6. Games create a meaningful context for language use (Andrew: 2009:1) Having practiced teaching English at SMPN 2 Peusangan for several months, it led the researcher to be in stress facing the students failure of using English as a means of communication. The students in the school got bored easily in English teaching and learning process. They chat, play and interrupt each other while the class takes place. They are really not serious and do not motivated in learning English. Then, the researcher figured out that one of the factors bringing to the unsuccessful phenomenon could be the students lack of vocabulary and the unattractive teaching technique. The researcher realizes that the existence of vocabulary is very important in language learning. It is one of the vital elements in constructing meaningful communication. It cant be imagined how learners can speak and write well if they do not possess the words needed to convey their ideas and feelings. A student who masters a good structure seems to lose its function whenever it is not supported by

the abundance of words. Even, reading and writing become meaningless without vocabulary mastery. In this case, Nunan (1991:111) says the factor that correlated most highly with comprehension is knowledge of word meaning. It means that learning vocabulary is one of the components in linguistic competence which is very essential for language acquisition, whether in learning the first language or foreign language. Regarding to the problems above, the researcher would like to do an action research in order to improve the students vocabulary mastery so that they can expend learning English widely and easily. To do an action research in improving students vocabulary mastery, there must be a good teaching technique which seems to be able to solve the existing problems. The selected teaching technique is through game. The name of the game is pair work miming game. There are many variations of miming games. One way of playing goes like this: 1. Divide the people into several teams, roughly 4-8 people in each team should be good. 2. Each team should stand in a row. 3. The front- most players goes to the game leader, and the rest of the team turns around so that their backs are towards the game leader. 4. The front-most players then gets a word (every team gets the same word) from the game leader.

5. The game leader counts down, and on start, the players must go back to their team, poke the first one in the row to turn around, and then try to mime the word to that player. 6. The one who was poked then has to turn around and try to show the same movements for the player behind him. 7. When it gets to the last player that one has to run to the game leader and try to guess what word it was. Finally, the researcher assumes that mastering vocabulary is very important and teaching vocabulary to the students in the early stage or young learners is not an easy thing to do. The students sometimes have problems in learning and memorizing vocabulary in the target language and they easily get bored in teaching process. In order to solve the problems, there are many teaching techniques and activities can be done in teaching vocabulary, one of them is pair work miming game.

1.2 Problem of the Research The problems of this research are in the following: 1. How does pair works miming game improve the students vocabulary mastery? 2. Can pair works miming game motivate the students in learning English vocabulary?

1.3 Purpose of the Research The purposes of the research are as in the following: 1. To know how pair works miming game improves the students vocabulary mastery.

2. To know how pair works miming game motivates the students in learning English vocabulary.

1.4 Significance of the Research Hopefully the research would be useful in many ways. First, theoritically the findings of the research would help English teachers at the school in improving the quality of English educational at the school. Second, practically, this research can improve the students vocabulary mastery and it can be used as a model to improve the students vocabulary and it may guide, help and encourage the students during teaching learning process.

1.5 Scope of the Research Since the range of vocabulary is very broad including all parts of speech, the research would be limited on concrete noun. Concrete noun is the list of noun which consists of name of people, places, and things.

1.6 Definition of Key terms 1. Vocabulary is a list of words and sometime phrase usually arranged in alphabetical other and define, etc (Webster, 1997:2046). 2. Concrete Noun refers to objects and substances, including people and animals that exist physically. They can be either an uncountable noun or a countable noun (Wikipedia, 2010:1). 3. Pair Work Miming Game is kind of demonstrative game which is widely used in teaching vocabulary to young children.

4. Classroom Action Research is a form of reflective research that is conducted by teacher which its result can be used as a tool to improve the teaching and learning (Asrori, 2008:4).

CHAPTER II REVIEW OF RELATED LITERATURE

In this part of the thesis, the researcher explains some of the variables that lie in this thesis as the theatrical consideration of the research.

2.1 Definition of Vocabulary There are many definitions of vocabulary explained by Linguists. According to Pollard (2008:13) Vocabulary is a basic building block of language learning in which students need to know words, their meanings, how they are spelt and how they are pronounced. Furthermore Barnhart (2010:1) defined vocabulary as "all the words known and used by a particular person". Kamil & Hiebert in Lehr (2010:1) say vocabulary is knowledge of words and word meanings. It is more complex than this definition. First, words come in two forms: oral and print. Oral vocabulary includes those words that are recognized and used in listening and speaking. Print vocabulary includes those words that are recognized and used in reading and writing. Second, word knowledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that are recognized when people hear or see them. Productive vocabulary includes words that people use when they speak or write. In addition, Richards and Renandya (2002:255) say that vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write.

Based on the definitions of vocabulary above, the researcher concludes that vocabulary is knowledge of words and word meanings in both oral and print language and in productive and receptive forms. Vocabulary is also referring to the kind of words that students must know to read demanding text with comprehension.

2.2 The Kind of Vocabulary Vocabulary varies in the four skills of language, listening, writing, reading and speaking. Generally, a student will absorb listening and speaking vocabulary before coming to the reading and writing vocabulary. But in real situation, the process may change, especially in foreign language teaching. Reading vocabulary may become the first stage before processing the speaking and listening vocabulary. According to the basis of frequency, vocabulary can be divided into two kinds; there are high frequency vocabulary and low frequency vocabulary (Nation, 1994: 3). High frequency vocabulary consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts. The low frequency vocabulary on the other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is rarely, used in common activity of English language. This group includes well over 100.000 word families. I.S.P Nation calls those vocabularies as motivated vocabulary and unmotivated vocabulary. Motivated (active) vocabulary

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consists of all the words we need to use and feel no reluctance in using in our everyday life. While, the unmotivated (passive) vocabulary can be divided into two groups: words which are only partly understood and are not well known enough to use actively, and words which are not needed in daily communication (Nation, 1990:94). From the explanation above, we can conclude that active vocabulary is all the words used in daily activities, partly while, passive vocabulary is all the words recognized and understood, and not necessarily used. Vocabulary varies in the four skills of language, listening, writing, reading and speaking. Generally, a student absorbs listening and speaking vocabulary before coming to the reading and writing vocabulary. But in real situation, the process may change, especially in foreign language teaching. Reading vocabulary may become the first stage before processing the speaking and listening vocabulary. According to the basis of frequency, vocabulary can be divided into two kinds; there are high frequency vocabulary and low frequency vocabulary. They are as follows: a. High frequency vocabulary which consists of words that are used very often in normal language, use in all four skills and across the full range of situation of use. High frequency vocabulary consists of 2000 word families, which are about 87% of the running words in formal written text and more than 95% of the words in informal spoken texts. b. The low frequency vocabulary on the other hand, covers only small proportion of the running words of a continuous text, it means that low frequency vocabulary is

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rarely, used in common activity of English language. This group includes well over 100.000 word families (Paul 1994, 10-11). On the other hand in this case, I.S.P Nation in (Ikah, 2006:11) calls it those vocabularies as motivated vocabulary and unmotivated vocabulary. Motivated (active) vocabulary consists of all the words we need to use and feel no reluctance in using in our everyday life. While the unmotivated (passive) vocabulary can be divided into two groups: 1. Words which are only partly understood and are not well known enough to use actively 2. Words which are not needed in daily communication. Furthermore Aebersold and Mary in (Ikah, 2006:11-12) classify kinds of vocabulary into active and passive. a. Active vocabulary refers to put item which the learner can use appropriately in speaking or writing, and it is also called as productive vocabulary, although in fact it is more difficult to put into practice, its means that to use the productive vocabulary, the students must to know how to pronounce it well, they must be familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skill. b. Passive vocabulary refers to language items that can be recognized and understood in the context of reading or listening and also called as receptive vocabulary. Concerning to the explanation above, the researcher sums up that High frequency vocabulary, motivated vocabulary or active vocabulary is all the words

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used in actual life and the low frequency vocabulary, unmotivated or passive is all the words that are rarely used though people understand its meaning. The sentence may be further divided according to the functions of each word has in the subject predicate relationship each of these functions is classified as a different part of speech. They are as follows: 1. Noun It is one of most important part of speech. It is arrangement with the verb helps to form the sentence core which is essential to every complete sentence. It could be the name of person, place, thing or idea. Example:
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It is a magazine There is an umbrella Generally, noun is divided into concrete noun and abstract noun. The

explanation is as follows: a. Abstract Noun Abstract noun is a type of noun that refers to something a person cannot physically interact with. A noun is a person, place or thing. However, in many cases, the 'thing' might be an intangible concept which means it is an abstract form of noun. In this instance, abstract means to exist apart from concrete existence. A noun that is abstract is an aspect, concept, idea, experience, state of being, trait, quality, feeling, or other entity that cannot be experienced with the five senses. For example:
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Deceit Dedication

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Curiosity Trust relaxation

b. Concrete nouns refers to objects and substances, including people and animals, physical items that we can perceive through our senses, that means concrete nouns can be touched, felt, held, something visible, smelt, taste, or be heard. Concrete nouns can be countable nouns or uncountable nouns, and singular nouns or plural nouns. Concrete nouns can also be a common noun, proper nouns and collective nouns, for example:
-

This is my house. This is my car

2. Verb It is the word which expresses an action or a help to make a statement. Verb is generally divided into transitive and intransitive: a. Transitive verb Transitive verb is a verb which needs an object, for example:
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Kill Write See Discuss Love

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b. Intransitive verb Intransitive verb is a verb which does not need an object, for example:
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Go Sleep Cry Sit Laugh Smile

3. Adjective It is the word used to qualify noun or pronoun.Example: a. Mr. Herman is clever b. This magazine is expensive 5. Adverb Adverb is a word used to modify the meaning of a verb, an adjective, or another adverb; as, very, slowly, clearly, often (George, 1985:120). An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much". While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by untangling the grammatical relationships within the sentence or clause as a whole. Unlike an adjective, an adverb can be found in various places within the sentence. Examples: 1. Adverb of manner The seamstress quickly made the mourning clothes.

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John walks slowly.

2. Adverb of time The class will start at ten Oclock I wake up at eight Oclock in the morning.

3. Adverb of place I live in Jakarta. The teacher is teaching English in the class.

6. Conjunction It is a word used to relate one word to another one, or one sentence to another one. Examples: a. I have to calle him before I go. b. Irma and I are students at Almuslim University. 7. Pronoun It is the word which can take the place of a noun. Example: A. They are my lecture. B. He goes to office. C. I sit on the chair D. We speak English E. She dances very well F. It eats fish 8. Interjection It is a word put into a sentence to express a sudden feeling of mind or emotion. Example:

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a. Hurrah! I am the winner. Oh my god, I

2.3 Teaching English Vocabulary by Using Games Teaching English is not an easy job especially in teaching vocabulary as it that Effort is required at every moment and must be maintained over a long period. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. The need for meaningfulness in language learning has been accepted for some years. A useful interpretation of meaningfulness is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus, the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered. There are many kinds of games which can be used in teaching English. Of course, as a technique games need help from media. The media can be picture, flash cards, object, puppet, cassette, projector and many others object surround them. It is better if the games are familiar for children, because they learn in a variety of ways, for example; by watching, by listening, by imitating and by doing things. It means children learn their knowledge through what they see, heard in their surrounding and then imitate it and imitating by doing things (children learn by doing)

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Children can generally imitate the sounds they hear quite accurately and copy the way adults speak. It means they do imitation, memorization, practice and over learning, what the people are said. Elbahri (2009: 7-8) says that language is the most important tool for cognitive growth and he also investigate how adults can help the children to solve their problem. In this variation, students break up into small groups and play a board game following commands. After the students have completed the game, they create their own board game using commands they have created on their own. Language

learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging (Elbahri, 2009: 9-10). Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, a game should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do. Games ought to be at the heart of teaching foreign languages. Games are used at all stages of the lesson, provided that they are suitable and carefully chosen. Games also lend themselves well to revision exercises helping learners recall

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material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency. There are many criteria games as educational media for teaching English to children: 1. A game must be more than just fun. 2. A game should involve "friendly" competition 3. A game should keep all of the students involved and interested. 4. A game should encourage students to focus on the use of language rather than on the language itself. 5. A game should give students a chance to learn, practice, or review specific language material. 6. The last, the game should be familiar with the children (Elbahri, 2009: 9)

2.4 The Importance of Games in Learning Vocabulary Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, 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. Third, vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way. Most of us recognize that play or game is an important way to learn all types of skills and knowledge. Play works as a way to learn for a couple of reasons. First,

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we are more motivated to do an activity if we are having fun doing it. Second, pleasurable activities get repeated and, therefore, give us more chances to practice the skill or recall a piece of knowledge. Word games are a great way to pick up new vocabulary and play with vocabulary that is already familiar (Huyen and Nga 2003:1).

2.5 The Characteristics of Junior High School Students Junior high school students or teenagers are categorized into adolescent learners. In this period, teenagers like to spend their time for hanging around, friends, peers, and often disruptive behavior in class. However, they have a great capacity in learning if the teacher can engage them. The characteristics of adolescents learners according to Harmer (2001:38-39) are as follows: 1. They seem to be less lively and humorous than adults. 2. Identity has to be forged among classmates and friends; peer approval may be considerably more important for the student than the attention of the teacher. 3. They would be much happier if such problem did not exist. 4. They may be disruptive in class. 5. They have a great potential creativity and a passionate commitment to things that interest them. Based on the explanation above, the researcher concludes that the characteristics of adolescents are period of change, new experiences, learning, instability and the most trying times in life. Schools and teachers should provide adolescents with opportunities to explore experiment in a stable and supportive atmosphere. Teachers job is to provoke intellectual activity by helping them to be

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aware of contrasting ideas and concepts, which they can resolve by themselvesthough still with the teachers guidance.

2.6 The use of Games To increase the vocabulary mastery, teacher needs media to be used. One of them is game. The definition of game is an activity that you do to have some fun (Hornby; 1995, 486). Games also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Games can be media that will give many advantages for teacher and the students either. The useful of games are attract the student to learn English because it is fun and make them want to have experiment, discover and interact with their environment (Lewis,1999). Other useful of games are: Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between for and twelve years old, especially the youngest, language learning will not be the key motivation factor. Games can provide this stimulus. The game context makes the foreign language immediately useful to the children. It brings the target language to life. Through playing games, students can learn English they way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. Even shy students can participate positively (Lewis, 1999:89).

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2.7 Advantages of Using Games in Classroom Games are a welcome break from the usual routine of the language class. a. They are motivating and challenging. b. Learning a language requires a great deal of effort. c. Games help students to make and sustain the effort of learning. d. Games provide language practice in the various skills speaking, writing, listening and reading. e. They encourage students to interact and communicate. f. They create a meaningful context for language use. g. Vocabulary games bring real world context into the classroom, and increase students use of English in a flexible, meaningful and communicative way. h. Games usually involve friendly competition and they keep students interested in learning the language. i. Games can help them (children) learn and hang on to new words more easily (Lewis, 1999:91). 2.8 Pair Work Miming Game Pair Work Miming Game is one of many games which are designed to teach vocabulary. There are some reasons why the researcher chooses Pair Work Miming Game in teaching vocabulary to the second year students of SMP Negeri 2 Peusangan as the effort to improve the students vocabulary mastery: 1. The game can make vocabulary learning process to be fun so that the students are willing to participate actively in the learning process. 2. The game involves a lot of repetition, and the students remember a lot of words.

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3. The Games provides language practice in the various skills speaking, writing, listening and reading. 4. The game can encourage the students to interact and communicate. 5. The game can create a meaningful context for language use. In teaching vocabulary by using Pair Work Miming game, students in groups are asked to write sentences with the words given on the two lists. One sentence on each piece of paper is collected into a pile. The game leader or teacher draws one card and shows it to one of the students who has to mime the action on the paper to his/her own group members. They are allowed to make three guesses. If they produce the correct sentence they are given a point. Students take their turns and the winner is the team with the highest score. Variations: Students write their own sentences and they have to mime them to the class one by one. The student who first says the correct sentence gets a point. Teams may appoint their leader who then always does the miming for the team. this way too shy students can be excluded from the miming while they can still be active in the guessing. Teacher mimes the actions and students with the help of the handouts have to make their guesses in writing. The number of adverbs on the list can be reduced to suit the level of the class (Michel: 2009:1).

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CHAPTER III RESEARCH METHODOLOGY

3.1. Research Design This research employed qualitative approach because the design of the research is classroom action research. Classroom action is classified into qualitative research because classroom action research has some qualitative research s characteristics. They are as explained below: 1. It is natural 2. Human as an instrument. 3. The collected data are in form of word or picture. 4. Process is considered more important than the result. 5. Its design is temporal (Sukayati, 2008: 4-8). On the other hand there are some experts say that classroom action research is the combination of qualitative and quantitative research because it has quantitative data and qualitative data. Furthermore, classroom action research is a practical research which is done to rectify the weaknesses in teaching learning process in class through actions. The actions are done as the efforts to find solution toward the problems faced by teacher in his daily teaching process. There are many kinds of classroom action research like individual teacher as researcher classroom action research, collaborative classroom action research and etc. But in this research, the researcher used collaborative classroom action research. Collaborative classroom action research is Collaborative Classroom Action Research is kind of a Classroom Action Research that involves some people like the principal,

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teacher, lectures, or etc simultaneously. It aims at improving teaching practical quality, contribute teaching theoretical development or educational and teacher career progression. This kind of research is usually designed by a team which consists of teacher, researcher from educational university and principal of school. The relation between researcher and collaborator teacher are considered as coworkers (Asrori, 2008:105).

3.2 Setting and Subject of the Research The research was conducted at SMP N 2 Peusangan. The subject of the research was the first year students in Class VII/B which consisted of 27 students. The researcher chose the class as the subject of the research because the students in the class were poor in vocabulary mastery. Furthermore, they got bored easily in learning English. They chatted, played and interrupted each other while the class was in session. They were not serious and not motivated in learning English. Based on the problems above, the researcher was interested to do a research at the school.

3.3 Research Procedure Classroom action research is done through many repeated cycles and there are at least two cycles in action research. Each cycle consists of four steps; planning, action, observation and reflection (Subyantoro, 2009:27). The activities done in each step of cycles were based on Kemmis and Taggert guidance. The activities are described in the following figure:

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Preliminary Study  Interviewing the English teachers, observing the class and identifying problems. Facts and findings  The teachers had not found effective techniques to teach vocabulary.  The teachers did not obtain the actual ability of their students from the results of tests.

Planning the Action  Developing pair works miming game Designing lesson program  Developing research instruments.  Setting up the criteria of success of the study.

Observing the Action  Observing the implementation using observation checklist

Implementing the Action  Implementing pair works miming game in teaching vocabulary.

Analysis and Reflection  The researcher and the collaborator analyzed the data and reflected the action done in each cycle, then checked the result with the criteria of success;  Drawing conclusion whether the criteria had already been achieved or not.

Unsuccessful

Identified shortcomings& continued to the next Cycle

Improve shortcoming

Successful

Stop

Report

Figure 3.1 The Classroom Action Research Procedures (Adapted from Kemmis and McTaggart, 1988:105)

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3.3.1 Preliminary Study Preliminary Study was done in order to get a more authentic data concerning the teaching English in general. By doing direct classroom observation and having discussion with the English teacher, the researcher found that there were three problems faced by the students. First, the researcher found the students were lack of vocabulary range. Second, the students were not motivated in learning English and the last the teaching technique used by the teacher was not attractive and varied. As the result, the process of teaching and learning English were less meaningful and satisfied.

3.3.2 Planning an Action In this step, the researcher and the collaborator teacher developed a suitable strategy of teaching vocabulary by using pair works miming game. This step, the researcher also, designed the lesson plan, prepared assessment tests and set the criteria of success.

3.3.2.1 Preparing a Suitable Strategy After doing the preliminary observation at the first year students in Class VII/B, the researcher chose pair works miming game as the teaching technique to be implemented at the school to solve the problems found in the class. As far as the researcher is concerned, games have shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring relaxation and fun for students, thus help them learn and retain new words more easily. Second, pair works miming game games usually involve friendly competition

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and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible and communicative way. In preparing the strategy in teaching vocabulary by using pair works miming game, the research considered the following things: 1. The learning objective which was related with the school KTSP curriculum. 2. Kind of vocabulary that will be taught and number of vocabularies that they should be taught. 3. Creating attractive atmosphere of classroom. 4. etc The scenario of teaching English vocabulary through pair works miming game was throughout the following steps: 1. The teacher divides the students into several teams; roughly 4-8 students in each team should be good. 2. Each team should stand in a row. 3. The front- most players goes to the game leader, and the rest of the team turns around so that their backs are towards the game leader. 4. The front-most players then gets a word (every team gets the same word) from the game leader. 5. The game leader counts down, and on start, the players must go back to their team, poke the first one in the row to turn around, and then try to mime the word to that player.

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6. The one who was poked then has to turn around and try to show the same movements for the player behind him. 7. When it gets to the last player that one has to run to the game leader and try to guess what word it was.

3.3.2.2 Designing the Lesson Plan Before implementing the action, the researcher and her collaborator teacher designed lesson plan as the guide for the teacher in teaching vocabulary by pair works miming game. This was a very important part in this step. The lesson plan was developed based on KTSP Curriculum. The teaching procedure in the lesson plan was divided into three stages consisting of pre-activity, main activity, and post-activity. In the pre-activity, the students were brainstormed to prepare their schemata and to dig their prior knowledge about the topic they are dealing with. Meanwhile in the main activity, the students deal with some tasks leading to reach the objectives of the lesson plan. Finally, the last fifteen minutes are planned for the post-activity. The post-activity was conducted by giving certain tasks for the students to see the students mastery of the lesson.

3.3.2.3 Developing Research Instruments Instruments were the tools in collecting data. So in this sub part of cycle, the researcher designed vocabulary assessment test, observation checklist and questionnaires as the instruments of the research. Each instrument explained above is functioned as explained below:

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The instruments that will be used in this research are as follows: 1. Observation checklists Observation checklist is a list of things that an observer is going to look at when observing a class. This list may have been prepared by the observer or the teacher or both (Aqib & Maftuh, 2008:157). Observation checklists give an observer a structure and framework for an observation to get specific information on aspects of the class. In this research observation checklist was used to gain data about how the practitioner implemented the action and gathered data about the students activity during the teaching learning process. Observation checklist was distributed to the teacher and the students. 2. Questionnaires Questionnaire is list of a research or survey questions asked to respondents, and designed to extract specific information (Aqib & Maftuh, 2008:157). In this research, questionnaires were administered to the students to complete the information that cannot be attained from observation checklist. (See appendix) 3. Vocabulary Test Test is sequence or list of questions to measure, skill, ability, intelligence, owned by individual or group (Anwar, 2009:30). In this research, the researcher uses vocabulary test to measure the improvement of the students vocabulary mastery receiving actions. The test consisted of 20 multiple choice questions. Each correct answer is scored 5. So, if a student answers all the questions correctly, the score will be 100.

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3.3.2.4 Setting the Criteria of Success The criteria of success were designed to judge if the cycle was success or failed. The criteria of success that were used in this research are as explained below: 1. The teachers score in implementing pair works miming game in teaching vocabulary to the first year students of SMP Negeri 2 Peusangan was 3 (good ) 2. 75 % of the students were actively involved in learning vocabulary through pair works miming game. 3. The students average score in vocabulary test was 70.

3.3.3 Implementing In this part of cycle, some activities done by the researcher and the collaborator teacher were: 1. One week before the real implementation day, the researcher and the collaborator did the modeling session of teaching vocabulary thorough pair works miming game. 2. In the modeling session, the researcher showed the technique to the collaborator teacher about how to teach vocabulary through pair works miming game. 3. Both the researcher and the collaborator teacher anticipated any weaknesses found during the modeling session. 4. In this activity, the collaborator teacher observed the researcher in modeling session. The modeling session was done in two meetings. After doing modeling session, the collaborator teacher implemented the action that had been designed in the planning step.

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3.3.4 Observing Actually observing and implementing were done all at once. Here the researcher acted as the observer and the collaborator acted as the teacher who carried out the action. The observation was done based on the observation check list.

3.3.5 Analysis and Reflecting In this session, the researcher reflected the previous actions based on the criteria of success. The reflection was done as an evaluative base for further revision and planning for the next cycle. The result of implementation of the action was considered successful if it followed the predetermined criteria.

3.4 Technique of Data Collecting To collect the data, the researcher used tests (vocabulary assessment tests), observation checklists and questionnaires as the research instruments. The tests were done to draw the students achievement in mastering vocabulary after receiving some actions. The observation checklists were directed to the students see the reaction showed by the students toward the technique applied when the process of teaching and learning vocabulary was in session. Questionnaires were distributed to the students to find some information which was not covered in observation checklist about the students interest in learning vocabulary through pair works miming game.

3.5 Technique of Data Analysis In analyzing the data, the researcher uses qualitative and quantitative data procedures. To see the students activity during the teaching and learning process, the researcher analyzed and presented the data qualitatively. The researcher got the

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answer by analyzing the data based on the explanation and conclusion obtained from the observation checklists and questionnaires. Meanwhile, to see the students improvement on vocabulary mastery, the researcher used the tests.

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

4.1 Data Presentation of Cycle 1 The first cycle was started on Tuesday 28th, September, 2010. In the first cycle, the researcher performed three meetings for implementing actions. The actions were about the application of pair work miming game in improving vocabulary of the first year students of SMP Negeri 2 Peusangan. The first cycle consisted of four steps; (1)Planning the Action, (2) Implementing the Action, (3) Observing the Action and (4) Analysis and Reflection.

4.1.1 Planning the Action This activity was done on Tuesday 28th, September, 2010. In this part of activity the researcher prepared the research instruments like vocabulary tests, observation checklists and questionnaires, designed lesson plan, specified criteria of success, and developed teaching vocabulary strategy pair work miming game.

4.1.2 Implementing and Observing the Action 4.1.2.1 Meeting 1 The first meeting was held on Thursday 30th, September 2010. Then the teacher started to apply pair work miming game in teaching vocabulary to the first year students of SMP Negeri 1 Peusangan. The teacher did three phases teaching as described below:

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a. Pre-teaching stage On this occasion, the teacher greeted the students and asked them about their condition to warm up the situation such as: Assalamualaikum, good morning students, how are you today? Then the teacher tells the students what are they going to learn at that day, for example. Well students! today we are going to learn about daily activity we do at home in English. Next the teacher asked some questions about the topic to trigger the students knowledge, like What do you do in the morning? At the final session of this stage, the teacher told the students that they would learn vocabulary through game called pair work miming game. b. Whilst-teaching stage - The teacher divided the students in groups and gave them two list of activity as described below: Drink a cup of coffee Eat spaghetti Lick an envelope Brush your teeth Eat an apple Blow your nose Put on a pair of jeans Do a dance Take off your shoes Dig the garden Walk on a tight rope Drive a car

The teacher asked the sstudents in groups to write sentences with the words given on the two lists. One sentence on each piece of paper was collected into a pile. The teacher asked the game leader to draw one card and show it to one of the students who has to mime the action on the paper to his/her own group members.

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They were allowed to make three guesses. If they produced the correct sentence they were given a point. Students take their turns and the winner is the team with the highest score.

c. Post-teaching activity The teacher asked the students some questions about daily activity. The teacher asked the students feeling after learning vocabulary through pair work miming game. The teacher closed the lesson by saying Alhamdulillah.

4.1.2.2 Meeting 2 Meeting 2 was carried out on Tuesday 5th, October 2010. As it was in the first meeting the teacher also did the teaching procedure in three phases as elaborated below: a. Pre-teaching stage On this occasion, the teacher greeted the students and asked them about their condition to warm up the situation such as: Assalamualaikum, good morning students, how are you today? Then the teacher tells the students what are they going to learn at that day, for example. Well students! today we are going to learn about daily activity we do at home in English. Next the teacher asked some questions about the topic to trigger the students knowledge, like What do you do in the morning? At the final session of this stage, the teacher told the students that they would learn vocabulary through game called pair work miming game.

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b. Whilst-teaching stage - The teacher divided the students in groups and gave them two list of activity as described below: Comb you hair Light a cigarette Do the washing-up Knock in a nail Dial a phone number Clean the windows Mow the lawn Hit a golf ball Do the ironing Sing a song Play the piano Make the bed

The teacher asked the sstudents in groups to write sentences with the words given on the two lists. One sentence on each piece of paper was collected into a pile. The teacher asked the game leader to draw one card and show it to one of the students who has to mime the action on the paper to his/her own group members.

They were allowed to make three guesses. If they produced the correct sentence they were given a point. Students take their turns and the winner is the team with the highest score.

c. Post-teaching activity The teacher asked the students some questions about daily activity. The teacher asked the students feeling after learning vocabulary through pair work miming game. The teacher closed the lesson by saying Alhamdulillah.

4.1.2.3 Meeting 3 Meeting 3 or the third meeting was done on 21st, October, 2010. It was done to measure the improvement made by the students in term of vocabulary mastery

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after doing two meetings in cycle 1. In the first cycle assessment test, the students average score in vocabulary assessment test was 63.1.

4.1.3 Analysis and Reflection This was is the last step done in cycle 1. It was done to determine whether the cycle 1 was success or not. In this case the researcher together with the collaborator teacher did reflection based on predetermined criteria of success. There were three kinds of analysis done in this activity: a. Analysis of the teaching and learning process b. Analysis of the learning Result c. Reflection of the Action

4.1.3.1 Analysis of the Teaching and Learning Process The Analysis of teaching and learning process consisted of the evaluation of teachers performance in teaching vocabulary through the application of pair work miming game and the students performance in learning vocabulary through the application of pair work miming game. Based on the result of observation checklists for the teacher, it showed that the score for the teacher in teaching vocabulary through pair work miming game was in level 3 (good). Furthermore the result of observation checklists for the students in learning vocabulary through pair work miming game was also in level 3 (good). It meant 75% of the students were actively involved in learning vocabulary through pair work miming game.

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4.1.3.2 Analysis of the Learning Result After doing three meetings in the cycle 1, the students did not showed their improvement yet in learning vocabulary through pair work miming game in which the students average score in the vocabulary test was only 63,1 while the qualified average score demanded in this research was 70. Furthermore based on the result of questionnaires distributed to the students, 75 % of the student answered that they were motivated in learning vocabulary through the application of pair work miming game.

4.1.3.3 Analysis of the Action In implementing the actions in cycle 1, there were some weaknesses found during the actions. They are as follows: From the researcher: The teachers voice was not very clear in explaining the subject to the students. The teacher only concerned her attention on the front line students.

From the students: There were some students who did not studied seriously. The students average score was still low Based on result of the analysis and reflection done in cycle 1, the researcher concluded that cycle 1 was not success because there were only two indicators of criteria of success were reached while the other one was no.

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4.2 Data Presentation of Cycle 2 The second cycle was started on Tuesday 12th, October, 2010. As it was in cycle 1, the researcher also did three meetings for implementing the actions. Meeting 1 was held on Thursday 14th, October 2010, meeting 2 was on held on Tuesday 19th, October 2010 and meeting 3 was on Tuesday 21st, October 2010.

4.2.1 Planning the Action Planning the action in the cycle 2 was started from Tuesday 12th, October, 2010. It was about some days after completing cycle 1. As it was in the first cycle, in this step, the researcher prepared the research instruments like assessment test, observation checklists, and questionnaire, designed lesson plan and developed teaching vocabulary through pair work miming game.

4.2.2 Implementing and Observing the Action 4.2.2.1 Meeting 1 Meeting 1 was done on Thursday 14th, October 2010. As usual, in this meeting, the teacher did the teaching procedure in three phases of teaching procedure. a. Pre-teaching stage On this occasion, the teacher greeted the students and asked them about their condition to warm up the situation such as: Assalamualaikum, good morning students, how are you today? Then the teacher tells the students what are they going to learn at that day, for example. Well students! today we are going to learn about daily activity we do at home in English.

40

Next the teacher asked some questions about the topic to trigger the students knowledge, like What do you do in the morning? At the final session of this stage, the teacher told the students that they would learn vocabulary through game called pair work miming game.

b. Whilst-teaching stage - The teacher divided the students in groups and gave them two list of activity as described below: Clean bedroom Clean kitchen Clean living room Clean bathroom Watch TV Listen to the radio Play guitar Sing a song Read newspaper Play computer Ride a bicycle

The teacher asked the sstudents in groups to write sentences with the words given on the two lists. One sentence on each piece of paper was collected into a pile. The teacher asked the game leader to draw one card and show it to one of the students who has to mime the action on the paper to his/her own group members.

They were allowed to make three guesses. If they produced the correct sentence they were given a point. Students take their turns and the winner is the team with the highest score.

c. Post-teaching activity The teacher asked the students some questions about daily activity. The teacher asked the students feeling after learning vocabulary through pair work miming game. The teacher closed the lesson by saying Alhamdulillah.

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4.2.2.2 Meeting 2 Meeting 2 was carried out on Tuesday 19th, October 2010. As it was previously done in the first meeting; the teacher began the teaching process through the three phases of teaching procedure. a. Pre-teaching stage On this occasion, the teacher greeted the students and asked them about their condition to warm up the situation such as: Assalamualaikum, good morning students, how are you today? Then the teacher tells the students what are they going to learn at that day, for example. Well students! today we are going to learn about daily activity we do at home in English. Next the teacher asked some questions about the topic to trigger the students knowledge, like What do you do in the morning? At the final session of this stage, the teacher told the students that they would learn vocabulary through game called pair work miming game. b. Whilst-teaching stage - The teacher divided the students in groups and gave them two list of activity as described below: Play foot ball play boxing Sweep floor Clean window Eat food Have shower Clean hand Shoot the bird Do fishing Wash car Sleep on bed Dispel the cat

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The teacher asked the sstudents in groups to write sentences with the words given on the two lists. One sentence on each piece of paper was collected into a pile. The teacher asked the game leader to draw one card and show it to one of the students who has to mime the action on the paper to his/her own group members.

They were allowed to make three guesses. If they produced the correct sentence they were given a point. Students take their turns and the winner is the team with the highest score.

c. Post-teaching activity The teacher asked the students some questions about daily activity. The teacher asked the students feeling after learning vocabulary through pair work miming game. The teacher closed the lesson by saying Alhamdulillah.

4.2.2.3 Meeting 3 Meeting 3 was the last meeting done in cycle 2. The objective of doing meeting 3 was to assess the improvement made by the students in learning vocabulary through pair work miming game. In this assessment test, the students average score was 76,8.

4.2.3 Analysis and Reflection This was is the last step done in cycle 2. It was done to determine whether the cycle 2 was success or not. In this case the researcher together with the collaborator teacher did reflection based on predetermined criteria of success. There were three kinds of analysis done in this activity:

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a. Analysis of the teaching and learning process b. Analysis of the learning Result c. Reflection of the Action

4.2.3.1 Analysis of the Teaching and Learning Process The Analysis of teaching and learning process consisted of the evaluation of teachers performance in teaching vocabulary through the application of pair work miming game and the students performance in learning vocabulary through the application of pair work miming game. Based on the result of observation checklists for the teacher, it showed that the score for the teacher in teaching vocabulary through pair work miming game was in level 4 (very good). Furthermore the result of observation checklists for the students in learning vocabulary through pair work miming game was in level 3 (good). It meant 75 % of the students were actively involved in learning vocabulary through pair work miming game.

4.1.3.2 Analysis of the Learning Result In cycle 2, the learning result was better than in cycle 1 in the students average score in assessment test was significantly higher than the average score in the assessment done in cycle 1 in which in cycle 2 the students; average score was 76,8 while in cycle 1 it was 63,1. In cycle 2, the students average score was categorized qualified because in the predetermined criteria of success, the demanded average score was 70.

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Furthermore based on the result of questionnaires distributed to the students in cycle 2, it showed that 100% of the student answered that they were motivated in learning vocabulary through pair work miming game.

4.1.3.3 Analysis of the Action In implementing actions in cycle 2, there were some considerations were taken in responding to the weaknesses found in cycle 2. They were as follows: For the teacher: The teachers voice was raised up that all students could hear the explanation given by the teacher. The teacher concerned her attention all of the students that made all students feel comfortable in the learning process. From the students: The students that did not studied seriously had been given some adivices and suggestion. The students average score had been improved. Based on result of the analysis and reflection done in cycle 2, the researcher concluded that cycle 2 was success because there all indicators of criteria of success were reached. Because cycle 2 was stated success, so the next cycle was no not necessary to be done.

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4.3 Discussion 4.3.1 Discussion of Cycle 1 There were two cycles done in this classroom action research in which each cycle consisted of steps; planning action, implementing action, observing action and analysis and reflection. In cycle 1 there were 3 meetings done in implementing actions. Cycle 1 was not done successfully because the result of cycle 1 had not met all the predetermined criteria of success. There were only two indicators of criteria of success were reached while the other one was no. The indicators were the teacher and the students performance were in the level 3 (good), the students were motivated in the teaching and learning process but the students average score was 63,1 and it was lower than the average score demanded in the criteria of success.

4.3.2 Discussion of Cycle 2 In cycle, there were also two cycles done in this classroom action research in which each cycle consisted of steps; planning action, implementing action, observing action and analysis and reflection. In cycle 2 there were 3 meetings done in implementing actions. Cycle 2 was stated success because the result of cycle 2 had met all the predetermined criteria of success. The three indicators were; the teacher performance score in implementing the action was 4 (very good), the students performance was in the level 3 (good), the students were motivated in the teaching and learning process and the students average score was 76,8 and it was higher than the average score demanded in the criteria of success (70). So based on the data found in cycle 1 and cycle 2, it was evident that this research had successfully improved the students vocabulary range through the

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application of pair work miming game and could improve the students motivation in the process of teaching and learning vocabulary.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions 1. Vocabulary is one of the important factors in all language teaching learning and the students must continually learn new words as they learn structure and as they practice sound system, but most of the First Year Students of SMP N 2 Peusangan were not interested and motivated in learning English vocabulary. 2. Responding to the problems above, the researcher offered one teaching technique in form of game namely pair work miming game to be applied in teaching vocabulary to the First Year Students of SMP N 2 Peusangan as an effort to improve the students motivation and achievement in learning vocabulary. 3. This research was designed in classroom action research because it aimed at improving vocabulary teaching practice and the students achievement in learning vocabulary. 4. After doing the research in two cycles, it was approved that pair work miming game could benefit the students in many ways in which the students vocabulary mastery had improved and the student motivation had increased. 5. Pair work miming game is a fun and creative game in teaching vocabulary that could challenge the students to study comfortably and seriously in a competitive atmosphere.

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5.2 Suggestions It seems awkward to end this research without any suggestion. Therefore, in this final part of this thesis, the researcher gave some suggestions for the completion of this research. They are as mentioned below: For teacher: 1. The teacher should present the language in an enjoyable and relaxed way. It could be done by using pictures, songs, games etc. 2. The teacher should choose the technique and materials that are appropriate with the students needs and experiences so the class atmosphere become enjoyable and interesting 3. In teaching and learning English vocabulary, the teachers are expected to apply games to build inventive students creativity in learning vocabulary so that they can remember English words easily. For students: 1. The researcher suggested that students should practice the vocabulary they have already learnt because without practicing the vocabulary, they will soon forget the vocabulary. 2. The students should get accustomed with English teaching material like reading English books, magazines and newspapers. For readers: 1. The researcher is well aware of many mistakes found in this thesis, therefore the researcher welcomes any comments, suggestions, advices and constructing

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critiques from those who read this thesis in correcting the errors that lead this thesis meets its completion and perfection. 2. Finally, this classroom action research was conducted to Junior High School level of education and the subject of the research was very limited, therefore the researcher suggested to the other students of Alumslim University to investigate the same topic to the different levels of educations with the bigger number of research subject in the future.

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T E T

L T PAIR WORKS MIMING GAME IMPRO E ST E TS OCAB LARY

(A Coll orati Classroom Action Research to the First Year Students of SMP Negeri 2 Peusangan)

Thesis

Submitted to the English Department of FKIP Almuslim Uni ersity in Partial Fulfillment of Requirement for Sarjana Pendidi an Degree

By

NAME: PIPIN SULASTRI NIM: 050202037

FACULTY OF TEACHER TRAINING AND EDUCATION ALMUSLIM UNI ERSITY MATANGGLUMPANGDUA, BIREUEN 2011

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