PTK Students Motivation in Learning Vocabulary

CHAPTER I

INTRODUCTION

A. The Background of the Problem

The new millennium era which has been referred to as the millennium of

technology is frequently interpreted that in this era the role of technology is more

dominant in all aspects of human life than in the previous one. This feature does

not only happen to the modern nations who have gained the development of

science and technology, but it also happens to the developing countries in order to

achieve such a development. Therefore all developing counties have given their

efforts to improve the quality of human resource as a means of catching up with

the development. One of the most effective means to improve the quality of

human resource of a nation is education.

Most, if not all, developing countries have provided good education

programs for their nations. One of these programs among the non-English

speaking countries is the teaching of the world language, namely English because

English has been used widely in various fields of science and technology. It is

also used as a tool for international communication. that is why everyone

especially those who want to go abroad or continue their study at college and

university should know and understand English, besides they should also know

and master their mother tongue and their own native language.

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If we know and understand English well, we can communicate and make

acquaintance with other people who speak English as a second language or as a

native language.

Because of the above facts, English has become a compulsory subject to

be learned and to be taught to the students of the forth year of elementary school

up to the students of university in Indonesia. Although English has been taught to

the second year students of SMP Negeri 1 Krangkeng – Indramayu more than

five years (three years at elementary school and more than two years at SMP), but

they still do not have a good mastery of English, particularly the mastery of the

English vocabulary. So the problem in this study is that one side the English

teacher of SMP Negeri 1 Krangkeng – Indramayu has taught to the second year

students of that school, but on the other side, the students still do not know much

about English. This is probably caused by that they are not well motivated and do

not have great interest in learning English. So in this case the writer would like to

try to increase their motivation in learning English, especially in learning the

English vocabulary in accordance with their knowledge in reading

comprehension.

B. The formulation of the problem

Based on the statements mentioned above, the writer formulates some

problems as follows:

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1. How is students’ motivation in learning the English vocabulary without

language games?

2. How is students’ motivation in learning the English vocabulary by using

language games?

3. Are there any comparative results of students’ motivation in learning the

English vocabulary without language games and by using language games?

C. The Aims of the Research

The aims of the research that will be gained are as follows:

1. To find out the data of students’ motivation in learning the English vocabulary

without language games.

2. To find out the data of students’ motivation in learning the English vocabulary

by using language games.

3. To find out the data if there are some comparative results of students’

motivation in learning the English vocabulary without language games and by

using language games.

D. Frame of Thinking

We perhaps all agree to say that motivation plays an important role in the

process of learning. It is an essential factor for the student to get the achievement

of a beneficial thing. It is impossible for him to get something successfully if

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there is no motivation in his soul that stimulates and encourages him to do any

kinds of useful undertakings.

Douglass Brown (1994:152) states that:

Motivation is probably the most frequently used to catch all term for explaining the success of failure of virtually any complex task. It is to figure that success in a task is due simply to the fact that someone is “motivated”. It is easy in second language learning to claim that a learner will be successful with the proper motivation.

The reason a person wants to learn a foreign language and how much he

wants to learn it, how well and in what manner, may determine the amount of

motivation he is willing to put into. Psychologists have claimed that motivation

will help a foreign language learner to gain successful results. For example, a

person who wants to get a job in a foreign company that requires employees who

are able to speak and write English, will learn English seriously because he is

well-motivated, that is to be accepted as an employee in that company.

From the result of the observation during the process of teaching and

learning English carried out by the English teacher of the ninth year of SMP

Negeri 1 Krangkeng – Indramayu, the writer knows most students do not have

motivation and great interest in learning English. They do not pay serious

attention to the teacher’s explanation about the lesson. They do not like to

memorize the English vocabulary which has been taught to them. This bad

condition, of course, makes the students always find difficulties in learning

English as a foreign language.

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E. Steps of the Research

The Steps of the research which have been done by the writer are as

follows:

1. Population and Sample Determination

a. Population

Population is all members of the group of people, events, or things

to which generalization that are going to be involved in research (Borg

and Gall in Suharto’s Book, 1988:64). Based on this opinion, population

may take the form of groups which consist of people, events, or things.

The population of this research is all the ninth year students of

SMP Negeri 1 Krangkeng – Indramayu. There are 376 students of that

school who need 8 classrooms for study. Each classroom consists of 47

students.

b. Sample

Since the population is too big in number, the researcher tried to

get the sample size as small but representative as possible. Therefore, this

research applies the stratified sampling technique. The stratified sampling

means that the sample of the population is taken from some levels. Each

of the levels is determined by the amount of the minimal sample required

(Suharto, 1988:70). In this case, the writer uses Arikunto’s theory about

how to determine the sample size, that is if the population is less than 100,

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the sample size can be taken between 10-15% or 20-25% or more from

the population (Suharsimi Arikunto, 1986:107).

Based on Arikunto’s theory above, the writer has decided to take

25% from the population, that is 25% x 376 students = 94 students (two

classes of IX.C and IX D) as the sample.

2. Data Resources

a. Theoretical Data Resource

To obtain the theoretical data resource, the writer has read the

1994 English curriculum for SMP students, some English scientific books

concerning with the discussion about motivation and language games,

English books on vocabulary and some other books either they are written

in English or in Indonesian which are in accordance with the topic of this

thesis.

b. Empirical Data Resource

The empirical data resource is the data taken and obtained from

the place where the research and observation take place, the data from the

result of interview and the test on vocabulary which are taught with and

without language games to the students.

3. Techniques of Collecting the Data

The techniques of collecting the data the writer has used and applied

are as follows:

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a. Observation

Observation is a method in which the scientist tests the hypothesis

by observing people as the engage in every day activities in their natural

habitats (David R. Shaffer, 1985:13). So in this case the writer notices and

observes the process of teaching and learning the English vocabulary in

the classroom carried out by the teacher and the students.

b. Test

Test (oral, written, short answer, essay, etc.) and other

measurement such as observation and or questionnaire is a means to

ascertain results being achieved and progress being made towards

objectives of language learning (Finocchiaro, 1984:278).

In this case the writer has presented a model of multiple-choice

test on vocabulary with four options as the answers. The first test is given

to the students of class IX.C who are taught vocabulary without using

language games, and the second test is offered to the students of class

IX.D who are taught vocabulary by using language games. The degrees of

difficulties of the questions in the first test are the same as those of the

second one.

From the results of the test on vocabulary achieved by the

students, the writer will get the data of whether there are positive and

significant comparisons between students’ achievement in learning the

English vocabulary taught with and without language games.

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4. Data Analysis

a. Qualitative Data Analysis

In this case the writer analyzes the data based on the objective

condition of the school, the condition of the teachers, the administrators,

the students, and the implementation of the process of teaching and

learning English, particularly the process of teaching and learning the

English vocabulary.

b. Quantitative Data Analysis

To find out the quantitative data, the writer analyzes the data

based on the result of test on vocabulary achieved by the students who are

taught with language games and those who are taught without using

language games. These data are analyzed by using correlation product

moment with the following formula:

x y

r xy =

(x2) (y2) Where:

rxy = Coefficient correlation between x and y

x = Independent variable,

y = Dependent variable (Suharsimi Arikunto, 1992:217)

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And to interpret the correlation between x variable and y variable, the

writer uses the following standard measurement:

0.800 - 1.000 = very high,

0.600 - 0.799 = high,

0.400 - 0.599 = sufficient,

0.200 - 0.399 = low,

0.000 - 0.199 = very low (there is no correlation),

(Suharto, 1988:126)

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CHAPTER II

REVIEW TO RELATED LITERATURE

A. Description of Motivation

1. Definition of Motivation

Motivation is a noun derived from the ‘motive’ which is also a noun

which means something that causes somebody to act in a particular way

(Hornby, 1994:808).

Motivation or motive is an internal condition of the organism that

activates behavior directly. (Peter S. Fernald, 1969:104).

From the above two definitions of motivation, the writer concludes

that motivation is an internal power which can make somebody have strong

desire to do something. Motivation is some kind of internal drive that

encourages somebody to pursue a course of action. For example, if we have a

certain goal (that is something we wish to achieve) and this goal is attractive

enough, we will be strongly motivated to do whatever is necessary to reach

that goal. We may work overtime in order to earn more money because we are

motivated to buy a new car. The tennis player who wants to win an important

competition may be motivated to practice for long hours.

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Motivation is very important for the English teacher to the students

because if the students do not have motivation in learning English as a foreign

language, they will perhaps hate the English subject and assume that English

is very difficult to learn. But on the contrary, if the students have motivation,

they will perhaps buy any kind of the English books; they will probably like

to memorize the English vocabulary; pay close attention to the English

materials being explained by the teacher; do the exercises in the classroom or

at home seriously.

2. Types of Motivation

Jeremy Harmer (1983:3) divides motivation into two main types,

extrinsic motivation and intrinsic motivation.

a. Extrinsic Motivation

Extrinsic motivation is concerned with factors outside the

classroom. The example of extrinsic motivation is that if somebody feels

hungry, he will look for some food to eat. The feeling of hunger has

motivated him to get food and eat. And if someone is going to be sent

abroad to continue his study, he, of course, will improve and learn the

language used in the country where he will study. Going abroad and

continuing his study in a foreign country has motivated him to learn the

language used in that country. Those two examples of motivation are

called extrinsic motivation.

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b. Intrinsic Motivation

Intrinsic motivation is a motivation which is concerned with what

takes place in the classroom. This motivation can be created by giving a

reward or a praise and or punishment to the students. For example, the

English teacher gives the English test to the students and says that if one

of them can answer the test correctly, and gets ten (10) in the test, he/she

will give an English pocket dictionary to the student. This reward will

motivate the students to do the test seriously and carefully until they are

able to answer it correctly. This motivation is called ‘intrinsic motivation’

because it comes out from the internal condition of the organism.

Those two types of motivation are explained clearly by Gary A.

Davis and Thomas F. Warren (1974:18) as follows:

Motivation is of two kinds, extrinsic and intrinsic. Behavior, which is extrinsically motivated, can be considered that which has a goal external of the act itself. For example, if a person eats in order to alleviate his hunger, the motivation for the behavior is extrinsic to the motivation for the behavior is extrinsic to the eating. Intrinsic motivation on the other hand is an effect when the goal in inherent within the eat itself. Eating for the pleasure of the act itself would be intrinsically motivated.

Motivation in the process of learning, however, determines how

much a person will learn and when he will learn it. This depends on what

he wants to know and how badly he wants to know it. It depends on how

he thinks he can learn it, and on what he believes to be to his advantage. It

depends on the needs, interests, and sense of values of an individual. It is

the justification in language teaching method and techniques of the efforts

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expended to make the learner want to learn the foreign language. The

more and better the motivation, the better the learning will be.

B. Description of Learning

1. Definition of Learning

According to Charles A. Ferguson (1972:188) states that learning is

the process which leads to the acquisition of any form of behavior.

Ngalim Purwanto (1984:81) states that learning is the changes of

behavior which involve skill, attitude, habit, ability and understanding of

someone.

Good and Brophy define learning is the development of new

associations as a result of experience. (Ngalim Purwanto, 1984:82).

From the above definitions of learning, the writer comes to a

conclusion that learning is the changes of a person in which he might be a

good or bad person in his behavior, learning is the changes of one’s behavior

which are caused by his experience, and the changes of behavior of learning

may include several aspects such as the aspects of understanding, the aspect of

skill, ability, habit, attitude, and problem solving.

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2. Some Factors Influencing Learning Process

a. Students’ Environmental Life Condition

The environment in which a student lives will give much influence

to the process of his learning. Even though there is an extreme opinion

which states that the environment does not influence anyone in his

learning, but such an opinion will not reach the truth at all.

In order to prove that the environment gives much influence to

someone in his learning, the writer gives the following example. A

student whose name is Badrun for example, lives in a place where the

other students living in the same place with him like to manage a study

group than to go somewhere without any purpose will be different from a

student whose name is Hasan living together with other students who

dislike to learn after the class-meeting at school.

The former, Badrun, will be more successful in his learning than the

later, Hasan. That is because of two different conditions of the

environmental life in which they live. Badrun will do the same as his

friends do and so will Hasan. “Man is known by the company he keeps”.

b. Repetition

Repetition or practice is essential in learning any sorts of skills,

like language, music, painting, and others. In language learning, active

repetition is considered better than passive repetition, so a person who

tries to speak a language may learn it better than one who simply tries to

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understand it. Spaced repetition is generally considered better than

concentrated repetition, especially if the materials to be retained for any

length of time. Repetition is one of the most important elements in

remembering what is to be learned.

c. Understanding

Nearly all theories of learning consider understanding as an

important learning factor. The learners learn some things better if they

understand what is involved and if they know exactly what they have to

do with the materials they are learning. For example, it would be difficult

for the learners to learn the words of a language if they did not understand

what the words mean. Things that have meanings, therefore, are more

easily mastered than things that do not. The better the learners understand

the meaning, the better they will learn materials.

d. Achieved Experience

The achieved experience will greatly influence an individual in

learning. The result of learning which has been formerly achieved will

influence and determine the next achievement of it. For example, a

student may get trouble in learning English at SMA if he does not have

any experience and mastery of the basic knowledge of the English

grammar and vocabulary he has even learned at SMP. Another student

may feel difficult in learning mathematics if he does not experience and

master the basic formula and knowledge of it.

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C. Vocabulary

1. The Definition of Vocabulary

Hornby, A.S. (1994:1425) defines vocabulary is total number of words

that make up a language; list of words with their meanings, especially one

which accompanies a textbook in a foreign language. Vocabulary is also

called lexicon, glossary, or vocab.

Longman Dictionary of Contemporary English writes the definition of

vocabulary that it is a list of words their meanings, less complete than a

dictionary.

From the above the definition of vocabulary, the writer concludes that

vocabulary is words, phrases, idioms, or expressions which are known,

learned, and used by a person in daily life. Vocabulary is a total number of

words, phrases, or expression which (with rules combining them) make up a

language. In grammar, vocabulary is a list of words, usually in alphabetical

order and with explanations of their meanings.

2. Types of Vocabulary

There are eight types of vocabulary in English. These types of

vocabulary are called the parts of speech such as (1) Nouns, (2) Pronouns, (3)

Adverbs, (4) Verbs, (5) Adjectives, (6) Prepositions, (7) Conjunctions, and (8)

Interjections.

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(1) Nouns

The noun is one of the most important parts of speech. Its

arrangement with the verb helps to form sentences. There are seven

types of noun in English. They are:

a. Proper Noun

A proper noun begins with a capital letter in writing.

Example; Mr. John, Jakarta, Indonesian, Sunday, November, etc.

b. Concrete Nouns

A concrete noun is a word for physical object that can be

perceived by the sense. We can see, touch, and smell the object.

Example; girl, flower, table, money, bag, school, door, cat, etc.

c. Abstract Nouns

An abstract noun is a word for concept. It is an idea that

exists in our mind only. Examples; justice, beauty, love, strength,

belief, etc.

d. Countable Nouns

A countable noun is a noun that can be counted and can be

usually made plural by the addition of –s. Examples; boys, girls,

cats, cars, tables, books, etc.

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e. Uncountable Nouns

An uncountable noun is a noun that cannot be counted and is

not used in plural. Examples; coffee, sugar, salt, milk, iron, money,

water, wood, petrol, etc.

f. Collective Nouns

A collective noun is a word for group of people, animals, or

objects considered as a single unit. Example; audience, committee,

class, family, etc.

g. Compound Nouns

The term compound, as it is used for a part of speech, refers

to a group of words – usually two, but sometimes more – joined

together into one vocabulary unit that function as a single part of

speech. Examples;

Adjective + Noun : golden, ring, blackboard, blue print, etc.

Verb + Noun : pickpocket, flashlight, dance-team, etc.

Noun + Noun : bathroom, grammar book, department store, etc.

Gerund + Noun : reading book, swimming pool, walking stick, etc.

Noun + Gerund : fortune telling, house cleaning, water skiing, etc.

(2) Pronouns

A pronoun is a word used instead of a noun or a noun-

equivalent. Since a pronoun is used instead of a noun, it must be itself a

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noun or something equivalent to a noun. There are seven different types

of pronouns. They are:

a. Personal Pronouns

A personal pronoun refers to:

1) The speaker, called the first person.

Example: I (singular), We (plural).

2) The person spoken to, called the second person.

Example: You (singular and plural).

3) The person of thing being spoken of, called the third person or

thing.

Example: He, She, It (singular), They (plural).

b. Interrogative Pronouns

There are three interrogative pronouns, namely: who (for

person), what (for thing), and which (for a choice involving either

persons or things).

Examples in sentences:

Who knocked at the door last night?

Which shirt do you want to buy?

What do you like to drink?

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c. Relative Pronouns

Relative pronouns refer to noun antecedents, which

immediately precede them. They introduce adjective clauses in

which they serve as subject or objects. Examples:

The man who is standing over there is my uncle. (subject)

The man whom you met yesterday is Mr. Hadi. (object)

The book which is on the table is mine. (subject)

The book which I bought is expensive. (object)

d. Demonstrative Pronouns

Demonstrative pronouns point out someone or something.

The most common demonstrative pronouns are ‘this’ (singular),

‘these’ (plural), ‘that’ (singular), and ‘those’ (plural).

e. Reflexive Pronouns

The reflexive pronoun is a combination of “self” with one of

the personal pronouns or with the impersonal pronoun ‘one’.

E.g.: myself, yourself, yourselves, himself, herself, themselves,

ourselves, and oneself.

f. Reciprocal Pronouns

The reciprocal pronoun indicates that the individual member

of a plural subject mutually react one on the other. The reciprocal

pronouns are ‘each other’ and ‘one another’.

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g. Indefinite Pronouns

The indefinite pronouns refer to indefinite persons or things

or quantities.

E.g.: somebody, someone, something, anybody, anyone, anything,

nobody, no one, nothing, everybody, everyone, everything,

all, each, some, other, another.

(3) Verbs

A verb is a word used for saying something about some person

or thing. There are three main classes of verbs in English; transitive

verbs, intransitive verbs, and auxiliary verbs.

a. Transitive Verbs

The transitive verb is the verb that requires a direct object

such as: kill, drink, help, write, buy, need, etc.

b. Intransitive Verbs

The intransitive verb is the verb that does not require an

object. Such these verbs are ‘go’, sit, sleep, stand, walk, work, etc.

c. Auxiliary Verbs

The auxiliary verb is the verb, which helps to from a tense

or mood of some principle verb. Such of these verbs: am, are, is,

was, were, will, would, shall, should, has, have, had, must, etc.

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(4) Adverbs

An adverb is a word used to qualify any part of speech except a

noun or pronoun. There are four main classes of adverbs. They are:

a. Adverb of time

E.g.: now, yesterday, tomorrow, then, today, etc.

b. Adverb of place

E.g.: here, there, in, out, within, above, etc.

c. Adverb of number

E.g.: once, twice, thrice, again, seldom, etc.

d. Adverb of manner

E.g.: quickly, slowly, well, certainly, etc.

(5) Adjectives

An adjective is a word used to qualify a noun. There are eight

different types of adjectives, namely:

a. Proper adjectives

Proper adjectives restrict the application of a noun to such

persons or things as are included within the scope of some proper

name.

E.g.: The Indian plains = the plains of India

An Indonesian pilgrim = a pilgrim from Indonesia

The English language = the language of England, etc.

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b. Descriptive Adjectives

Descriptive adjective is a word used to show quality of a

person or thing.

E.g.: talkative lady, black man, good book, interesting story, sharp

knife, pretty girl, etc.

c. Quantitative Adjectives

Quantitative adjective is a word showing how much of a

thing is meant.

E.g.: much, little, some, any, many, enough, all, several, half, etc.

d. Numeral Adjectives

Numeral adjectives restrict the application of a noun to such

persons or things as are of the number or are in the serial order

denoted by the adjective. Numeral adjectives are sub-divided into

two main classes. They are:

1) Definite numeral adjectives, such as: one, two, there, four, five,

six, seven, etc. and are called cardinal numbers. First, second,

third, fourth, fifth, sixth, seventh, etc. and are called ordinal

number.

2) Indefinite numeral adjectives, such as : all, some, few, several,

many, enough, etc.

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e. Demonstrative Adjectives

Demonstrative adjectives restrict the application of a noun to

those persons or things that are intended to be pointed out by the

adjective.

E.g.: the, a, an, this, that, these, those, any, such, some, etc.

f. Distributive Adjectives

Distributive adjectives restrict the application of a noun

showing that the persons or things denoted by the noun are taken

singly. There are four adjectives of this class, namely: each, every,

either, and neither.

g. Interrogative Adjectives

Interrogative adjectives (which and what) are used to ask

questions.

E.g.: Which book do you like to read?

What language does he speak?

h. Possessive Adjectives

Possessive Adjectives are adjectives used before nouns.

E.g.: my book, your pen, his bag, her car, our home, and their

school.

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(6) Prepositions

A preposition is a word placed before a noun or a noun-

equivalent to show in what relation the person or thing denoted thereby

stands to something.

E.g.: in, on, at, by, for, to, from, with, under, etc.

(7) Conjunctions

A conjunction is a word used for joining words or sentences.

The conjunctions are divided into two main sentences; those are:

a. Coordinate Conjunctions

The coordinate conjunction joins structural units that are equal

grammatically. The conjunction comes before the last unit and is

grammatically independent of this unit.

E.g.: and, so, also, too, as well as, but, not only, yet, however, etc.

a. Subordinate Conjunctions

A subordinate conjunction introduces a clause that depends on

a main or independent clause. The subordinate conjunction is

grammatically part of the clause it introduces.

E.g.: when, until, if, although, as soon as, before, unless, so that, etc.

(8) Interjections

An interjection, properly speaking, is not a part of speech, since

it has not grammatical connection with any other word or words in the

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sentence. It is merely an exclamatory sound, thrown into sentence to

denote some strong feeling or emotion.

E.g.: Hurrah, hi, hello, alas!, good luck, bad luck, god heavens, o

dear me!, etc.

D. Description of Language Games

1. The Teacher and Language Games

It should be noticed here that the task of teaching carried out by a

teacher in the classroom has become a professional job in which the teacher

must have a skill of using any kinds of teaching aids including language

games for the sake of the students so that the students are able to understand

what have taught by the teacher.

In the teaching learning process there are at least four requirements for

the teacher to be able to use language games as teaching aids. These

requirements are as follows:

a. The teacher must have knowledge and understanding about

language games.

b. He/she should have a skill of using language game in the process

of teaching and learning in the classroom.

c. He/she ought to be able to determine and make the apparatus of

language games by him/herself for the need of his/her teaching.

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d. He/she must be able to evaluate the use of language games before

he/she uses them in the classroom.

Having knowledge and understanding about language games means

that the teacher must know:

a. that language games are tools used for communication to make the

teaching learning process more effective.

b. the functions of language games is to achieved the goal of teaching.

c. the relationship between the method and language game.

d. the value and the advantage of language games in the process of

teaching.

Having a skill of making language games means that the teacher

should master the technique and the process of making certain language

games which can be used for a certain subject matter.

Based on the explanation about the teacher and language games

mentioned above, the writer is of the opinion that language games used as

teaching aids play an important role in the process of teaching and learning

English as a foreign language.

2. The Advantages of Language Games in Language Teaching

In teaching English as a foreign language, especially for teaching its

vocabulary, language games will give some advantages to the teacher and the

students. These advantages are as follows:

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a. Language games can make the students have great

interest and motivation to find out and look up many new words in

dictionary. The example of this language game is shown below:

Instruction to the students:

Fill in the blanks with meaningful words consisting of one letter, two

letters, three and four letters, in which the letters of the words are derived

from the letters stated in the word ‘badminton’ four different words have

been written for you.

BADMINTON

1 letter 2 letters 3 letters 4 lettersa

-

an

--

--

--

--

not

--

--

--

--

band

--

--

--

--

The answers to the above language game used for teaching the English

vocabulary may vary. The students’ answers may involve:

1. letter : I

2. letters : on, in, at, do, no, etc.

3. letters : bad, man, mad, tin, and, ton, etc.

4. letters : into, mint, mind, tomb, damn, etc.

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b. Language games used for teaching vocabulary of a

foreign language, especially for teaching vocabulary, also help the

students to find out the words they have learned before. The example of

this language game is shown below:


Each word in the following groups of four connected with the same thing.

Write down the missing word in each group. Example:

title, chapter, bag, student =

The answer to the above question is ‘book’.

1. book, catalogue, lend, shelf =

2. typist, pupil, headmaster, teacher, lesson =

3. headline, article, circulation, readers, news =

4. key, letter, secretary, ribbon =

5. lecture, department, dean, building =

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b o o k

i y

c o

s a

p t

n s

The students’ answers to the above five questions in language game

must be as follows:

1. library

2. school

3. newspaper

4. typewriter

5. university

c. Language games used for teaching a foreign

language, especially for teaching vocabulary, also helps students find out

the meanings of words stated in a phrase or a sentence. The example of

such a language game a pyramid word as shown below:


Build a pyramid of words using clues given below. All the words begin

with the letter ‘p’.

* p

1. --2. --- 3. ---- 4. -----5. ------6. ------- 7. -------- 8. ---------9. ----------

30

Clues

Line 1 a 2-letter word is for a term in abbreviation used to tell the time at noon or afternoon.

Line 2 a 3-letter word is for an animal which is not allowed for Moslems to eat.

Line 3 a 4-letter word is for something you have to mark before you finish reading book.

Line 4 a 5-letter word is for colored liquid used for making the walls of a building look beautiful and clean.

Line 5 a 6-letter word is for a building where a king or a president lives to have a rest.

Line 6 a 7-letter word is for something a painter makes to earn money.

Line 7 a 8-letter word is a holy place where a person will live in after death if he acts good deeds and always obeys God’s commands during his life in the world.

Line 8 a 9-letter word is for a person who is in the car, bus, train, or in an aero plane, buys a ticket to go somewhere.

Line 9 a 10-letter word is for someone who takes money, a wallet, or a watch silently from other person in a crowd.

The students’ answers to the above questions in the above language game

must be as follows:

1. p.m.

2. pig

3. page

4. paint

5. palace

6. paradise

7. passenger

8. pick pocket

31

CHAPTER III

THE OBJECTIVE CONDITION OF

SMP NEGERI 1 KRANGKENG INDRAMAYU

A. Historical Background of the School

SMP Negeri I Krangkeng Indramayu was established in 1982 on the land

of 10.000 meter square wide. The idea of establishing this school was sponsored

by society figures and government functionaries of Krangkeng Sub district in

Indramayu. This was because at that time there was no Junior High School at

Krangkeng sub district while the students graduated from SD and MI needed the

nearest State Junior High School to continue their study.

The reasons to establish SMP Negeri I Krangkeng Indramayu are as follows:

1) There

were a lot of pupils graduated from SD and MI who did not keep on their

study at SMP in Krangkeng because of long distance between their houses

and the schools besides economical problem.

2) To help

the government in the improvement of village people human resource.

3) To help

the parents who have lower economical level which make them not afford to

send their sons and daughters to study at private Junior High School.

32

B. The Objective Condition of the School

1. The Teachers

A teacher is a person – man or woman – who has much knowledge and

teaches his/her knowledge to another person. The teacher plays an important

role in the process of teaching and learning because his/her duty is not only to

teaching the students about knowledge but also to educate them. In addition to

it, he/she also must be able to explain the lesson clearly, to manage the

students in the classroom and to do everything concerning education so that

after the process of teaching and learning is over, the students know everything

about knowledge and education they do not know before. The task of the

teacher at school and out of school is like that of the students’ parents at home.

Everything he/she says and does will be imitated and followed by the students.

There are 31 teachers including the headmaster, 10 administrators, and

1 school guard of SMP Negeri I Krangkeng Indramayu in the school year

2007/2008. Most of them have been appointed as the state teachers.

To be familiar with their names, positions and subject they teach, the

writer would like to illustrate them on the table below.

33

Table 1

The Teacher’s Names, Positions, and the Subjects They Teach

No. Name Position Subject Taught1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

Rakhmat Priyantono, SPd

H. Sujono Sindu

Rd. Alan Suherlan

Tarya, SPd

S. Imanuddin, BA

Saepudin

Dede Rohaenah, SPd

Agus Supriyatna

Eman Suparman

Suparti

Endah Hartini

Dede S. Hadikusuma, SPd

Dra. Rina Herawati

Abdul Bashar, SPd

Sahlan, SPd

Dra. Muniarsih

N. Iin Rumsinah, SPd

Junaedi, SPd

Buwran, SPd

Yuniar Triadhi, SPd

Fais Darwi, SPd

Eka Wibowo, SPd

Principal

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Math

Counseling

Indonesian

English

Islamic Religion

Physic

PPKn

KTK

Math

Biology

Art

English

Geography

Math

Math

Math

Math

Physic

Physic

English

Islamic Religion

PPKn

34

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

Iim Sulastri, S.Ag

Patimah, SPd

Kunayah, S.Ag

Abu Sufyan

Mira Yuliantini, SP

Etin Castini, S.Ag.

Ayatullah Khumaeni, SPd

Linceu Laeliyah, SPd

Mashudi

Suryaman

Asori

Dimyati

Nur Heppi Hidayati

Kuswati

Sumaerah

Rodiah

Suwenda Tarla

Basuni

Tari

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Head Adm.

Administrator

Administrator

Administrator

Administrator

Administrator

Administrator

Administrator

Administrator

Administrator

School guard

History

Indonesian

Islamic Religion

Local language

PLH

Behavior

Social Science

Indonesian

Sport

-

-

-

-

-

-

-

-

-

-

Resource: The monograph of SMP Negeri I Krangkeng Indramayu in the school year 2007/2008.

2. The Students

A student is a second element in the process of teaching and learning.

If there is no student, there will be no teaching and learning process at school

because a student is a person who learn and receives the knowledge that will

be transferred and delivered by the teacher.

35

There are 990 students who continue their study at SMP Negeri I

Krangkeng Indramayu in the school year 2007/2008. This number of students

consists of 337 students of the seventh year, 227 students of the eight, and 376

students of the ninth year. To know the number of the students of SMP Negeri

I Krangkeng Indramayu more exactly, the writer sets it forth on the following

table.

Table 2

The Number of the Students of SMP Negeri I Krangkeng Indramayu

In the School Year 2007/2008

No Class Male Female TotalI II III IV V12345678

VII.AVII.BVII.CVII.DVII.EVII.FVII.GVII.H

2024212221212223

2118201921222022

4142414142434245

91011121314

VIII.AVIII.BVIII.CVIII.DVIII.EVIII.F

242125222525

212323232222

454548454747

1516171819202122

IX.AIX.BIX.CIX.DIX.EIX.FIX.GIX.H

2323242424232324

2424232423242323

4747474847474647

Total 505 485 990

36

Resource: The monograph of SMP Negeri I Krangkeng Indramayu in the school year 2007/2008.

3. Visions, Missions, and Strategies of SMP Negeri I Krangkeng Indramayu

1) Visions

Superior and creative to gain prestige based on faith, devotion, science,

and technology.

a. Superior to improve the results of students’ achievement in the

National Final Examination.

b. Superior to improve reading as a part of a culture.

c. Superior to carry out the values of culture and technology.

d. Superior in all kinds of competition.

e. Superior in any kinds of sports.

f. Having a conducive and clean school environment for students’

learning.

g. Gaining acknowledgement from society.

2) Missions

a. To carry out the effective learning and guidance in order that every

student is able to develop optimally his/her potential.

b. To grow the spirit of intensive superiority in accredited members of

school.

c. To grow students’ reading habit and to provide a representative school

library.

37

d. To encourage and help the students recognize their potential relating to

the development of science and technology in order that they are able

to improve optimally their creativities.

e. To grow students’ sincerity in doing the doctrines of their religion and

their national culture so that they become the source of wisdom to do

everything.

f. To grow students’ talent in sport and arts so that they will become

prestigious athletes and artists.

g. To create school environment which is in accordance with Wawasan

Wiyata Mandala.

h. To apply participial management by involving all accredited members

and committee of school.

i. To increase the discipline of all the accredited members of school.

3) Strategies

a. To manage organization.

b. To improve the quality of learning activities such as curriculum, intra-

curriculum and extra-curriculum.

c. To improve the quality of educational profession.

38

CHAPTER IV

RESEARCH INVESTIGATION

A. The Student’s Motivation in Learning

Vocabulary Using Language Games

In order to know whether the students have motivation or not in learning

the English vocabulary through language games, the writer presented the test on

vocabulary to the students. If the result of the test achieved by the students is

good, it means that they have motivation in learning the English vocabulary using

language games or vice versa. The test is enclosed in the appendix. In this chapter

the writer only describes the results of the test by the students and then compares

it with the test on vocabulary taught without using language games. Here is the

result.

Table 3The results/the score of the test on Vocabulary achieved by the students of class IX.C who have been taught Vocabulary using language games (X variable)

No. Names Results

1.

2.

3.

4.

5.

6.

Aan Nuraeni

Agus Sahid

Agus Winarso

Ahmad Sa’dun

Aminah

Ayuningsih

6.00

6.50

7.50

6.00

7.50

8.00

39

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

Bayu Kristianto

Daniya Meilina

Daryanto

Dodi Rohadi

E s a

Fefen Winanda

Fitri Nurjanah

Hasiti

Heri Priyanto

Husen Harnoto

Iis Istikomah

Ija Sri Hastuti

Ipah Apipah

Iwan Cariwan

Kasan

Kulsum

Murkhamah

Masiri

Mohamad Asip

Mualim

Nurliana

Puri Agustina

Ririn Karina

Roni Syahroni

Sahrodi

Samroh

Suhani

Suhartono

8.00

6.50

6.50

5.00

5.50

7.00

6.50

6.50

7.00

6.00

7.00

7.00

5.00

5.00

5.00

7.00

5.50

7.00

7.00

4.50

5.00

6.00

7.50

4.50

7.00

7.50

7.00

7.50

40

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

Sukaesih

Susila

Suwastri

Suyitno

Syaeful Anwar

Tarini

Tarno

Tarsila

Wahidin

Wariya

Wuniroh

Yosepudin Anwar

Yuniah

6.50

6.00

5.50

6.00

6.50

5.50

6.00

6.00

7.00

5.00

7.50

6.00

7.00

298.5 Resource: The score of the test on vocabulary held on November 17th 2005

Based on table 3 above, it can be seen the students who get the score:

Students who gets 4.5 are 2 students, that is 4.5 x 2 = 9.0







Students who gets 8.0 are 2 students, that is 8.0 x 2 = 16.0 Total 47 students ------------------------------------------------ 298.5

41

Mean score:

The mean is probably the single most commonly reported indicator of

central tendency. It is virtually the same as the arithmetic average that we may

conclude when grading classroom test. It is symbolized in writing by (said “ex

bar”), and the formula for this statement calculation is as follows:

Where_

X = mean or mean score, X = number of score,

N = number of students / respondents

Σ = sum (or add) (James Dean Brown, 1990:66)

So, the mean score achieved by the students of class IX.C in answering the test on

vocabulary taught through language games is as follows:

According to the classification of the students’ achievement in the National Final

Examination decided by DIKNAS that the score 6.35 is categorized “good”. This

indicates that the teaching and learning vocabulary taught through language

games are satisfactorily achieved.

42

B. The Student’s Motivation in Learning the

English Vocabulary Taught Without Using Language Games

To obtain the data of whether the students have motivation or not in

learning the English vocabulary taught without using language games, the writer

also presented the test on vocabulary to the students. The test is enclosed.

The test given to the students of class IX.D who have been taught

vocabulary without using language games is the same as that given to the students

of class IX.C.

The results of the scores of the test on vocabulary taught without using

language games achieved by the students of class IX.D (Y variable) are pictured

on the following table.

Table 4The results/the score of the test on Vocabulary achieved by the students of class IX.D who have been taught Vocabulary without using language games (Y variable)

No. Names Results

1.

2.

3.

4.

5.

6.

7.

Aam Unanti

Ade Sumarna

Angga Dwi Rabeta

Anggi Rosdiyanto

Atipah

Bambang Winawan

Cahya Purnama

6.50

6.50

8.00

5.00

6.50

6.00

4.50

43

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

Canita

Dede Darmawan

Doni Damara

Eka Bagus Heryadi

Ela Kusniya

Hermansyah

Imam Sugisah

Inus Vitanchi

Irwandi

Isabella Intan

Ismiyati

Jaka Nurhidayat

Jamini

Jepri

Karto

Kristin Silviana

Masriah

Moh. Robi Hidayat

M. Fikri Fahrudin

Mohamad Syahidin

Navy Emci

Nurfitriani Puji Lestari

Rieke Astuti

Rizka Utami

Rohaeni

Runena

Sadam Husen

Sarnita Aris Munandar

6.00

4.00

4.00

6.00

6.50

7.00

5.00

5.00

7.50

8.00

5.00

7.00

5.00

8.00

6.50

7.00

4.00

5.00

7.50

5.00

5.50

6.00

4.50

4.50

4.00

5.00

5.00

4.00

44

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

Sendi

Sri Lianawati

Sukenah

Suyadi Malkan

Umenah

Usriyah

Verawati Yayang Nasrita

Wadini

Wiky Firmansyah

Windana Wirasastra

Yayat Rohayati

Yuda Dwi Putranto

5.00

5.00

5.00

5.50

5.00

5.00

5.50

4.00

8.00

6.00

5.00

7.00

269.0 Resource: The score of the test on vocabulary held on November 17th 2005

If we notice table 4 above, we know exactly that the students who get the score:









Students who gets 8.0 are 4 students, that is 8.0 x 4 = 32.0 Total 47 students ------------------------------------------------ 269.0

45

Mean score:

The mean score achieved by the students of class IX.D who have been

taught vocabulary without using language games (y variable) is as follows:

According to the classification of the students’ achievement in the National Final

Examination decided by DIKNAS that the score 5.72 is categorized “sufficient”.

This indicates that the teaching and learning vocabulary taught without using

language games are sufficiently achieved.

C. The Correlation of Student’s Motivation in

Learning Vocabulary By and Without Using Language Games

To do a correlation of students’ motivation in learning vocabulary taught

through language games and without language games, the writer has given the

test on vocabulary to:

1. The students of class IX.C who have been taught vocabulary through

language games. The results of the test achieved by them is used as X variable

(independent variable).

46

2. The students of class IX.D who have been taught vocabulary without using

language games. The results of the test achieved by them is used as Y variable

(dependent variable).

To analyze the above two variables, the writer uses the correlation

product moment by Pearson which is illustrated on the following table. But

before doing this, the writer must find out the average mark of the above two

variables as follows:

1.

X = the amount of the scores achieved by the students of class IX.C

N = the amount of the students of class IX.C

2.

X = the amount of the scores achieved by the students of class IX.D

N = the amount of the students of class IX.D

Table 5The results/the score of students’ motivation in learning vocabulary by and without using language games

No X Y X Y X2 Y2 XY1.

2.

3.

4.

5.

6.00

6.50

7.50

6.00

7.50

6.50

6.50

8.00

5.00

6.50

-0.35

0.15

1.15

-0.35

1.15

0.78

0.78

2.28

-0.72

0.78

0.123

0.023

1.323

0.123

1.323

0.61

0.61

5.20

0.52

0.61

-0.273

0.117

2.622

0.252

0.897

47

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

8.00

8.00

6.50

6.50

5.00

5.50

7.00

6.50

6.50

7.00

6.00

7.00

7.00

5.00

5.00

5.00

7.00

5.50

7.00

7.00

4.50

5.00

6.00

7.50

4.50

7.00

7.50

7.00

6.00

4.50

6.00

4.00

4.00

6.00

6.50

7.00

5.00

5.00

7.50

8.00

5.00

7.00

5.00

8.00

6.50

7.00

4.00

5.00

7.50

5.00

5.50

6.00

4.50

4.50

4.00

5.00

1.65

1.65

0.15

0.15

-1.35

-0.85

0.65

0.15

0.15

0.65

-0.35

0.65

0.65

-1.35

-1.35

-1.35

0.65

-0.85

0.65

0.65

-1.85

-1.35

-0.35

1.15

-1.85

0.65

1.15

0.65

0.28

-1.22

0.28

-1.72

-1.72

0.28

0.78

1.28

-0.72

-0.72

1.78

2.28

-0.72

2.28

0.78

2.28

0.78

1.28

0.28

-0.72

1.28

-1.72

-0.72

1.78

-0.72

-0.22

0.28

-1.22

2.723

2.723

0.023

0.023

1.823

0.723

0.423

0.023

0.023

0.423

0.123

0.423

0.423

1.823

1.823

1.823

0.423

0.723

0.423

0.423

3.423

1.823

0.123

1.323

3.423

0.423

1.323

0.423

0.08

1.49

0.08

2.96

2.96

0.08

0.61

1.64

0.52

0.52

3.12

5.20

0.52

1.64

0.52

5.20

061

1.64

0.08

0.52

1.64

2.96

0.52

3.12

0.52

0.05

0.08

1.49

0.462

-2.013

0.042

-0.258

2.322

-0.238

0.507

0.192

-0.108

-0.468

-0.623

1.482

-0.468

-1.728

0.972

-3.078

0.507

-1.088

0.182

-0.468

-2.368

2.322

0.252

2.047

1.332

-0.143

0.322

-0.793

48

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

7.50

6.50

6.00

5.50

6.00

6.50

5.50

6.00

6.00

7.00

5.00

7.50

6.00

7.00

5.00

4.00

5.00

5.00

5.00

5.50

5.00

5.00

5.50

4.00

8.00

6.00

5.00

7.00

1.15

0.15

-0.35

-0.85

-0.35

0.15

-0.85

-0.35

-0.35

0.65

-1.35

1.15

-0.35

0.65

-1.22

-1.72

-0.72

-0.72

-1.72

-0.72

-0.72

-0.72

-0.22

-1.72

2.28

0.28

-0.72

1.28

1.323

0.023

0.123

0.723

0.123

0.023

0.023

0.123

0.023

0.423

1.823

1.323

0.123

0.423

1.49

2.96

0.52

0.52

2.96

0.52

0.52

0.52

0.05

2.96

5.20

0.08

0.52

1.64

-1.403

-0.258

0.252

0.612

0.602

-0.108

0.612

0.252

0.077

-1.118

-3.078

0.322

0.252

0.832

298.0 269.0 - - 39.181 68.38 6.564

Testing Hypothesis:

49

The result of the calculation using the product moment shows that the

value of rxy is 0.127. If it is consulted to the critic value of table r product moment

with the degree of freedom 94 and the significance 95%, it is found that the value

of rxy (0.127) is lower than the value of r table (0.202) = 0.127 < 0.202. Because

the value of rxy (0.127) is lower than the value of r table (0.202), so the hypothesis

stated by the writer that teaching and learning vocabulary through language are

better than those of without using language games is not accepted. This means

that there is no correlation between teaching and learning vocabulary by and

without using language games.

CHAPTER V

50

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

1. The amount of the scores achieved by the students of class IX.C of SMP

Negeri I Krangkeng – Indramayu who have been taught vocabulary using

language games is 298.5. The mean score of each student is 298.5 : 47 = 6.35

which is categorized “good”.

2. The amount of the scores achieved by students of class IX.D of SMP Negeri I

Krangkeng – Indramayu who have been taught vocabulary without using

language games is 269.0 The mean score of each student is 269.0 : 47 = 5.72

which is categorized “sufficient”.

3. There is no positive and significant correlation between teaching and learning

vocabulary taught by and without using language games. This is because the

value of rxy (0.127) is lower than the value of r table (0.22) or 0.127 < 0.22

with the degree of freedom 94 and the significance 95%.

B. Suggestion

1. It is suggested to the English teachers that even if there is no correlation

between teaching and learning vocabulary by and without using language

51

games, they should use language games for teaching vocabulary in order that

the students do not feel bored but interested in learning vocabulary.

2. It is suggested to the students that they should learn vocabulary by using

language games in order to love their fatigue in learning. Learning vocabulary

through language games is the same as learning vocabulary through puzzle

words.

3. It is suggested to the principals of the schools that they should provide

English books, magazines, and newspapers in which there are language games

and puzzle words that can be done by the students in the library.

THE ENGLISH TEACHER’S EFFORTSTO INCREASE STUDENTS’ MOTIVATION

IN LEARNING VOCABULARY THROUGH LANGUAGE GAMESAT THE NINTH YEAR OF SMP NEGERI I KRANGKENG

INDRAMAYU

52

A PAPERSubmitted to Fulfill One of the Requirements

to Get the Degree of IV-b

COMPILED BY:

Name : TARYA, SPd

NIP. : 130 957 173

DEPARTMENT OF NATIONAL EDUCATIONGENERAL DIRECTORATE OF ELEMENTARY

AND JUNIOR EDUCATION ENGLISH TEACHING PROJECT

SMP NEGERI I KRANGKENG – INDRAMAYU 2 0 0 7

ACKNOWLEDGMENT

Title : The Teaching and Learning the Auxiliary Verb of Simple Past Tense through Sentence Patterns At

53

the Ninth Year of SMP Negeri I Krangkeng Indramayu

Kind of Science : Education

Writer : Tarya, SPdNIP : 130 957 173

Acknowledged Indramayu, November 2007

The Head of PPSII Indramayu The Principal of SMP Negeri I Krangkeng Indramayu

H. Muhtadi Abdullah Rahmat P, S.PdNIP. 131104814

Letter of Explanation from Library Coordinator

Title : The Teaching and Learning the Auxiliary Verb of Simple Past Tense through Sentence Patterns At

54

the Ninth Year of SMP Negeri I Krangkeng Indramayu

Kind of Science : Education

Writer : Tarya, SPdNIP : 130 957 173

The research manuscript has been documented in the library of SMP Negeri I Krangkeng Indramayu.

Indramayu, November 30th 2006

The Library Coordinator of SMP Negeri I Krangkeng Indramayu

L i n c e u, S.Pd

TABLE OF CONTENT

Page

PREFACE.................................................................................................................TABLE OF CONTENT...........................................................................................

55

CHAPTER I INTRODUCTION

A. The Background of the Problem...............................................1

B. The Formulation of the Problem ..............................................2

C. The Aims of the Research ........................................................3

D. Frame of Thinking ....................................................................3

E. Step of the Research .................................................................5

CHAPTER II THEORETICAL FOUNDATIONS

A. Description of Motivation....................................................... 10

B. Description of Learning...........................................................13

C. Vocabulary...............................................................................16

D. Description of Language Games..............................................26

CHAPTER III THE OBJECTIVE CONDITION OF

SMP NEGERI 1 KRANGKENG - INDRAMAYU

A. Historical Background of the School........................................32

B. The Condition of the School in General...................................33

CHAPTER IV RESEARCH FINDINGS

A. The Student’s Motivation in Learning Vocabulary Using Language

Games.......................................................................................39

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B. The Student’s Motivation in Learning the English Vocabulary

Taught Without Using Language Games..................................43

C. The Correlation of Student’s Motivation in Learning Vocabulary

By and Without Using Language Games .................................46

CHAPTER V CONCLUSION .........................................................................51

BIBLIOGRAPHY

APPENDIX

Appendix

Test on vocabulary presented to the students.

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Choose the right answer by putting across on the a, b, c, or d on the available answer sheet.

1. Budi needs a little ………. To stick the stamp on the envelope.a. waterb. soapc. glued. kerosene

2. A farmer uses a ………. To dig a hole on the land.a. knifeb. hoec. spoond. spade

3. A ……… lives in water.a. fishb. birdc. cameld. mouse

4. Mr. Burhan makes furniture. He can make things of wood. He must be a ……….a. carpenterb. driverc. teacherd. manager

5. If you want to borrow books, you must go to ……….a. post officeb. marketc. libraryd. bookshop

6. We use a broom for ………. the floor.a. makingb. diggingc. sweepingd. opening

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7. My father gets money by ………. Newspaper at the bus stop.a. sellingb. buyingc. readingd. tearing

8. He is a mechanic. He can ………. many kinds of cars.a. repairb. paintc. cleand. draw

9. You must use an axe to ………. a big tree.a. takeb. breakc. cutd. lift

10. He needs a ladder to ………. the roof.a. climbb. buildc. putd. send

11. The test is very ………. Most students can answer it. a. difficultb. goodc. badd. easy

12. This English dictionary is ………. I cannot buy it.a. cheapb. expensivec. simpled. big

13. Don’t disturb him! He is ……….now.a. happyb. sad

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c. busyd. tidy

14. The table is ………. You must clean it.a. dirtyb. heavyc. longd. low

15. That student is very ………. He cannot answer all the questions. a. cleverb. stupidc. naughtyd. handsome

16. Rini is sitting ………. Rita and Ita.a. onb. inc. underd. behind

17. You must put your books ………. Your bag.a. onb. abovec. ind. for

18. The cat is eating meat ………. the table.a. underb. in front ofc. fromd. in

19. Last night Rita dance on the stage ……….a. beautifullyb. angrilyc. slowlyd. quickly

20. There are many cars on the road. You must drive your car.

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a. happilyb. carelesslyc. carefullyd. silently

Key / the answers to the above test

No A B C D E1234567891011121314151617181920

The score for each item (question) of the above test is 0.5 If all the items (questions)

are answered correctly, the score will be 20 x 0.5 = 10 (ten).

61

BIBLIOGRAPHY

Ahmad Abdullah, dkk1996 Bahasa Inggris untuk SLTP, Pendekatan

Kebermaknaan Berdasarkan Kurikulum 1994. PT. Mizan, Bandung.

Amir Muhajiron1974 English Teaching Methods. FKSS, IKIP Bandung.

Arikunto Suharsimi1992 Prosedur Penelitian, Suatu Pendekatan Praktik. PT.

Rineka Cipta, Jakarta.

Brumfit, J.C. and Robert J.T.1983 An Introduction to Language Teaching. Bastford

Academic and Educational Ltd., London.

Brown Douglas, H.1994 Principles of Language Learning and Teaching.

Prentice Hall Regents, New Jersey.

Canale, Michael1980 Approaches to Communicative Competence. SEAMEO

Regional Language Centre, Singapore.

Departemen Pendidikan Nasional1994 Kurikulum Bahasa Inggris untuk SLTP. Balai Pustaka,

Jakarta.

Finochiaro Mary, Bonomo Michael1973 The Foreign Language Learner, A Guide for Teachers.

Regents Publishing Company, Inc., New York.

Glatthorn Alan

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1978 The Dynamics of Language. Printed in the United States of America.

Hamid Fuad Abdul1984 Two Major Approaches to Language Teaching. IKIP

Bandung.

Harahap Nasrun1982 Teknik Penilaian Hasil Belajar. Bulan Bintang, Jakarta.

Hornby, AS.1994 The Advanced Learner’s Dictionary of Current

English. Oxford University Press, London.

Lado Robert1984 Language Teaching, A Scientific Approach. Mc-Graw

Hill, New York.

Lubis Yusniani1988 Developing Communicative Proficiency in the English

as a Foreign Language (EFL) Class. Departemen Pendidikan dan Kebudayaan, Jakarta.

Mackey William Francis1974 Language Teaching Analysis. Longman Group Limited,

London.

Pickthall Marmaduken.y. Holy Quran with English Translation. Kutub Khanaa,

Ishayat-ul-Islam, Churiwalan, Delhi.

Richard, C. Jack1986 Approaches and Methods in Language Teaching.

Cambridge University Press, London.

Sudijono Anas1989 Pengantar Statistik Pendidikan. Rajawali Pers, Jakarta.

Supardi Ahmad dan Syah Wahyudin

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1984 Metodologi Riset. Biro Fakultas Tarbiyah, IAIN Sunan Gunung Jati, Bandung.

Tomlinson1984 The Teaching of Grammar in Communicative

Approach. Institute de Ciencias de la Education, Barcelona.

PREFACE

Praise and thank be to Allah only, the Creator and Nurturer of all creatures,

the Beneficent, the Merciful. Because of His mercy and blessing, the writer is finally

able to finish writing this paper under the title “The English Teacher’s Efforts to

Increase Students’ Motivation in Learning Vocabulary through Language

Games at the Ninth Year of SMP Negeri 1 Krangkeng Indramayu”.

The writer is interested in choosing the above title because he is of the opinion

that one of the teaching aids that can be used for teaching vocabulary is language

games and this teaching aids can make the students think actively about new words

from the letters given. For this reason the writer would like to submit his paper on the

title above.

On this occasion the writer wishes to express his gratitude to:

1. Bapak H. Muhtadi Abdullah, the Head of the Department of National

Education of Indramayu Regency who has encouraged the writer to finish writing

this paper.

2. Bapak Rahmat P, SPd, the Head of SMP Negeri I Krangkeng Indramayu who

has given motivation and much help to writer to complete this paper.

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3. All the teachers of SMP Negeri I Krangkeng Indramayu who have helped the

writer during the writing of this paper.

The writer can give nothing to them but his prayer is for them. May Allah

bless them and give them rewards for their help and motivation. Finally, the writer

wishes that this paper be useful for the writer himself, the English teachers, and the

students well.

Cirebon, November 2007

The Writer,

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Documents

PTK Students Motivation in Learning Vocabulary