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INTRODUCTION
A. Background of the Study
Language is a great part in our life. Language and human beings are two
inseparable components. Whenever, wherever and whoever can express feeling
and thoughts with language. It is a way, perhaps the most important of language in
which human beings interact in social situations. Each language has its own
norms, including grammar and structure. Accordingly when message which is
transferred from a certain language into others.
English is one of foreign languages that are more popular that any other
languages in the world. It means that language is humans tool to communicate to
each other and their way to express or say the idea and thinking. An Indonesian
person does not use English language commonly in a daily life. Therefore, to
consider the important role of English, English is taught from the elementary till
university, furthermore English itself Indonesian as second language.
English is introduced into curriculum and it is a compulsory subject in
kindergarten, elementary school, junior high school, senior high school and
university. The Indonesian government always makes effort to improve the quality
of education by improving the quality of the teachers and other teaching
components, which are involved in the educational processes (Rachmadie,
1985:54) the quality of someones English skill is obviously depending on the
quality and quantity of the vocabulary he or she has.
Besides, every learning process will go on well if there is motivation. It is
expected that each student come to school having the motivation to study.
Therefore, teacher has to make students productively involved using the work in
the class. This step requires teachers creativity to create the most appropriate
ways for their students. Teaching English is always oriented to master the four
language skills: Listening; Speaking, Reading, and Writing. All the four skills are
very important in teaching English. The language components, such as structure,
vocabulary, spelling, and pronunciation are taught to support developing of the
four language skills. Generally, in learning language, vocabulary always becomes
the first aspect that must be mastered before the other component of language that
supports one skill of English competences learning English vocabulary takes an
important position . It means that when people lack of vocabulary in English, they
could not speaking English well, write a sentence well, comprehend a text well,
and absolutely could not understand about what the other people say.
Vocabulary is very crucial in language learning and one of the important
factors in learning English especially in teaching elementary school students.
Hornby (1974:954) states that vocabulary is total number of words which with
rules for combining them make up a language. According to Manzo and Sherk
(1971:72) Vocabulary is central of formation, acculturation, reticulation
apparently all learning. Therefore, it is important for teaches to study methods
and techniques in improving students vocabulary so that they can learn as
effectively as possible.
As a teacher, it is necessary to find new teaching media to overcome the
problems and not to forget to motivate the students. Some teachers have used
games, pictures, songs, real object and cartoon as their teaching media to grow the
student creativity in learning process.
CHAPTER II
REVIEW LITERATURE
A. Theoretical Framework
This study is planned to investigate the applying a game who am I on the
students achievement in increasing vocabulary In conducting a research theories
are needed to explain some concepts or terms applied in the research Concerned.
Theoretical framework of this research will be presented and discussed as the
following
1. Description of Teaching and Learning
2. Description of vocabulary
Vocabulary as one of the language aspects have to be learned when people
are learning a language. Good mastery of vocabulary is important for anyone who
learns the language used in listening, speaking, writing, and reading besides
grammar. Vocabulary profeciency affects to the four language skills in speaking ,
the words students chooses affect how well they are understand and how people
collocation,
expression,
synonym,
antonym,
and
homonym.
1) Meaning
When we meet words, the first thing we want to know is what it means. If
we do not know
Expressions are groups of two, three, four or more words which always go
together. It is semantic unit having a meaning which often differs from the
sum of meanings of it is saparate parts. It usually consist of verb followed
by preposition, e.g. look over, carry out, turn down, etc. It is often used in
spoken form
5) Synonym
Synonym is a word that means the same, or nearly the same as another
word.
For example:
Smart = clever,
high = tall,
Big
= large,
allow = permit
Oral = verbal,
deny = refuse
Steal = rob,
answer = replay
Banish = exile,
custom = habit
Vacant = empty,
redress = relief
6) Antonym
Antonym is a word that has a meaning opposite to that or another. In other
words two words are said to be antonym when they are in contrary to each
other in meaning.
For example :
Buy >< sell,
dark
>< light
Hot >< cold,
inteligent >< stupid
hard >< soft,
beautiful >< ugly
Best >< worst,
early
>< late
Joy >< grief ,
sweet
>< bitter
7) Homonym
Homonym is a relation that holds between two lexemes that have the same
form but unrelated meanings. Homonyms are the words that have same
phonetics form ( homophones) or orthographic form ( homographs) but
different unrelated meanings.
For example :
Pale and pail,
male and mail,
week and weak,
meat and meet,
crews and cruise,
dear and deer,
die and dye,
dual and duel,
fair and fare,
blew and blue,
brake and break,
cent and sent,
3. Types of vocabulary
Teaching vocabulary is important in language acquisition. Vocabulary is
one element that links the four skills of listening, speaking, reading, and writing
all together. One of the requirements to communicate well in a foreign language,
students should have an adequate number of words. According Celca-Murcia
(2000:76) there are two kinds of vocabulary, as follows: productive and receptive
3.1 Productive vocabulary
Productive vocabulary is the lexical terms which the students can
remember and use appropriately in speaking and writing. Receptive vocabulary in
the lexical items which the students familiar and understand when they meet them
in the context of reading and listening materials.
Productive vocabulary is used to speaking and writing, the stage of
teaching and learning must end with vocabulary practice, where the students get
an opportunity to try to use the vocabulary in context. Different from productive
vocabulary, receptive vocabulary is only presented until the students know the
meaning to understand the context of reading or listening.
eminently simple, one person knows something that another one wants to find
out. Wright and Buck say ( 1990:169), essentially, in who am I and speculating
games, someone knows something and the others must be find out what it is. In
addition, according to Webster (1986:1008). Who am I game is game in which
the participates compete individually or team in the identification of something
indicate obscurely ( as riddles or charades).
Based on the definition , it can be conclude that who am I game in which a
person or participant knows something and competes individually or in team to
identify or to find out it.
6. Teaching Vocabulary Through who am I game
Teaching vocabulary sometimes is really notice realize by teachers or they
even ignore it. They just pay a very little attention to vocabulary teaching they
regard that vocabulary can be gained by students automatically in the process of
language teaching that
while having a lesson. Some regard that it can be done simply learning the
language skill such as listening, speaking, reading and writing.
Games can be applied in teaching learning english . This idea is
supported by Wright, Betteridge and Buckby (1989:2) games can be found to
give practice in all skills ( reading, speaking, listening, and writing) in all stages
on teaching- learning sequences... Besides on the statements above, it is clear
that all skill can be applied in teaching, one of them is vocabulary.
There are many reasons a teacher uses games in teaching vocabulary,
games give students chance to use English orally, it means that students can
practice and develop their ability to speak English. Games provide fun and relax
while remaining very much within framework of language learning. It is expected
for shy or slow learners can be active participants to show their ability and find
their confidence in communicating in the foreign language.
It says that who am I game give students do not feel bored during learning
process. Nevertheless, the most important thing is to give the students in
practicing their English. the teacher can teach many kinds of topics such as about
animals, profession or people.
Based on the statement above, we can conclude that who am I game give
attendents more chance in formulating question. But we know that language
classes are spend answering questions put forth by teacher or text book. So, by
using this game students are ask to practice in formulating questions.
There are several steps to apply who am I game according to Wright and
Buck (1990: 73), the procedures are:
1. The teacher gives the card to the students which have a word related to the
topic
2. The teacher asks the students to describe the word that they get
3. After preparations teacher asks the students to write or to speak in front of
the class
4. The rest of the class has to guess the word
5. The one who describes the word gets the point if the class can guess the
word
For example:
I am a kind of primate
I like climbing the three and also have long tail
My favorite fruit is banana
Who am I?
6.1 The Role of Teacher
The teacher role is central as an active judge. She dominates the teaching
learning process. She is available to provide assistance if required, makes
correction sand offers extra clues. She controls the direction, monitors and
corrects the students` performance and answers. The teacher must judge the
correctness of the students` response .
CHAPTER III
METHOD OF RESEARCH
A. Location
This Research was conducted at MA Muhammadiyah 1 Jl. Mandala by
pass No. 4 Medan. This location was choosen because the same research has
never been conducted in this school.
C. Research Design
This study was designed as classroom action research. Action research is
learning by doing it is conducted by the teacher as classroom participant. As
teacher , he/she needs to know what is actually happening in classroom,
collecting data and evaluating her/his own teaching, do something to solve it, see
how succesfull his/her effort were, and if it is not satisfying, try again until
showing the increasing of changing.
The action research was started at pre-test meeting,the researcher
distributed the questionnaire of personality and did the interview to find out the
inrovert students and their difficulties in vocabulary and the resarcher gave the
pre-test item to know their vocabulary ability.the procedure of this research was
conducted within two cycles. Each cycle consist of three meetings. So, there
were seven meeting in this research.
D. The Instrument of Research
In Collecting the data, the following instrument were used
1. In vocabulary test, it was used to assess studnts` vocabulary. In this
case, vocabulary test is multiple choice test. The student will be
answer the questions in the multiple choice test about teenagers
life, entertaiment an season that they have learned by applying who
am I game.
2. Observation sheet
The researcher choose English teacher of class X Senior High
School as observer
3. Interview sheet
The interview sheet was conducted to get informatiom related to
the students` English ability background which included their
opinion about English, their interest in English, and their
difficulties in learning English. The interview sheet was done by
asking some questions to the students and the form teachers as the
object interviewed. The result of interview indicated that Who Am I
Game really helped both the teacher and the students in learning
vocabulary. The students were interested in learning vocabulary by
applying the technique.
4. Diary Note
The diary notes were used to record whatever was happening in the
class when the research took place. And the diary notes indicated
that the students were respect and responsive to learn vocabulary
by using Who Am I Game. Besides, this technique situated them
into group where the students could fulfill one to another in their
learning .
E.The Techniques for Collecting Data
The techniques for collecting data will be conducted by administrating 2
cycles. The first cycle will consist of three meetings and the second cycle will
consist three meetings. Each cycle have four stage, they are: Planning, Action,
Observation, and Reflection.
Reflective
Action/observation
Revised
Plan
Cycle 2
Reflective
Action/observation
Revised
Plan
1.2 Action
In this phase, the researcher as the teacher applied the lesson plan had
been arranged before. Next, the researcher asked the students about
their prior knowledge and mentions all the words that related to the
topic then write all the students` words in blackboard/whiteboard.
Dividing the students in to pairs or group and gave them the cards or
piece of paper which had a word related to the topic. And then,
guiding the students to describe all the words into several questions,
each group have to chooses one person as a leader to talked about
without letting anyone in other group overhead. After that, asked the
leader from one group to tell about their discussion, the rest of the
group have to guess what the leader mean. And the reseracher as the
controller was to make sure that the students does not break the
rulesof the game.
1.3. Observation
2.1 Planning
a. Preparing and designing the lesson plan and media will be used
during this cycle
b. Preparing research instrument, such as observation sheet to observe
the teaching learning process
c. Giving more motivation to the students, the researcher motivates the
students the important of vocabulary in studying English.
d. Having seen first cycle that many students were inactive in teaching
and learning process. The researcher would control every group by
asking, everything they did not understand about the process.
e. Redesigning the procedure of teaching vocabulary by applying who
am I game.
f. Preparing the test to measure the result of the study.
2.2 Action
In this phase, the researcher still used who am I game as a technique.
The first steps, the researcher explained about the topic and order to
the students to mentions the words that related to the topic. The
second steps, the researcher devided the students in to pairs group
and distributed to them the card or piece of paper which had a word
related to the topic. The third steps, guiding the students to describe
all the words inti several questions and order one from them to come
in front of class and the rest of the group have to guess that word.
The one who can guess it got the point and if the class can not guess
the word the one who describes got the point.
2.3 Observation
The observation which was done in the second cycle showed that
most students were more active and enthusiastic than that in the first
cycle. After knowing the result of their test in the first cycle, the
students tried to give their attention to teacher`s explanantion fully
and did what the teacher instructed to do. They were nore enjoyable
play the game. The teacher always monitored them carefully either
when teacher was explaining about the topic or when the test was
done. The teacher was able to manage the class so the student
participated in teaching learning process.
2.4 Reflection
After evaluating the students` vocabulary test, the researcher found that
the students` score improved and most students got score 70.based on the
observation and test score showed that most students had understand about the
topic and got a lot vocabulary.it could be proved from the percentage of the
students who get score 70 in cycle II was 100% . The class is called success in
learning if 80% students have got score 70.it means that the class called
success in learning and there was the score improvement from the cycle I until
cycle II. Therefore, the researcher decided to stop the research until this cycle.
F. Techniques for Analyzing Data
This study applied qualitative and quantitative data. The qualitative data
analyzed from interview sheet, observation sheet, and diary note. The
quantitative data was used to describe data was not enabling to being counted
or measured in an objective way, and therefore subjective.The quantitative
data was used to analyze the score of the students`, the researcher observed
their activities by using who am I game that is given to the students.
To know the development of the students` score for each cycle, the
mean of the students were computed and to catagorize the master students.
X
X
N
x 100%
Where:
X
X
R
T
x 100%
Where:
P = the percentage of the students who got the point 70
R = the number of students who got up the point 70
T = the total number of students who did the test
CHAPTER IV
THE DATA AND ANALYSIS
A. The Data
Table 4.1.
Table of students score in Pre-Test, Cycle I and Cycle II
No
Students Initial
Pre
Test
Cycle I
2
3 Mean
Cycle II
1
2
Mean
1
2
3
4
Aida Fitri
Ansor Maulana Lubis
Ayu Wandira
Badaruddin
44
40
52
52
56
56
64
68
64
72
72
72
72
76
80
76
64.00
68.00
72.00
72.00
76
80
84
84
88
92
88
92
92
96
92
10
85.33
89.33
88.00
92.00
Bella Nia
72
76
80
80
78.67
88
96
0
10
94.67
92
88
92
0
96
96
10
89.33
89.33
93.33
88.00
96.00
6
7
8
36
44
56
56
64
60
72
72
72
76
80
76
68.00
72.00
69.33
80
84
88
9
10
Hanif Maulana
Irham Bunayya Lubis
40
72
56
76
68
76
76
84
66.67
78.67
84
92
88
96
0
92
10
11
Khairani
72
72
76
88
78.67
92
96
0
10
96.00
92
0
10
93.33
94.67
12
Maisyarah
52
64
68
76
69.33
88
13
Marhamah Safitri
72
76
76
80
77.33
92
92
0
10
14
15
Mas Aditya
Maya Lestari Sitorus
36
72
52
76
68
80
76
80
65.33
78.67
84
92
88
96
0
96
10
89.33
96.00
92
88
96
0
96
92
10
92.00
85.33
96.00
93.33
16
17
18
Muhammad Rezeki
M.Ulul Azmi
Nuraisyah Dewi
40
40
52
52
52
60
72
60
72
76
68
88
66.67
60.00
73.33
88
76
92
19
Pipin Papanji
72
76
76
80
77.33
84
96
0
10
20
21
Rani Rabbaina
Rizki Sabana
60
72
68
76
72
80
76
80
72.00
78.67
84
92
88
96
0
96
10
89.33
96.00
88
92
0
96
10
86.67
90.67
96
0
10
96.00
88
96
0
96
10
86.67
93.33
22
23
24
25
26
Siti Masitah
Siti Maulana Nst
Syahnen Ain
Yogi Sukmana
Yudi Brampu
36
44
60
48
52
48
60
72
56
60
68
72
80
64
68
72
76
84
72
76
62.67
69.33
78.67
64.00
68.00
76
80
92
76
84
27
28
Yumnia Rianti T
Muhammad Sandi
48
56
56
64
60
72
76
76
64.00
70.67
84
80
88
88
92
10
88.00
89.33
Tabel 4.2.
Table of Students Score from the First Until Last Meeting
Test
Pre- Test
First Cycle
Second Cycle
Precentage
25%
50%
100%
The questionaire showed their good response after teaching t and giving
this model during teaching and learning process, from the observation sheet was
done by the grade students of Muhammadiyah Universty of North Sumatra as the
collaborator in order to evaluate the two cycles of classroom action with research
with who am I game done by researcher, so the weakness found in cycle one could
be resolved in cycle two.
The example of the qualitative data can be seen below
Table 4.3
Table of Activities Observed: Teaching Learning Process
Focus
Topic
-
Cycle I
Yes No
Cycle II
Yes No
Self/ the
researcher as
game
The teacher give an interested
question
The teacher observes the
discussion process
The teacher motivates students
the Teacher
game
The students listen/ pay
chance
The students ask the teacher
seriously
The students ask the teacher
context
the test
The student use dictionary to
question provided
The students always get out and
learning process
All of the students collect
questionnaire test
The classroom is far from
crowded
The classroom is comfortable
The classroom is noisy
The classroom is pleasant
The classroom is peaceful
Table 4.4
Table of Questioner Sheet Score
(A) Very easy (B) Easy (C) Difficult
No
1
Questions
Before you know the Who am I game,
A
0
B
4
C
46
Number
50
Word
Difficult
English?
Before you know the who am I game
44
50
Difficult
38 1
50
Very
Easy
English?
After you know the who am I game how
41 8
50
Very
43 7
50
Easy
Very
game in English?
Easy
Table 4.5
Table of the Improvement Students Score
No
Students Initial
1
2
3
4
5
6
7
8
9
10
11
Name
AF
AM
AW
BA
BN
DAS
FR
GM
HM
IB
KR
Pre-Test
44.00
40.00
52.00
52.00
72.00
36.00
44.00
56.00
40.00
72.00
72.00
Cycle I
64.00
68.00
72.00
72.00
78.67
68.00
72.00
69.33
66.67
78.67
78.67
Cycle II
Improvement
85.33
89.33
88.00
92.00
94.67
89.33
89.33
93.33
88.00
96.00
96.00
Score
21.33
21.33
16.00
20.00
16.00
21.33
17.33
24.00
21.33
17.33
17.33
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
MS
MSF
MA
ML
MR
MUA
NDP
PP
RRA
RS
SM
SMN
SA
YS
YB
YRT
MS
x
X
52.00
72.00
36.00
72.00
40.00
40.00
52.00
72.00
60.00
72.00
36.00
44.00
60.00
48.00
52.00
48.00
56.00
69.33
77.33
65.33
78.67
66.67
60.00
73.33
77.33
72.00
78.67
62.67
69.33
78.67
64.00
68.00
64.00
70.67
93.33
94.67
89.33
96.00
92.00
85.33
96.00
93.33
89.33
96.00
86.67
90.67
96.00
86.67
93.33
88.00
89.33
1492.00
53.285
1984.01
70.857
2557.31
91.33
24.00
17.34
24.00
17.33
25.33
25.33
22.67
16.00
17.33
17.33
24.00
21.34
17.33
22.67
25.33
24.00
18.66
1. The highest and the lowest score of the first cycle were 78.67 and 60.00
points
2. The highest and the lowest score of the second cycle were 96.00 and 85.33
points
3. The total score of the first cycle was1984.01 and in the second cycle were
2557.31 So, the total score of the second cycle was higher than the first
cycle.
The improvement the students` score in vocabulary by applying who am I
game could be seen from the mean of the students` score during the
research, the researcher applied the following formula:
X
Where:
X
N
x 100%
X
X
N
25858.00
57.16
50
In test of cycle I, the total score of the students was 1984.01 and the
number of the students was 28, so the mean was:
X
3559.62
71.19
50
In test of the cycle II, the total score of the students was 2557.31 and
number of the students was 28, so the mean was:
X
4488.33
89.77
50
The mean of the students`score in the cycle II was the highest of all
meeting, so it could be said that the students` vocabularyby used who am I game
increased from 53.285 to 91.33 the number of master students was calculated by
applying formula
P
R
T
x 100%
Where :
P
P1
= the percentage of the students who got point 70 to 100 in pre test
P2
P3
as follows:
12
x100 24%
50
33
P2
x100 66%
50
50
P3
x100 100%
50
P1
The result showed the improvement of the students score from the pre-test
to second cycle. The pre- test only 25%( seven students) who got 70 points. The
first cycle was 50 %( fourteen students) who got 70 points it means there was an
improvement about 25 %.
In the second cycle there was 100%( students) who got 70 points the
improvement was 50%. it can be concluded that who am I game could apply in
teaching learning vocabulary.
vocabulary test. It seemed most of students did not answer the question. They
were very busy to look for the meaning in the dictionary ,and many of the cheated
their friend for got the correct answer.the mean of the pre test was 53.285
1. Planning
The plan was arranged before doing the research. First of all, the
researcher prepared the lesson plan which applied who am I game
in teaching vocabulary and media.
2. Action
The following is the procedure of the action in cycle I
1. First, the researcher reviewed the students whether they have ever
learned about teenagers life, entetaiment and season vocabulary.
The researcher motvated the students by teaching them the
importance of learning vocabulary.
2. Next, the researcher introduces the topic like the Teenagers life,
Entertaiment and Season. Some example:
1. It is a reptile
it is green or brown
and it has long body and no legs
some of them are poisonous
who am I?
Answer
: snake
4. Reflection
In this stage, the researcher reflected on everything taht she had done
and made conclusion. The result of the first cycle did not reach the
goal determined. It happened because the students still found problem
to construct the sentences in good grammar. From the data, the
researcher decided to continue cycle II in order to get the better result.
2.3 The Second Cycle
1. Planning
in the second cycle the percentage was 100% this improvement made
the researcher stop the research until this cycle.
C.The Research Finding
The result of the research indicated that there was an imrovement
on the students` vocabulary by applying who am I game. After collecting
data, the mean of the pre-test was still low ( 53.285) and then it was done
cycle I. After dooing the action by applying who am I game in cycle I, the
result of the first had increased from the pre-test (70.857) . Then, after
giving action in cycle II, the result of the second competence test had
increased significantly from cycle I (91.33) . it implied that applying who
am I game in teaching vocabulary was effective as it could improve the
students
vocabulary
and
also
helped
teacher
to
teach
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After doing the research and analyzing the data, the writer could conclude
that Who Am I game had significantly improved the students` achievement in
vocabulary. It was found out that students` score increased from pretest until the
test of cycle 1 and test of cycle 2. It is shown from the improvement of the means
of students` score namely the mean of test of cycle I (70.857) was higher than the
mean of the students`score in pre-test (53.285)and the mean of cycle II (91.33)
was higher than the mean of the students` score in test I (63.285). it can be stated
that the score continuously improved from the pretest until the test of cycle 2.
Who am I game can make the learners be active in learning English and also to
show their ability in communicating in the foreign language. In other words,
teaching vocabulary by who am I game is succesfully done and brings good
improvement to the students` achievement.
B. Suggestions
In relation to the conclusions above, suggestions were put forward as
followed:
1. English teacher , it is useful as one of the alternative technique to
teach vocabulary
2. The teacher also can active their mind by using the technique of
ask and answer to teach vocabulary to the senior high school
students.
3. For the students, students feel more intrested and motivated in
increasing their vocabulary
4. For the reader, it is very useful as information for those who are
interested in conducting research related to this study.