CHAPTER I INTRODUCTION

1.1 Background of the Study Vocabulary skill is one of linguistic features, which influences the communicative competence. Paulston et al (1976: 55) state that the one thing that interferes most with our students communicative competence is pitiable vocabulary and we have recently come to accept the fact that our student have been right all these years when they complained about not knowing and not being taught sufficient words. The above statement reveals that vocabulary skill is very important but students are very weak in it. Furthermore, Hammer (1991: 23) assets that for many years that vocabulary was seen as supplementary to the main purpose of language teaching, namely the acquisition of grammatical knowledge about the language. Vocabulary was necessary to give student something to suspend on learning structures, but was frequently not a main focus for learning itself. Words are basic structure blocks of language, in fact survival level of communication can take quite comprehensibly when people simply link words together without any grammatical rules applied at all. So if we interested in being communicative, words are among the first order of business. In line with the above statement Carter and Nunan (2001: 42) write the English teachers learn to ignore the significance of vocabulary in their teaching of speaking or communication performance. In fact the use of suitable vocabulary

can cancel out structural incorrectness. Based on this authenticity, recently, methodologist and linguist have increasingly turned their attention to vocabulary, learning stressing their importance in language teaching and reassessing some of the ways it is thought and learn. It means that vocabulary plays a very essential task in language teaching. As the objective of language teaching is to develop students skill, namely listening skills, speaking skills, reading skills and writing skills. The acquisition of meaning also influences the performance of students on those skills. Some research findings also disclose that students who have acquired more vocabulary items, they will be more likely to articulate and communicate the massage. Therefore, as a result their achievement in speaking skills is better that those who are short of vocabulary vocabulary items. Unfortunately many teachers keep teaching and learning as a monotonous process. They speak formally in front of the class, give some explanations, read some informations from the books, show the materials, and students keep watching and listening to the teacher. Students do less partipation in the class activities and do not have wide chance to call out what they have learnt. Larsen and Freeman (2000:126) stated that games are important because they have certain feature in common with real communicative events- there is a purpose to the exchange. Also, the speaker receives immediate feedback from the listener on whether or not he or she has successfully communicated. In this understanding or have acquired less

way,they can negotiate meaning. Finally having students work in a small groups maximizes the amount of communicative practice their receive. The emphasis in the game is successful communication rather than on correctness of language. They provide in many cases, as much concentrated practice as a drill and more importanly, they provide an opportunity for real communication and thus constitute a bridge between the classroom and the real world. This suggest that the most useful place for these games is at the free stage of the traditional progression from presentation through practice to free

communication of the lesson, as a chance for the students to use the language they have learnt freely and they can also serve a diagnostic tool for the teacher, who can note the areas of difficulty and take an appropriate remedial action (Hatfield, Jill.1990) Based on the statement above it was seen the fact that the seventh grade students of SMP Negeri 1 Payangan who found that they had poor achievement in vocabulary, which result in their poor perfomance in English language skills. Poor mastery of English vocabulary causes them to find English learning hard and unattractive. This phenomena can be explained by the condition that there are many Junior High School teachers who still encounter problems in presenting English in their classess. The English teachers should always try to make or use of different strategies and technique of teaching vocabulary. The media they usually use are already familiar to the students such as flash cards and pictures.

Considering the importance of the above fact, therefore the research is highly motivated in investigating conductly a research on improving the vocabulary mastery of the Seventh Grade Students through Tic Tac Toe Game at SMP Negeri 1 Payangan Gianyar 1.2 Problems of Study The problems are formulated as follows: 1 What is the main problem faced by the seventh grade students of SMP Negeri 1 Payangan in mastering English vocabulary ? 2 How is the implementation of using Tic Tac Toe game in improving the students ability in mastering English vocabulary? 3 How is the comparison of the students work before and after treatment?

1.3 The Objectives of the Study In view of the formulating problems, the objectives of this study are: 1. To find out the main problem faced by the seventh grade students of SMP Negeri 1 Payangan in mastering English in academic year 2010/2011. 2. To describe the implementation of using Tic Tac Toe game in improving the students ability in mastering English vocabulary 3. To find out the comparison of the students work before and after treatment

I.4 Scope of Discussion This research focused on the use of Tic Tac Toe game to improve students ability in mastering English vocabulary at the seventh grade students of SMP Negeri 1 Payangan Gianyar in academic year 2010/2011. The scope of discussion was limited only to the main problem faced by the seventh grade students in

vocabulary mastery, the implementation of using Tic Tac Toe game in improving students ability in mastering English vocabulary, the result of the students work before and after treatment. For the main problem faced by the students,the data was got from the pre-test and questionnaire. It was analyzed descriptively in other to find a best strategy of the implementation of Tic Tac Toe game. The implementation of using Tic Tac Toe game in this research was described the best technique in teaching vocabulary in improving the vocabulary mastery of the students. The comparison of the result of the students work before and after treatment shown the effectiveness of the implementation of using Tic Tac Toe game in improving the students ability in mastering English vocabulary. I.5 Significance of The Study The significance of this study can be viewed from both theoretical and practical aspects, as describe below: 1. Theoretically, conducting a pedagogical research is of use in developing the theories of language teaching and learning. With respect to this consideration, it is expected that this study will be able to contribute to the application of linguistic theories especially to the teaching of English as a foreign language for Indonesian students. 2. Practically, the result of this study will be expected to give benefit for the students, teacher and another research himself, as follows.

(a) For students;. this study is expected to help the students learn vocabulary in a good and enjoyable way through Tic Tac Toe game. (b) For teacher; the result of this study will be directly in tended to provide them with more understanding of the effectiveness of teaching vocabulary through Tic Tac Toe Game. (c) For other researcher, hopefully this can be used as a reference in conducting the some study for obtaining better result.

CHAPTER II LITERATURE REVIEW, CONCEPT, THEORETICAL FRAME WORK AND RESEARCH DESIGN

2.1 Literature Review The research was done by testing three papers concerning vocabulary from the previous students. Ramiani (2010) in her study Assessing Vocabulary Mastery Through Pictures and Sentences Matching of The Seventh Grade Students of SMP Widya Sakti Penatih in Academic Year 2009-2010. The subject in this research was seventh grade students, which consists of 50 students. In this study only 50 students were determined as the samples by means of purposive quota random sampling method with lottery system. The use of random sampling method suggest that all population have the same independent probability to be chosen and included as the samples of the study. Her study is based on the statement of Ary et al., ( 1979:135 ) who argues that there is in fact no precise and fixed single rule of concerning the determintion of representative sample of any students. The determination of the sample of any study whatever involves some degrees of subject judgement. Here she stated that the use of pictures and sentences

matching is a technique to improve students ability in mastering vocabulary. The method that was used in her research is observation research by taking the data only in one meeting. We have to do more research because it is an observation research.

Putrawan (2008) in his study Teaching Vocabulary through Total Physical Response (TPR) Technique to the Fourth Grade Students of SD No. 4 Ubud Tegallantang in academic year 2007-2008. The data source in this reaearch was the fourth grade students of SD No.4 Ubud Tegallantang which consists of 22 students altogether in class. In this research, he wants to find out the effectiveness of TPR in improving the students ability in memorizing vocabulary. He stated that the use of TPR has a big effect in teaching vocabulary. The lack of this study is the students often find difficulty in expressing the word into the proper action. Wiyanjani (2009), in title Teaching Vocabulary Through Cooperative Learning with Puzzle Technique to the Eight Grade Students of SMP N 2 Sidemen Academic Year 2008/2009. In this paper she explained the learning process of vocabulary through cooperative learning with puzzle technique which encourage the students to find the words as many as they can diagonally horizontally and vertically. The subject in this study is the eight grade students of SMP N 2 Sidemen which consists of 34 students altogeher with 14 females and 20 males. She offers this technique to solve the problem faced by the students in order it can improve their vocabulary mastery. The learning process will not be interesting for the students who have a fair achievement in memorizing vocabulary, so it is hard for them to find the words in the puzzle frame.

2.2 Concept 2.2.1 Vocabulary Vocabulary is all of the words that a person knows or uses (Oxford Advanced Learners Dictionary of Curent English, 1995 : 1331). 2.2.2 Tic Tac Toe Game Tic tac toe, also spelled tick tack toe, or noughts and crosses as it is known in the UK, Australia, New Zealand, is a pencil and paper game for two players, O and X, who take turns marking the spaces in a 3 x 3 grid, usually X going first. The player who succeeds in placing three respective marks in a horizontal, vertical, or diagonal row wins the game. The simplicity of tic tac toe makes it ideal as a pedagogical tool for teaching the concepts of combinatorial game theory and the branch of artificial intelligence that deals with the searching of game trees. 2.2.3 Improve ability To improve means to become or make something better (Oxford Advance Learners Dictionary of Current English: 1995: 598). Improve ability in this study is an action which is conducted to make students achievement in vocabulary better. 2.2.4 Mastering Master is to gain complete knowledge of or skill in something (Oxford Advance Learners Dictionary of Current English, 1995: 721). While mastering in this study means an action which is shown the ability of using and understanding vocabulary well.

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2.3 Theoretical Framework 2.3.1 The Acquisitions of Vocabulary In recent years, second language vocabulary acquisition has become an increasingly interesting topic of discussions for researchers, teachers, curriculum designers, theoritists and other involved in second language learning. Vocabulary has long had synergistic asosiation with reading, each activity nourishes the other. According to Laufer (in Coady and Huckins book) there are three serious problems that may seriously impede reading comprehension in second language acquisition. First, the problem of insufficient vocabulary, the second is misinterpretations of deceptively transparent words and the last is inability to guess unknown words correctly. She claimed that by far the greatest lexical factors in a good reading is the number of the words in the learners lexicon. A vocabulary of 3000 word families or 5000 lexical items is needed for general reading comprehension, as this would cover 90-95% of any text. Below this threshold, reading strategies become ineffective. A large vocabulary is also claimed to solve the other two problems: deceptive transparency and guessing ability. Deceptive transparent words are the words that look familiar to the learner even though they are they are unfamiliar. These are words with deceptive morphological structure ( e.g. nevertheless = never less ), idiom false friend, words with multiple meaning and synforms ( cute / acute). Laufer argues that missing interpretation of such words are widespread among second language learner. Guessing words meaning by use of contextual clue is far more difficult , according to Laufer than is generally realized. Guessing

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can be impaired by any of the following factors ; nonexistence of clues, lack of familiarity with the word in which the clues are located, presence misleading or partial clues, and incompatibility between the reader schemata and text content. Methodologists and linguists have increasingly been turning their attention to vocabulary, stressing their importance in language teaching and reassessing some of the ways it is taught and learnt It means that vocabulary plays a very important role in language teaching. As the objective of language teaching is to cultivate students skill, namely listening skills, speaking stills, reading skills and writing skills. The acquisition of meaning also influences the performance of students on those skills. The acquisition of meaning here is considered as the readers prior knowledge and learning (Carter and Nunan, 2001:44). 2.3.2 The Basic of Vocabulary Pikulski and Templeton (2004: 1) point out that there are some differences in the number of words that are used by and understood by the students. a. Receptive Vocabulary It is the words that the students understand when they listen to speech and when they read. The term receptive vocabulary is used to refer to listening and reading vocabularies. b. Expressive Vocabulary It is the words that the students use when they speak and write. The term expressive vocabulary is used to refer to both since these are the vocabularies they use to express themselves.

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c. Oral Vocabulary It is the words that the students understand when they hear them and they can use in their speech. The term oral vocabulary refers to the combination of listening and speaking vocabularies d. Written Vocabulary It is the words that the students understand when they read and they can use in their writing. The term written vocabulary refers to the combination of reading and writing vocabularies. To make it clear, the relationship of the eight different terms can be seen in the following figure:

Meaning/Oral Vocabulary

Listening Receptive Vocabulary Reading

Speaking Expressive Vocabulary Writing

Literate/Written Vocabulary

Figure 2.1: The Relation of Vocabulary through Language Skills (Pikulski and Templeton, 2004: 2)

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According to Chall (1987) in Cooper (2000: 228), to develop their vocabulary, the students need to learn two aspects about words, namely: recognition and meaning vocabularies. a. Vocabulary Recognition The students vocabulary recognition consists of that body of words they are able to pronounce or read orally.

b. Vocabulary Meaning The students vocabulary meaning consists of that body words whose meanings they understand and can use. Those two aspects, however, are not separate from each other. Beginning literacy learners focus much of their attention on recognizing words, even though their primary focus is on meaning. Furthermore, Hatch and Brown (2001: 218) classify the vocabularies (words) into two based on their functional categories, they are: major classes and closed classes. They are explained as follows with examples. a. Major Classes 1) Noun: it refers to a person, place or thing, i.e. Maria, teacher, book, etc. 2) Adjective: it refers to the words that give more information about a noun or pronoun, i.e. kind, bad, smart, beautiful, ugly, etc. 3) Verb: it refers to the words that denote action, i.e. walk, read, eat, run, smile, etc.

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4) Adverb: it refers to the words that describe or add to the meaning of a verb, adjective, another adverb or a whole sentence, i.e. carefully, diligently, honestly, etc. b. Closed Classes 1) Pronoun: it refers to nouns that have already been mentioned, i.e. she, they, her, etc. 2) Preposition: it refers to the words that help locate items and actions in time and space, i.e. at, on, beside, under, between, etc. 3) Conjunction: it refers to the words that connect sentences, phrases or clause, i.e. and, so, but, etc. 4) Determiner, it refers to the words that used before a noun to show which particular example of the noun you are referring to, i.e. the, a, an, my, your, that, this, those, etc. 2.3.3 Kinds of Vocabulary Meaning The characterizing of the word meaning of a word not in terms of its component features, but in terms of its relationship to other word is treated as the analysis of lexical relation (Yule : 2010). The types of lexical relations which are usually appealed to can be briefly defined and exemplified thus: 1. Synonymy. Synonymy is a word which has the same or nearly the same meaning as another word ( Richard et al,1985;7). Thus synonyms are two or more forms with very closely related meaning, which are often but not always, intersubstitutable in sentences. Example of synonyms are the pairs : applaud-cheer, brief-short, bold-brave.

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2. Antonymy. Antonymy is a word which is opposite in meaning to other word. Hence, two forms opposiite meaning are called antonyms. Antonyms are futher distinguished into two type via, gradable and non gradable antonyms. The pairs bad-good and dry-wet are examples of the gradable and non-gradable antonym respectively. A thing is not bad must be good, but the season which is not wet must be dry. 3. Hyponymy. Hyponymy is the relationship between two words, in which the meaning of one words includes the meaning of the other. Typical examples of such pairs are : dog-animal, carrot-vegetable. The concept of inclusion involved here is the idea that if any object is a dog, it is necessarily an animal. So, the animal is included in the meaning of dog, or dog is hyponym of animal. 4. Homophony. Homophony is used to describe the relationship between two more different forms (written) which have the same pronounciation like the pairs : die-dye, curb-verb, key-quay, fore-four, gait-gate. 5. Homonymy. The term homonymy is used when one form (written or spoken ) has two or more unrelated meaning. Examples of homonyms are the pairs : lead (first palce of position) lead (of water pipes), sow (adult female pig) sow (plant). 6. Polysemy. Polysemy is defined as one form (written or spoken) having multiple meaning which are all related by extension (Richard et al,1985: 15). Polysemy is a property of a single lexeme (lyons,1984:67). Example of polysemous words are head which can be used to refer the object on

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top of our body, on the top of company, and foot which can be used to refer a person, of bed,of mountain and so forth. The difficulties of learning as aquiring new word is likely to convey when it is put in different sentences contexts. Indeed the essence of learning vocabularies are learning the meanings they conveyed, otherwise the learning and aquisition of words are simply nothing.

2.3.4

Teaching Vocabulary Nowdays, it is widely accepted that vocabulary teaching should be part of

the syllabus and taught in a well planned and regular basis. Some authors, led by Lewis in Wijayani (2009: 15) argue that vocabulary should be at the centre of language teaching, because language consist of grammaticalized lexis, not lexicalized grammar. There are several aspects of lexis that need to be taken into account when teaching vocabulary. The list below is based on the work of Redman (2001: 98) : 1. Boundaries between conceptual meaning; knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug,etc). 2. Polysemy; distinguishing between the various meaning of a single word from which several but closely related meaning (head: of a person, of a pin, of an organization). 3. Homonymy; distinguishing between the various meaning of a single words form which has several meanings which are not closely related ( e.g. a file: used to put papers in or a tool).

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4. Homophony; understanding words that have the same pronounciation but different spellings and meanings (e.g. mints, mince, muscle, mussel). 5. Synonymy; distinguishing between the different shades of meaning that synonymous words have (e.g. extend, increase, expand). 6. Affective meaning : distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation. Sosio-cultural associations of lexical items is another important factor. 7. Style, register, dialect ; being able to distinguish between different levels of formality, the effect of different context and topics, as well as differences in geographical variation.. 8. Translation : awarness of certain differences and similarities between the native and the foreign language (e.g. false cognates) 9. Chunks of language : multi-words verb, idioms, strong and weak collocations, lexical phrases. 10. Grammar of vocabulary : learning the rules that enable students to build up different forms of the words or even different words from that word (e.g. sleep, slept, sleeping, able, enable, disability). 11. Pronunciation : abilty to recognize and reproduce items in speech.

The implication of the aspects only mentioned in teaching is that the goals of vocabulary teaching must be more than simply covering a certain number of words or word list. We use teaching techniques that can help realize this global

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concept of what it means to know a lexical item. And also we must go beyond that giving learners opportunities to use the item learnt and so helping them to use effective written storage systems. Beside that, there are alternative ways of teaching vocabulary. First, give the students a few items of vocabulary and tell them to find the meaning, pronounciation, and write an example sentenced with the word in. They can then teach other in groups. Second, prepare worksheet and ask the students to match words to definitions. Third, ask students to classify a group of words to a different categories. For example, a list of animal words into tame and wild animals. Forth,ask students to find a new vocabulary from reading homework and teach to other students in the class.

2.3.5

The Assessment of Vocabulary

The term assessment refers to the ways of collecting information on learners language ability or achievement. Madsen (1983:12) stated that the purpose of vocabulary test is to measure the comprehension and production of words used in speaking or writing. Madsen (1983:12) specifies four general kinds of vocabulary test : the first, limited respons, is for the beginners. These test items require either a simple physical action like pointing at something or a very simple verbal answer such as yes or no. The second, multiple-choice completion, is a test in which a sentence with a missing words is presented, students choose one of the four vocabulary items given to the complete sentence. The third type, multiplechoice paraphrase, is the test in which a sentence with one word underline is given. Students choose which four words is the closest in meaning to the

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underline item. The fourth kind of test, simple completion (words), has students write in the missing part of words that appear in sentences. 2.3.5.1 Limited Response

In testing children and beginning-level of adults, we often use directed physical responses and visuals. We do this to avoid language skills that have not been mastered yet. For these tsts, students do not have to know to read or write. In fact, they do not even have to know how to speak. 1. Individual Testing Directed physical responses can easily be used when we test one student at a time. When elementary school students are taught to read, their teachers generally arrange for a small-group activity and individual work. Individual interaction can also be very productive when testing language skill of beginning students. 2. Group Testing Nonverbal physical responses can be used as well to test the whole class at the same time. A good way to draw or duplicate a sketch such as the one on the opposite page and give one to each person in the class. After an example ( such as : Draw a circle around the boy), it can continue by saying Now draw a circle around the tree. Advantages of Limited Response are: 1. It causes less stress or nervousness than other types of tests 2. It avoids skills such as reading and writing that have not yet been developed 3. It can be scored easily and objectively.

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Limitations of Limited Response are: 1. It requires individual testing, which takes longer than group testing 2. It is usually difficult to test abstract words with thie technique 3. Sketches are sometimes ambiguous (e.g.,an orang may look like a ball; running may look like dancing or jumping) 2.3.5.2 Multiple-Choice Completion A good vocabulary test type for students who can read in the foreign language is multiple-choise completion. It makes the students depend on context clues and sentence meaning. This kind of item is constructed by deleting a word from a sentence, for example: She quickly ... her lunch A.drank B.ate C.drove D.slept

( the correct choice is B.ate ) After reading a sentence, the student looks at the group of words and chooses which one best completes what he has read. The following steps should be taken in writing multiple-choice completion items : (1) Select the words to be tested, (2) Get the right kind of sentence to put each word in ( this sentence context is called the stem ). (3) Choose several wrong words to put the right word with ( these three wrong words are called distractors ). Three distractors and the right word are enough for a written item. (4) Finally, prepare clear and simple instructions. And if this kind of test question is new to the students, it would be good to prepare one or two examples. Advantages of Multiple-choice Completion are :

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1. It helps students see the full of meaning of words by providing natural contexts. Also, it is a good influence on instruction, it is discourages wordlist memorization 2. Socring is easy and consistent 3. It is a sensitive measure of achievement Limitations of Multiple-choice Completion are : 1. It is rather difficult to prepare good sentence contexts that clearly show the meaning of the words being tested 2. It is easy for students to cheat by copying what others have circled

2.3.5.3 Multiple-choice Paraphrase Multiple-choice paraphrase tests of vacabulary items offer much of the same advantage that multiple-choice completion tests do, and the contexts are much easier to prepare. Understanding it is checked by the students having to choose the best synonym or paraphrase of the vocabulary item. A sentence context is still used. However chosing the right word depends more on knowing the key vocabulary item than on finding meaning in the sentence. In fact, the context may simply show that the item is a noun. In writing paraphrase items, it is needed to follow the same steps that we took to prepare completion items : (1) Select the words to be tested; (2) Prepare a sentence context; (3) Choose distractors ; and (4) write instructions. Choose words just you did in the last section, but we can spend less effort in preparing sentence

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contexts. Now the meaning comes from the emphasized word than from its context. Here isa typical item: He was irate when he heard about the new plans. A.interested B.surprised C.angry D.sad

( the correct answer is C.angry ) But students with very little English wont know synonyms for very many words. There are also some words in their ESL books that are difficult to find equivalents for. Consider the word pilot, for example which appears in a number of elementary ESL texts. It can be tested by explaining the meaning: My sister is a pilot. She can..... A.help sick people C.fly an airplane B.make clothes D.teach students at school

( the best answer is C.fly an airplane ) Advantages of Multiple-choice Paraphrase are: 1. Context preparation is rather easy 2. Scoring is easy and consistent 3. It is a sensitive measure of achievement Limitation of Multiple-choice Paraphrase are; 1. It is difficult to find good synonyms (but recall the explanation alternative item) 2. It is easy for students to cheat

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2.3.5.4 Simple Completion (Words) Word-formation items require students to fill in missing parts of words that appear in sentences. This missing parts are usually prefixes and suffixes , for example, the un- in untie or the ful in thankful. A related task to use words like the following in a sentence and have students supply missing syllables of any kind, such the rel- in relative or the ate in deliberate. There is a simple emphasis in simple-completion tests than in those we have just looked at. Context is still usefull, but the emphasis in on word building. Moreoever, this is a test of active not passive skills. The steps in preparing a simple-completion vocabulary test are similar to those followed in the two previous sections, but with one difference. Now no distractrors are needed. Here are the steps: (1) List the prefixes and suffixes that we have taught to have studied (including even their passive vocabulary). (2) Prepare sentences that clarify the meaning of these words. (3) Then write the instructions and examples. It is possible to check the students knowledge of when not to add a prefix or suffix. For example: 1. My teach..... is very helpful 2. Did she teach.... you anything? In the first sentence, the suffix er is required. In the second sentence, no suffix is needed. Such sentences are not left empty. Students must put an X in the blank. Advantages of simple completion (words) are: 1. It reflects teaching approaches

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2. It is generally faster and easier to construct than are items with distractors Limitations of Simple Completion (words) are: 1. Fewer words can be tested this way than with multiple choice 2. There is some difficulty in avoiding ambiguous contexts. Assessment may at first sound treating and not suited to a childs nature, but it is a necessary part of teaching and learning. Assessment can serve the following purpose: 1. To monitor and aid childrens progress. A teacher needs to be constantly aware of what the children know,what difficulties they are experiencing, and how to help them. On the basis assessment outcomes able to give individualized help to each child. 2. To provide children with evidence of their progress and encance motivation. Assessment result give children tangible evidence of their progress. Learning a language is a long progress. 3. To monitor our performance and plan future work. The information we get from assessment can help us to evaluated our own work, to find out how effective we have been and how successful our choosen methodology or materials are. Assessment is not complete as soon as you collect the children work. Offering feedback is an integral part of the assessment process and should follow as soon as possible after the assessment task is carried out. One of the best ways to give feedback is through conferencing with the children , when we

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discus the results of the assessment by written feedback in the form of short comments. 2.3.6 Tic Tac Toe Game Teaching Approach

According to Zaslavsky's book , the game Tic Tac Toe is originally from ancient Egypt The name "tic-tac-toe" may ultimately derive from "tick-tack", the name of an old version of backgammon first described in 1558. The first print reference to "noughts and crosses", the British name appeared in 1864. The first print reference to a game called "tick-tack-toe" occurred in 1884, but referred to "a children's game played on a slate, consisting in trying with the eyes shut to bring the pencil down on one of the numbers of a set, the number hit being scored". The U.S. renaming of noughts and crosses as tic-tac-toe occurred in the 20th century For learning activities there are two kinds of Tic Tac Toe can be applied. They are Tic Tac Question Formation and Tic Tac Vocabulary. Below is the rule of Tic Tac Question Formation Game : 1. Draw a tic tac grid on the board and fill it with the questions words. For example:

Where? What? Is? 2.

Who? Does? Do?

How often? When? Why?

Divide the class into two teams. Give each team a mark: A = X, B= O.

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3.

Ask a question about the text of reading that begins with one of the question words then provide the answer to the question. If the answer is correct,the team gets to put its mark in that space. Teacher : is Dan a teacher? X team : No, hes a scientist Where? What? X Who? Does? Do? How often? When? Why?

4.

The first team to mark out three boxes in a straight line,vertically, horizontally,or diagonally win the game.

The rule of Tic Tac Vocabulary is : 1 Draw a tic tac grid on the board 1 4 7 2 5 8 3 6 9

Write nine words that will become the answers of the tic tac grid on the board. For example: - policeman - nurse - doctor - gardener - chef - singer - custodian - dancer - farmer

3. Devide the students into two groups. Give each teams a mark. Group A = X, group B = O.

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4. Ask the students to memorize the nine words in five minutes, then erase the nine words slowly. 5. Ask the students about the question that the answer is one on the words that already erased on the board. If the answer is correct,the team gets to put its mark in that space. Teacher : a person who takes care the patients is a O team : nurse O

6. The first team to mark out three boxes in a straight line,vertically, horizontally,or diagonally win the game. 2.4 Research Design This research was done by using classroom action research, to observe the implementation of Tic Tac Toe game in vocabulary mastery, so it can help the students in imroving their ability in mastering English vocabulary. The qualitative data were obtined from the researchers diary applied during the treatment in each cycle and also through informal interview. While the quantitative data were obtined from the result of pre-test, post-test 1, post-test 2, and questionnarie. Both of the data were analyzed descriptively. The analysis of the data shown the effectiveness of the treatment given, by comparing the result of the pre-test and

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post-test which was consisted of two cycles. The research could be figured out as follow:

Data

Qualitative

Quantitative

Researchers diary Questionnaire

The result of the pre-test The result of the post-test

Analyze descriptively Cycle 1: Planning Action Observation Reflection Cycle 2

Refection

observation

Action

New Planning

Figure 2.2 Research Design

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CHAPTER III RESEARCH METHOD

3.1 Research Approach This research was used qualitative and quantitative approaches. Quantitative approach deals with the comparison of the result from the test that was done before and after treatment. The qualitative approach deals with how the students understand about the material given. The data was got from the direct observation and teachers diary.

3.2 Location of the Research Classroom action research design was used in this study. This research was conducted to find out the solutions of learning problems encountered by a particular group of the students. It was conducted in seventh grade students of SMP Negeri 1 Payangan in academic year 2010/2011 which is located in Melinggih community, Payangan district, Gianyar regency. The seventh A class was chosen based on the qualitative data got from the teacher by the interview, that overall score of English subject especially in learning and aquiring vocabulary.

3.3 Data Source The data source of this research was class 7A of SMP Negeri 1 Payangan which consists of 36 students altogether with 13 males and 23 females. They are

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still considered as young language learners because their age is from 12 until 13 years. They were chosen as the subjects of this study because their vocabulary mastery was poor. The data of the research was qualitative and quantitative data. The qualitative data was obtained from the researchers diary applied during the treatment in each cycle. While the quantitative data was obtained from the result of pre-test, post-test 1, post-test 2, and questionnaire.

3.4 Research Instrument In this study, the instruments that were used to colllect the data are questionnaire, test, and researchers diary. 3.4.1 Questionnaire

Qustionnaire was given to the students in order to get some informations which related to the students feeling, motivation, and interest before and after doing the activity. There were two questionnaires used in this study. The first questionnaire was carried out in the pre-test. The purpose of conducting questionnaire in the pre-test was to know the problem faced by the students in mastering English vocabulary. The second questionnaire was carried out in the last session of the post-test 2, which was conducted in order to know the students response toward the application of the use of Tic Tac Toe game. The questionnaire was written in Indonesian and each questionnaire consisted of ten items; five items to determine students attitude toward

31

vocabulary mastery and five others to determine their perception about their teacher in teaching vocabulary. 3.4.2 Test

The test particulary consisted of pre-test (objective test) and post-test (objective test ). The pre-test was done to find out the students vocabulary, while the purpose of doing post-test is to examine whether or not the treatment that was taken effectively improve their vocabulary mastery. 3.4.3 Researchers diary

Researchers diary recorded all the situation and condition of the class during the teaching learning activities; it was formed in unstructured observation sheet and used to find out the result of applying the method. It was used to note some important events.

3.5 Research Procedure This research was done by using classroom action research, to observe the implementation of Tic Tac Toe game in vocabulary mastery, so it can help the students in imroving their ability in mastering English vocabulary. In line with this, Kember (2000: 25) states that a classroom action-based research is a cyclical or spiral process involving steps of planning, action, observation and reflection. It is normally for project to go through two or more cycles. The steps of action research can be figured as follow:

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Cycle 1

Planning

Action

Observation

Reflection

Cycle 2

Planning

Action

Observation

Reflection

Figure 3.1: The Steps of Classroom Action-Based Research

There were two cycles conducted in this study in which each cycle consisted of three sessions. First and second meetings were used to give treatment and the third meeting was used to do the post-test. Here, each cycle involve the four procedures: planning, action, observation and reflection. 1. Planning Planning refers to the activity of preparing all the material or instruments that would be used. 2. Action Action refers to what the teacher did in the classroom and how the class was managed based on the teaching learning scenario. 3. Observation Observation refers to to the activity to observe the classroom situation and to know the students behaviour during the process of teaching and learning. The information then recorded in the researchers diary. The students work

33

could be evaluated. The observation needed to be carried because it can be used as a basis of reflection in order to know the effect of the action. 4. Refection refers to a process of analyzing an experience pf practice in order to describe, analyze, evaluate and so inform learning about practice. On the reflection, it was tried to understand the process, the strength and the weaknesses of an action. Moreover, it could be decided whether or not the action would be continued. 3.5.1 Pre-test A pre-test was developed in order to know the problem in detail. There were several steps followed in conducting the pre-test: a. Planning 1. Making teaching and learning scenario 2. Determining the time allotment and the schedule. 3. Preparing pre-test. b. Action 1. Introducing the topic 2. Giving the students the pre-test concerning vocabulary 3. Observing the students when they are doing the test 4. Collecting the students work 5. Distributing questionnaire

34

c.

Observation The purpose of this process was to find out whether the students found difficulty or not in mastering vocabulary. After the result of the pre-test in interpreted to find out the problem encounters by the students.

d.

Reflection The observation of the pre-test shown that the students ability in mastering vocabulary was poor. From the result, it was tried to conduct a treatment by applying Tic Tac Toe game.

3.5.2 a.

Cycle 1

Planning 1. Determing the schedule and the time allotment 2. Setting up teaching and learning scenario for each meeting 3. Preparing the instrument needed in doing the observation, like diary. 4. Preparing Tic Tac Toe game 5. Preparing post-test at the end the cycle.

b.

Action In this cycle, the action was also divided into three activities,those are preactivity, whilst-activity and post-activity. 1. Pre-activity 1.1 Opening the class by greeting the students 1.2 Checking the students presence list 1.3 Explaining about what are they going to learn (introduces the material)

35

Whilst-activity 2.1 Giving a text related to the material would be discussed. 2.2 Reading the text and students are listening and underlining the difficult words from the text. 2.3 Asking the students to pronounce and give the meaning of the words. 2.4 Asking some questions about the text. 2.5 Giving Tic Tic Toe game in the class

Post-activity 3.1 Concluding the lesson being taught 3.2 Giving the chance to the students to ask about the material being taught 3.3 Giving post-test 3.4 Ending the class

c.

Observation During the actions process was conducted, there was found that the

treatment would get a positive response from the students. The result of the first post-test was used to see the progress made by the students, whether there were improvement compared to the result of the pre-test. d. Reflection By doing this process, it could be identified the weakness or the strenght of the action based on the result of the planning, action and observation. This result was used as an input for the researcher, whether to stop or rearrange another

36

action to solve the problem in the first cycle. If the result less than 65, the second cycle would be conducted. 3.5.3 Cycle 2 In this cycle, the activities was almost the same as the activities in the first cycle. It would modify the activity by giving an additional exercise. There were also be four processes in this cycle. a. Planning 1. Determing the schedule and the time allotment 2. Preparing teaching and learning scenario for each meeting. 3. Preparing the instrument needed in doing the observation, like diary and questionnaire. 4. Designing and preparing some additional exercises, like teaching language focus on vocabulary. 5. Preparing Tic Tac Toe game for the second cycle 6. Preparing the second post-test that would be given at the end of the cycle. b. Action 1. Pre-activity 1.1 Greeting the students 1.2 Checking the presence of the students 1.3 Telling the students what they are going to study 2. Whilst-activity 2.1 Introducing the topic 2.2 Giving a reading text to the students

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2.3 Asking the students if they have any questions and checking their understanding of each words. 2.4 Asking some questions about the text given 2.5 Giving Tic Tac Toe game 3. Post-activity 3.1 Concluding the lesson being taught 3.2 Giving chance for the students to ask about the lesson. 3.3 Giving second post test and questionnaire 3.4 Ending the class c. Observation The result of the action was known from the researchers diary and the observation during the action conducted in the classroom. The result of the second post-test was compared with the result of the first post-test, which was used to find out the improvement made by the students d. Reflection In this process, it was made decision on the result of the planning, action and observation, whether the action would be stopped or not. If the result reach upper score of the level good, there will be no more teatment.

3.6 Method and Technique of Collecting Data In collecting data, there were three instruments used, such as questionnire, test and researchers diary. Before the teacher was carried out, the pre-test and the

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questionnaire were administered to the students and also taking some notes to the researchers diary while observing the situation. Pre-test was administered in order to find out the students pre existing ability in mastering vocabulary before they are taught by using tic tac toe game. The questionnaire in this research was done to know the students problem in vocabulary mastery and to know the students pre existing learning behaviors, attitudes, motivations, and learning difficulties in English especially in learning vocabulary. The researchers diary here dealed primarily with recording the

activities of the students, which happened during the process of teaching and learning. The result of the pre-test, questionnaire and researchers diary were used as indicator or starting points concerning the subjects achievement in vocabulary and their corresponding learning behaviors and problem in learning English. The post test was administered at the end of each cycle in order to find out the whether or not the use of tic tac toe game could effectively improve the subjects achievement in vocabulary. It was also conducted the second

questionnaire to the subjects under study at the end cycle 2 which conducted in order to get a clear picture of the changing degrees of subjects learning behaviors, attitudes, motivations, and learning difficulties after they have been taught in mastering vocabulary through tic tac toe game.

3.7 Method and Technique of Analyzing Data There were two kinds of data, namely qualitative and quantitative data. The qualitative data involved data that were obtained from the reseachers diary

39

applied during the treatment in each cycle. While the quantitative data were obtained from the result of pre-tet, post-test 1, pot-test 2 and questionnaire. Both of the data were analyze descriptively. The result of the

questionnaire was descriptively analyzed by comparing the result of the first, second and the third questionnaire. They were used to describe the subjects changing learning behaviors and learning difficulties. The result of the analysis was only used as an additional supporting data to conform the results of the quantitative data analysis. The quantitative data was analyzed descriptively so as to reveal the extent of the subjects progress or increasing ability in mastering vocabulary by comparing the result of pre-test and post-test. The mean score shown the level of improvement achieved by the students after following teaching and learning process through the implementation of Tic Tac Toe game. a. The mean score of each student Correct answers X = Total items X 100

b. The mean score of the whole students The results of the mean score were computed as follow: X = =

x N N

Note:

= Mean

= Sum of scores
N = Number of students

(Masidjo, 1995: 123)

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c. The students level of mastery The students level of mastery was also calculated. The aim is to know the students ability in mastering the English vocabulary. The students level of mastery is formulated as follow: Note: L = Students level mastery

Tc L= Ti
X

100

Tc = Total items answered c Ti = Total items

The students level of mastery in vocabulary was determined based on the criteria designed by Hamalik (2001:120) that is criterion referenced evaluation. In this type of evaluation, the students result can be categorized into excellent, good, sufficient, insufficient, or poor. The minimum competency, which is considered as passing score, is 65 %. Students have to be able to answer 65 % from the whole material before they can be categorized into sufficient level. The criteria about the level of students mastery can be seen in the following table.

Table 3.1: The Criteria of the Students Mastery Criteria 90% - 100% 80% - 89% 65% - 79% 55% - 64% Less than 55% Level of Mastery Excellent Good Sufficient Insufficient Poor

41

The criteria above mean: Excellent : The level of mastery of the students who are able to answer 90% - 100% correctly Good : The level of mastery of the students who are able to answer 80% - 89% correctly Sufficient : The level of mastery of the students who are able to answer 65% - 79% correctly Insufficient : The level of mastery of the students who are able to answer 55% - 64% correctly Poor : The level of mastery of the students who are able to answer less than 55% correctly The result of the questionnaire were descriptively analyzed by comparing the result of the first, second and the third questionnaire. They were used to describe the subjects changing learning behaviors and learning difficulties. The result of the analysis were only used as an additional supporting data to conform the results of the quantitative data analysis. The data from questionnaire on the pre-test and post-test were counted and the percentage of each item being answered was transformed into descriptive data through the following formula:

Number of the students choosing items Percentage of each item = Total number of the students X 100 %

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Indicator of Success. This study was considered successful and could be stopped if every student could pass the passing score grade that recommended by the school, that is 65, or the level mastery of each student is or above 65 %.

3.8 Method and Technique of Presenting the Result of Data Analysis According to Sudaryanto (1993), data analysis can be presented through either formal or informal method. In formal method, the analysis based on the specified problems and the theoretical framework is presented using tables or charts which is aimed to describe the data more easily. In informal method, on the other hand, the analysis is descriptively presented in the forms of the words and sentences. Since this study applied qualitative method, the data analysis was presented informally descriptive narrative sentences.

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CHAPTER IV RESULT AND DISCUSSION

This chapter is divided into two sub-chapters in which the first one is the presentation of quantitative data and the second one is finding of qualitative data. The quantitative findings showed the students achievement in terms of mean score and its percentage, which were obtained from the result of pre-test, post-test 1 and post-test 2. These results, moreover, were compared in order to examine the students improvement in mastering vocabulary. Meanwhile, the qualitative findings were obtained from the questionnaire and researchers diary. In the present study, there were found two kinds of findings, namely quantitative and qualitative findings. The quantitative findings showed the students achievement in terms of mean score and its percentage, which were obtained from the result of pre-test, post-test 1 and post-test 2. These results, moreover, were compared in order to examine the students improvement in mastering vocabulary. Meanwhile, the qualitative findings were obtained from the questionnaire and researchers diary.

4.1 Findings before Conducting the Treatment 4.1.1 The Students Basic of Vocabulary According to Pikulski and Templeton (2004:1) there are some differences in the number of words that are used by and understood by the students. They are : receptive vocabulary, expressive vocabulary, oral

43

44

vocabulary and written vocabulary. Considering the level of the students being analyzed, which is beginner level, this research was focused on receptive and expressive vocabulary. 1. Receptive Vocabulary As mentioned earlier in chapter II, receptive vocabulary is the word that the students understand when they listen to speech and when they read. Based on the the result of the pre-test, the ability of the seventh grade students of SMP Negeri 1 Payangan in understanding and using the number of the words in listening and reading was under average. There were some words they known related to professions, shopping and hobbies, they were : nurse, doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp, teacher, post office, restaurant, market, drugstore, shop, buy, read, go, study, come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy, big, small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to the post office, from the library and always. 2. Expressive Vocabulary Expressive vocabulary is the word that the students use when they speak and write. In this case if the students use expressive vocabulary, they have to know how to pronounce, how to arrange them in their target language. Since the pretest was presented in a multiple choice form, the number of the words that the students used and understood meassured. in speaking and writing could not be

45

4.1.2

The Functional Category of Vocabulary There are two kinds of functional categories of vocabulary, they are; major

classes and closed classes. 1. Major Classes The major classes consist of noun, adjective, verb and adverb. a. Noun : It refers to a person, place, or thing. There were some nouns that gave to the students for the pre-test, such as : professions, public places, and things. Below were some nouns from the pre-test that were mastered by the students, such as : nurse farmer librarian post office market Kinds of vocabulary test given here were Multiple Choice Completion and Multiple Choice Paraphrase. For the example, the item of number used Multiple choice paraphrase. It was checked by the students having to choose the best synonym or paraphrase of the vocabulary item. A sentence context is still used. Most of them thought that the answer of the person who help the sick people is is a teacher. The best answer was a nurse. There were also some noun that they could not use and understand. They were : principal phylatelist steward superintendent pupil soldier custodian clothing store doctor singer gardener restaurant student dancer stamp market pilot dentist teacher drugstore

46

tailor scisors department store vet uniform

equipment thread prime minister shop assistant envelop

fire station sewing machine pet shop equipment

gas station factory stationary enemy

From the result of the pre-test it can be said that the achievement of the seventh grade students of SMP Negeri 1 Payangan was still low in vocabulary especially in using nouns. b. Adjective : it refers to the words that give more information about a noun. Base on the words that already wrote down by the students in a piece of paper, there were some adjectives they already know. They are: happy stupid new big beautiful good small tall colors smart long

Base on the result of the pre-test, there were also some adjectives that they did not understand. They are : health sick three adjectives that the students did not

It can be seen that there were

understand in the pre-test given. In conclusion, almost all of the students had already understood in using them. c. Verb : it refers to a word that denote action. Before conducting the first cycle, the researcher gave pre-test and asked the students to wrote down the words as

47

many as they can in a piece of paper. Based on the words they wrote, there were some verbs they already understood. They are : shop study eat buy come cook read collect drink go listen sing

From the result of the pre-test, there were also some verbs that they did not understand, such as : make protect build act do send

d. Adverb : it refers to the words that describe or add to the meaning of a verb, adjective, another adverb or a whole sentence. There are four kinds of adverb. The first is adverb of time , the second one is adverb of frequency, the third one is adverb of manner, and the last one is adverb of place. Almost of the students only known about adverb of time and adverb of place. Only a few of them understood and could use adverb of frequency. And none of them known about adverb of manner. The adverbs they known were : to the restaurant tomorrow 2. Closed Classes a. Pronoun : it refers to nouns that have already been mentioned. The pronouns in the pre-test were ; she, he, it, and they. All of the students did not have any problems with the question that relate to the pronoun. in the clothing store today yesterday always

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b. Preposition : it refers to the words that help locate items and actions in time and space. The preposition that were used in the pre-test were : in, at, and below. c. Conjunction : it refers to the words that connect sentences, phrases or clause. There was only one conjunction in the pre-test. It was the conjunction so. d. Determiner : it refers to the words that used before a noun to show which particular example of the noun we are referring to. The determiner that were found in the pre-test are: the, your, a, an, our, and my.

4.1.3

Kinds of Vocabulary Meaning

According to Yule ( 1987) the types of lexical relations which are usually appealed to can be briefly defined and exemplified thus : synonymy, antonymy, hyponymy, homophony, homonymy,and polysemy. This research only be focused on synonymy and antonymy. 1. Synonymy From result of the pre-test, there were only six students (16.7%) could answer the question given which belong to poor level of mastery. For example in item number four, the question was about the synonym of the headmaster. There were six students answered principal, and thirty students answered prime minister. Based on the words they wrote in piece of paper, there were also several

synonym they already understood, such as : beautiful~pretty big~large small~little

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2.

Antonymy It is a word which is opposite in meaning to other word. In understanding

the antonym, there were some antonym that already familiar for them. They were: big~small rich~poor beautiful~ugly heavy~thin long~short

The result of the pre-test shown that the students were belong poor level of mastery. In item number seventeen, thirty three students did a mistake when they answered it. Only three students answered the antonym of buys was sells. The other students answered the antonym of buys is pays.

4.1.4 The Result of the Pre-Test The pre-test was conducted to find out the data of the students level mastery in mastering English vocabulary before the treatment given. The result of the test is presented in the table below. Table 4.1: The Result of Pre-Test Students Items Answered Correctly Total % S1 7 28 S2 8 32 S3 16 64 S4 11 44 S5 14 56 S6 18 72 S7 19 76 S8 10 40 S9 11 44 S10 9 36 S11 13 52 S12 18 72 S13 16 64 Items Answered Incorrectly Total % 18 72 17 68 9 36 14 56 11 44 7 28 6 24 15 60 14 56 16 64 12 48 7 28 9 36 Score Level of Mastery

28 32 64 44 56 72 76 40 44 36 52 72 64

Poor Poor Insufficient Poor Poor Sufficient Sufficient Poor Poor Poor Poor Sufficient insufficient

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S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 S33 S34 S35 S36 N = 36

9 10 18 19 17 20 11 20 11 13 16 16 15 16 10 16 11 17 14 16 9 16 12 X1 = 13.94

36 40 72 76 68 80 44 80 44 52 64 64 60 64 40 64 44 68 56 64 36 64 48 X2 = 55.78

16 15 7 6 8 5 14 5 14 12 9 9 10 9 15 9 14 8 11 9 16 9 13 X3 = 11.06

64 60 28 24 32 20 56 20 56 48 36 36 40 36 60 36 56 32 44 36 64 36 52 X4 = 44.22

36 40 72 76 68 80 44 80 44 52 64 64 60 64 40 64 44 68 56 64 36 64 48 X5 = 55.78

Poor Poor Sufficient Sufficient Sufficient Good Poor Good Poor Poor Insufficient Insufficient Insufficient Insufficient Poor Insufficient Poor Sufficient Poor Insufficient Poor Insufficient Poor Poor

Note: N X1 X2 X3 X4 X5 : The total number of the students : The average score of correct students answer : The percentage of correct students answer : The average score of incorrect students answer : The percentage of incorrect students answer : The mean score

The table above showed that the achievement of the students in the seventh grade of SMP Negeri 1 Payangan was poor because the mean score was 56.22. The highest score was 80 and the lowest score was 28. From 36 students, there were 18 (50 %) students who belonged to poor category, 9 ( 25 %) students belonged to insufficient category and 7 (19.5 %) students who belonged to

51

sufficient category. There were only 2 (5,5 %) students who categorized into good level of mastery. In answering the test, the average score of the correct answer was 13.94. It meant that the percentage of the correct answer was 55.78 %. On the other hand, the average score of the incorrect answer made by the students was 11.06. It meant that the percentage of incorrect answer made by the students was 44.22 %. Based on the passing grade recommended by the school, that is 65, only 9 ( 25%) out 36 students passed the test successfully, while 27 ( 75 %) students failed to pass the test. As the result, the students overall achievement on the pre-test was unsatisfactory.

4.1.5 The Result of the Pre-Cycle Questionnaire Pre-cycle questionnaire was administered to the students at the end of the pre-test. It was given to the students in order to know students interest in learning English and their response toward the way their teacher teaches them. There were 10 items that had to be answered by the students honestly. Item number 1, it was about the students attitude toward learning English. There were 23 (63,9 %) of the students liked learning English and 6 (16,7 %) of them really liked learning English. Besides, there were also 7 (19,4 %) of the students stated that they less liked learning English and no one of them disliked learning English. Item number 2, it was about the students opinion about learning English vocabulary. There was only 1 (2,8 %) of the students stated that learning

52

vocabulary really easy, 9 (25 %) of the students said that normal and there were 17 ( 47,2 %) of the students stated that learning vocabulary was difficult. And 9 (25 %) of them said that learning vocabulary was really hard. Item number 3, it was about their response toward the importance of learning English vocabulary. There were 24 (66,7%) of the students stated that learning vocabulary was really important, 11 (30,6 %) students said that it was important, 1 (2,8 %) of the students stated that learning vocabulary was normal and none of them said that learning vocabulary was not really important. Item number 4, it was about the way they learn English vocabulary. There were 4 (11,1 %) of the students said that they memorized the words everyday, 5 (13,9 %) of them stated that they read the dictionary every day. There were 22 (61,1 %) of the students stated that they made a note and translate the words into Indonesia every day. And 5 (13,9 %) of them studied vocabulary by making sentences. Item number 5, it was about the difficulties faced by the students in learning English vocabulary. There were 7 (19,4 %) of the students faced difficulties in pronouncing the words, 9 (25 %) of them said that they faced difficulties in using the words in the sentence. There were 20 (55,6 %) of the students felt difficult in remembering the meaning of the words and none of them faced difficulties in spelling of the words. Item number 6, it was about their ability in remembering vocabulary which has been taught in the previous meeting. There were 10 (27,8 %) of the

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students said that they could remember the words and the rest, 26 (72,2 %) of them could not remember the words. Item number 7, it was about the students opinion when their teacher taught them English vocabulary. There were 3 (8,3 %) of the students said that they were very happy when their teacher taught English vocabulary, 14 (38,9 %) of them said happy, 19 (52,8 %) students said normal and none of them said that they do not like if their teacher taught English vocabulary. Item number 8, it was about the techniques that used by their English teacher. There were 3 (8,3 %) of the students stated that the techniques were interesting, 11 (30,6 %) of the students said normal, 22 (61,1 %) students said that techniques were not interesting, and none of them said that the techniques were really interesting. Item number 9, it was about the students opinion about the teacher attention to every student in the class. There were 17 (47,2 %) of the students said that the teacher gave them the same attention. However, they were 19 (52, 8 %) students said that the teacher did not fair and did not give them the same attention. Item number 10, it was about the students participation in the classroom. There were 2 (5,6 %) of the students really active in the classroom, 15 ( 41,7 %) of the students active in the classroom, 13 (36 %) of the students had no strong opinion and 6 (16,7 %) of them were not active. Based on the result of pre-cycle questionnaire above, it could be seen that most of the students ( 29 : 80,6 %) stated that they liked learning English. However, more than a half of them (20 : 55,6 %) said that they often faced

54

difficulties in remembering the English vocabulary and 26 (72,2 %) students opted that learning English vocabulary was uneasy for them. Besides, there were only 14 (38,9 %) of the students said that the technique that their teacher used in teaching English was interesting and the rest of them said it was not interesting. Therefore, from this result the researcher then decided to apply the use of Tic Tac Toe Game vocabulary. 4.1.6 Reflection of the Pre-Cycle Observation Based on the summary of the result on the pre-test, it showed that the mean score of the students in the seventh grade at SMP Negeri 1 Payangan was still in the poor level of mastery that was 55.78. Besides, there were 27 (75 %) students could not reach the passing grade score recommended by the school. This problem occurred because many students could not answer the test correctly. From that result, it could be said that the students mean score had not passed the passing score that was 65 and it needed to be improved. From the result of questionnaire, it could be stated that the teachers way in teaching had failed to motivate and attract the students attention in learning vocabulary. There were only 3 (8.3 %) students said that they were very happy when their teacher taught them. Most of the students (22 : 61.1 %) answered that the techniques that the teachers used in classroom were not interesting for them. Of course, it would affect the students ability in mastering English vocabulary. It can be seen from their options that most of them (26 : 72.2 %) stated that they could not remember the words that have been taught in the previous meeting. to improve the students achievement in mastering English

55

Besides, more than a half of the students (19 : 52.8 %) also stated that their teacher did not give the same attention to every student and they said that was not fair. Thus, it made the students easily to get bored and less motivated in learning. Regarding to the result of the students score in pre-test, which was poor in mastering English vocabulary and also the questionnaire, which

indicated that the students were less interest in joining the class, the researcher believed that the students need a new strategy that could help them to improve their achievement in mastering English vocabulary. The strategy should be one that could motivate all students to learn English. In addition, the strategy should give more chance for them to practice vocabulary and make them actively participate in the teaching learning process. Hence, Tic Tac Toe Game was conducted as a treatment to solve their problems so that their ability in mastering English vocabulary can be improved.

5.2 Findings in the Cycle 1 The first cycle consisted of planning, action, observation and reflection. All activities were explained as follows: 4.2.1 Planning of the Cycle 1 After knowing the result of the pre-test that was in the poor level, the researcher then did the first cycle. Before the action was conducted, the researcher prepared all requirements needed for the teaching-learning activities such as: the teaching scenario for the first cycle, researchers diary, worksheet, and the questions of the game.

56

Besides preparing all those requirements, the students were also organized into two teams based on students seats. Each team consisted of 18 students.

4.2.2 Action of the Cycle 1 This cycle consisted of three meetings, first and second meetings were used to give treatment and the third meeting was used to do the post-test 1 and questionnaire. In this cycle, the students experienced learning activities as in the use of Tic Tac Toe Game technique procedure which related to vocabulary mastery. Then post-test 1 was administered in order to know the students improvement in mastering English vocabulary after given a treatment. Besides, the questionnaire was also administered in order to know the students interest and response toward the use of Tic Tac Toe Game technique in teaching English vocabulary. The whole process and everything happened in this cycle were recorded in the researchers diary.

4.2.3

Observation of the Cycle 1

4.2.3.1 The Students Basic of Vocabulary 1. Receptive Vocabulary It can be seen from the result of the pre-test, there were some words they already known that relate to professions, shopping and hobbies. They were : nurse, doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp, teacher, post office, restaurant, market, drugstore, shop, buy, read, go, study,

57

come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy, big, small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to the post office, from the library and always. The first cycle was concern about professions. From the words the students wrote on the piece of paper, there were several additional words they obtained. They were : principal, steward, pupil, custodian, superintendent,

soldier, tailor, equipment, fire station, gas station, scisors, thread, knife, sewing machine , factory, prime minister, stationary, enemy, shop assistant, equipment, uniform, health, sick, soon, make, build, do, send, protect, act, carefully, usually and often. 2. Expressive Vocabulary During the teaching and learning process, the ability of the students in understanding and using the number of vocabulary in writing and speaking was belong sufficient level. Especially when the researcher conducting the game. They were very excited and they could answer the question in English orally until 65 %. In expressing their answer in essay, almost all of them could answer the questions well. The words that were obtained by the students were: teacher, student, farmer, gardener, actor, actress, baker, chef, construction worker, dancer, mechanic, salesperson, secretary, singer, superintendent, truck driver, president, custodian, company, employee, company, job, office, dentist, office assistant, staff, poor, energetic, vacation, unfortunately, busy, mail, letter, sorts, type, busy, on strike, police officer, direct and usually.

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4.2.3.2 The Functional Category of Vocabulary The functional category of vocabulary consists of two classes, major classes and closed classes. Since the closed classes are restricted to above classes only, there will be no further discussion in the post test 1 and 2. a. Noun : When conducting the pre-test, there were some nouns that relate to the professions that the students could not understand, therefore they did many mistakes when they answered the questions given. The words that hard for them were : principal superintendent fire station knife prime minister equipment At the end of the cycle 1, the students were able to use all of the nouns that relate to the professions that they did not know. Furthermore, there was also additional nouns that they have got. They were : chef dancer employee rider tool actor mechanic president goal keeper carpenter actress secretary company translator fisherman baker salesperson lawyer writer painter steward soldier gas station sewing machine stationary pupil tailor scisors factory uniform custodian equipment thread enemy shop assistant

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The result of the post-test shown that the achievement of the seventh grade students of SMP Negeri 1 Payangan got an improvement in using nouns. It can be seen from the total item of the questions given that could be answered by the students for the post-test 1 got better than the pre-test. b. Adjective : in understanding and using adjective, almost all of the students did not find any problems. On the pre-test, they could write down the adjectives that they obtained, such as : happy, big, small, smart, stupid, beautiful, tall, long, new, good, and colors. The number of adjectives that they known got an improvement after the first cycle. The additional adjectives they obtained were : delicious soon famous bad health diligent sick lazy

When giving the pre-test, the words health, sick and soon were difficult for them to be understood. At the end of the cycle 1, they could use those adjectives and there were also additional adjectives they could understand. They were : delicious, famous, bad, diligent and lazy. c. Verb : as have mentioned before verb refers to a word that denote action. The result of the pre-test shown that there were some verbs they already known, such as : shop study eat buy come cook read collect drink go listen sing

There were some verbs they obtained from the first cycle. They are :

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make protect direct fly

build act water

do translate open

send cook clean

When the pre-test given, they did not know about the words : make, do, send, protect and build. After the first cycle through Tic Tac Toe game, they could use these words in a sentence. And there were also some additional verbs they known, such as : translate, cook, direct, water, open, clean and fly. d. Adverb : On the pre-test, the students already familiar with adverb of time and adverb of place . adverb of time they known were : yesterday, today and tomorrow. The adverb of place they known were : to the restaurant and in the clothing store. There was also an adverb of frequency they know, it was always. After giving the treatment on the first cycle, there was an increasment of the number of adverbs they known. They also obtained the adverb of manner which on the pre-test they could not be understood before. The adverbs were: unfortunately never carefully sometimes often usually

4.2.3.3 Kinds of Vocabulary Meaning 1. Synonymy The result of the post-test 1, shown a significance improvement of the students ability in understanding synonym. For the example, in item number twenty one, the question was about the synonym of chef. The right answer was

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cook. There were twenty six students answered correctly. And there were ten students answered pies. In this case, their ability in understanding synonymy was belong to sufficient level of mastery. Based on the words they wrote in piece of paper at the end of the cycle 1, there were several synonym they already known, such as : beautiful~pretty smart~clever 2. Antonymy From the result of the pre-test, there were some antonym of the some words they known. They were: big~small rich~poor beautiful~ugly heavy~thin long~short big~large cook-chef small~little student-pupil

The result of the post-test 1 shown that the students were belong sufficient level of mastery. In item number thirteen and seventeen, the question asked about the antonym of student and long. There were twenty three students answered correctly. Only thirteen of them did mistake.

4.2.3.4 The Result of the Post-Test 1 Based on the result of the students score in post-test 1, it showed that there was an improvement of the students achievement in mastering English vocabulary after giving a treatment by the use of Tic Tac Toe Game technique. The following table is the result of post-test 1 in details.

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Table 4.2: The Result of the Post-Test 1 Students Items Answered Correctly Total % S1 16 64 S2 13 52 S3 21 84 S4 13 52 S5 21 84 S6 21 84 S7 23 92 S8 18 72 S9 18 72 S10 14 56 S11 17 68 S12 23 92 S13 18 72 S14 13 52 S15 15 60 S16 23 92 S17 23 92 S18 21 84 S19 23 92 S20 17 68 S21 21 88 S22 20 80 S23 22 88 S24 22 88 S25 19 76 S26 21 84 S27 19 76 S28 16 64 S29 18 72 S30 20 80 S31 23 92 S32 22 88 S33 24 96 S34 13 52 S35 21 84 S36 14 56 N = 36 X1 = X2 = 19.06 76.33 Items Answered Incorrectly Total % 9 36 12 48 4 16 12 48 4 16 4 16 2 8 7 28 7 28 11 44 8 32 2 8 7 28 12 48 10 40 2 8 2 8 4 16 2 8 8 32 4 12 5 20 3 12 3 12 6 24 4 16 6 24 9 36 7 28 5 20 2 8 3 12 1 4 12 48 4 12 11 44 X3 = X4 = 5.94 23.67 Score Level of Mastery

64 52 84 52 84 84 92 72 72 56 68 92 72 52 60 92 92 84 92 68 88 80 88 88 76 84 76 64 72 80 92 88 96 52 84 56 X5 = 76.33

Insufficient Poor Good Poor Good Good Excellent Sufficient Sufficient Poor Sufficient Excellent Sufficient Poor Insufficient Excellent Excellent Good Excellent Sufficient Good Good Good Good Sufficient Good Sufficient Insufficient Sufficient Good Excellent Good Excellent Poor Good Poor Sufficient

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Note: N X1 X2 X3 X4 X5 : The total number of the students : The average score of correct students answer : The percentage of correct students answer : The average score of incorrect students answer : The percentage of incorrect students answer : The mean score

From the table above, it could be seen that most students (27 : 75 %) obtained the score more than 65. It could be concluded that the result of the test was good. The mean score gained by students in the post-test was 76.33 which revealed that the students vocabulary achievement was generally in the category of sufficient. The highest score was 96 and the lowest score was 52. There were 8 (22.2 %) students attained sufficient level, 12 (33.3 %) students attained good level and 7 (19.4 %) students attained excellent level of mastery. There were only 4 (11.1%) student classified into poor level of mastery and 5 (14 %) of them got score lower than 65 which classified into insufficient level. In answering the test, the average score of the correct answer made by the students was 19.06. It meant that 76.33 % items were answered correctly. On the other hand, the average score of the incorrect answer made by the students was 5.94. It meant that 23.67 % items were answered incorrectly. Based on the passing grade, that is 65, 28 (77.8 %) students passed the test successfully while the rest of them (22.2 %) failed the test. 4.2.3.5 The Result of the Researchers Diary on the Cycle 1 in Session I The class was conducted on Monday, January, 24th 2011.

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1. The teacher came into the class, greeted the students and asked their conditions. All of the students gave good response to the teacher. Then, she checked the attendance and no one was absent. 2. The teacher continued the activity to present the material. First, she asked students to mention and write down the vocabularies that related to the topic on the blackboard. The topic was Professions. The teacher asked them to mention kinds of professions they already know. Each student competed to raise their hands to get a chance to mention kinds of professions. They looked happy to do it, though some students (5 : 13.8 %) often answered it in Indonesian language and wrote the words incorrectly. 3. The teacher then corrected the students mistakes. She modeled how to pronounce the words several times. The students gave their attention to the teacher and listened well to her pronunciation. Then, she asked the students to pronounce the words together. They pronounced them loudly and seriously. When they pronounced the words, the teacher checked their pronunciation. After all of them could pronounce the words correctly, the teacher then asked students to make a note in their books and gave a few minutes to memorize the words. 4. The teacher then gave a reading text to the students. She and the students identified the picture in the text. She read the text loudly. She asked if the students have any difficult words. Then the students answered 10 questions from the text. The teacher and the students discussed the answers of the questions given.

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5. In the next activity, the teacher divided the students into two teams base on their seats. There were 36 students in the class, which in each team consisted of eighteen students. All of the students were very happy with their teammates. The teacher gave the Tic Tac Vocabulary Game. 6. Before starting the activity, the teacher told the students what they had to do. The students paid attention and listened to the teacher seriously. After all of the students understood, the teacher then gave X mark for group A, and O mark for group B. She wrote nine words that would become the answer of the Tic Tac grid. The teacher then told them the rule of the game. The rule was, for example, when the teacher said the question of no.1, each teams had to compete each other and raised their hands to answer the question. The answers were one of the nine words that wrote by the teacher on the board. If group A can answer the question, so the mark of group A will be put on the first square. The first team to mark out three boxes in a straight line vertically, horizontally, or diagonally win the game. 7. The teacher drew a tic tac grid on the board. She wrote nine words that will become the answer of the Tic Tac grid. She gave five minutes for the students to memorize them. She erased the words slowly and started the game. All of them were very happy and excited in learning. The situation became very noisy because they were competing with another to become the winner. All of the students were really motivated with the game. 8. After one of the group, that was O team made a straight line diagonally, the students finished playing game, and the winner was group B or O team. The

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situation in the class became very noisy because the winner cheered up proudly. The other teams were quite upset because they could not become the winner. The teacher then told them to study more, because in the next meeting there would be another game. The students were so enthusiastic to hear that. They promised to the teacher, they would study more in order to achieve good point in the game. 9. The teacher concluded the lesson by asking the students to mention the words that they had learnt. Most of them (28 : 77.8 %) could answer the teach ers questions correctly. The teacher then asked whether they still face difficulties about the lesson or not. There were no questions any more, and then the teacher ended the lesson by saying good bye and it was replied by them. 4.2.3.6 The Result of the Researchers Diary on the Cycle 1 in Session II The second meeting of the first cycle was conducted on Wednesday, 26th January 2011. 1. As usual, the teacher began the class by greeting the students and asking their conditions. The students replied the greeting cheerfully. Then, she checked the students attendance and no one was absent that day. 2. The teacher checked the students memorization about the material given in the previous meeting. The teacher asked them to mention the words that they had learnt. The students tried to have chance earlier to answer it. Most of the students (29 : 81 %) answered the question correctly with good pronunciation. Generally, all of the students were seen thinking hard about the answer of the questions.

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3.

The teacher then gave a reading text. She asked the students about the picture and the words in the text. She read the text loudly and the students listened seriously. She then asked if the students had a difficult word. The students then answered the ten questions from the text. The teacher and the students discussed the answers.

4.

The teacher gave Tic Tac Question Formation Game. She divided the students into two groups, X team and O team. She then explained the rule in the game. The students listened to her explanation seriously. The teacher then gave X mark for group A, and O mark for group B. She drew a tic tac grid and put nine question words in each square. The rules was when the teacher said the question of no.1, each teams had to compete each other and raised their hands to answer the question. If group B can answer the question, so the mark of group B will be put on the first square. The first team to mark out three boxes in a straight line, vertically, horizontally, or diagonally win the game.

5.

The teacher gave explanation about the rule of the game, she asked whether there was question. None of students asked question, so she started the game. The teacher found that all of the students involved actively in the activity. The students were enthusiastic and excited in playing Tic Tac Toe Game. They were competing with another to bring their teams became the winner.

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6.

After they finished doing the game, that was X team made a straight line horizontally, and the winner was group A or X team. The situation in the class became very noisy because the winner cheered up proudly.

7.

When the time was up, the teacher then concluded the lesson by asking students to recall the words that had been taught. Most of them (29: 81 %) responded it actively and when the teacher asked questions, they could answer it correctly. The teacher then reminded the students to study well because in the next meeting there would be a test. Then, the teacher ended the lesson by saying good bye and it was replied by the students.

4.2.3.7 The Result of the Researchers Diary on the Cycle 1 in Session III The last session in cycle 1 was conducted on Thursday, 2nd February 2011. In this session, the teacher administered the post-test 1. The teacher came into the class, greeted the students and was replied cheerfully by them. The teacher asked the students who was absent that day. The students said that no one was absent. Then the teacher asked the students whether they had studied and had been ready for having a test. Most of the students said they were ready for the test and there were five (15.6 %) students said they were not ready yet. Then, the teacher gave them time to study about 10 minutes. When the time was up, the teacher then distributed the test. The test consisted of 25 questions and the time allotment was 45 minutes. During the test, the teacher kept watching the students behavior. Sometimes, she told them not to cheat and chat with their friends. All of the students did the test seriously and silently. When the time was over, the teacher asked students to collect the tests.

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After conducting the post-test, the teacher distributed questionnaire and asked students to fill it honestly. The students answered the questionnaire by themselves. After they have finished filling the questionnaire, the teacher collected it. She then asked students about the test. Some students (9 : 25 %) asked about the answer of the particular item. The teacher then gave the answer. After hearing the answer, most of the students (28 : 78 %) cheered up loudly because their answer was right. The teacher asked the students to take a piece of paper and write down the words they obtained in the first and second session The teacher then collected the papers and ended the class by saying good bye. The students replied it happily.

4.2.3.8 The Result of the Questionnaire in Cycle 1 Questionnaire for cycle 1 was administered to the students at the end of the post-test. It was given to the students in order to know students interest and response toward the use of Tic Tac Toe Game in teaching English vocabulary. There were 10 items that had to be answered honestly. Item number 1, it was about the students attitude toward learning English vocabulary through the use of Tic Tac Toe Game technique. There were 12 (33.3 % ) of the students liked to learn English through the use of Tic Tac Toe Game technique and 24 ( 66.7 %) of them liked it very much. Item number 2, it was about the students interest in learning English vocabulary through the use of Tic Tac Toe Game technique. There were 21 (58.3 %) of the students felt that learning through the use of Tic Tac Toe Game

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technique was very interesting and 10 (27.8 %) of them said interesting. The rest 5 (13.9 %) felt it was interesting enough. Item number 3, it was about the students opinion about their motivation in learning English vocabulary through the use of Tic Tac Toe Game technique. There were 6 (16.7 %) of the students said that the use of Tic Tac Toe Game technique could extremely motivate them in learning English vocabulary. There were 17 (47.2 %) students felt this technique could motivate them and 13 (36.1 %) of them said it could motivate them enough in learning English vocabulary. Item number 4, it was about the students response toward their improvement in learning English vocabulary through the use of Tic Tac Toe Game technique. There were 5 (13.9 %) of the students felt that their ability in English was improved and 20 (55.5 %) students felt being improved very much, 5 (13.9%) of the students stated that their ability in English was improved enough. There were only 6 (16.7 %) felt that he or she did not get improvement yet. Item number 5, it was about the students opinion toward the application of the use of Tic Tac Toe Game technique. There were 10 (27.8 %) of the students stated that learning vocabulary through the use of Tic Tac Toe Game technique really easy, 17 (47.2 %) of the students said easy and there were 9 (25 %) of them stated that learning vocabulary quite easy. Item number 6, it was about the students ability in remembering English vocabulary through the use of Tic Tac Toe Game technique. There were of the students 4 (11.1 %) felt that their ability in remembering English vocabulary was improved, while 22 (61.1 %) students felt being improved very much. There were

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3 (8.3 %) of them was improved enough and only 7 (19.4 %) felt that he/she didnt get improvement. Item number 7, it was about the students opinion if they were doing a game, whether in team or individually. It was found that 27 (75 %) of the students liked doing game in team and the others, 9 (25 %) liked doing game individually. Item number 8, it was about the students opinion about their ability in answering the questions during the game. It was found that 9 (25 %) of the students were really active and 22 (61.1 %) of them were active. There were 5 (13.9 %) students active enough and no one of them said they were not active. Item number 9, it was about the students opinion about the teacher attention to every student when applying the use of Tic Tac Toe Game technique in teaching English vocabulary. There were 32 (88.9 %) of the students said that the teacher was fair and gave them the same attention. However, they were 4 (11.1 %) of them said that the teacher did not give them the same attention. The last, item number 10 was talking about the procedures in applying Tic Tac Toe Game technique. There were 18 (50 %) of the students less understood about the procedures. In contrast, 14 (38.9 %) students understood and 4 (11.1 %) of them understood it well. Based on the result of the questionnaire above, it could be concluded that the use of Tic Tac Toe Game technique could improve the students achievement in mastering English vocabulary and attract the students attention in learning English. It can be seen from the students options, in which 24 (66.7 %) students stated that they liked learning English very much when the use of Tic Tac Toe

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Game technique applied in the class. They also said that they liked doing game in team and most of them (22 : 61.1 %) felt that they were active in learning English. Despite with these positive responses, 13 (36.1 %) students said that the use of Tic Tac Toe Game technique could not motivate them enough in learning. 7 (19.4 %) of them also felt that he/she did not get improvement yet in remembering English vocabulary. Besides, more than a half of them (18 : 50 %) said that they less understood with the procedures. Therefore, the researcher then decided conducting the second cycle in order to make students familiar with the activities and tried to motivate them more in learning by the use of Tic Tac Toe Game technique.

4.2.4 Reflection of the Cycle 1 Based on the above observations result, it can be said that the planned action was already run well. Referring to the result of the post-test 1, it could be seen that there was a good improvement on the students achievement in mastering English vocabulary. The mean score gained by the students in pre-test was 56.22 where it was categorized in poor level of mastery then in the post-test 1, the mean score increased to the level of good, 76.33. The number of students who had score above 65 was increased to 28 (77.8 %) students from 13 (36.1 %) students in pre-test. In other words, the number of students who had score under 65 decreased from 23 (63.9 %) students in the pre-test into 9 (25 %) students in the post-test 1.

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The improvement of the students was supported by the result of the researchers diary and questionnaire. Firstly, from the result of researchers diary, it was noticed that the activities were conducted well. When the teacher explained the material, all of the students gave their attention and listened well to her explanation. And when the teacher asked them some questions related to the material, more than a half of them (77.8 %) could answer the teachers questions correctly. Most of them (29 : 80.1.2 %) seriously did their tasks and actively involved in doing the worksheet. Especially in the game activity, all of the students were so enthusiastic and excited in learning. Secondly, the result of questionnaire indicated that all students were eager and enjoyed learning English vocabulary through the application of the use of Tic Tac Toe Game technique. All of the students stated that they liked Tic Tac Toe Game technique being used in the class. 25 (69.4 %) students confirmed that there were some progresses in learning vocabulary through the application of this technique. They became more motivated in learning because it was more interesting. After learning by implementing the use of Tic Tac Toe Game technique, 29 (80.5 %) students believed that their ability in mastering vocabulary enhancing. Thus, it can be seen that the students made improvement in their vocabulary mastery. Nevertheless, in accordance with the schools passing grade, that is 65, there were 8 (22.2 %) students who did not pass the passing score yet, meanwhile all of the students were expected totally passing the score or above 65. It happened because there were some problems appeared during the teaching and learning process. Some of the students (6 : 16.7 %) still could not participate well

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in the activity. In the first meeting, most of the students (18 : 50 %) felt confused with the activity because the activity was new for them. Not all of the students could get involved in the discussion since they felt worried and unconfident with their answer. Besides, when the teacher asked questions, some of them (8 : 22.2%) often answered it in Indonesian language. With regard to the reflection of cycle 1, since there were still 8 (22.2 %) students got less than 65, it was decided to continue the study by conducting cycle 2. In cycle 2, it was tried to make the students to be more motivated in learning and helped them remembering the words by the use a text included the pictures. The teacher also would give more chance to practice vocabulary by allowing the students to find and to write more difficult words or unfamiliar words. Besides, the teacher would give more attention to the students who still did not take part actively in the class.

4.3 Findings in the Cycle 2 The second cycle also consisted of planning, action, observation and reflection as in the first cycle. All activities in the second cycle were explained as follows: 4.3.1 Planning of the Cycle 2 After knowing the result of the post-test 1 that there were still 8 (22.2 %) students could not pass the passing grade score and categorized into moderate level of mastery, the text and pictures were as media in order to attract students attention in learning. Some preparations were made before starting the treatment

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that would be used during the teaching learning process such as: teaching scenario, researchers diary, and the questions of the game.

4.3.2 Action of the Cycle 2 This cycle consisted of three meetings, first and second meetings were used to give treatment and the third meeting was used to do the post-test 2 and questionnaire. In this cycle, the students experienced learning activities as in the use of Tic Tac Toe Game technique procedure which related to vocabulary mastery. The next activity was administered post-test 2 in order to know the students improvement in mastering English vocabulary after given a treatment. Besides, the questionnaire was also given in order to know the students interest and response toward the use of Tic Tac Toe Game technique in teaching English vocabulary. The whole process and everything happened in this cycle were recorded in the researchers diary

4.3.3

Observation of the Cycle 2

4.3.3.1 The Students Basic of Vocabulary 1. Receptive Vocabulary The result of the pre-test shown that there were some words the students already known that relate to professions, shopping and hobbies. They were : nurse, doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp, teacher, post office, restaurant, market, drugstore, shop, buy, read, go,

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study, come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy, big, small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to the post office, from the library and always. There were also increasment of the number of the words that the students understood in listening and reading which was concerned about professions. They were : principal, steward, pupil, custodian, superintendent, soldier, tailor, equipment, fire station, gas station, scisors, thread, knife, sewing machine , factory, prime minister, stationary, enemy, shop assistant, equipment, uniform, health, sick, soon, make, build, do, send, protect, act, carefully, usually and often. The second cycle was concern about shopping and hobbies. From the words the students wrote on the piece of paper, there were several additional words they obtained. They were : pet shop, prime minister, department store, stationary, vet, shop assistant, equipment, enemy, uniform, and envelop. 2. Expressive Vocabulary On the observation on cycle 2, there were a significant improvement of the students ability in using and understanding the number of vocabulary. For the cycle 1, they could express their idea until 77%. They could answer the questions in writing and orally which they were belong to sufficient level of mastery. During the teaching and learning process on cycle 2, the ability of the students in understanding and using the number of vocabulary in writing and speaking was belong good level. They could answer the question in English orally until 80 %. In expressing their answer in essay, almost all of them could answer the questions well. The words that were obtained by the students were: shirt, coat, dress, skirt,

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blouse, jacket, suit, tie, belt, sweater, pants, jeans, pajamas, shoes, socks, holiday, earrings, frustrated, trouble, raincoat, mayonnaise, pears, soy sauce, mustard, movies, comedies, drama, cartoons, novels, poetry, short stories, sports, kinds of music and spend.

4.3.3.2 The Functional Category of Vocabulary a. Noun : When conducting the pre-test, there were some nouns that relate to the shopping and hobbies that the students could not understand, therefore they did many mistakes when they answered the questions given. The words that hard for them were : pet shop vet uniform prime minister shop assistant envelop department store equipment stationary enemy

At the end of the cycle 2, the students were able to use all of the nouns that relate to the shopping and hobbies that they did not know. Furthermore, there was also additional nouns that they have got. They were : dress blouse daughter food cheese coat pajamas purse soy sauce cards shirt tie briefcase mustard suit pants cotton pepper

The result of the post-test 2 shown that the achievement of the seventh grade students of SMP Negeri 1 Payangan got an improvement in using nouns. It can be

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seen from the total item of the questions given that could be answered by the students for the post-test 2 got better than the post-test 1 and pre-test. b. Adjective : For the adjective, the students did not have a serious problem. On the pre-test, they could write down the adjectives that they obtained, such as : happy, big, small, smart, stupid, beautiful, tall, long, new, good, and colors. On the first cycle, they could use another adjective, such as : delicious, famous, health , sick, soon, bad, diligent and lazy. At the end of the cycle 2, they also had additional adjectives they could understand. They were : expensive, cheap, new, old, polka dot, striped, rich, poor, frustrated, sweet, delicious, easy and difficult. c. Verb : The result of the pre-test and post-test 1 shown that there were some verbs they already known, such as : Shop Study eat make protect direct fly After the second cycle through Tic Tac Toe game, they had some additional verbs they known, such as : spend, begin, collect, look for, believe, need, bargain, watch, and park. buy come cook build act water read collect drink do translate open go listen sing send cook clean

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d. Adverb : When the pre-test given, the students already familiar with adverb of time and adverb of place . adverb of time they known were : yesterday, today and tomorrow. The adverb of place they known were : to the restaurant and in the clothing store. There was also an adverb of frequency they know, it was always. There was also an increasment of the number of adverbs they known, such as: unfortunately, carefully , never, sometimes, usually and often. At the end of the cycle 2, there were some additional verbs they known, such as: finally, days and every day.

4.3.3.3 Kinds of Vocabulary Meaning 1. Synonymy The result of the post-test 2, shown a significance improvement of the students ability in understanding synonym. For the example, in item number eleventh, the question was that beautiful dress is mine. The synonym of the word beautiful is... The right answer was nice. There were thirty students answered correctly. And there were six students answered expensive. In this case, their ability in understanding synonymy was belong to good level of mastery. Based on the words they wrote in piece of paper at the end of the cycle 2, there were several synonym they already known, such as : beautiful~nice heavy~fat difficult~hard delicious~nice high~tall

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2.

Antonymy From the result of the pre-test and post-test 1, there were some antonym of

the some words they known. They were: big~small rich~poor short~long beautiful~ugly heavy~thin sells~buys long~short teacher~student

The result of the post-test 2 shown that the students were belong good level of mastery. In item number six, the question was about the antonym of expensive. There were thirty one students answered correctly. Only five of them did mistake.

4.3.3.4 The Result of the Post-Test 2 Based on the result of post-test 2, it can be concluded that there was an improvement of the students mean score. Being compared with the result of the post-test 1, the mean score in the post-test 2 increased to 85 which categorized into very good level of mastery. It directly showed that the students got a good improvement. The following table shows the result of the post-test 2 in details

Table 4.3: The Result of the Post-Test 2 Students Items Answered Correctly Total % S1 19 76 S2 17 68 S3 22 88 S4 18 72 S5 22 88 S6 24 96 S7 24 96 Items Answered Incorrectly Total % 6 24 8 32 3 12 7 28 3 12 1 4 1 4 Score Level of Mastery

76 68 88 72 88 96 96

Sufficient Sufficient Good Sufficient Good Excellent Excellent

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S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 S31 S32 S33 S34 S35 S36 N = 36
Note: N X1 X2 X3 X4 X5

21 20 17 19 25 20 18 17 24 24 24 24 19 25 21 23 23 21 23 20 18 22 22 24 23 25 17 23 17 X1 = 21.25

84 80 68 76 100 80 72 68 96 96 96 96 76 100 84 92 92 84 92 80 72 88 88 96 92 100 68 92 68 X2 = 85

4 5 8 6 0 5 7 8 1 1 1 1 6 0 4 2 2 4 2 5 7 3 3 1 2 0 8 2 8 X3 = 3.75

16 20 32 24 0 20 28 32 4 4 4 4 24 0 16 8 8 16 8 20 28 12 12 4 8 0 32 8 32 X4 = 15

84 80 68 76 100 80 72 68 96 96 96 96 76 100 84 92 92 84 92 80 72 88 88 96 92 100 68 92 68 X5 = 85

Good Good Sufficient Sufficient Excellent Good Sufficient Sufficient Excellent Excellent Excellent Excellent Sufficient Excellent Good Excellent Excellent Good Excellent Good Sufficient Good Good Excellent Excellent Excellent Sufficient Excellent Sufficient Good

: The total number of the students : The average score of correct students answer : The percentage of correct students answer : The average score of incorrect students answer : The percentage of incorrect students answer : The mean score

From the table above, it could be seen that all of the students obtained score more than 65. The highest score was 100 and the lowest score was 68. It was amazing because 3 students (8.3 %) could answer all of the questions in the

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test and gained score 100. Referring to the level of mastery, there were 15 (41.6 %) students attained excellent, 10 (27.8 %) students in the good level of mastery, and 11 (30.6 %) students categorized into sufficient level. There was no one of them attained low score or in the sufficient and poor level of mastery again. It meant that all students could pass the ideal passing score of the English subject. In answering the test, the average score of the correct answer made by the students was 21.25. It meant that 85 % items were answered correctly. On the other hand, the average score of the incorrect answer made by the students was 3.75. It meant that 15 % items were answered incorrectly. Based on the passing grade, that is 65, all of the students (100 %) could pass the test successfully.

4.3.3.5 The Result of the Researchers Diary on the Cycle 2 in Session I The first session in cycle 2 was conducted on Thursday, 9th February 2011. 1. As usual, when the teacher came into the class, she greeted the students and the students responded it happily. Then, she checked the students attendance and no one of them was absent. 2. After the teacher finished it, the activity was continued to brainstorm the students about the topic that would be presented. The students were

introduced by a new topic. The topic on that day was Shopping and Hobby. The teacher asked students general knowledge related to the topic was going to be taught. The teacher led the students to the topic by asking them to mention about their hobbies. Each student raised their hands enthusiastically

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to answer the teachers questions. All of them were very active involved in the learning process. 3. The researcher showed the a reading text with an interesting picture and asked students to mention the names of the pictures. All of the students were attracted by the pictures. They answered the questions enthusiastically. The teacher then talked about the reading text while modeling how to read it few times. Students paid attention to the teacher and listened carefully to her pronunciation. 4. The teacher pointed at students who were rather inactive and had less achievement in the first cycle to pronounce and ask the meaning of the words. After all of them could pronounce the words correctly, the teacher wrote the words on the board and asked students to make a note in their books. The students then were given several times to memorize the words. All of the students memorized the words seriously. 5. The teacher told the students that they had to answer the questions given. She gave ten minutes for the students to answer all of the questions. She observed each students and helped them if they were having trouble. After finished answering the questions, the teacher discussed the answers with the students. She counted the mistakes that were made by the students. None of them made a mistake. She asked the students where do they usually go shopping. The students gave and said their answers. All of the students were very happy because they had a chance to mention their answers.

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6.

For the next activity, the teacher led the students to play a game as in the first cycle. She continued the activity by giving Tic Tac Question Formation Game. She then divided the students into two groups and gave each group a mark. X mark for group A, and O mark for group B. the students looked very happy with their group. She then explained the rule in the game. The

students listened to her explanation seriously. She drew a tic tac grid and put nine question words in each square. The rules was when the teacher said the question of no.1, each teams had to compete each other and raised their hands to answer the question. If group B can answer the question, so the mark of group B will be put on the first square. The first team to mark out three boxes in a straight line, vertically, horizontally, or diagonally win the game. 7. The teacher gave explanation about the rule of the game, she asked whether there was question. None of students asked question, so she started the game. The teacher found that all of the students involved actively in the activity. The students were enthusiastic and excited in playing Tic Tac Toe Game. They were competing with another to bring their teams became the winner. 8. After they finished doing the game, that was O team made a straight line diagonally, and the winner was group B or O team. The situation in the class became very noisy because the winner cheered up proudly. Everything ran well and none of them having trouble to do the activity. 9. The teacher then concluded the lesson by asking the students to mentions the words that they had learnt. Most of them (31: 86.1 %) could answer the teacher questions correctly. The teacher asked whether they still face

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difficulties about the lesson or not. There were no questions any more then the teacher ended the lesson by saying good bye and was replied by them.

4.3.3.6 The Result of the Researchers Diary on the Cycle 2 in Session II The class was conducted on Monday, 13th February 2011. 1. In the beginning, the teacher greeted the students and obtained cheerful respond from them. The teacher then checked students attendance. All students were present that day. Before started the activity, the teacher checked the students memorization about the material given in the previous meeting by asking some questions related to the topic. In this part, the students actively raised their hands and answered questions correctly. 2. The teacher showed the reading text with the picture used in the previous meeting. She asked the students about the pictures. All of the students could answer it correctly. Then, they were given a few minutes to memorize those words. 3. Next, the class activities were continued by giving them a new reading text with a very interesting picture. The teacher discussed the text with the students. The teacher then read the text while the students listened to her seriously. She asked the students whether they had a difficult words or not. None of them had any difficult words. The teacher then asked the students about the text. They were very active and answered them happily. Students were asked to answer the questions from the text in ten minutes. The students participated actively and seriously in doing the activity. While they were busy

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with the activities the teacher kept observing the students in every table. When all of the teams had finished, the teacher then discussed the answer together with the students. The result was very pleasingly because all them could answer the text correctly. 4. After finished giving the text, the activities continued to Tic Tac Vocabulary Game. The teacher then directly wrote nine words and a tic tac grid on the board without explaining the procedures again because all of them were familiar enough with the procedures. 5. The teacher started the game, which group A was X team and group B was O team. The students did the game seriously and enjoyed the activities very much. They were very enthusiastic in competing one another. While they were busy memorizing the nine words on the board the teacher kept observing the students in the class. She then erased the nine words on the board and started the game. The class quite noisy because they were all excited. They competed each other to gain score for their team. When one of the group made a line vertically that was X team, the teacher then stopped the game and announced the winner. The situation in the class became very noisy because the winner cheered up proudly. 6. Before ended the class, the teacher asked students to mention the words that they had learnt. All of the students mentioned the words correctly and cheerfully. The teacher then told the students to study well because they would have a test in the next meeting. Then she asked if there was a question and the students said that they had no question anymore. Finally, the teacher then

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ended the lesson by saying good bye and it was replied cheerfully by the students 4.3.3.7 The Result of the Researchers Diary on the Cycle 2 in Session III The post-test 2 was conducted on Wednesday, 2nd March 2011. It was held to know the improvement of the students achievement in mastering English vocabulary after being given a treatment. As usual, the teacher came into the class, greeted students, and checked the present list. The teacher obtained good response from the students and found no one was absent that day. Before the teacher asked the students to do the test, they were given 10 minutes to study. When the time was up, the teacher asked students to close their books and sit individually. After that, she asked students to prepare a pen and put all their books in their bag. The students then were given test sheets and 45 minutes to finish it. The students did the test seriously. No one of them cheated and annoyed their friends. Most of them (31 : 86.1 %) were so confident in answering the test. While the test was conducted, the teacher kept watching to the whole class. The teacher then collected the test sheet after all students had finished it. The teacher then distributed the questionnaire and asked them to fill it honestly. The teacher found that all of the students answered the questionnaire seriously and silently. None of them cheated and chatted with their friends. After they had finished, the teacher collected the questionnaire. Besides, the teacher asked the students to write down the words they obtained in the cycle 2 and collected them. They looked so serious in writing them. Before ended the class, the teacher asked the students about their response

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to the test given. Most of them (28 : 77.8 %) said that the tests were easy for them. The students then asked the answer of particular question in the test to the teacher. When the teacher told them the answer, 31 (86.1 %) students cheered happily when they knew their answers were right. Lastly, the teacher ended the lesson by saying good bye and it was replied happily by the students. 4.3.3.8 The Result of the Questionnaire in Cycle 2 The questionnaire was administered in order to know the students attitude and motivation toward the application of Tic Tac Toe Game technique. There were ten items in the questionnaire, which should be filled by students honestly. Item number 1, it was about students opinion toward learning English through the use of Tic Tac Toe Game technique. There were 5 (13.8 %) of the students liked the application of the technique and the rest of them (31 : 86.1 %) said that they liked it very much. Item number 2, it was about the influence of the use of Tic Tac Toe Game technique in mastering English vocabulary. There were 4 (11.1 %) students said that the technique helped them in learning vocabulary and 32 (88.9 %) said the technique helped them very much. There were no one of the students said that the technique could not helped them in learning. Item number 3, it was related to the students improvement after being given the treatment. Most of them (33 : 91.7 %) felt that they really got improvement after following the treatment. Besides, 3 (8.3 %) of the students said that their ability in mastering English vocabulary was improved.

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Item number 4, it was about the students opinion about the use of Tic Tac Toe Game technique through their motivation in learning vocabulary. There were 10 (27.8 %) of the students said that the technique could improve their ability in mastering vocabulary and 26 (72.2 %) said it extremely improved their motivation. Item number 5 was about the benefit of the situation occurred toward their ability in understanding the English vocabulary. There were 6 (16.7 %) of the students said that the situation helped them in learning or mastering the material, and 30 (83.3 %) of them said that the situation helped them very much. None of them said that the situation did not help them in learning. Item number 6, it was about the students response toward the rule in implementing the use of Tic Tac Toe Game technique. There were 27 (75 %) of the students said it really easy to understand and 6 (25 %) of them said it easy. Item number 7, it was about the students feeling in learning English vocabulary through Tic Tac Toe Game technique. There were 31 (86.1 %) of the students said that they were really excited in learning English through Tic Tac Toe Game and 5 (13.9 %) of them said they were excited and no one of them said that were not excited in learning English through this game. Item number 8, it was about the scoring system that used by the teacher in applying the technique. All of the students said the scoring system was fair. Item number 9, it was about the students opinion toward the teacher instruction. There were 31 (86.1 %) of the students said it was very easy to understand and 5 (13.9 %) of them said it was easy.

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The last, item number 10, it was about the game procedures. The procedures were understood by 5 (13.9 %) of the students, 28 (77.8 %) of students said that they understood the procedures well. Only 3 (8.3 %) from the whole students said that he/she understood enough with the game procedures. Referring to the result of the second questionnaire, it can be concluded that the use of Tic Tac Toe Game technique could improve the students vocabulary mastery and motivated them more in learning English. It can be seen from the increasing on the percentage of the students who said that learning vocabulary through the use of Tic Tac Toe Game technique was very interesting and helped them very much in mastering English vocabulary as compared to the result of questionnaire in the first cycle.

4.3.4 The Reflection of the Cycle 2 Based on the analysis of the data above, it can be said the study was successful. There was a significant improvement on students vocabulary mastery from the result of pre-test, post-test 1 to post-test 2. The result of post-test 2 reflected that the students made a good improvement. It was said so because the result of post-test 2 directly showed that students vocabulary mastery was improved to the level of very good mastery. The students achievement increased continuously. This improvement increased from 56.22 in pre-test to 76.33 in the first cycle and then 85 in the second cycle. None of them obtained the score lower than 65. Since the lowest score that should be gained was 65, this condition clearly reflected that all students had succeeded in learning and their achievement had been improved. The students improvement continuously increase d from

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cycle 1 to cycle 2. It means that the study was successful to improve the students achievement in mastering English vocabulary. Referring to the result of the researchers diary in every session, it could be said that the learning process ran smoothly. All students were active in following the teaching learning process. The students behavior in teaching learning process changed. In the first cycle, particularly in session 1 some students (28.1 %) were still not involved actively in the learning process and some of them (21.8 %) also often answer the teachers questions in Indonesian language. Besides, most of them (53.1 %) also felt confused of what they had to do because the activity was new for them. The students performance then got better and better from cycle to cycle. Particularly in cycle 2, all students followed the learning activities enthusiastically. There was no confusion again, because all of the students had already been familiar with the activity. Their participation in the class was also good. It indicated that the students liked the technique being used in classroom and enjoyed all the learning activities during the treatment. Moreover, from the result of questionnaire in this cycle, it indicated that all students liked the use of Tic Tac Toe Game technique applied in the class. All of the students said that there were some progresses in learning vocabulary through the application of this technique. 91.7 % students felt that their ability in mastering vocabulary enhancing. They said that the technique was interesting and beneficial for them because they felt being improved after the treatment was conducted. Besides, most of them (86.1 %) also said that they felt very excited in learning English vocabulary. It could help them easier in remembering the words.

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Therefore, regarding to the reflection of cycle 2, it can be concluded that the students problem in mastering English vocabulary could be improved by the use of Tic Tac Toe game technique and two cycles had been conducted which both gave a good improvement to the students achievement. All of the students had reached the passing grade score, which recommended by the school and passed the test successfully. Based on this improvement, it then decided to stop the treatment. 4.4 Discussion As stated in the previous chapter, this study was mainly focused on the problem of the eleventh grade students of SMP Negeri 1 Payangan in mastering English vocabulary. The result of pre-test clearly showed that their ability in mastering English vocabulary was categorized into poor level. Since the vocabulary is essential in learning a language, which will help students to understand both spoken and written language, this problem should be solved. Therefore, this study, the use of Tic Tac Toe Game technique was conducted to overcome the problem and improve students vocabulary mastery. Based on the findings discussed above, it could be stated that this objective was successfully achieved. It could be seen clearly from the result of the quantitative data (achievement tests and the words wrote by the students in a piece of paper) and the qualitative data (researchers diary and questionnaire). The result of the quantitative data indicated that the students had made an improvement in mastering English vocabulary. The mean score that was obtained from the pre-test, the post-test 1 to the post-test 2 clearly showed that there was a

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continuous improvement in students achievement. It could be concluded that the problem of students in mastering vocabulary had been solved. For further details, the following table shows the improvement in terms of their mean score.

Table 4.4: The Students Mean Score in Pre-test, Post-test 1 and Post-Test 2 Test Pre-test Post-test 1 Post-test 2 Mean Score 55.78 76.33 85

According to the table above, the students vocabulary mastery improved which could be seen from the increase of their mean score from test to test. The students achievement increased from 56.22 in the pre-test which meant this mean score belonged to poor level of mastery, into 76.33 for the result of post test 1 which was categorized into good level. Then, the mean score in cycle 2 also increased to 85. The result was categorized into very good level of mastery. At the last cycle, all students obtained scores of the same or higher than 65. In addition to the students improvement, the number of students who obtained the scores lowers than 65 decreased from 63.9 % students in the pre-test to 22.2 % in the post-test 1, and then in the post test 2 none of them obtained poor level of mastery. In order to get a clear description, the following graph shows the students improvement in each cycle.

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Figure 4.1: The Students Improvement in Each Cycle

Moreover, the students vocabulary mastery also improved which could be seen from the scores that students obtained. For further details, the following table shows the improvement in terms of the number of students being improved through the implementation of the technique.

Table 4.5: The Number of Students Being Improved in Each Cycle Not Yet Improved Test Pre-Test Post-Test 1 Post-Test 2 Poor 18 4 Moderate 9 5 Sufficient 7 8 11 Improved Good 2 12 10 Excellent 7 15

From the table above, it could be seen that in the pre-test, most of the students were categorized into low achievement mastery. There were 27 (75 %) students were not improved yet and only 9 (25 %) students were already improved. After given treatment, 27 (75 %) students who belonged to low

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achievement decreased into 9 (25 %) in the first cycle. Finally, all of the students were improved and no one of them obtained the scores that were categorized into poor and insufficient level of mastery in the last cycle. Thus, it can be said that the use of Tic Tac Toe Game effectively improved the students vocabulary mastery. The improvement also could be seen from the words that gained by the students which they wrote in a paper. When conducting the pre-test, the students were only familiar with the word headmaster as the leader of school. But after they learned English through Tic Tac Toe Game, they know another words with can replace the meaning of the word headmaster, that is principal. The result of quantitative data was supported by the result of qualitative data, which was found during conducting the action in every cycle. The

questionnaire which included the students response toward the teaching and learning process during the implementation of the use of Tic Tac Toe Game technique supported the improvement of the students in mastering English vocabulary. All of the students gave positive response toward the application of the technique. There were 13.8 % like to learn English vocabulary through the use of Tic Tac Toe Game technique, 86.1 % of them liked it very much and no one of them did not like the activity. Besides, all of the students also said that this technique could motivate them in learning and made them easier to learn English vocabulary. As the result, the questionnaire showed that this technique was beneficial for them because it could help them in mastering vocabulary. Moreover, from the result of researchers diary it showed that the students motivation was good after given a treatment. It could be seen from the students

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participation during the teaching-learning process and doing the tasks. All of the students looked enjoying the activities in the class. Their attention to the teaching learning activities became more serious and they did the instructions enthusiastically. It also happened when the students were working in the groups. It was observed their activeness in working in group and in following the tournament increased from cycle to cycle. As the result, the teaching and learning process ran well in which all of the students got involved in the activity. Besides, during the class was conducted, all of them were present that made the teaching learning process could be followed by all students. In conclusion, based on the result of the quantitative data that supported by the qualitative data, the students vocabulary mastery was improved by the implementation of the use of Tic Tac Toe Game technique.

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CHAPTER V CURRICULUM, SYLLABUS, MATERIALS, LESSON PLANS AND EVALUATION

5.1 Applied Linguistics Applied linguistics, is an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems. It is an umbrella term that covers a wide set of numerous areas of study connected by the focus of the language that is actually used. The emphasis in applied linguistics is on language users and the ways in which they use languages, contrary to theoretical linguistics which studies the language in the abstract not referring it to any particular context, or language. Some of the academic fields related to applied linguistics are educations, linguistics, psychology, anthropology, and sociology (Brown, 2005) Crystal (1971: 3) stated that linguistics is the study of the nature, structure and variation of language, including phonetic, morphology, semantics, sociolinguistic and pragmatics. According to Corder (1973:81) linguistics is the study of language. Linguistics was its autonomy or independence of other disciplines. There are the other term in field of linguistics are theoritical linguistics and applied linguistics. Applied Linguistic provides the theoretical and descriptive foundations for the investigation and solution of language-related problems, especially those of language education (first language, second language

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and foreign language teaching and learning), but also problems of translation and interpretation, lexicography, forensic linguistic and (perhaps) clinical linguistic. Applied linguistic is coursed in language teaching by provide comprehensive description about basic process and using the appropriate teaching method. Today, language teaching is not easily categorized into method and trends. Instead, each teacher is called on the develop a sound overall approach to various language classrooms. This approach is a principled basis upon which the teacher can choose particular designs and techniques for teaching a foreign language in a particular context. According to Richards and Rodgers (1986: 16), approach refers to theories about the nature of language and language learning that serves as the sources of practices and principles in language teaching. The teaching approach is appropriate to teach the vocabulary. Most of students felt difficult to understand and use the words in a sentence. Krashen and Terrell (1983) developed the Natural Approach in the early eighties, based on Krashen's theories about second language acquisition. This approach shared a lot in common with Asher's Total Physical Response method in terms of advocating the need for a silent phase, waiting for spoken production to "emerge" of its own accord, and emphasizing the need to make learners as relaxed as possible during the learning process. Some important underlying principles are that there should be a lot of language "acquisition" as opposed to language "processing", and there needs to be a considerable amount of comprehensible input from the teacher. Meaning is considered as the essence of language and vocabulary (not grammar) is the heart of language.

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As part of the Natural Approach, students listen to the teacher using the target language communicatively from the beginning. It has certain similarities with the much earlier Direct Method, with the important exception that students are allowed to use their native language alongside the target language as part of the language learning process. In early stages, students are not corrected during oral production, as the teacher is focusing on meaning rather than form (unless the error is so drastic that it actually hinders meaning). Communicative activities prevail throughout a language course employing the Natural Approach, focusing on a wide range of activities including games, role plays, dialogs, group work and discussions. Larsen and Freeman (2000:126) stated that games are important because they have certain feature in common with real communicative events- there is a purpose to the exchange. Also, the speaker receives immediate feedback from the listener on whether or not he or she has successfully communicated. In this way,they can negotiate meaning. Finally having students work in a small groups maximizes the amount of communicative practice their receive. The emphasis in the game is successful communication rather than on correctness of language. They provide in many cases, as much concentrated practice as a drill and more importanly, they provide an opportunity for real communication and thus constitute a bridge between the classroom and the real world. This suggest that the most useful place for these games is at the free stage of the traditional progression from presentation through practice to free

communication of the lesson, as a chance for the students to use the language they

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have learnt freely and they can also serve a diagnostic tool for the teacher, who can note the areas of difficulty and take an appropriate remedial action (Hatfield, Jill.1990)

5.2

Curriculum In The Curriculum, the first textbook published on the subject, in 1918,

John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. In formal education or schooling , a curriculum is the set of courses, course work, and content offered at a school or university. Basic education in Indonesia provides nine years learning experience in both formal and non-formal education for 7- 15 school age children. The goal of basic education is to develop learners basic intelligence, knowledge, personality, noble character, as well as skills to live independently and to continue their education. Basic education is conducted in elementary school and junior high school (both public and religious type of schooling called madrasah = madrasah ibtidaiyah for elementary school and madrasah tsanawiyah for junior high school).

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While public elementary and junior high school are managed based on the policies established by the Ministry of National Education (MONE) and operationally controlled by otonomous local/district/town administration, the madrasahs are managed by the Ministry of Religious Affairs through its local (district/town) offices troughout Indonesia. There are few curricula have been developed today, such as: 1. Curriculum 1994 2. Curriculum 2004 3. Competency-Based Curriculum (CBC) 4. Level of Education curriculum unit (KTSP) The curriculum that was used at SMP Negeri 1 Payangan ia Education Unit
Level Curriculum 2004 or KTSP 2004. Education Unit Level Curriculum (KTSP) is an operational education curriculum that gives wider autonomy for each school to develop and implement their own curriculum by taking into account the potentials of individual schools and the surrounding region. KTSP was launched starting with the 2006/2007 academic year in schools. Schools will have to refer to the Content Standard and Graduate Competency for primary and secondary education as published through the Regulation of Minister of National Education and the Development of Guidelines issued by KTSP when developing and implementing their curriculum. The aim of this curriculum is to improve the quality of education by improving the curriculum in line with the individuals interest, intellectual, emotional, spiritual, cultural and social-economic. This curriculum is supposed to empowered schools to develop and implement their own curriculum, but by imposing the schools to follow the guidelines and standards mentioned above which is still centralistic, this

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power will diminish. The objective of this paper is twofold. First, it will describe in general the learning environments model (adaptive and enactment) behind KTSP and its theoretical implications for learning and teaching, and second, it will look into the professional qualities required to run a KTSP classroom, the major potential difficulties encountered by teachers and readiness of teachers for this curriculum change in term of KTSP.

5.3 Syllabus A syllabus ( syllabi or syllabuses; from Latin syllabus "list" probably of Greek origin), is an outline and summary of topics to be covered in an education or training course. It is descriptive (unlike the prescriptive or specific curriculum). A syllabus is often either set out by an exam board, or prepared by the professor who supervises or controls the course quality. The syllabus serves many purposes for the students and the teacher such as ensuring a fair and impartial understanding between the instructor and students such that there is minimal confusion on policies relating to the course, setting clear expectations of material to be learned, behavior in the classroom, and effort on student's behalf to be put into the course, providing a roadmap of course organization/direction relaying the instructor's teaching philosophy to the students, and providing a marketing angle of the course such that students may choose early in the course whether the subject material is attractive. Many generalized items of a syllabus can be amplified in a specific curriculum to maximize efficient learning by clarifying student understanding of specified material such as grading policy, locations and times, other contact

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information for instructor and teaching assistant such as phone or email, materials required and/or recommended such as textbooks, assigned reading books, calculators (or other equipment), lab vouchers, etc, outside resources for subject material assistance (extracurricular books, tutor locations, resource centers, etc), important dates in course such as exams and paper due-dates, tips for succeeding in mastering course content such as study habits and expected time allotment, suggested problems if applicable, necessary pre-requisites or co-requisites to current course, safety rules if appropriate, and objectives of the course. The planning of a syllabus may include the processes to find out who the learners are, to determine the needs of a group learner, to observe the situation in which the learning and teaching take place, to develop aims or objectives of the language course to address those needs, to determine appropriate teaching methods and materials, and to carry out an evaluation of the language program that results from these processes. In planning syllabus for a language course, it is vitally important to consider the following factors: 5.3.1 Learners Profile The learners profile covers three major components. In the first, the teacher describes his students, saying who they are and what they bring to class; the second is to describe learners needs in terms of when the students are likely to use English and what skills they should acquire in the language. The third part of the learners profile describe in general terms the type of the materials the teacher would like to see for his students (Hammer : 1983)

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The target learners of this study were the seventh grade students of SMP Negeri 1 Payangan Gianyar. Listed below is the peers general information. 1. Gender 2. Number 3. Age 4. Background 5. Proficiency 6. Motivation : male and female students : 36 students : 11- 12 years : moderate : lower-intermediate : to be fluent in English and pass the final examination 7. 8. IQ average Attitude : medium : Students are generally serious and high motivated but often tired and lack of concentration 9. Interest : Improving the vocabulary mastery and learn to pronoun words correctly. 10. Language known : Indonesian and local vernaculars (Balinese)

11. Educational background : Elementary school (SD) 12. Purpose of learning : (generally) to be able to communicate in English and (specially) to pass the final examination of junior high school ( Ujian Nasional )

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5.3.2

Needs Analysis The most common problem in teaching is suiting the activities and

material in lessons to a class with a wide range of proficiency. Needs analysis involves looking at what the learners already know, what they need to know by the end of the course , and what they want to know. One of the basic assumptions of the curriculum development is that an educational program should be based on an analysis of learners needs. Procedures used to collect information about learners needs are known as needs analysis (Richards, 2001: 51). Needs are often describe in terms of a linguistics deficiency, that is as describing the different between what are learners can presently do in a language and what he should be able to do. The first step in conducting a needs analysis is to decide exactly what its purpose are. Good needs analysis involves asking the right questions and finding the answers in the most effective way. The information collected is the analyzed in other to obtain a more comprehensive view of the learners needs as a basis for evaluating and revising the program. Once needs were identified, learning target could be described. Needs analysis in language teaching may be used for a number of different purpose, e.g.: to find out what language skills a learner needs in order to perform a particular role, to identify a gap between what the learners are able to do and they need to be able to do, and to collect information about a particular problem the learners are experiencing. One way to gain information from the students is by distributing questionnaire ( see appendix 5,6,7 for the

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questionnaire) . based on the information gathered, the needs analysis of this study may be arranged as follows: 1. Communicative needs 2. Principle target needs 3. Learning needs : low- medium communication skill : able to understand and use the words in a sentence : professions, shopping, hobbies, etc

5.3.3. Frame Factors Analysis In planning a syllabus, it is very important to consider the situation in which the teaching takes place since it determines the success of the teachinglearning process. The condition include such factors as the number of students in a class, the type of classroom, and the aids and materials available. Another factor will be aimed of the institution where the learning takes place and its attitude towards the learning of English. Not less important than the others, is the time allotted to the language class and the frequency of meeting. The frame factor analysis of this study is briefly described as follows: 1. Description of the class : the class takes place from 1.00-2.20 pm on Monday and Wednesday. As the result, students are often tired, lose concentration and also feel hot since there is no air conditioner or fan , the classroom is quite big and has enough lighting for thirty six students. 2. Teaching aids 3. In Possible Problems : text, picture, cards, and script of the games. : unfamiliar words, misunderstand of the meaning of one word.

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5.3.4

Objective Objectives are the aims that the teacher has for the students and are write

in terms the of what the students will do or achieve. The objectives may refer to activities, skills, language type or a combination of all of these. They are written in general terms, in terms of skills, and in terms of language. The written objectives will be more or less specific depending on how specific the teachers aims are. The purpose of the language course is to enable learners to function adequately in a target situation- the situation in which the learners will use the language being learnt. A language learner also perceives goals, either short-term goals ( e.g. to pass end-semester exam) or long-term goals ( e.g. to get a better job) Hence, the course designed for the seventh grade students is aimed: 1. To encourage the students more actively in learning English 2. To develop the students vocabulary mastery in English

communication related to the topic provided. 3. After having the course , the students are expected to be able to understand and use the words in a sentence. These four areas ( learners profile, needs analysis, frame factors analysis, and objective) then form the basis of pre-plan. A detailed knowledge of the learners- who they are, what they bring to class, and what their needs are- will give the teacher a good idea of how to provide a course that will be most motivating and most beneficial of those students.

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The syllabus designed for teaching vocabulary for seventh grade students of SMP Negeri 1 Payangan Gianyar can be seen on figure 5.1 on the next page. Figure 5.1 Syllabus for teaching vocabulary for the seventh grade students
Competence standard 1 : 1. Reading Understanding meanings in oral functional text and short simple monologue in form of descriptive and procedure texts in order to interact with the closest environment. Basic Competence Material Learning Activity Indicator Techniq ue Assessment Instrument Form
Giving the meaning in Indonesian

Time Exampl e of instrum ent

What is nurse in Indonesi -an?

Source Material

Allotm ent

Read a loud functional written text and essay descriptively that can be accepted in around environment.

Descripti ve text. Vocabul ary: Professio ns Go, goes, buy, buys.

- Discussing vocabulary related the text -The students listen the teacher read the text. -The teacher ask whether the students have any questions or not. -The students imitate to read the text after the teacher -The students read the text aloud by themselves - The teacher checks the students understanding by asking some questions about the text. -The teacher conducts tic tac toe game -The students answer the questions based on the text in their exercise books.

The students are able to read words, phrase, sentences right and correctly

Oral test

2 x 40 minutes

a.Smart step book VII b.Side by side book Longman c.Simpati LKS

Written test

Anwering the questions based on the text given

The students are able to respond the text.

Answer the question base on the text given!

5.4 Materials Content selection is an important component of a learner-centered curriculum. Clear criteria of content selection gives guidance on the selection of

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the materials and learning activities and assist in assessment and evaluation. By making explicit the content objectives of a course, learners will have more realistic idea of what can be achieved in a given course. It is therefore important that the content selected at the beginning of a course will vary and be modified as learners experience different kinds of learning activities. Material are an essential element within the curriculum. At their best, they provide concrete models of desirable classroom practice, they act as a curriculum models and they fulfill a teacher development rule. Good materials also provide models the teacher to follow in developing their own materials. The materials designed for teaching vocabulary for the seventh grade students of SMP Negeri 1 Payangan can be seen on the next page.

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Color
red orange yellow green blue purple black

pink

gray

white

brown

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Practice this conversation below! A : Where will you go Dewi? B : I am going to go to the Post Office. I am going to buy a stamp. A : What for? Do you want to send a letter? B : No, I dont. I want to collect many stamps. A : Your hobby is collecting stamps, isnt it? B : Yes it is. Will you help me to collect them? A : Thats Ok. Lets go. B : Thank you.

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5.5 Lesson Plan Based on the analysis on chapter IV, it could be drawn a lesson plan in other make the students gain a greater number of vocabulary as describe below. Lesson Plan Subject Topic Educational unit Class Time allotment Standard Competency : Reading Understanding meanings in oral functional text and short simple monologue in form of descriptive and procedure texts in order to interact with the closest environment. Basic Competency: To read a loud functional written text and essay descriptively that can be accepted in around environment. Indicator : -The students are able to read words, phrase, sentences right and Correctly -The students are able to respond the text. 1. Learning Objective At the end of this lesson the students are hoped to be able : -The students are able to read words, phrase, sentences right and correctly -The students are able to respond the text. : English : Professions : Junior High School : VII : 2 x 40 minutes

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2.

Material Simple Present Tense (Subject-Verb Agreement, adverbial of frequency and time,) 1. Mrs. Rita is a nurse. 2. She works at the hospital. 3. She helps the doctor to take care the patients 4. She always wears a white uniform The rule of Simple Present Tense; Normatif form: S + To be+noun/ adj Verb Form : S+ Verb 1(s/es)

3. Learning method Discussion Method 4. Teaching Learning Activities Pre-activities (10 minutes ): 1. Greeting 2. Checking students attendance 3. Giving warm up questions about the topic Whilst-activities ( 60 minutes): 1. Presenting the material 2. Asking the students to listen and repeat to pronounce the words 3. Asking the students to make a note and giving them time to remember the words 4. Asking the students to answers the questions given 5. Discussing the answers with the students 6. Asking the students about the material given, whether they have difficult words or not. 7. Giving Tic Tac Toe game tells the rule of the game to the students

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8. Asking the students to write down all of the vocabulary about professions in few minutes in a piece of paper . Post-activity ( 10 minutes) : 1. Concluding the lesson by asking the students to mention the words that they have learnt 2. Asking whether they still face difficulties about the lesson or not 3. Ending the lesson by saying good bye 5.Sources Materials 1.Smart Steps Book 2.Side by side gazette book. 3. Simpati LKS

6.Assesment a. technique : oral test b. instrument form : giving the meaning of the words in Indonesian c. example of instrument : What is nurse in Indonesian? a. technique : written test b. instrument form: answering the questions based on the text given c. example of instrument : answer the questions base on the text given

5.6 Evaluation Evaluation is the final component in a curriculum. Traditionally, evaluation occurs at the final stage in the curriculum process. Evaluation is identified with testing and assessment. The purpose of assessment is to determine whether or not the objectives of a course of instruction have been achieved. Any element within the curriculum may be evaluated. During the implementation, elements to be evaluated may include materials, learning activities, sequencing, learning arrangements, teachers performance and learner achievement. From the

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previous discussion, it could be drawn an evaluation for the seventh grade students of SMP N 1 Payangan related to improving the students ability in mastering English vocabulary as follow : Subject Class/ Semester Time Allocation : English : VII/II : 45 minutes

Choose the correct answer by crossing a, b, c, or d for the following items! 1. The person who can make a delicious cake the sick is . a. a nurse b. a baker c. an engineer d. a teacher

2. A : Where are you going to go Rian? B : I am going to go to the ..... I am going to buy some books for my cousin a. restaurant b. clothing store 3. My uncle is a teacher. He can. a. make some cake b. study matematics c. teach the students d. make some experiments c.stationary d. gas station

4. Mr Made Sanjaya is our headmaster. The synonym of the underline word is... a. prime minister b. television news reporter 5. We can buy a cat in the. a. department store b. market c. vet d. pet shop c. principal d. official

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6. X : Can you help me Linda? Y : Of course... What can I do for you? X : Please send this letter as soon as possible. Y : Thats okey. Where does linda have to go for helping X? a. bank b. mail carrier c. post office d. gas station

7. A : What is your mother ? B : ... a. She is beautiful b. She is a nurse c. She has three children d. She studies English

8. Mr. Made is a doctor. Now he is in the hospital. Hes helping.... people a. sickness b. sick c. health d. healthy

9. Mr Kardi is a machine operator. He works in ... a. a post office b. a hospital c. a factory d. a shop

10. Miss Amilia is a shop assistant. She works in ... a. a restaurant b. a library c. a factory d. a shop

11. A person who helps a pilot in a plane is called ... a. a pilot b. a sailor c. a steward d. a soldier

12. The woman works in a public heath centre. Her uniform is white. She helps the doctor. She is a ...

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a. stewardess b. carpenter

c. nurse d. principal

13. Every day my sister goes to the market. She is good at making soup and fried tofu. She likes... a. cooking b. cook c. to cooking d. cooked

14. A : Do you like swimming? B : ......... A : I do too a. Yes, I do b. I like swimming c. No, I dont d. Yes, I am

15. My aunt is a tailor. Now she has to buy all of the equipments below, except... a. scisors b. sewing machine c. knife d. thread

16. Brian is a student. The synonym of the underline word is ... a. teacher b. soldier c. pupil d. custodian

17. My mother buys a new scarve in the cloting store. The antonym of the underline word is a. pays b. sells c. takes d. puts

18. Ita likes collecting stamp. She is a ... a. phylatelist b. envelope c. postman d. librarian

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19. X : What is your hobby? Y : I like to go ... a. swim b. swam c. swimming d. swum

20. Mr Nyoman wants to buy a sofa, a cupboard and a rug. Where does he have to go? He has to go to the.... a. fire station b. restaurant c. furiture shop d. gas station

21. A teacher works in .... a. an office b. a bank c. a school d. a library

22. This person protects our country from the enemy. Who is he? a. soldier b. pilot c. superintendent d. construction worker

23. A : Is she your sister? B : Yes, she always sings a song every night here A : She must be a good...., mustnt she? B : Yes, she is goot at singing a. dancer b. singer c. driver d. performer

24. I am a student. Andy and Rudy are my friends. So... too a. They are students b. They are smart c. They are my friends d. They were happy

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25. A person who can act and sing is ... a. an actress b. a police officer c. a custodian d. an engineer

26. A... is a person who flies an aeroplane. a. Soldier b. Pilot c.postman d. secretary

27. A : What is your father profession? B : He ... a farmer a. is b. are c. do d. does

28. A tailor is a person who... a. Makes clothes b. Cuts and arranges hair c. paints and washes hair d. washes clothes

29. What does a hairdresser do? a. Makes clothes b. Cuts and arranges hair c. paints and washes hair d. washes clothes

30. Arrange the sentences into a good paragraph. 1. She is very busy at the office now 2. She also has to answer the phone for his manager 3. Kitty is Mr. Sanders secretary 4. She has to open the mail and put the letters in the file a. 1-4-3-2 b. 2-3-1-4 c. 3-1-4-2 d. 4-3-1-2

31. What is Kitty? a. She is very busy at the office b. She is a secretary c. she has to open the mail d. she is Mr. Sanders assistant

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32. The person who always waters the flowers is a... a. Gardener b. Mechanic c. shopkeeper d. custo

33. A : I have to teach them this afternoon. They are my students B : what grade are they in? A : They are in grade seventh The antonym of the underline word is... a. Official government b. Teacher c. driver d. librarian

34. My aunt is a policewoman. She can... a. Start the car b. Repair the taxi c. direct the traffic d. make a postcard

35. Mr Made is a custodian. What does he do? a. Answer the phone b. Type letters c. clean the office d. carry the mails

36. This person can use tools, operate equipment, build things. What is she? a. She is a superintendent b. She is an actress c. She is a construction worker d. She is a secretary

37. I have a long pencil. The antonym of the underline word is a. clean b. cheap c. short d. dirty

38. The person who works in a company is.... a. A doctor b. An engineer c. an employee d. a principal

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39. This person can repair locks, fix stoves and refrigerator, and paint walls. What is he? a. He is a truck driver b. He is a construction worker superintendent c. He is an actor d. He is a building

40. This person can bake pies and cakes. What is his job? a. He is a chef b. He is a teacher c. He is a baker d. He is a waiter

41. Mr Summy is a good chef. He can make a very deliciuos food. What is the synonym of the underline word? a. pies b. cook c. good d. delicious

42. Ms Ratna is good in speaking English. She can translate many words from English to Indonesian or from Indonesian to English. She is a... a. Singer b. Lawyer c. translator d. writer

43. Chistian Gonzales is a famous football ... a. player b. rider c. principal d. goal keeper

44. Mr Smith is a carpenter. He can ... a. Make statue b. Paint a picture c. Make tables d. Sell furniture

45. I like singing very much. I am a ... a. singer b. dancer c. lawyer d. teacher

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CHAPTER VI CONCLUSION

6.1 Conclusion Based on result and discussion held previously, it could be drawn a conclusion. First, the main problem faced by the students of SMP Negeri 1 Payangan in mastering English vocabulary was in remembering the meaning of the words, pronouncing the words and using the words in a sentence. It can be seen from the result of the questionnaire that there were 20 (55,6 %) of the students felt difficult in remembering the meaning of the words , 7 (19,4 %) of the students faced difficulties in pronouncing the words, and 9 (25 %) of them said that they faced difficulties in using the words in the sentence. During the teaching and learning process on the session 1 in the first cycle, they often faced difficulties when the teacher asked them about the meaning of one word. When giving the reading text, most of them did mistakes in pronouncing the words. In answering the questions of the reading text, they often did mistakes in arranging the words. It means they faced difficulties in using the words in a sentence. The implementation of Tic Tac Toe Game was really help the students in mastering English vocabulary. The rule of the game is so simple and easy for the student to understand it. The teaching and learning process started by presenting the material. Asking the students to mention kinds of professions they already know. Correcting the students mistakes by modeling how to pronounce the words several times. The students gave their attention to the teacher and listened

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well to the correct pronunciation. Asking the students to pronounce the words together. After all of them could pronounce the words correctly, the teacher then asked students to make a note in their books and gave a few minutes to memorize the words. The next activity is giving a reading text to the students. Identifying the picture in the text. Reading the text loudly by the teacher. Asking if the students have any difficult words. Then the students answered 10 questions from the text. The teacher and the students discussed the answers of the questions given. The next activity is giving Tic Tac Toe game. First, dividing the students into two teams base on their seats. Telling the students what they had to do. After all of the students understood, the activity is continued by giving X mark for group A, and O mark for group B. Writing nine words that would become the answer of the Tic Tac grid. Telling the students about the rule of the game. The rule of the game is when the teacher said the question of no.1, each teams have to compete each other and raise their hands to answer the question. The answers are one of the nine words that wrote by the teacher on the board. If group A can answer the question, so the mark of group A will be put on the first square. The first team to mark out three boxes in a straight line vertically, horizontally, or diagonally win the game. Concluding the lesson by asking the students to

mention the words that they have learnt related to the topic and write them in a piece of paper. The last activity is asking whether they still face difficulties about the lesson or not and saying good bye. The use of Tic Tac Toe Game technique could improve the vocabulary mastery of the eleventh grade students of SMP Negeri 1 Payangan in the

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academic year 2010/2011. Before conducting the game, the students are only familiar with the word headmaster as the leader or head of school. After they learnt English through Tic Tac Toe Game, they know that there is another word that has a same meaning which can replace the word headmaster as a leader or a head of school, that is principal. The improvement also can be seen from the comparison of the students mean score from pre-test, post-test 1 to post-test 2. The total mean score of students in the pre-test was 55.78. It was categorized into poor level of mastery. After having treatment in the first cycle, the stu dents mean score improved to 76.33 which categorized into a sufficient level of mastery. In the second cycle, the treatment finally resulted satisfactorily score in which all students exceed the standard score (65). The students mean score improved to 85 in this last cycle and was categorized into good level of mastery. What even more important, all of the students were already improved through the implementation of Tic Tac Toe Game technique in mastering English vocabulary. Moreover, the use of Tic Tac Toe Game technique also could effectively improve the students motivation and improve their interest in learning English. Students were learning with fun that made them engaged positively in every learning activity. This improvement had been proven by the result of observation as well as the result of questionnaire for which 91.7 % out of the students were really interested in learning vocabulary through the implementation of Tic Tac Toe Game technique.

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6.2 Suggestion Based on the above conclusion, there were some suggestions that should be taken into account. The use of Tic Tac Toe Game technique contributed significant improvement to the students vocabulary mastery, and then it is suggested to be applied by the teacher in English class. However, in implementing this technique the teacher may find problem in managing the class because in this activity the students compete each other and it make the situation in the class become crowded and sometimes disturb the other class. To solve this problem, the teacher can ask the students to work calmly to make the teaching and learning process runs smoothly without disturbing the other class. In addition, along with the effort of improving students vocabulary mastery, teacher is also expected to give more consideration toward students skill in pronouncing and spelling the words.