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IMPROVING VOCABULARY MASTERY THROUGH LINKING WORDS
GAME TO THE FIFTH GRADE STUDENTS OF SDN 2 PETULU IN
THE ACADEMIC YEAR 2012/2013
BY
I MADE SUKRISNA
NPM: 09.8.03.51.31.2.5.3161
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
ii
IMPROVING VOCABULARY MASTERY THROUGH LINKING WORDS
GAME TO THE FIFTH GRADE STUDENTS OF SDN 2 PETULU IN THE
ACADEMIC YEAR 2012/2013
THESIS
As Partial fulfillment of the requirements for the
Sarjana PendidikanDegree in English Department
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
BY
I MADE SUKRISNA
NPM: 09.8.03.51.31.2.5.3161
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
iii
APPROVAL SHEET
1
This thesis entitled “Improving Vocabulary Mastery through Linking
Words Game to the Fifth Grade Students of SDN 2 Petulu in the Academic Year
2012/2013”has been approved and accepted as Partial Fulfillment for the Sarjana
Pendidikan degree in English Department, Faculty of Teacher Training and
Education, Mahasaraswati Denpasar University.
Advisor I Advisor II
I B Nyoman Mantra, SH.,S.Pd.,M.Pd.Drs. I Made Badrawan, M.Hum.
NPK. 82 6410 347 NIP. 19520412 197512 1 013
iv
APPROVAL SHEET
2
This thesis has been examined by the committee on oral examination on
August 12th
2013
Chief Examiner
Dra. Ida Ayu Marthini, M.Hum.
NIP. 19531231 198703 2 001
Examiner I Examiner II
I B Nyoman Mantra, SH.,S.Pd.,M.Pd.Drs. I Made Badrawan, M.Hum.
NPK. 82 6410 347 NIP. 19520412 197512 1013
Approved by
Dean of the Faculty of Teacher Head of the English Department
Training and Education
Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd.
NIP. 19581231 198303 1 032 NPK. 82 8208 306
v
ACKNOWLEDGEMENT
First and foremost, he would like express his deepest thanks to Almighty
God, Ida Sang Hyang Widhi Wasa, for His blessing and power so that he could
accomplish this thesis project on time.
Many people have given him support directly or indirectly. His grateful is
expressed to I Komang Budiarta, S.Pd. as the head of English Department the
Faculty of Teacher Training, and Education, I. B. N. Mantra, S.Pd., S.H., M.Pd.
and Drs. I Nengah Astawa, M.Hum. as the lectures of Seminar on Proposal who
always give their suggestions and information concerning of the process in
making this thesis.
Special acknowledgements are addressed to I. B. Nyoman Mantra, SH.,
S.Pd., M.Pd. as the first advisor and Drs. I Made Badrawan, M.Hum. as the
second advisor for their patience, motivation, enthusiasm, and immense
knowledge. Their guidance helped him in all the time of research and writing of
this thesis. He could not have imagined having a better advisor and mentor as
them.
By this writing, he also would like to thanks to I Nyoman Riana, S.Pd. the
headmaster of SDN 2 Petulu, who has allowed him to conduct the study in SDN 2
Petulu. Furthermore, a special thank is expressed for the fifth grade students
especially for the class VB, who showed high motivation and achievement during
the study.
vi
He also dedicates his pleasant and his best appreciation especially to his
beloved parents, I Ketut Mendra and Ni Wayan Darti, and also his older brother, I
Wayan Maeda Redika who have already given their endless assistance and
encouragement so that he could finish this thesis on the time.
In addition, his thanks is also presented to all of his friends who cannot be
mentioned one by one and especially to all of the members of FKIP English D’
Class ‘09” for their high motivation and team work, love and wishes, all lecturers
who had helped him during the study and also the staffs of English Department
Faculty of Teacher Training and Education Mahasaraswati Denpasar University
for their help in accomplishing this thesis.
In summary, he deeply realizes that this thesis is certainly far from the
word that we call as “perfect”, therefore any criticisms and suggestions are needed
to develop and make this thesis a high appreciation.
Denpasar, August12th
2013
The Researcher
I Made Sukrisna
vii
TABLE OF CONTENTS
Page
COVER 1 ...................................................................................................... i
COVER 2..................................................................................................... . ii
APPROVAL SHEET 1 ................................................................................. iii
APPROVAL SHEET 2 ................................................................................. iv
ACKNOWLEDGEMENT ............................................................................ v
TABLE OF CONTENTS .............................................................................. vii
LIST OF TABLES ........................................................................................ ix
LIST OF GRAPHS……………………………………………………… ... x
ABSTRACT .................................................................................................. xi
CHAPTER I INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of Research Question 2
1.3 Objective of the Study 3
1.4 Limitation of the Study 3
1.5 Significance of the Study 3
1.6 Assumptions 4
1.7 Hypothesis 5
1.8 Definition of Key Terms 5
1.9 Theoretical Frameworks 6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Conception of vocabulary 7
2.2 Kinds of Vocabulary 9
2.3 The Importance of Vocabulary 11
2.4 Conception of Teaching Vocabulary 12
2.5 Teaching Vocabulary through Linking Words Game 17
viii
2.6 Assessment of Vocabulary 18
CHAPTER III RESEARCH METHOD
3.1 Subjects of the Study 20
3.2 Research Design 20
3.2.1 Initial Reflection 21
3.2.2 Planning 22
3.2.3 Action 23
3.2.4 Observation 25
3.2.5 Reflection 26
3.2.6 Point of Revision 26
3.3 Research Instruments 27
3.4 Data Collection 28
3.5 Data Analysis 28
CHAPTER IV THE PRESENTATION OF THE FINDINGS
4.1 Data Tabulation 31
4.2 Data Analysis 34
4.3 Discussion of the Findings 37
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion 41
5.2 Suggestions 42
REFERENCES 44
APPENDICES
ix
LIST OF TABLES
Page
Table 1
Tabulation of Data Showing the Subjects’ Progressing by Using
the Linking Words Game in Teaching Vocabulary 32
Table 2
Tabulation of Data Showing the Subjects’ Changing Motivation
and Attitudes in Vocabulary through Linking Words Game 33
Table 3
Tabulation of Data Showing the Frequency Distribution of Initial
Reflection (IR) and Post-Test (R) in Vocabulary through Linking
Words Game 34
Table 4
Summary of the Research Findings Showing the Mean of Each
Session and the Grand Mean of Cycle 1 and Cycle 2 36
x
LIST OF GRAPHS
Page
Graph 1
Depicting the Subjects’ Progressing Ability in Vocabulary through
Linking Words Game in Cycle 1 38
Graph 2
Depicting the Subjects’ Progressing Ability in Vocabulary through
Linking Words Game in Cycle 2 39
Graph 3
Showing the Subjects’ Progressing Grand Mean Taught of Cycle 1
and Cycle 2 39
Graph 4
Showing Changing Behavior of Students’ After Administering
Questionnaires 40
xi
ABSTRACT
Sukrisna, I Made. 2013. Improving Vocabulary Mastery through Linking
Words Game to the Fifth Grade Students of SDN 2Petulu in the
Academic Year 2012/2013. First Advisor: I B Nyoman Mantra, SH.,
S.Pd., M.Pd and Second Advisor: Drs. I Made Badrawan, M.Hum.
Key Words: Improving, Vocabulary, Linking Words Game
This present study used Linking Words Game to improve the students’
vocabulary to the fifth grade students of SDN 2 Petulu in the academic year
2012/2013. The present study was a classroom action research which was
conducted in two cycles and each cycle consisted of two sessions. Absolutely, this
study was intended to find out the solution of learning problems faced by the
students. Data was collected by applying the research instruments such as: pre-
test, post-test and questionnaires. The present classroom action research was
started by giving the initial reflection or pre-test to find out the pre-existing ability
of the students before applyinglinking words game. After knowing the students’
ability,linking words game was applied in the class. To figure out the achievement
of the students, they were given post-test in each session then continue to give the
questionnaires to find out the students’ changing motivation and behavior in
learning vocabulary through linking words game. The result of the pre-test score
showed 45.55 which meant that the ability of the students was still low or in the
“poor” level. The result of data analysis after applying linking words game
showed satisfying scores where the mean scores of session 1 was 49.72, session 2
was 57.22; furthermore, session 3 was 66.38 and at last session 4 was 75.00. The
grand mean scores of cycle 1 was 53.47 and increased into 70.69 in cycle 2. In
addition, it was found the positive changing motivation and behavior of the
students by analyzing the questionnaires where the result showed that the
comparative percentages figures of 60% for item A, 38% for item B, 2%for item
C and 0% for items D. It meant the students already had motivation in learning
English and they felt more fun in learning English especially in vocabulary. Those
findings above automatically showed that linking words game was very effective
in helping the fifth grade students of SDN 2 Petulu to improve their vocabulary in
English. Linking words game also could be used as the way for the English
teachers in teaching vocabulary to get a better result.
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Vocabulary is one aspect of language that has to be taught by the teacher of
English as a foreign language. It is considered to be the most important aspect besides the
structure/grammar, pronunciation, and spelling because it will directly influence the
mastery of the four language skills, namely listening, speaking, reading, and writing.
Simply, it can be said that by mastering vocabulary it will be easier for us to master the
four language skills.
Takac (2008: 4) states that vocabulary can be defined intuitively, as a dictionary
or a set of words that we teach in a foreign language. In learninga second language or a
foreign language the students have to know what words mean by learning vocabulary.
But in fact, the students usually find problems and difficulties in learning English. The
students sometimes have trouble in memorizing the English vocabulary from time to
time. Based on the observation conducted in SD Negeri 2 Petulu, it could be concluded
that the students found many difficulties in learning English. This fact causes the students
often feel afraid of learning English because they don’t have enough understanding of the
meaning of words. They are usually not able to catch the point of knowledge which is
delivered by the teacher. From the interview of the English teacher, it was also known
that the students then become passive students in the classroom. They sometimes feel
bored in learning English vocabulary through the traditional technique. Finally, the pre-
test result also showed that the students’ abilities in English were quite low. Even, most
of the students could not reach the minimum standard of students’ score achievement in
English class. This problem forces the English teacher to find new and fresh technique to
be applied in teaching English vocabulary to the students.
There are so many ways that can be used in teaching vocabulary to the students.
One of the ways to improve the students’ vocabulary mastery is by using games in order
to build an interesting teaching learning process. The teaching learning process will be
more fun and enjoyable with games in it (Tsui, 2003: 152). Linking Words Game is one
of the interesting games which can be used in teaching vocabulary. This game trains the
students to find new vocabularies by linking words to each other through common shared
letters. Furthermore, this technique also helps the students to be able to work
cooperatively in a team or group.
Therefore, in accordance with the above facts, the researcher is highly motivated
to find out the effectiveness of Linking Words Game in improving the vocabulary
mastery of the fifth grade students of SD Negeri 2 Petulu in the academic year
2012/2013.
1.2 Statement of Research Question
Based on the background of the study above, the problem to be under focused on
this study can be stated as follows: to what extent can the vocabulary mastery of the fifth
grade students of SD Negeri 2 Petulu in the academic year 2012/2013 be improved
through Linking Words Game?
1.3 Objective of the Study
The objective of this study basically intended an attempt to find out the
effectiveness of Linking Words Game to be applied in improving the English vocabulary
mastery of the fifth grade students of SD Negeri 2 Petulu in the academic year 2012/2013
1.4 Limitation of The Study
On account of this fact, challenges related to vocabulary mastery faced by the
subjects of this study are definitely too broad and complex to be dealt with in a single
study. In this study, the researcherwould focus on teaching English vocabulary through
Linking Words Game to the fifth grade students of SD Negeri 2 Petulu in the academic
year 2012/2013.This research on vocabulary would also be limited to those vocabularies
as suggested by the English syllabus of Elementary School used in the school where the
research would be conducted.
1.5 Significance of The Study
The findings of the present research study are expected to have both theoretical
and practical importance to the teaching and learning process in English especially in
teaching Vocabulary.
1. Theoretically, the result of this study aims at providing evidence that there is a
significant influence of the students’ vocabulary mastery in context to their
mastery to comprehend English. Vocabulary mastery has an important role in
learning English. The more vocabulary the students own, the more knowledge
they are able to understand. Besides that, vocabulary mastery helps the students
to be able to communicate in English both in oral and written forms.
2. Practically, the result of this study also aims at making the students’ aware of the
essential role of vocabulary mastery, so that they can make some evaluation on
how they have learnt vocabulary and decide the effective and efficient technique
to be adopted in their upcoming study. Furthermore, the present research study is
also extended to be used as reference in planning a better teaching strategy in
teaching vocabulary. Teachers are expected to improve their teaching strategy to
increase the students’ vocabulary mastery by using the right technique.
1.6 Assumption
Because of the limitation of time, finance, and the researcher’s ability, not all
variables can be controlled. In order to neutralize the compounding variables, it is
essential to state some assumption as follows:
1. All subjects under investigation are assumed to have already studied English
for the same period of time.
2. The instruments used for collecting the data are constructed in such a way
that they are assumed to be valid and reliable.
3. The subjects under study are assumed to have the same level of knowledge
and to be qualified enough.
4. The researcher is assumed to be qualified enough in conducting the
research.
5. The students are assumed to do the task/assignment well.
1.7 Hypothesis
In attempting to give a tentative solution of the problem, the hypothesis is stated as
the following: the students’ vocabulary mastery can be improved by applying Linking
Words Game into the teaching learning process.
1.8 Definition of Key Terms
In order to avoid the misunderstanding and confusion on the parts of the readers
concerning, the key terms used in the context of the present study, the researcher needs to
operationally define the following terms: vocabulary mastery and Linking Words Game.
a. Vocabulary mastery
Vocabulary can be defined as a set of words which is taught in teaching a foreign
language (Takac, 2008:4). Mastery can be defined as having the skill or
knowledge, which in this study refers to the students’ mastery in finding the
meaning of unfamiliar words. Therefore, in accordance with this study the word
‘vocabulary mastery’ refers to the quality or the level of understanding of the
words used in context after they are taught through Linking Words Game and the
new vocabulary items are taken from the English syllabus of SDN 2 Petulu.
b. Linking Words Game
Linking Words Game is a game in which the students are trained to find new
words or vocabularies by linking words to each other through common shared
letters (Molinsky& Bliss, 1994:3). In the application of this game, the students
will be divided into several groups. This game trains the students to work
cooperatively in groups in order to find other words to be linked with the word on
the board. Moreover, it also helps to build an interesting teaching learning
process which can attract the students’ interests in studying English vocabulary.
c. SD Negeri 2 Petulu
SD Negeri 2 Petulu is a state Elementary School which is located in Gianyar
regency, Bali province where the present research will be conducted.
1.9 Theoretical Framework
A scientific study should be based on some theoretical backgroundsand empirical
evidences and should contribute practical significance. Therefore, the present research
study will be based on the following theoretical framework.
(1) Conception of Vocabulary
(2) Kinds of Vocabulary
(3) The Importance of Vocabulary
(4) Conception of Teaching Vocabulary
(5) Teaching Vocabulary through Linking Words Game
(6) Assessment of Vocabulary
All the above headings will be further discusses in chapter II which deals with the
discussions of the review of related Literature.
CHAPTER II
REVIEW OF RELATED LITERATURE
Through the following pages, the researcher describes some important
relevant points of views quoted from experts whose arguments and opinion about
related literature under investigation may support this study. The description
includes (1) Conception of Vocabulary, (2) Kinds of Vocabulary, (3) The
Importance of Vocabulary, (4) Conception of Teaching Vocabulary, (5) Teaching
Vocabulary through Linking Words Game, and (6) Assessment of Vocabulary.
2.1 Conception of Vocabulary
Vocabulary is very important in learning foreign languages especially in
learning English; moreover, it can be use in doing communication both spoken
and written. Hiebert&Kamil (2005: 3) state that vocabulary is the knowledge of
meanings of words. Knowing a meaning of words is one way to understand the
whole meaning of sentences or paragraphs. Vocabulary can be used to express
ideas, feeling, think or information to people clearly and accurately. Even though
it is not only done by using words but also using body language or gesture.
According to Hackman (2008: 3) states that vocabulary is more than a list of
words, and although the size of one’s vocabularymatters, it knows how to use it
which matters most.
Meanwhile, Hiebert&Kamil (2005: 14) write that vocabulary is set of
words for which an individual can assign meanings when listening or reading.
These are words that are often less well known to students and less frequent in
use. Individuals may be able assign some sort of meaning to them, even though
they may not know the full subtleties of the distinction.
Vocabulary is a foundation or a basis of a language. It is a vehicle for
thought, self expression, interpretation and communication. The more words we
learn the more ideas we should have, so we can communicate the ideas more
effectively. Thornbury (2002:2) states that learning the vocabulary of a foreign
language presents the learner with the following challenges. The first is making
the correct connections when understanding the second language between the
form and the meaning of words, including discriminating the meanings of closely
related words. The second is when producing language the learners are able to use
the correct form of a word for the meaning intended.
In line with the explanation above, Hiebert&Kamil (2005:3) state that
vocabulary can be classified as receptive and productive vocabulary. Receptive
vocabulary is a word that we can understand the meaning from reading and
listening. Meanwhile, productive vocabulary is a word that we use when we write
or speak something. In receptive vocabulary, learners look like a passive, it’s
caused they can only use their knowledge in vocabulary just understand the
meaning. Moreover; productive vocabulary it seems in active learners. It’s caused
by the learners can use that knowledge in their daily life in speaking and writing.
According to Benjamin and Crow (2010: 4), that vocabulary development
has to take its place at the center of the curriculum because it is foundational to all
academic achievement. It makes English as a foreign language that they learned
since elementary school and as one of language that must the learners learn in
school. It is very fundamental in the interaction.Vocabulary is a language element
of language as important means of communication person; vocabulary is usually
achieved through oral language. Many students especially adults student likely
deliver their mind using oral language in asking question or explaining something.
More words give your mind more ways to think about something and more tools
to plan and solve the problem especially in communication and solve the problem
especially in communication. Words are combination of letter that meaningful
unit of nouns, verbs, adjective and adverb. The students should know how to use
in particular and regularly in their daily life to support their knowledge.
2.2 Kinds of Vocabulary
English vocabulary is classified grammatically according to terminological
traditionally (Angela, 2006:16). There are two classification of word classes or
part of speech, as open class and close class.The open class included as follow;
noun, verb, adjective, and adverb otherwise the close class include as follow;
preposition, conjunction, pronoun, and determiner. Similarly, Thornbury (2002: 3)
states that English word fall in to of eight different word classes. They are: noun,
verb, adjective, adverb, pronoun, preposition, conjunction, and determiner.
However, the researcher limits his explanation only in open classes which are
divided into four groups, namely: nouns, verbs, adjective, and adverb, even
though this research only limits in using noun and verb.
Ruth (2005: 8) states noun is a word that names something, a thing or a
person, or a place, or even a feeling or a state of mind. For the example; man,
conference, book, work, coffee, Saturday, Jessica, office, girl, boy, bed, etc. Noun
can be divided into four kinds of noun, such as common noun, proper
noun,collective noun, and count noun. First, common noun is the names of
ordinary things than can we see or touch, for the example: house, chicken, people,
stone, book, table, eraser, pillow, banana, boy, girl, etc. Second is proper noun, it
is the name of particular or special things or person or place or capitalized, for the
example: Indonesia, Malaysia, Singapore, Michael,Christmas, Australia, etc.
Third is collective noun that refers to a group of person or things that is generally
thought of as one unit, for example: class, gang, bunch, family, animal, group,
plan etc. And the last is count noun that refers to name ofperson, things, places, or
ideas that can be counted, for example: books, two tables, boys, etc.
Verb is a word that expresses action, events, process activities, etc.
DeCapua (2008:121) states that verb express what the subject does or describes
something about the state or condition of the subject. Verb is seriously important;
it caused by there is no way to have a sentence without them. There are several
kinds of verbs, such as transitive verb, intransitive verb and auxiliary verb. First,
transitive verb is a verb that followed by object, for example: I borrow a book.
Second, intransitive verb is a verb that does not need followed by object, for
example: I am cry. The last is auxiliary verb is a verb that helps another verb or
the principle verb to express action or condition or state being. For example: is,
am, are, do, does, have.
Huddleston &Pullum (2005:112) state that adjective is a word typically
denotes property of object, person, places, etc. An Adjective can be divided into
three types based on their meaning, such as physical qualities of color or shape
(small, green, black, white, oval), psychological qualities of emotion (angry, sad,
happy, worry, brave), evaluating qualities (good, bad, excellent, lucky,
ugly).Altenberg & Vago (2010:103) state that adverb provide extra information
about the action in a sentence, adjective and about other adverb. For example: I
live here. There are some types of adverb as follows: (1) adverb of manner, (2)
adverb of place, (3) adverb of direction, (4) adverb of time, (5) adverb of duration,
(6) adverb of frequency, and (7) adverb of degree.
2.3 The Importance of Vocabulary
Vocabulary is the basic components in learning language; therefore,
vocabulary plays the most important role in learning English. There would not be
possible if someone communicate with other people and have some diversity in
sounds, pronunciation or in grammar because we can accept what the vocabulary
that is being used. Mastering more vocabulary items can help us to know more
meanings of words that he or she used to communicate. One of the main purposes
of learning a foreign language is in order to be able to use it in communication.
Therefore, learners firstly has to recognize, understand the meaning and master
the vocabulary of the target language. Vocabulary items carried out different
meanings where language learners can communicate their messages and meaning
more effectively to the others. So, they can communicate and share idea to the
other more easily.
Generally, vocabulary has a main function are to support the four major skills
namely listening, speaking, reading and writing. Pikulski and Templeton (2004: 1)
state that the vital importance of vocabulary for success in life, a large vocabulary
is more specifically predictive and reflective of high levels of reading
achievement. It means that by studying reading people can increase their
vocabulary mastery which can be used in their daily life.
Vocabulary has often been viewed as a basic element in language teaching.
It is considered to be the most important aspect because it can widen the students’
intellectual development. In learning a foreign language the students have to know
what words mean. To get the meaning of words, the students should learn
vocabulary.Wilkins in Thornbury (2002:13) states that without vocabulary
nothing can be conveyed. Most improvement in language will be seen by learning
more words. Almost anything can be expressed with words. In addition, the more
vocabulary (words) a person masters the more ideas can be expressed. Besides
that, it will also be easier to understand other people’s ideas. In order to be able to
speak, read, listen and write well, the mastery of vocabulary is absolutely needed.
Moreover, Hiebert and Kamil (2005:2) state that vocabulary holds a special
place among the language components. Vocabulary is not a developmental skill or
one that can be seen as fully mastered. The expansion and elaboration of
vocabulary is something that extends across a lifetime. Meanwhile, Daller,
Milton, and Treffers-Daller (2007:1) write that vocabulary is now considered to
just about every aspect of language knowledge. Moreover, it plays an important
role in the lives of all language users, since it is one of the major predictors of
school performance, and successful learning. The use of new vocabulary is also
key to membership of many social and professional roles.
2.4 Conception of Teaching Vocabulary
Vocabulary is supported by their four skills that are listening, speaking,
reading and writing but the existence of mastering vocabulary is very crucial in
learning English. Students that have a low ability in mastering vocabulary cannot
communicate using English well, effect of those is they cannot express their ideas
or infer any information transmitted to them. Hence, it is important for the
students to master vocabulary accurately, so that they will surely be success in
learning English. In mastering English vocabulary, some strategies are used by the
teachers to approach the subject to the students. The teachers should be able to
select the most appropriate way and tool to ensure the improvement of the
student’s ability. In addition, strategy is a tool that is used to encourage student’s
confidence and motivation. Using a strategy can help the students to learn
something. Moreover, it is concern in action that conductsto the students’ ability
to be better. In the classroom a teacher always tries the best strategy or method to
motivate the students in mastering the subject. There are many strategies and
questions that must be answered and prepared by the teachers before they come
into the class to teach vocabulary.
According to August (2005: 51), that knowing a word implies knowing many
things about the word its literal meaning, its various connotations, the sorts of
syntactic constructions into which it enters, the morphological options it offers
and a rich array of semantic associates such as synonyms and antonyms. We
would make the students aware about that and it is important to build up their
knowledge about word (vocabulary). Beside of statement above, we should also
encourage students to look at learning the various meanings of an item of
vocabulary as a gradual, incremental process, and show them how they can come
back to a word they have previously “learned” to add more information about it,
such as other meanings, or how to create an opposite meaning using a prefix.
In the other hand, McCarten (2007:19) states that there is a lot to learn about
vocabulary in terms of its range, the sheer number of words and phrases to learn,
and the depth of knowledge students need to know about each vocabulary item.
Materials can help students in two broad areas: First, they need to present and
practice in natural contexts the vocabulary that is frequent, current, and
appropriate to learners’ needs. Second, materials should help students become
better learners of vocabulary by teaching different techniques and strategies they
can use to continue learning outside the classroom.
The acquisition of vocabulary is arguably the most critical component of
successful language learning (McCarten, 2007: 26). In addition; vocabulary as
one aspect of foreign language components is considered to the big problem in
learning English as a foreign language. There are several ways in improving
vocabulary. The first step is to focus on vocabulary. McCarten (2007:20) states
that give vocabulary is a high profile in the syllabus and the classroom so that
students can see its importance and be able to understand that learning a language
is not just about learning grammar. One of the first vocabulary learning strategies
for any classroom is how to ask for words you do not know in English and the
meaning of English words that you do not understand, as the students’ progress.
Teachers can help learners get into the habit of noticing by making clear in
classroom instruction and homework assignments: which items should be
learnedand for what purpose (active use or passive recognition). Materials can
help teachers in this in the following ways: providing clearly marked vocabulary
lessons, making the target vocabulary set stand out, including focused practice and
regular review, giving lists of vocabulary to be learned for the lesson structured
vocabulary notebook exercises which are designed to make students focus on a
particular vocabulary set or feature are a good way of developing this noticing
strategy. The second part is offer variety. Tomlison in McCarteen (2007:20)
suggest that a number of principles for developing successful materials, teachers
can use different ways to present vocabulary including pictures, sounds, and
different text types.
Using those ways, learners would be more interested in learning process.
Topics should be relevant to students’ interests. Similarly, practice activities
should vary and engage students at different levels. These should range from
simple listen and repeat type of practice through controlled practice of
opportunities to use the vocabulary in meaningful, personalized ways. The third is
repeating and recycling. Learning vocabulary is largely about remembering, and
students generally need to see, say, and write newly learned words many times
before they can be said to have learned them (McCarten, 2007 : 21). Repetition is
an important aid to learning and that having to actively recall or “retrieve” a word
is a more effective way of learning than simple exposure or just seeing a word
over. Seen about that, repetition would be helping the learners in remembering a
word that has been the learned in studying English as a foreign language.
Another area of research is how long students can remember the words after
first learning them, and again researchers agree that forgetting mostly occurs
immediately after we first learn something, and that the rate of forgetting slows
down afterward. The implications for the vocabulary classroom are self evident:
review vocabulary as often as possible in activities that have students actively
recall words and produce them rather than merely see or hear them.Provide
opportunity to organize vocabulary is the next way in improving
vocabulary.McCarteen (2007:21) states that organizing vocabulary in meaningful
ways makes it easier to learn. Textbooks often present new vocabulary in thematic
sets as an aid to memory, but there are other types of organization and these can
be described under three broad headings: real-world groups, language-based
groups, and personalized groups. There are many different ways of practicing
newly presented vocabulary in class, from repeating the words, controlled
practice, or reacting to the content in some way, to using the vocabulary to say
true things about oneself. Students often write translations above new words in
their textbook and these can be spread around the page an organizing activity. The
next step ismake vocabulary learning personal.
The materials should provide opportunities for students to use the vocabulary
meaningfully, to say and write true things about themselves and their lives
(McCarten, 2007: 23). Students should be encouraged to add vocabulary that
theywant to learn and the experience of learning is also enjoyable, so much the
better in learning process. Then, use strategic vocabulary in class. McCarteen
(2007:23) also states that since the classroom may be the main or only place that
students hear or use English, it is important to include in lessons the strategic
vocabulary. As it makes up so much of spoken vocabulary, if the textbook does
not include this as part of the syllabus or contain presentation and practice
activities, it will be up to the teacher as the most experienced user of English to
find the ways to introduce this type of vocabulary in class.
Helping Students Become Independent Learners in and out of class is the
other way in improving vocabulary.McCarteen (2007:25) states that a lot of
vocabularies learning research points to the relative success of learners, who are
independent, devote time to self-study, use a variety of learning strategies, and
keep good vocabulary notes. We can help students be better learners and acquire
good learning habits by setting structured learning tasks that can be done out of
class. The last step is everyday usage,McCarteen (2007:25) states that materials
can also provide students with ideas to activate and practice vocabulary in their
everyday life, which is especially useful for students who live in non-English-
speaking environments. Activities might include labeling items of furniture in
English in a room, or trying to remember the English name for all the items they
see in a clothing store. As mentioned earlier, the act of retrieving vocabulary
seems to be an effective way of learning, and such activities can take place at any
point in the day not just at times designated for studying English.
2.5 Teaching Vocabulary Through Linking Words Game
Linking words game is a game in which the students are trained to find new
words or vocabularies by linking words to each other through common shared
letters (Molinsky& Bliss, 1994:3). The teacher procedure is explains the rule of
Linking Words Game. First, the teacher divides students into several groups.
Second, the teacher gives a certain word and writes it on the board. The words can
be the things in the classroom, specific to a place, or the other topics as long as the
topics are still matched with the English syllabus used in the school. Third, the
students in each group try to think of another related word that begins with the last
letter of the word on the board and link that word onto the word on the board in
stair fashion. This game trains the students to work cooperatively in group in
order to find other words to be linked with the word on the board. Moreover, it
also helps to build an interesting teaching learning process which can attract the
students’ interests in studying English vocabulary.
2.6 Assessment of Vocabulary
The assessment is part of our research study in finding the object of data.
Many of the traditional vocabulary tests were also objective as far as their making
was concerned.Johnson and Johnson (2002: 6) state assessment is collecting
information about the quality or quantity of a change in a student, group, teacher
or administrator. The purposes for assessing maybe to diagnose students’ present
level of knowledge and skills; monitor toward learning goals to help form the
instructional program and provide data to judge the final level of students’
learning. Furthermore, assessment is an ongoing process that encompasses a much
wider domain. According to Brown (2004: 4), he states that whenever a student
responds to a question, makes offers a comment, or tries out a new word or
structure, the teacher subconsciously an assessment of the student’s performance.
Moreover, there are two assessments which are informal and formal
assessment (Brown, 2004: 5). Informal assessment can take a number of forms,
starting which incidental, unplanned comments and responses, along with
coaching and other impromptu feedback to the students. In the other hand, formal
assessments are exercises or procedures specific planned sampling technique
constructed to give teacher and students an appraisal of students achievement. All
of tests are formal assessment, but not all of formal assessment is testing.
Dudley-Evans and John (2009: 210) state that assessment is a process of
measuring, and one formal method of measuring is to test. It can be done by
carrying out a series of test during teaching learning process, as a good teacher
never ceases to assess students. Brown (2004:4) states that test are a subset of
assessment, they are certainly not the only form of assessment that a teacher can
make. Assessment can be for feedback to aid learning and for comparable
competence. There are two functions of an assessment, Formative and Summative
Test(Brown, 2004:6). Formative test is evaluating students in the process of
“forming” their competencies and skills with the goal of helping them to continue
that growth process. And, summative test aims to measure or summarize what
students have grasped, and typically occurs at the end of a course or unit
instruction.
In this learning process, assessment is used to measure student’s achievement
toward the material that has been taught and how far the students grasp the
material during teaching and learning process by giving a test. The test is
administered on every section along investigation. In relation to this study, the
researcher used objective test and productive test to measuring the student’s
vocabulary. Objective test (multiple choice items) assesses students’ passive
vocabulary, and productive test is applied to measure students’ active vocabulary.
In this test the students should choose one the right answer of the four alternative
answers provided in the test. There are several kinds of test that will be used in
this class action study such as, multiple-choice test, fill the blank and matching
words. Meanwhile, in productive test related to this research the students should
to think of another related word that begins with the last letter of the word on the
board and link that word onto the word on the board in stair fashion. The kind of
this test is expected to change students’ learning behavior and motivation
especially in mastering vocabulary in English. Besides, some conventional
techniques used by some teachers could lead to boredom for the students when
they are learning in the subject.
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
This study was conducted to the fifth grade students of SDN 2 Petulu.
There are 2 classes of the fifth grade students of SDN 2 Petulu with the total of
the students are 42 students. The chosen subject was focused on VB which
consists of 18 students, 8 males and 10 females. The total subject of the study
whose comprises of 18 students was considered to be representative enough for
the purpose of this study. The students of class VB were selected because based
on the preliminary study and the result of pre-test or initial reflection showed their
skill in vocabulary mastery is needed to be developed.
3.2 Research Design
Classroom action research design was used in this study. Therefore, this
classroom action study was concerned with improving vocabulary mastery
through Linking Words Game of the fifth grade students of SDN 2 Petulu in the
academic year 2012-2013 by using two kinds of tests, that were, initial reflection
or pre-test and reflection or post-test. Initial reflection (IR) is intended to assess
the pre-existing students’ skill in vocabulary mastery while reflection (R) which is
administered at the end of each session, intended to reveal the expected increase
in the students’ ability in vocabulary masteryafter they have been taught
vocabulary mastery through Linking Words Game.
Cohen (2000: 229) states action research establishes self-critical
communities of people participating and collaborating in all phases of the research
process: the planning, the action, the observation, and the reflection. Based on the
concept, teachingandlearningprocessis dividedinto twocycleswhere
eachcycleconsistsoftwosessions. Each cycle consists of four interconnected
activities, namely: planning (P), action (A), observation (O), and reflection (R). It
is necessary to note that IR is a term normally used in a classroom action study,
which refers to a pre-test in vocabulary mastery. The IR administered to the fifth
grade students of SDN 2 Petulu in the academic year 2012-2013, in order to
measure the real pre-existing students’ ability in vocabulary mastery. The average
value ofIRcompared with the corresponding average valueRwas providedat the
endof each sessionin order to buildincreasinglevels ofthe subject in vocabulary
mastery. The discussion concerning the steps of action above can be gradually
described in each session below from the initial reflection to the point of revision.
3.2.1 Initial Reflection
The initial reflection was intended to measure the real pre-existing
vocabulary mastery of subjects in English. In the initial reflection the subjects
were requested to answer twenty multiple choice items. The subjects or students
were given 20 minutes to finish their test. In this step, the researcher observed the
pre-existing ability of the subjects in finding ideas, developing and organizing it;
furthermore, to measure students’ ability in using a correct punctuation and
spelling. Moreover, the researcher emphasizes on students’ ability in identifying
and finding the meaning of English vocabulary.
3.2.2 Planning
Planning refers determining steps of the action and the instrumentthat used
in collecting the data. Before the present action study could be successfully
undertaken, the researcher had to make instructional planning for the whole
sessions. As previously mentioned, the subjects of present class action study were
class VB of SDN 2 Petulu. The undertaking of the present study was substantially
based on the fact of the subjects under study still had low ability in vocabulary.
Through Linking Words Game Technique the researcher hopes the student’s
vocabulary mastery can be developed and progressively enhance the student’s
vocabulary ability. In order to achieve the objective of the present class action
study, the researcher planned the instructional activities thus:
1. Determination of the subject under study was compulsory in making
preliminary study to fifth grade students of SDN 2 Petulu. In this
preliminary study, some questions were asked to English teacher in
charge, if the students had crucial difficulties in vocabulary such as
identifying and finding meaning of unfamiliar words.
2. Preparation of the material which could be appropriately used in teaching
and learning process, related to the problem being faced.
3. Application of IR was intended to measure the real pre-existing
vocabulary skill of the subject in English. In this pre-test, the subject was
requested to apply their knowledge of vocabulary. The test contained of
twenty multiple choice items.
4. Designing of teaching scenarios for present classroom action study was
planned in reacting the result of the pre-test and activities of teaching and
learning could be focused on the weaknesses of students’ vocabulary
ability through byLinking Words Game Technique to overcome the
difficulties in identifying and finding the meaning of words.
5. The researcher design two cycles. There were two lesson plans for each
cycle. Time allotment for every meeting was two times for about 40
minutes.
6. Construction of post-test as the end of each meeting on the basis of
student’s interview was used to measure the degree of understanding about
technique under study of the efforts improve their vocabulary mastery.
7. Delivery of the questionnaire to the students was finally intended to
measure quantitatively the changing learning behaviors of the subject in
developing their participation and achievement in vocabulary ability which
had been taught through Linking Words Game Technique, the
questionnaire was administered at the end of cycle II, the basis of
observation data.
3.2.3 Action
In line with the objective of the study, action or classroom activities
referred to what the researcher really did in the classroom settings during the
process of teaching Vocabulary through Linking Words Game Technique. In the
light of actualizing communicative teaching, the researcher tried to manage and
conduct the classroom activities which had been planned preciously in the
teaching scenarios. What the researcher did successively in every classroom
session was principally based three-phase technique. Thus, the communicative
activities were classified into main parts that were pre-activities, whilst-activities,
and post-activities. The description of each activity was aimed to achieve the goal
of strategy applied there are concisely described below:
1. Pre-activity
In pre-activity, greeting and calling the roll briefly conducted in
every meeting. The researcher who acted as the teacher activated the
subject’s mutual interest and attention by giving some stimulus in the form
of questioning and answering on coming topics to direct their attention to
the main point that would be immediately discussed. However, in the pre-
activity, the researcher focused the students’ attention and feeling.
2. Whilst-activity
In whilst-activity, the researcher carried out the process of teaching
and learning activity through Linking Words Game Technique. First, the
researcher explains about the rule of Linking Words Game. Second, the
researcher divides the students into several groups. Third, the researcher
gives a certain word and writes it on the board. Fourth, the researcher
chooses group by group to link the word on the board begin with the last
letter in form of stair fashion; moreover, the word should be different with
the other groups.
3. Post-activity
Post-activity was filled with reviewing the discussed topic through
conclusion briefly to remind the subject’s memory about what they have
learned, and the researcher asked the students if they had difficulties to
link the word. Furthermore, in this activity the researcher administered
reflection or post test at the end of teaching vocabulary through Linking
Word Game technique.
3.2.4 Observation
The observation conducted by the researcher was intended to establish
whether the teaching and learning process through Linking Words Game in
improving student’s vocabulary mastery had been well. The researcher who acted
as a teacher and an observer attracted the subject participation and involvement
with vocabulary activities. It was also meant to perceive, whether the subject had
any positive changing behavior, motivation and attitudes on the part of the
subjects.
The researcher made use of questionnaires to measure the degrees of
change in the subject’s learning behaviors; attitude and motivation after the
teaching and learning process in cycle II. The questionnaires were written in
Bahasa Indonesia. The questionnaire’s items were scored by using the rating scale
0-3 and the results of the questionnaire, which were descriptively analyzed in the
form of comparative percentages. This figures showed the subject’s different
degree of changing behavior toward learning and practicing improving vocabulary
mastery through Linking Words Game to the students of SDN 2 Petulu and the
data from the questionnaire used informative feedback and based to make
remedial revisions for the meeting in cycle II by adjusting and emphasizing some
certain topics.
3.2.5 Reflection
Reflection was given at the end of each session, it means that reflection
refers to the activity that reflects the teaching and learning process and know
students’ problems and to find the solution and solve the problems. The term of
reflection has the similar meaning with evaluation through post-test activities
which was done by the researcher during the action study. Furthermore, reflection
conducted the post-test that the students should answer the questions that prepared
by the researcher. By this step, the researcher examined the students’ weaknesses
and failures underlined most common problems faced by student by giving
emphasized and more exercise in the next cycle.
3.2.6 Point of Revision
Point of revision conducted based on the pre-test, post-test and
questionnaire in cycle 1. The researcher conducted the revision after he got the
data of the test and can be conducted if the students were not yet as expected in
linking the words. Revising means editing, looking back and correcting the
existed mistakes or errors some of revision made for the sessions of cycle II
included following activities:
a. Emphasizing the way to link the words in order to add the students’ ability
in vocabulary mastery.
b. Giving more serious attention to the students who were passive by giving
the gradually easier task to relatively harder assignment.
c. Maximizing student talking time can add their skill in linking the words.
3.3 Research Instrument
The research instruments could be defined as all instruments or media
teaching aids, which were by a teacher as vehicles to simulate, active or encourage
the teaching learning process in others to achieve the teaching learning objectives.
The valid and reliable of research instrument is a very important step of a
scientific investigation, because the reality is only valid and reliable research
instrument can be used to collect the required data valid and reliable for the
study. Deals with the study of the research question: to what extent can the
vocabulary mastery of the fifth grade students of SDN 2 Petulu in the academic
year 2012/2013 be improved through the linking words game. These research
questions logically suggest that there are three sets of raw data which are
needed for research. They are the pre-test, post-test and a questionnaire.
a. Pre-test
Pre-test was conducted to find out the initial problems faced by the
students and to measure the existing linguistic knowledge writing skill.
From this pre-test the researcher anticipated the assumption about the
participation and motivation.
b. Post-test
Post-test was conducted to measure whether and change was
significantly done after the treatment of Linking Words Game applied to
accomplish the goal both quantitatively and qualitatively.
c. Questionnaire
These subjective answers were gathered to find out the students’
problems in responding towards the action or condition given. This was
also used to support the reflection components. The questionnaire
enables the researcher to estimate the frequency with certain even and
activities occurred.
3.4 Data Collection
There are three types of instruments used to collect the data of this
classroom action study; they are pre-test, post-tests and questionnaires. In this
study, there were two kinds of data collected used by the researcher namely
quantitative and qualitative data. The quantitative data were collected through the
administration of pre-test on the initial reflection (IR) and also post-tests or
reflection (R) in each cycle I and II. Meanwhile, the qualitative data were
collected through the administration of the questionnaire at the end of the cycle I.
3.5 Data Analysis
The data obtained in the present classroom action study will be analyzed
descriptively so as to reveal the extent of the subjects’ progress or increasing
ability in vocabulary. The most important data required to answer the research
question under study will be collected through administering IR and post-tests.
Moreover, some additional supporting data will be gathered through administering
questionnaires to the subjects under study. There will be three kinds of raw scores
obtained for the present classroom action study, such as:
1. Scores indicating the subjects’ pre-existing mastery in vocabulary,
2. Scores showing the subjects’ progress achievement in vocabulary, and
3. Scores showing the subjects’ changing learning behaviors.
The data was calculated through mean that consist of the average score of
students’ achievement in vocabulary, the sum of total score was divided by the
number of the students data analysis can be formulated as follows:
1. Mean:
Mean = N
X
Notes:
Mean : The mean of the test scores / the average score of the
students’ achievement in writing.
ΣX : The sum of total score of the students.
N : The total number of the students.
2. Percentage of Questionnaire:
∑X
X = x 100 %
N
The mean scores obtained by the subjects in IR will be compared with its
corresponding mean scores in reflections or post-tests for both cycle I and cycle II.
The scores showing the subjects’ positive changing behaviors will be computed in
the form of percentages which refer to the respective items on the questionnaires.
The means of IR scores and post-test scores will be calculated and computed. The
grand mean of the cycle I and cycle II will finally be computed and compared. The
grand mean of both cycles, cycle I and cycle II, will be calculated by totaling the
means of the score in each cycle and then divided by four. The amount of the
difference between the two means will show the increasing effectiveness of the
cycle I and cycle II. It occurs because cycle II is the revise version of cycle I.
According to “Panduan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan
Dasar dan Menengah” (2006: 12) the criteria of the score qualification will be
presented in following score qualification below:
Score Qualification of Students’ Achievement in Vocabulary
Level Qualification
Excellent
Very Good
Good
Sufficient
Insufficient
Those students who are able to answer the test items
between 90% - 100% correctly.
Those students who are able to answer the test items
between 80% - 89% correctly.
Those students who are able to answer the test items
between 70% - 79% correctly.
Those students who are able to answer the test items
between 60% - 69% correctly.
Those students who are able to answer the test items
between 0% - 59% correctly.
CHAPTER IV
THE PRESENTATION OF THE FINDINGS
The discussion, which is involved in this chapter concerns with the
presentation of the findings of the present action study. The present investigation
is based on the following research methodology such as (1) data tabulation, (2)
data analysis, and (3) discussion of the findings. Each of those headings is briefly
discussed below.
4.1 Data Tabulation
The data of this research was collected from fifth grade students of
SDN2Petulu in the academic year 2012/2013. The data needed in this present
classroom action study was collected by administering three kinds of instruments,
they were pre-test (IR), post-test (R), and a questionnaire. On April 26th
2013, the
pre-test was administered to the subject under study in order to obtain their pre-
existing ability. The post-test in this present study was administered for four
times, those were two times in cycle 1 (May 3rd
2013 for session 1 and, May
10th
2013 for session 2) and two times in cycle 2 (May 17th
2013 for session 3 and,
May 24th
2013 for session 4) . This was due to the fact that each session ended
with the administration of reflection.
The purpose of giving the post – testat the end of each session was to find
out the improvement of the subjects under study in vocabulary after they had been
taught vocabulary through Linking Words Game. Therefore, there were five sets
of raw scores showing the improvement of vocabulary through Linking Words
Game. As the result, the five sets of scores which was collected in this present
study were tabulated as follows.
Table 1
Tabulation of Data Showing the Subjects’ Progressing by Using the Linking
Words Game in Teaching Vocabulary
Subjects
IR Cycle 1 Cycle 2
NO X0 X1 X2 X3 X4
1 Ayu Sagitarini Ni Kadek 40 45 50 65 75
2 Apriani Ni Kadek 40 40 55 60 70
3 Agus Mahendra I Komang 45 45 50 65 70
4 Agus Muliawan Eka Putra I Putu 50 55 60 75 80
5 Apriana I Kadek 40 50 50 60 75
6 Ayu Diah Pradnyawati Ni Gusti 55 60 65 65 75
7 Bintang Ari Widnyana A. A. Gede 55 50 65 70 70
8 Cahyani Ni Putu 50 65 70 75 90
9 Januarta I Wayan 45 50 55 60 75
10 Lelia Suryandewi Ni Putu 40 40 50 60 70
11 Laksmi Savita Desi Ni Kadek 55 65 75 80 90
12 Novit Anariska Ni Putu 50 50 60 75 85
13 Nada Friyanti Dewi Ni Putu 40 40 55 60 75
14 Pandu Maswinata I Gede 45 50 50 65 70
15 Ratna Yanti Ni Luh Ayu 40 45 55 60 75
16 Sri Astuti Ni Luh Ayu 45 50 60 70 70
17 Yoga Raditya I Kadek 45 50 55 65 70
18 M Yusuf Sutarya 40 45 50 65 75
Total 820 895 1030 1195 1350
Further additional data needed for the present investigation was collected
through administering the questionnaire to the subjects under study on May
31st2013 at the end of cycle 2. The answers of the questionnaire were qualitatively
scored using the rating scale 3–0 (A=3, B=2, C=1, D=0). The scores gathered
from administering the questionnaire showed the subjects’ changing attitudes and
motivation in vocabulary through Linking Words Game. The obtained data
showing the subjects’ total scores for items of the questionnaire are tabulated as
follows.
Table 2
Tabulation of Data Showing the Subjects’ Changing Motivation and
Attitudes in Vocabulary through Linking Words Game
NO A(3) B(2) C(1) D(0) Total
1 18 8 - - 26
2 15 10 - - 25
3 21 6 - - 27
4 15 8 1 - 24
5 15 10 - - 25
6 18 8 - - 26
7 21 6 - - 27
8 9 14 - - 23
9 9 12 1 - 22
10 18 6 1 - 25
11 2 16 - - 18
12 12 8 2 - 22
13 15 10 - - 25
14 18 8 - - 26
15 15 10 - - 25
16 15 8 1 - 24
17 12 10 1 - 23
18 18 6 1 - 25
Total 266 164 8 - 438
4.2 Data Analysis
Based on the research instruments of this study where the administration
of pre-test as preliminary observation and post-test in each session as the
measurement of students’ vocabulary, consequently there were five sets of raw
scores to know how the students’ progress in vocabulary through Linking Words
Game. The data showing the frequency of achievement of initial reflection and
post-test onthe vocabulary through Linking Words Game which all tabulated as
the following table.
Table 3
Tabulation of the Data Showing the Frequency Distribution of Initial
Reflection (IR) and Post-Test (R) in Vocabulary Through Linking Words
Game
IR Cycle 1 Cycle 2
X0 F0 X1 F1 X2 F2 X3 F3 X4 F4
100 - 100 - 100 - 100 - 100 -
95 - 95 - 95 - 95 - 95 -
90 - 90 - 90 - 90 - 90 1
85 - 85 - 85 - 85 - 85 1
80 - 80 - 80 - 80 1 80 2
75 - 75 - 75 1 75 3 75 7
70 - 70 - 70 1 70 2 70 7
65 - 65 2 65 2 65 6 65 -
60 - 60 1 60 3 60 6 60 -
55 3 55 1 55 5 55 - 55 -
50 3 50 7 50 6 50 - 50 -
45 5 45 4 45 - 45 - 45 -
40 7 40 3 40 - 40 - 40 -
Where:
X: score
F: frequency
Based on the tabulation of the data as it presented in table 3, then the mean
of the initial reflection (X0) and the mean of post-test (X1, X2, X3, X4) obtained
by the fifth grade students of SDN 2 Petulu could be computed as follows.
1. The X0 of IR score = N
X 055.45
18
820
2. The X1 of S1 score = N
X172.49
18
895
3. The X1 of S2 score = N
X 222.57
18
1030
4. The X2 of S3 score = N
X 338.66
18
1195
5. The X2 of S4 score = N
X 400.75
18
1350
The grand mean (X1) of the post-test scores in cycle 1 was:
2
21 XX
2
22.5772.49 = 53.47
The grand mean (X2) of the post-test scores in cycle 2 was:
2
43 XX =
2
00.7538.66 = 70.69
The summary of the data analysis was made to make the reader easier to
understand in reading and learning this present study. The summary of data
analysis from the initial reflection, Cycle 1 and Cycle2 can be seen in the
following table.
Table 4
Summary of the Research Findings Showing the Mean of Each Session and
the Grand Mean of Cycle 1 and Cycle 2
Cycle Mean Score Grand Mean
IR S0 X0 = 45.55 X0 = 45.55
Cycle 1 S1 X1 = 49.72
S1 X2 = 57.22 X1 = 53.47
Cycle 2 S2 X3 = 66.38
S2 X4 = 75.00 X2 = 70.69
The data obtained from the questionnaire should be computed and then
discussed in the light of the present class action study. This computation of the
comparative percentages for the scores of the item of the questionnaire showing
the subject’s total responses for perspectives of A, B, C, D were shown as follows.
1. Total percentages of A = 438
266x 100% = 60%
2. Total percentages of B =438
164x 100% = 38%
3. Total percentages of C =438
8x 100% = 2%
4. Total percentages of D =438
0x 100% = 0%
The result of questionnaire indicated that the students positively responded
to the application of linking words game in vocabulary class. It showed that 60%
of the total students were completely interested in the linking words game, 38% of
the total students were completely interested in the linking words game, 2% of the
total students were completely interested in the linking words game, and 0% of
the total students were completely interested in the linking words game.
4.3 Discussion of the Findings
The data analysis which was the establishment of the finding of the present
classroom action study that was the mean pre-test obtained by the subject under
study in vocabulary pointed out the mean figure 45.55. This mean figure clearly
showed that the ability of the subject under study was relatively “poor”.
The result of the data analysis of the reflection scores in cycle 1 showed
the increasing mean figures 49.72 and 57.22 for session 1 and 2 respectively, and
the differences between those two mean figures was 7.50. The mean figure
obtained by the students of each session in cycle 1was 53.47. It is clearly much
higher than the figure of pre-test score. The gap between mean figures of pre-test
and cycle 1 was 7.92. This grand mean figure for cycle 1 showed the obvious
improvement of the students’ in vocabulary mastery through linking words game.
Move to cycle 2, in which of this investigationwas prepared everything
about the more various treatments than in cycle 1, for the weakness of the students
had been known. Similar to cycle 1, there were two sessions in this cycle 2. The
result of the data analysis showed the increasing mean figure, there were 66.38
and 75.00 for session 3 and session 4 respectively. Those two mean figures have
8.62 as differences. The mean figure obtained by the students of each session in
cycle 2 was 70.69. The difference between mean figures in cycle 1 and cycle 2
was 17.22. This satisfying result was found by the new plans which were applied
in cycle 2 which was more interesting and interactive; furthermore, it made the
students enjoy studying vocabulary mastery through the linking words game.
The development of the subject under study was also followed by the
positive changing behavior, attitudes and motivations in learning English
vocabulary through the linking words game. It could be seen in the comparative
percentage figures of the total response of the questionnaire for item A = 60%, B
= 38%, C = 2%, and D = 0% respectively. This figure confirmed that the subjects’
learning behaviors changed positively, that is, their attitude and motivation
heightened considerably. This additional data from the questionnaire revealed that
the vocabulary achievement, learning behavior, problems, and difficulties of the
subjects under study have changed and improved positively and significantly after
they had been taught by the linking words game in vocabulary mastery.
To make the findings more understandable,four graphs which areshowing
the comparative increasing mean figures of pre-test scores and the post-tests
scores for cycle 1 and cycle 2 and also the students’ total response of the
questionnaires obtained by the fifth grade students of SDN 2Petulu could be
graphically presented as follows.
Graph 1
Depicting the Subjects’ Progressing Ability in Vocabulary through
Linking Words Game in Cycle 1
45.55 49.72
57.22
0
10
20
30
40
50
60
70
X0 X1 X2
= Score
Graph 2
Depicting the Subjects’ Progressing Ability in Vocabulary through
Linking Words Game in Cycle 2
Graph 3
Showing the Subjects’ Progressing Grand Mean
Taught of Cycle 1 and Cycle 2
45.55
66.38
75.00
0
10
20
30
40
50
60
70
80
X0 X3 X4
45.55
53.47
70.69
0
10
20
30
40
50
60
70
80
IR Cycle 1 Cycle 2
= Score
= Score
Graph 4
Showing Changing Behavior of Students After
Administering Questionnaires
The data analysis of this investigation of the mean score in pre-test
indicates that the students’ vocabulary was low. Based on the observation has
conducted, there were many problems faced by the students in mastering
vocabulary in this present study, such as: how the students organize their
vocabulary, remembering vocabulary, and memorizing the meaning of words. The
linking words game took a place as a treatment in this study which was expected
to fix those student’s major problems in vocabulary mastery gave a new chance
for the students in learning English, especially in vocabulary. The result of the
post-test scores of those cycles pointed out the increasing mean figures compared
with the mean figure of pre-test in improving students’ vocabulary. The findings
of the present classroom action study are in accordance with the existing research
findings which have shown the effectiveness of vocabulary teaching through the
linking words game.
60%
38%
2% 0%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D
A. Intense Response
B. Positive Response
C. Ordinary Response
D. Negative Response
= Score
CHAPTER V
CONCLUSION AND SUGGESTION
The discussion throughout the present classroom action study whichdeals
with teaching vocabulary through the linking words game of fifth grade students
of SDN 2Petulu in the academic year 2012/2013 could finally be concluded in this
chapter. Some suggestions are also recommended in this chapter so that the
findings of this study essentially could give some benefits for the English teachers
and the fifth grade students of SDN 2 Petulu.
5.1 Conclusion
Based on the findings explained in the previous chapter, it is concluded
that the teaching of vocabulary through the linking words game could improve the
vocabulary mastery of the fifth grade students of SDN 2 Petulu in the academic
year 2012/2013. The application of this strategy also improved the students’
motivation in learning vocabulary. Their learning motivation effectively led them
to a better achievement. In teaching vocabulary through the linking words game,
students got much support to expand their abilities in vocabulary and
understanding the meaning of unfamiliar words in sentences or texts. When the
strategy was applied, the students’ motivation and behavior in learning English,
especially in vocabulary teaching and learning activity was created.
Mean data required for the present classroom action study was gathered
through administrating initial reflection (IR) and reflection (R) or post-test to the
subjects under study. This investigation found the pre-ability of the students in
vocabulary mastery using the initial reflection and that was 45.55. However, there
was a difference of students’ ability between Cycle 1 and Cycle 2, which showed
a high improvement of students’ ability in mastering vocabulary. In session 1, the
mean score was 49.72 and session 2 was 57.22. Furthermore, the mean score of
session 3 was 66.38 and session 4 was 75.00. There was a satisfying grand mean
cycle 1 and cycle 2 which was 53.47 in cycle 1 and 70.69 in cycle 2. The
established mean score for each session was much higher than the pre-test mean
score from session 1 to session 4 and the result mean score progress increased
significantly.
The result of data analysis of the questionnaire scores showed the
comparative percentages of A = 60%, B = 38%, C = 2% and D = 0%. The result
comparative percentage figures obtained for the present class proved that the
subjects’ learning behavior changed positively, and their attitude and motivation
heightened significantly.
The additional data from the questionnaire revealed that the vocabulary
achievement, learning behaviors, problems, and difficulties of the subjects under
study have changed and improved positively and significantly after they had been
taught vocabulary through the linking words game.
From the discussion above, finally the hypothesis of the classroom action
research was convincingly proved that the vocabulary of the fifthgrade students of
SDN 2 Petulu in the academic year 2012/2013 can be improved by using the
linking words game.
5.2 Suggestions
According to the discussion of the results of this study, some suggestions
are addressed to the teacher, students, school and also the other researcher.
1. The teachers are suggested to use the linking words game in teaching
English, especially in teaching vocabulary, since it could improve the
students’ ability; furthermore, it also could increase the students’
motivation in learning because the media which are used were attractive
and innovative. In addition, for the all English teachers of SDN2Petulu
are suggested to use this technique as one of a good alternative technique
in teaching English, especially invocabulary.
2. For the students who still have low achievement in vocabulary are
suggested to be more concentratedon learning and be active in the
classroom when the teacher is teaching English using the technique. The
students also need to practice their knowledge more than before because
one language would be mastered by practicing in our daily activities.
Using dictionary is also suggested to help the students to enrich their
vocabulary.
3. For the school is suggested to have more teaching media which could be
used by the teacher for teaching and learning process. The students will be
interested more in studying if the teachers use a media in teaching activity
such as Liquid Crystal Display (LCD) set.
4. For the other reseachers, it is suggested that the teacher should be more
active and creative in implementing different techniques and may use the
modification and finding an optimal way in teaching vocabulary. Its
purpose is to make student interested and improve their vocabulary
mastery.
REFERENCES
Altenberg, Evelyn P. 2010. English Grammar: Understanding the Basics.New
York: Cambridge University Press.
Benjamin and Crow. 2010. Vocabulary at the Centre. New York: Eye On
Education, Inc.
Brown, H. Douglas. 2004. Language Assessment Principles and Classroom
Practices. New York: Pearson Education.
Cohen, Louis et al. 2000. Research Method in Education. New York: Routledge.
Daller, Helmut, Milton, James, and Treffers_Daller, Jeanine. 2007. Modelling and
Assesing Vocabulary Knowledge. UK: Cambridge University Press.
DeCapua, Andrea. 2008. Grammar for Teachers. New York: New Rochelle.
Dudley-Evans, Tony. 2009. A multi-disciplinary approach. New York:
Cambridge University Press.
Hackman, Sue. 2008. Teaching Effective Vocabulary. Nottingham: Department
for Children, Schools and Families.
Hiebert, E.H. & Kamil, M.L. 2005. Teaching and Learning Vocabulary: Bringing
Research to Practice. Mahwah, New Jersey: Lawrence Erlbaum
Associates.
Huddleston, Rodney and Pullum, Geoffrey. 2005. A Student’s Introduction to
English Grammar. New York: Cambridge University Press.
Johnson, David W. and Johnson, Roger T. 2002. Meaningful Assessment: A
Manageable and Cooperative Process. Boston: A Pearson Education
Company.
McCarten, Jeanne. 2007. Teaching Vocabulary: lesson for the classroom. New
York: Cambridge University Press.
Pikulski, J.J. & Templeton, Shane. 2004. Teaching and Developing Vocabulary:
Key to Long-Term Reading Success. Litho, USA: Houghton Mifflin
Company.
Ruth, Gairns & Stuart, Redman. 2005. Test Your English Vocabulary in Use.
Cambridge University Press.
Steven J. Molinsky. Bill Bliss, 1994. Handbook of Vocabulary Teaching
Strategies; Comunication Activities with the Word by Word. Englewood
Cliffs, New Jersey.
Takac, Visnja Pavicic. 2008. Vocabulary Learning Strategies and Foreign
Language Acquisition. Canada: Multilingual Matters Ltd.
Templeton, Shane & John J. Pikulski. 1999. Building the Foundations of Literacy:
The Importance of Vocabulary and Spelling. Downloaded from:
http//www.eduplace.com/rdg/hmsv/expert/research.html.
Thornbury, Scott. 2002. How to Teach Vocabulary. England: Pearson Education
Limited.
Vago, Robert M. 2010. English Grammar: understanding the basic. New York:
Cambridge University Press.
APPENDICES
LIST OF APPENDICES
Appendix 1 Name of the Students
Appendix 2 Pre-Test
Appendix 3 Cycle I Session 1 (Lesson Plan & Post-Test)
Appendix 4 Cycle I Session 2 (Lesson Plan & Post-Test)
Appendix 5 Cycle II Session 3 (Lesson Plan & Post-Test)
Appendix 6 Cycle II Session 4 (Lesson Plan & Post-Test)
Appendix 7 Questionnaire
Appendix 8 Key Answer
Students’ Name List of Class VB SD Negeri 2 Petulu
in Academic Year2012/2013
NO NAMA Gender
1 Ayu Sagitarini Ni Kadek female
2 Apriani Ni Kadek female
3 Agus Mahendra I Komang male
4 Agus Muliawan Eka Putra I Putu male
5 Apriana I Kadek male
6 Ayu Diah Pradnyawati Ni Gusti female
7 Bintang Ari Widnyana A. A. Gede male
8 Cahyani Ni Putu female
9 Januarta I Wayan male
10 Lelia Suryandewi Ni Putu female
11 Laksmi Savita Desi Ni Kadek female
12 Novit Anariska Ni Putu female
13 Nada Friyanti Dewi Ni Putu female
14 Pandu Maswinata I Gede male
15 Ratna Yanti Ni Luh Ayu female
16 Sri Astuti Ni Luh Ayu female
17 Yoga Raditya I Kadek male
18 M Yusuf Sutarya male
Male : 8
Female : 10
Total : 18
PRE-TEST
Choose the correct answer by crossing (X) A, B, C or D
1. The most famous Japanese’s drink is…
A. wine
B. sake
C. beer
D. coke
2. What do you have for your breakfast?
A. Bread and milk
B. Pizza and beer
C. Ice cream
D. Soda
3. What do we need if we want to make meatballs?
A. fruit
B. milk
C. meat
D. bread
4. The taste of sugar is…
A. sweet
B. bitter
C. mint
D. acid
5. My friend gives me … on Valentine days.
A. wine
B. rice
C. sauce
D. chocolates
6. John always … up at 6 in the morning.
A. stands
B. wakes
C. catch
D. breaks
7. Before I go to school, I always … my bedroom.
A. break
B. study
C. clean
D. wash
8. Anton goes to school …… for his health every day.
A. by taxi
B. by bus
C. on foot
D. by train
9. My sister …… every day, so she is called a smart student.
A. drives
B. studies
C. washes
D. plays
10. My mother ……. rice every day.
A. cleans
B. sweeps
C. washes
D. cooks
11. Christiano Ronaldo is a … player.
A. badminton
B. basketball
C. football
D. volleyball
12. A sport needs rackets and shuttlecock. What is this sport?
A. billiard
B. table tennis
C. football
D. badminton
13. This sport is usually done by using a gun. What is this sport?
A. canoes
B. shooting
C. archery
D. swimming
14. A sport of fighting with the fists.
A. boxing
B. diving
C. jogging
D. volleyball
15. A game played with long thin sticks and balls on a table.
A. golf
B. tennis
C. billiard
D. badminton
16. My … is barking when I come home.
A. cat
B. dog
C. fish
D. hen
17. It is a kind of bird. It cannot fly but it can swim. Its habitat is in cold
places. What is this animal?
A. camel
B. shark
C. penguin
D. bear
18. The … likes to eat carrot.
A. rabbit
B. goat
C. cow
D. owl
19. The … can climb up the trees.
A. elephant
B. giraffe
C. rhino
D. monkey
20. This animal is an insect. It has eight legs and can spin a web. What is this
animal?
A. dragonfly
B. butterfly
C. grasshopper
D. spider
LEARNING ACTION PLAN
Cycle 1 Session 1
School : SDN 2 Petulu
Subject : English
Class/Semester : VB / 2
Skill/Component : Vocabulary
Topic : Food, Drink and Taste
Time Allocation : 2 x 30 minutes
A. Standard Competence
Having the ability to understand the meaning of various new vocabularies
related to the topic used in daily life context.
B. Basic Competence
Identifying the meaning of new vocabularies which are related to thetopics
used in communicating in daily life context.
C. Indicators:
1. Mentioning the meaning of the new words that they make from the
last letter of the first word.
2. Making a new word from the last letter of the first word.
3. Finding and linking new words from the last letter.
4. Using the new vocabulary in sentences.
D. Character Value:
Creativity, responsibility, discipline, curiosity, democratic, tolerant, and
friendly.
E. Instructional Objectives:
At the end of study, students are able to:
1. Make a new word from the last letter of the first word.
2. Mention the meaning of the new word that they make from the last
letter of the word.
3. Use the new vocabulary in sentences.
F. Learning Materials:
Vocabulary related to the topic; Food, Drink and Taste.
G. Approach/Strategy/Method:
Approach : Student Centered Approach
Strategy : Active Learning
Method : Linking Words Game
H. Learning Activities:
Teacher’s Activities Students’ Activities Time
Pre-activities:
1. Greeting the students
and checking the
students’ attendance
list.
2. Focusing on
students’ attention
by asking some
questions related to
the topic.
1. Responding to the
teachers and raising
their hand.
2. Answering the
questions based on
their knowledge.
10
minutes
Whilst-activities:
Exploration.
1. Introducing the last
letter (linking words
game) to the
students.
2. Dividing the
students into several
groups.
3. Introducing the topic
by writing the title of
the topic “Food,
Drink and Taste” on
the black board and
giving the certain
word.
4. Asking the students
to make sentences by
using new words
have been discussed.
1. Paying attention to the
teacher’s explanation.
2. Dividing themselves
into several groups.
3. Looking at the black
board.
4. Trying to make
sentences by using new
words.
40
Minutes
Elaboration.
1. Asking one group to
write a new word
from the last letter of
the first word given
by teacher.
2. Asking the next
group to write a new
word from the last
letter of the word
written by the first
group.
3. Asking the rest of
groups to continue
the rules of the
game.
Confirmation.
1. Checking every
word and giving
corrections and
suggestions of
students’ answers on
the black board.
Post-activities:
1. Giving time to learn
and memorizing the
words that have been
discussed.
2. Giving a post-test
related to the topic.
3. Ending the class by
saying “good bye…”
1. Writing a new word by
the first group to
continue the last letter
of the first word given
by teacher.
2. Writing a new word
from the last letter by
the next group of a
new word written by
the first group.
3. Continuing the game
by rest groups.
1. Paying attention to the
teacher’s explanation.
1. Learning and
memorizing the words.
2. Doing the test
seriously and
individually.
3. Saying “good bye…”
10
minutes
I. Learning Resources
1. Blackboard
2. Board marker
J. Assessment:
Competency
Achievement
Indicators
Technique
Form
Example
Knowing the
meaning and
pronouncing the
new words
correctly.
Written Test
Written
Matching the
word to its
definition.
Scoring Rubrics
Part A.
1. Each number was given a score of 10
2. Maximum score: 10 x 10 = 100
3. Maximum Value: 100
Part B.
1. Each number was given a score of 10
2. Maximum score: 10 x 10 = 100
3. Maximum Value: 100
Students’ value: Score Acquisition
M = N
PartBPartAx )(
Where:
Mean : The mean of the test scores / the average score of the
students’ achievement in vocabulary.
X : The sum of total score of the students.
N : The total number of the students.
Ubud, 3rd
May 2013
Researcher
I Made Sukrisna
NPM: 09.8.03.51.31.2.5.3161
POST TEST
CYCLE 1 SESION 1
A. Match these definitions to appropriate words. (Cocokkandefinisi di
bawahinidengan kata yang tepat)
Example: When food is eaten is calledmeal.
1. A meal eaten in the afternoon is called ____ a. tasty
2. Flat round cake of minced meat is called____ b. good
3. White grain that is cooked and eaten is called____ c.delicious
4. Slices of bread, cooked under a grill until brown____ d. hamburger
5. The opposite of bad is____ e. tea
6. Having a pleasant taste called____ f. rice
7. Tasting like sugar ____ g. toast
8. Synonym of delicious ____ h. milk
9. White liquid, produced by cows____ i. lunch
10. Kinds of drink with a brown or green color____ j. sweet
B. Write simple sentences by using the following words.(Buatlah kalimat
sederhana dengan menggunakan kata-kata di bawah ini!)
Example: My mom makespancake in the kitchen.
1. cake
2. vegetables
3. rice
4. juice
5. milk
6. bitter
7. apple
8. burger
9. bread
10. cheese
LEARNING ACTION PLAN
Cycle 1 Session 2
School : SDN 2 Petulu
Subject : English
Class/Semester : VB / 2
Skill/Component : Vocabulary
Topic : Daily activity
Time Allocation : 2 x 30 minutes
A. Standard Competence
Having the ability to understand the meaning of various new vocabularies
related to the topic used in daily life context.
B. Basic Competence
Identifying the meaning of new vocabularies which are related to thetopics
used in communicating in daily life context.
C. Indicators:
5. Mentioning the meaning of the new words that they make from the
last letter of the first word.
6. Making a new word from the last letter of the first word.
7. Finding and linking new words from the last letter.
8. Using the new vocabulary in sentences.
D. Character Value:
Creativity, responsibility, discipline, curiosity, democratic, tolerant, and
friendly.
E. Instructional Objectives:
At the end of study, students are able to:
4. Make a new word from the last letter of the first word.
5. Mention the meaning of the new word that they make from the last
letter of the word.
6. Use the new vocabulary in sentences.
F. Learning Materials:
Vocabulary related to the topic; Daily activity.
G. Approach/Strategy/Method:
Approach : Student Centered Approach
Strategy : Active Learning
Method : Linking Words Game
H. Learning Activities:
Teacher’s Activities Students’ Activities Time
Pre-activities:
3. Greeting the students
and checking the
students’ attendance
list.
4. Focusing on
students’ attention
by asking some
questions related to
the topic.
3. Responding to the
teachers and raising
their hand.
4. Answering the
questions based on
their knowledge.
10
minutes
Whilst-activities:
Exploration.
5. Introducing the last
letter (linking words
game) to the
students.
6. Dividing the
students into several
groups.
7. Introducing the topic
by writing the title of
the topic “Daily
activity” on the
black board and
giving the certain
word.
8. Asking the students
to make sentences by
using new words
have been discussed.
5. Paying attention to the
teacher’s explanation.
6. Dividing themselves
into several groups.
7. Looking at the black
board.
8. Trying to make
sentences by using new
words.
40
Minutes
Elaboration.
4. Asking one group to
write a new word
from the last letter of
the first word given
by teacher.
5. Asking the next
group to write a new
word from the last
letter of the word
written by the first
group.
6. Asking the rest of
groups to continue
the rules of the
game.
Confirmation.
2. Checking every
word and giving
corrections and
suggestions of
students’ answers on
the black board.
Post-activities:
4. Giving time to learn
and memorizing the
words that have been
discussed.
5. Giving a post-test
related to the topic.
6. Ending the class by
saying “good bye…”
4. Writing a new word by
the first group to
continue the last letter
of the first word given
by teacher.
5. Writing a new word
from the last letter by
the next group of a
new word written by
the first group.
6. Continuing the game
by rest groups.
2. Paying attention to the
teacher’s explanation.
4. Learning and
memorizing the words.
5. Doing the test
seriously and
individually.
6. Saying “good bye…”
10
minutes
I. Learning Resources
3. Blackboard
4. Board marker
J. Assessment:
Competency
Achievement
Indicators
Technique
Form
Example
Knowing the
meaning and
pronouncing the
new words
correctly.
Written Test
Written
Matching the
word to its
definition.
Scoring Rubrics
Part A.
4. Each number was given a score of 10
5. Maximum score: 10 x 10 = 100
6. Maximum Value: 100
Part B.
4. Each number was given a score of 10
5. Maximum score: 10 x 10 = 100
6. Maximum Value: 100
Students’ value: Score Acquisition
M = N
PartBPartAx )(
Where:
Mean : The mean of the test scores / the average score of the
students’ achievement in vocabulary.
X : The sum of total score of the students.
N : The total number of the students.
Ubud, 10th
May 2013
Researcher
I Made Sukrisna
NPM: 09.8.03.51.31.2.5.3161
POST TEST
CYCLE 1 SESION 2
A. Match these kinds of daily activity to the correct synonyms in Indonesian.
(Cocokkanlah jenis-jenis kegiatan sehari-hari ini dengan sinonim dalam
Bahasa Indonesia yang benar.)
1. wake up a. tidur
2. breakfast b. mengerjakan PR
3. going to school c. belajar di sekolah
4. study at school d. bangun tidur
5. going home from school e. makan malam
6. lunch f. pergi ke sekolah
7. watching TV g. sarapan pagi
8. dinner h. pulang sekolah
9. doing homework i. makan siang
10. go to sleep j. menonton TV
B. Complete the blanks by using correct answers which are provided in the
box. (Isilah titik-titik di bawah ini dengan jawaban yang benar yang sudah
disediakan di dalam kotak.)
go to sleep watch TV
do my homework have lunch
wake up have breakfast
study go home
take a bath go to school
My Daily Activity
My name is Nitya, I am a student. I ___________ at half past six in the
morning. After that, I _________ and get dressed. Then, I __________ . I usually
have fried rice and a glass of milk for breakfast. I ___________ at half past six on
foot. At school, I _________ a lot of lessons. At half past twelve, I _________. At
home, I ________with my family. We usually have lunch in the dining room.
After that, I _________ and take a nap. Before taking a bath, I usually
__________ , my favorite TV show is a cartoon. In the evening I have dinner with
my family and finally _________.
LEARNING ACTION PLAN
Cycle 2 Session 3
School : SDN 2 Petulu
Subject : English
Class/Semester : VB / 2
Skill/Component : Vocabulary
Topic : Sports
Time Allocation : 2 x 30 minutes
A. Standard Competence
Having the ability to understand the meaning of various new vocabularies
related to the topic used in daily life context.
B. Basic Competence
Identifying the meaning of new vocabularies which are related to thetopics
used in communicating in daily life context.
C. Indicators:
9. Mentioning the meaning of the new words that they make from the
last letter of the first word.
10. Making a new word from the last letter of the first word.
11. Finding and linking new words from the last letter.
12. Using the new vocabulary in sentences.
D. Character Value:
Creativity, responsibility, discipline, curiosity, democratic, tolerant, and
friendly.
E. Instructional Objectives:
At the end of study, students are able to:
7. Make a new word from the last letter of the first word.
8. Mention the meaning of the new word that they make from the last
letter of the word.
9. Use the new vocabulary in sentences.
F. Learning Materials:
Vocabulary related to the topic; Sports.
G. Approach/Strategy/Method:
Approach : Student Centered Approach
Strategy : Active Learning
Method : Linking Words Game
H. Learning Activities:
Teacher’s Activities Students’ Activities Time
Pre-activities:
5. Greeting the students
and checking the
students’ attendance
list.
6. Focusing on
students’ attention
by asking some
questions related to
the topic.
5. Responding to the
teachers and raising
their hand.
6. Answering the
questions based on
their knowledge.
10
minutes
Whilst-activities:
Exploration.
9. Introducing the last
letter (linking words
game) to the
students.
10. Dividing the
students into several
groups.
11. Introducing the topic
by writing the title of
the topic “Sports” on
the black board and
giving the certain
word.
12. Asking the students
to make sentences by
using new words
have been discussed.
9. Paying attention to the
teacher’s explanation.
10. Dividing themselves
into several groups.
11. Looking at the black
board.
12. Trying to make
sentences by using new
words.
40
Minutes
Elaboration.
7. Asking one group to
write a new word
from the last letter of
the first word given
by teacher.
8. Asking the next
group to write a new
word from the last
letter of the word
written by the first
group.
9. Asking the rest of
groups to continue
the rules of the
game.
Confirmation.
3. Checking every
word and giving
corrections and
suggestions of
students’ answers on
the black board.
Post-activities:
7. Giving time to learn
and memorizing the
words that have been
discussed.
8. Giving a post-test
related to the topic.
9. Ending the class by
saying “good bye…”
7. Writing a new word by
the first group to
continue the last letter
of the first word given
by teacher.
8. Writing a new word
from the last letter by
the next group of a
new word written by
the first group.
9. Continuing the game
by rest groups.
3. Paying attention to the
teacher’s explanation.
7. Learning and
memorizing the words.
8. Doing the test
seriously and
individually.
9. Saying “good bye…”
10
minutes
I. Learning Resources
5. Blackboard
6. Board marker
J. Assessment:
Competency
Achievement
Indicators
Technique
Form
Example
Knowing the
meaning and
pronouncing the
new words
correctly.
Written Test
Written
Matching the
word to its
definition.
Scoring Rubrics
Part A.
7. Each number was given a score of 10
8. Maximum score: 10 x 10 = 100
9. Maximum Value: 100
Part B.
7. Each number was given a score of 10
8. Maximum score: 10 x 10 = 100
9. Maximum Value: 100
Students’ value: Score Acquisition
M = N
PartBPartAx )(
Where:
Mean : The mean of the test scores / the average score of the
students’ achievement in vocabulary.
X : The sum of total score of the students.
N : The total number of the students.
Ubud, 17th
May 2013
Researcher
I Made Sukrisna
NPM: 09.8.03.51.31.2.5.3161
POST TEST
CYCLE 2 SESSION 3
A. Complete the blanks by using correct answers which are provided in the
box. (Isilah titik-titik di bawah ini dengan jawaban yang benar yang sudah
disediakan di dalam kotak.)
mountain hiking football
basketball golf
tennis badminton
volleyball long jumps
cycling swimming
1. ___________ is played by eleven people for each team.
2. We use racket and shuttlecock to play ___________.
3. The ___________ activity is done in the pool.
4. We play ___________ on the basketball court.
5. ‘Smash’ is the technique in playing ___________.
6. In __________, we should move a ball into the hole by using a stick. It
is usually played in a special yard.
7. We use racket and ball to play ___________.
8. Jumping on a track or field to reach certain distance is called
___________.
9. A sport which is done by riding a bicycle is called ___________.
10. Walking and climbing to get to the top of the mountain is called
___________.
B. Match the pictures with the correct words. (Cocokkan gambar-gambar di
bawah ini dengan kata yang benar)
a. Cycling f. Baseball
b. Archery g. Karate
c. Basketball h. Billiard
d. Chess i. Boxing
e. Bowling j. Football
1.
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2.
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3.
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4.
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5.
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6.
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7.
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8.
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9.
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10.
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LEARNING ACTION PLAN
Cycle 2 Session 4
School : SDN 2 Petulu
Subject : English
Class/Semester : VB / 2
Skill/Component : Vocabulary
Topic : Animals
Time Allocation : 2 x 30 minutes
A. Standard Competence
Having the ability to understand the meaning of various new vocabularies
related to the topic used in daily life context.
B. Basic Competence
Identifying the meaning of new vocabularies which are related to the
topics used in communicating in daily life context.
C. Indicators:
13. Mentioning the meaning of the new words that they make from the
last letter of the first word.
14. Making a new word from the last letter of the first word.
15. Finding and linking new words from the last letter.
16. Using the new vocabulary in sentences.
D. Character Value:
Creativity, responsibility, discipline, curiosity, democratic, tolerant, and
friendly.
E. Instructional Objectives:
At the end of study, students are able to:
10. Make a new word from the last letter of the first word.
11. Mention the meaning of the new word that they make from the last
letter of the word.
12. Use the new vocabulary in sentences.
F. Learning Materials:
Vocabulary related to the topic; Animals.
G. Approach/Strategy/Method:
Approach : Student Centered Approach
Strategy : Active Learning
Method : Linking Words Game
H. Learning Activities:
Teacher’s Activities Students’ Activities Time
Pre-activities:
7. Greeting the students
and checking the
students’ attendance
list.
8. Focusing on
students’ attention
by asking some
questions related to
the topic.
7. Responding to the
teachers and raising
their hand.
8. Answering the
questions based on
their knowledge.
10
minutes
Whilst-activities:
Exploration.
13. Introducing the last
letter (linking words
game) to the
students.
14. Dividing the
students into several
groups.
15. Introducing the topic
by writing the title of
the topic “Animals”
on the black board
and giving the
certain word.
16. Asking the students
to make sentences by
using new words
have been discussed.
13. Paying attention to the
teacher’s explanation.
14. Dividing themselves
into several groups.
15. Looking at the black
board.
16. Trying to make
sentences by using new
words.
40
Minutes
Elaboration.
10. Asking one group to
write a new word
from the last letter of
the first word given
by teacher.
11. Asking the next
group to write a new
word from the last
letter of the word
written by the first
group.
12. Asking the rest of
groups to continue
the rules of the
game.
Confirmation.
4. Checking every
word and giving
corrections and
suggestions of
students’ answers on
the black board.
Post-activities:
10. Giving time to learn
and memorizing the
words that have been
discussed.
11. Giving a post-test
related to the topic.
12. Ending the class by
saying “good bye…”
10. Writing a new word by
the first group to
continue the last letter
of the first word given
by teacher.
11. Writing a new word
from the last letter by
the next group of a
new word written by
the first group.
12. Continuing the game
by rest groups.
4. Paying attention to the
teacher’s explanation.
10. Learning and
memorizing the words.
11. Doing the test
seriously and
individually.
12. Saying “good bye…”
10
minutes
I. Learning Resources
7. Blackboard
8. Board marker
J. Assessment:
Competency
Achievement
Indicators
Technique
Form
Example
Knowing the
meaning and
pronouncing the
new words
correctly.
Written Test
Written
Matching the
word to its
definition.
Scoring Rubrics
Part A.
10. Each number was given a score of 10
11. Maximum score: 10 x 10 = 100
12. Maximum Value: 100
Part B.
10. Each number was given a score of 10
11. Maximum score: 10 x 10 = 100
12. Maximum Value: 100
Students’ value: Score Acquisition
M = N
PartBPartAx )(
Where:
Mean : The mean of the test scores / the average score of the
students’ achievement in vocabulary.
X : The sum of total score of the students.
N : The total number of the students.
Ubud, 24th
May 2013
Researcher
I Made Sukrisna
NPM: 09.8.03.51.31.2.5.3161
POST TEST
CYCLE 2 SESSION 4
A. Answer these questions by guessing what animals they are. (Jawablah
pertanyaan di bawah ini dengan menebak binatang apakah yang di
maksud)
a. owl f. camel
b. kangaroo g. frog
c. elephant h. rabbit
d. bat i. horse
e. lion j. fish
1. I am big. I am gray. I have a long trunk and big ears.
2. I am a bird. I have big eyes. I like to go out at night.
3. I can live on land and also in the water. I move from ne place to another by
jumping. I like to sing when it is raining.
4. I live in the desert. I can keep water in my back so that I can live in the
desert without drinking.
5. I can be found in Australia. My front legs are shorter than my back legs. I
put my baby in my pocket.
6. I am the king of the jungle. I am a wild animal. I eat meat.
7. I can fly I go out at night. I sleep with my legs hang up and my head down.
8. I can swim. I have fins and tail. I usually live in the sea, lake,pond, or even
in the aquarium.
9. I have four legs and a long tail. I can run fast. People usually use me to
pull the cart. Sometimes, they ride on me.
10. I have long ears. I like to jump. My favorite food is carrot.
B. Match the pictures with the correct words. (Cocokkan gambar-gambar di
bawah ini dengan kata yang benar)
f. rabbit f. tiger
g. horse g. kangaroo
h. butterfly h. cat
i. bear i. dog
j. monkey j. eagle
11.
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12.
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13.
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14.
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15.
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16.
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17.
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18.
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19.
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20.
…..……………….
Appendix 7
QUESTIONNAIRE
Petunjuk :
1. Jawablahsemuapertanyaankuisionerdibawahinidenganmemberikantandasil
angpadasalahsatuhuruf A, B, C atau D.
2. Semuajawabanadalahbenarsesuaikeadaananda,
karenaitujawablahsemuapertanyaandengansejujurnya.
Pertanyaan
1. Menurutanda, apakahBahasaInggrisitumenarikuntukdipelajari?
A. Sangatmenarik
B. Menarik
C. Kurangmenarik
D. Tidakmenarik
2. Menurutanda, apakahBahasaInggrisitumudahuntukdipelajari?
A. Sangatmudah
B. Mudah
C. Sulit
D. Sangatsulit
3. ApakahmenurutandaBahasaInggrisitupenting?
A. Sangatpenting
B. Penting
C. Kurangpenting
D. Tidakpenting
4. ApakahandasenangbelajarBahasaInggris?
A. Sangatsenang
B. Senang
C. Kurangsenang
D. Tidaksenang
5. ApakahandasetujujikaLinking Words
Gamedibiasakandalamkegiatanbelajarmemahamikosa kata?
A. Sangatsetuju
B. Setuju
C. Kurangsetuju
D. Tidaksetuju
6. Menurutpendapatanda, bagaimanakahteknikpengajarankosa kata
(vocabulary)denganLinking Words Game?
A. Sangatmenarik
B. Menarik
C. Kurangmenarik
D. Tidakmenarik
7. Apakahandasetujuapabila guru menggunakanLinking Words
Gameuntukmengajarkankosa kata?
A. Sangatsetuju
B. Setuju
C. Kurangsetuju
D. Tidaksetuju
8. DenganLinking Words Game, sayadapatmeningkatkankosa kata dengan
….
A. Sangatmudahsekali
B. Mudah
C. Kurangmudah
D. Tidakmudahsamasekali
9. MelaluiLinking Words Game, saya …… untukmemperkayakosa kata
BahasaInggris.
A. Sangattermotivasi
B. Termotivasi
C. Kurangtermotivasi
D. Tidaktermotivasisamasekali
10. Bagaimanamenurutandajumlahkosa kata yang diajarkanmelaluiLinking
Words Gametechnique?
A. Banyak
B. Cukup
C. Sangatsedikit
D. Sedikit
Key Answer
Pre-test
1. B 11. C
2. A 12. D
3. C 13. B
4. A 14. A
5. D 15. C
6. B 16. B
7. C 17. C
8. C 18. A
9. B 19 D
10. D 20. D
Cycle 1 Session 1
Part A
1. Lunch
2. Hamburger
3. Rice
4. Toast
5. Good
6. Delicious
7. Sweet
8. Tasty
9. Milk
10. Tea
Part B
1. My mother made me a special cake for my birthday party last week.
2. The shop across the street sells some vegetables for food.
3. Indonesian farmers well-known as one of rice suppliers in South East
Asia.
4. Oranges are very good to make fresh juice.
5. I have a glass of milk and toast for breakfast.
6. I lost of sugar, so the coffee tastes a bit bitter.
7. My uncle is an apple farmer.
8. Americans usually eat aburger for their party.
9. I go to the minimarket to buy some breads and jam.
10. Mice like to eat cheese.
Cycle 1 Session 2
Part A
1. Bangun tidur
2. Sarapan pagi
3. Pergi ke sekolah
4. Belajar di sekolah
5. Pulang sekolah
6. Makan siang
7. Menonton TV
8. Makan malam
9. Mengerjakan PR
10. Tidur
Part B
1. Wake up
2. Take a bath
3. Have breakfast
4. Go to school
5. Study
6. Go home
7. Have lunch
8. Do my home work
9. Watch TV
10. Go to sleep
Cycle 2 Session 3
Part A
1. Football
2. Badminton
3. Swimming
4. Basketball
5. Volleyball
6. Golf
7. Tennis
8. Long jumps
9. Cycling
10. Mountain hiking
Part B
1. Billiard
2. Karate
3. Archery
4. Chess
5. Bowling
6. Boxing
7. Cycling
8. Football
9. Baseball
10. Basketball
Cycle 2 Session 4
Part A
1. Elephant
2. Owl
3. Frog
4. Camel
5. Kangaroo
6. Lion
7. Bat
8. Fish
9. Horse
10. Rabbit
Part B
1. Dog
2. Cat
3. Rabbit
4. Tiger
5. Bear
6. Eagle
7. Kangaroo
8. Butterfly
9. Horse
10. Monkey
STATEMENT OF AUTHENTICITY
I declare that this thesis is my own writing, and it is true and correct that
there is no other’s work or statement, except the work or statement that is referred
in the references. All cited works were quoted in accordance with the ethical code
of academic writing.
Denpasar, August 12th
2013
Researcher
I Made Sukrisna
NPM: 09.8.03.51.31.2.5.3161
AUTOBIOGRAPHY
My name is I Made Sukrisna. I live on Jalan Raya
RsiMarkandya No 20, Br. Payogan, Kedewatan, Ubud,
Gianyar. I was born on July 19th
1991 and grew up in Hindus
family. I live in a simple family and I am a second child in the
family. My father’s name is I KetutMendra and my mother is
Ni WayanDarti. I have an older brother; his name is I Wayan
Maeda Redika.He is an owner in his little jewelry company
which does export to Australia.When I was six years old I attended the elementary
school at SD Negeri 2 Kedewatanfor six years (1997 – 2003). Afterward, I studied
in the junior high school inSMP Negeri 1 Payangan for three years (2003 – 2006).
When I was there, I was very interested in learning the English language. As I
graduated in 2006, I entered the vocational tourism high school of SMK
PariwisataKertayasa for three years (2006 – 2009). During the study, I learned a
lot of things like being a competent receptionist, room service and serving guests
in the restaurant; moreover, I have also been carried out training at Warwick
IBAH Luxury Villas & Spa as a Room Boy for three months. As I like English
very much then I decided to continue my study atDenpasar Mahasaraswati
University in 2009 and I chose English Department the Faculty of Teacher
Training and Education. During the study, I got a lot of knowledge how to be a
good teacher such as how to manage classroom activities, how to apply teaching
strategies, how to compose language tests, having direct practices to a school
through PPL Program, and so on. Since I studied there I became more interested
in learning English and my ability developed step by step. In addition, through
studying in English Department, I hope my vision will be raised up into a bright
future.