THESIS ENHANCING STUDENTS VOCABULARY ACQUISITION USING COMPUTER ASSISTED GAMES (CAG)

(A CLASSROOM ACTION RESEARCH AT THE FOURTH GRADE OF SD NEGERI KALIMACAN IN ACADEMIC YEAR 2009/2010) MAS SULIS SETIYONO X2206045

ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010

BACKGROUND OF STUDY
Indicators : a. Competence
Could not pronounce the words correctly Could not spell the words correctly Did not know the meaning of the word dealing the topic Could not differ plural and singular form Did not do homework Paid little attention to the teacher Often asked permission to the bathroom at the same time Talked with other during the lesson

Problem : students vocabulary acquisition is low

b. Class situation

Implementation

Proposed solution = CAG

Objectives
Problem statements

Causes :
The teacher teaches students by text book There is no media used in teaching and learning process There is no effective technique to teach students

What is CAG

Reason

CHAPTER I INTRODUCTION

A. B. C. D.

Background of the Study Problem Statements Objectives of the Study The Benefits of the Study

1. THE PROBLEMS

a. Vocabulary acquisition
The students could not pronounce the words correctly The students could not spell the words correctly The students did not know the meaning of the word dealing the topic The students could not the differ plural and singular form

The students:did not do the homework b. For situations The students paid little attention to the teacher

b. Class situation

The students often asked permission to the bathroom at the same time The students talked with other during the lesson

2. CAUSE OF THE PROBLEMS

Causes :
The teacher teaches students by text book There is no media use in teaching and learning process There is no effective technique to teach students

3. PROPOSED SOLUTION

CAG
(Computer Assisted Games)

Form - Activities
Before Research
- Doing task in LKS

After Research
- Learning vocabulary

- Translate the
meaning on the

by playing computer
games

blackboard

REASON FOR USING CAG

CAG is more interested because it provides visual, audiovisual, and sounds students have a chance to speak up. CAG can provide contextual environment.

CAG also allows students to become active

learners in teaching and learning process. learning English using computer games attract students attention because games is fun and enjoyable.

SOME POSITIVE CONSIDERATION OF CAG

enjoyable

independent student.
self confident.

passiveness to activeness.

B. PROBLEM STATEMENTS

Does and to what extent CAG improve students vocabulary acquisition? How is the class situation when CAG implemented in the classroom?

CHAPTER II REVIEW OF RELATED THEORIES

Computer-assisted games is fun activities operating with computer. The games are played when one or more players compete or co-operate for playoffs according to a set of rules and goals.

ACTIVITIES IN CAG Students listen the correct simple of pronunciation . Students repeat the pronunciation from computer games. Students see the pictures. Students do the game in computer.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

IMPLEMENTATION
a. Opening b. Main activity Teacher asks students to mention name of food which they eat before go to school. Teacher introduce computer to students. Some students are asked to operate the computer. Students are asked to do the hangman game.
c. Closing

c. Closing

Research Findings
1. The improvement of Students vocabulary acquisition

Before Action Research After Action Research The students vocabulary acquisition was low with The students vocabulary acquisition the pre-test score is 5.45. got better than theirs before research. It is proven by the cycle 1 test mean score 6.89 and the cycle 2 test mean score 7.62.

a.

The students comprehension of vocabulary aspects

The students had difficulty in meaning aspect. They find difficulties in finding the meaning of some English words. When the teacher asked the meaning of the word chalk, nobody could answer the question.
The students had difficulty in spelling aspect. They found it difficult the English words because sometimes the written and the spoken of English words is different. The teacher could not answer the teacher asked to spell TABLE

The students have fewer difficulties in finding the meaning. They still remember what the teacher explained in the previous meeting. Mr, sekarang aku tau, ternyata itu gambar keju to!

The students have fewer difficulties in finding some English words. They still remember what the teacher explained in the previous meeting. Most students could mention the spelling of the word burger correctly. The Students had difficulty in pronunciation The students are able to pronounce aspect. It was difficult for the students to the English words according to the pronounce some English words correctly topic correctly. The students pronounce the word eraser Most of the students pronounce inappropriate way. the word potato correctly.

The students make mistakes in simple grammar. In the fourth grade, the students are taught singular and plural form. Most students do not know when they have to add s/a/an before/after English words. 2. The The students talked to each other in teaching and learning improvement of process. The topic discussion does not have correlation with classroom the material given by the teacher. It makes the class so situation during noisy. teaching and learning process Most of the students talked to each other during teaching and learning process. by using The students do not do the homework; computer assisted games Every the teacher gave homework to students; they often did not do the homework. The students paid little attention to the teachers explanation. They looked busy with own activities. Some students looked drawing in her book, the other students looked play with his pairs. Many students ask for permission to the teacher to go to the bathroom. When the writer checks them, they do not really go to the bathroom. They just want to get out of the class because they are easily get bored. Some students asked for permission to go to the bathroom in the same time.

The students reduce their mistakes in singular and plural form Ternyata kalau bendanya banyak ditambah s atau es. The students talked to each other when they have to discuss with their group dealing with the material given by the teacher. The class is noisy but under control. Most students gave less complaint. The students are able to do homework correctly. Pak, saya sudah mengerjakan PR lho! The students pay more attention to the teacher; they do not look bored or make noise. They looked serious listened to the teacher when he explained the rule of the games. Nobody ask for permission to the teacher to go to the bathroom as the reason to get out of the class. When a student ask to go to the bathroom, he really go to the bathroom and it does not take a long time Nobody asked for permission to go to the bathroom in the same time.

CHAPTER V A. Conclusions B. Implication C. Suggestion

A. Conclusions
1. CAG can improve students vocabulary acquisition. (improvement of pronunciation, spelling, meaning and grammar)

2. Computer Assisted Games is able to improve classroom situation

3. Various communicative activities in CAG can change the English class toward a student centered class