TABLE OF CONTENTS

Pages
TABLE OF CONTENTS

CHAPTER I INTRODUCITION
A.

The Background of the Study

B.

The Identification of the Problem

C.

The Scope and Limitation

D.

The Formulation of the Study

E.

The Objectives of the Study

F.

The Significance of the Study

CHAPTER II REVIEW OF LITERATURE

A.

Theoretical Framework
1.

Definition of Effect

2.

Definition of Game

3.

Picture Game

4.

Definition of Vocabulary

5.

Types of Vocabulary

6.

Teaching Vocabulary

7.

Mastering Vocabulary

8.

Teaching English Vocabulary by Using Games

9.

Learning Vocabulary Through Games

B.

Conceptual Framework

C.

Hypothesis

CHAPTER III METHOD OF RESEARCH

A.

Location and Time

B.

Population and Sample

C.

Method of Research

D.

The Instrument of the Research

E.

Technique of Data Analysis

REFERENCES
APPENDICES

CHAPTER I
INTRODUCTION

A. The Background of the Study

English as an International language has been used widely in all over the world.
English is important in developing sciences, technology, education and culture because most
of resource books are written in english. In addition it can make students be intelligent and
skill full. As well as we know that English is one of the important subject to the students. In
indonesia, is regarded as a foreign or second language. In any circumstances people use
English as media of communication. In ones process of thinking, language plays an
important role, because any kinds of media, concepts, views and desires are manifested
through language. In learning English as a foreign language, students are expected to master
four skills, for the first students must master the vocabulary aspect.
Vocabulary mastery is one of the skills that requires learning vocabulary becomes
more important because the language function itself. The wealth of a persons vocabulary
generally considered to be a picture of her intelligence or education level. Understanding
vocabulary is generally regarded as an important part of the process of learning a language or
developing ones ability in a language that has been mastered. Teacher must have a various
method in learning process the teacher must has interesting games and method that can make
the students in mastering vocabulary easily and motivate the students in learning vocabulary
deeply. The teacher plays great role in transfering knowledge and educating students. In using
another language, out of the language, it is very important to understand the words represent
thoughts and feelings.

Lyons (1970) says All languages and dialects are adequate as communication
system. Vocabulary mastery is one of the skills that requires learning. Learning vocabulary
becomes more important because the language function itself. Language function as a
communication tool so that language has central function is assist the intellectual, social and
students emotional is reflect towards language, which is the vocabulary itself. There are
many reasons which make it difficult for students to learn vocabularies. The difficulties come
from the teacher who teach their students or from the students who lose their interest in
learning vocabularies. There will be fewer problems for user of the language to express his
thoughts if he knows and understand the sufficient words to express them.
Zimmerman says (1997:5) Vocabulary is central to language and of critical
importance to the typical language learner. Vocabulary is the most fundamental thing that a
person must be mastered in learning English as a foreign for all students and the people of
Indonesia. How can one express language if he does not understand the vocabulary of the
language. If one students has a vocabulary adequate English it will automatically be more
favorable to the achievement of the four English competency are listening, speaking, reading
and writing. Thomburg (2002:105) said without grammar very little can be conveyed,
without vocabulary nothing can be conveyed. But in reality, there are many students who
have not mastered vocabulary yet. The students face difficulties when trying to recognize
words of target language. Based on the researcher experience in teaching some students of
eighth grade students in SMPN 5 Stabat, most of the students are passive in learning process
because they dont know a lot of vocabularies. They dont understand what the teacher
explains in English. It makes the teacher must use Indonesia language in learning process to
make the students understand what the teacher explain about.
There are some students problems in learning vocabulary. The first, the students get
bored in learning vocabulary. Most of teachers just try to force the students to memorize

vocabulary. The second, the students feel that English is difficult, as we know that English
have different written with pronounciation. The third, the improvement vocabulary of
students is almost nothing. In this case, the teacher should be able to apply a suitable strategy
that can easily be understood by the students so that they can master the vocabulary much
better. The aims of using a variety of ways and teaching strategies are to make the lesson easy
for students to learn. Therefore, teachers will be created any activities to help and encourage
learners to sustain their interest in English through variation aspects such as: songs, plays,
humor, and games. No matter what technique they choose as long as it can be help to
facilities the process of teaching and learning. This self-developing instruction can be
enhanced by the use of game in the classroom. Wright (1989:1) said Games help to
encourage many learners to sustain their interest. Learning vocabulary by using games can
be motivated the students and also help the teacher to create a context in which the language
useful and meaningful. Finochiaro (1996:30) said Learning English vocabulary through
games is very interesting to the students. It means that teaching-learning process cannot be
done only in a serious manner, but it can be done in a relaxing manner.
Games offer students a fun-filled and relaxing learning atmosphere. In a relaxed
classroom atmosphere, students may learn better because they do not fell anxiety during the
lesson. Therefore, they are not only physically present in the classroom, but also immerse
themselves emotionally in the activity. Games can be a great source of learning students.
Playing game is one way to work out the problems. Game encourage, entertains, teaches,
promotes fluency. Tehrefore, it is important for us to know a easy for students to learn and
understand. The game will help students to improve and enrich their vocabulary and they will
be enthusiastic.
Games make students have fun and easier to master vocabulary and pronounce them
better. And playing a game can increase their interest to know many words. The way that

used by teacher is give the students picture game. It is so easy for them when the teacher
teach vocabulary. The students are able to express thesemlves in the language and other
people can also understand them. Students can increase their vocabulary by listening,
speaking and writing skills. Learning vocabulary by using game can be a greater change of
motivating students achievement in increasing vocabulary. And picture game as part of
vocabulary games can be used in learning process. It can motivate and encourage the
students interest in increasing their vocabulary.
Based on explanation previously, this study attempts in investigating the possibility of
the student mastery of vocabulary through the application of picture game. The writer
assumes that teaching learning English using recalling them game will be more enjoyable and
effective to the students achievement vocabulary. The picture game give many advantages.
The students can study vocabulary happily. They are not getting bored in studying it. They
can memorize all of new words more easily and they can play and study in the class. So, the
researcher will be interested in conducting a research about : The Effect of Using Picture
Game on the Studets Ability in Mastering Vocabulary

B. The Identification of the Problem

The problems of this study are identified as follows:
1. The effect of using picture game on the students ability in mastering vocabulary.
2. The difficulties of using picture game on the students ability in mastering vocabulary.

C. The Scope and Limitation

The scope of this study is finding the effect of using picture game on the students
ability in mastering vocabulary. The limitation of this research is eighth grade students of
SMPN 5 STABAT.
D. The Formulation of the Problem

The problems of this study are formulated as follows:

1. Is there significant effect of using picture game on the students ability in mastering
vocabulary?
2. What are the students difficulties in mastering vocabulary by using picture game?
E. The Objectives of the Study
The objectives of the study is expected as the following:
1. To find out the significant effect of using picture game on the students ability in
mastering vocabulary.
2. To find out the students difficulty in mastering vocabulary by using picture game.
F.

The Significance of the Study

Hopefully the result of this study to be useful for:
Practical :
1. It is expected to be useful for teachers to improve their ability in teaching vocabulary.
2. Students to increase the motivation in learning vocabulary and give them suggestion
that they can enjoy following the lesson without taking it too seriously and also is
expected to have an improvement in their English vocabulary.
3. The other researcher to provide preliminary information for those who are interested
in the same study.
Theorytical :
Finochiaro (1996:30) said Learning English vocabulary through games is very
interesting to the students. It means that teaching-learning process cannot be done only in a
serious manner, but it can be done in a relaxing manner.

CHAPTER II
REVIEW OF LITERATURE

A. Theoretical Framework
1.

Definition of Effect
According to Richard and plat (1991:133) Effect is defined to change ability that

students have after they have been treated by using certain technique of teaching. It is
usually in expect method in which is an idea or hypothesis tested or verified by setting up
situation in which the relationship between different subject and variables can be determined.
Effect of teaching treatment in language is related to the change of getting something into the
improvement of ability. The ability is result of learning process which involves teachers with
students which reflected from knowledge the students have.

According to Buchl (1995:78) explain effect of teaching treatment in language is

related to the change of getting something in two our cognitive systems. The final of result of
the effect in teaching is the improvement of ability. The ability is the result of learning
process of the teacher and students which is related from the students knowledge and effect
is the positive regard after doing something and applied to method learning. The
improvement in which achievement by the students then are realized in the forms of score so
in that in was acknowledge the certain position of students in the class because the scores
they have reflect their improvement in the learning process.

2.

Definition of Game
Nowadays, game are used as technique in teaching English because teaching English

as a foreign language is not an easy task for people and in other not to get bored soon, teacher
needs to create fun in the process of teaching and learning. Dorry (1996:26) said one of the
strongest beliefs about be fun. Furthermore, Ersoz (2000) said games help and encourage
many students to sustain their interest in learning English because they are amusing,
interesting and challenging. Playing games in the classroom develops the ability to
cooperate well, to compete without being aggressive and to become a winner. Games also can
be used to give practice in all language skills.
Huyen (2003) said Games have shown to have advantages and effectiveness in
learning vocabulary in various ways. First, a game was bringing in relaxation and fun for
students, thus help them learn andretain new words more easily. Second, games usually
involve friendly completion and they keep learners interested. These create the motivation for

learners of English to get involved and participate actively in learning activities. Third,
vocabulary games bring real world context in the classroom and enhance students use of
English in a flexible and communication way.
Further he also states about the game the emphasis in the game is on successful
communication therefore are to be found at the fluency-accuracy spectrum. He further
states that: they provide an opportunity for real communication albeit within artificially
defined limits, and this constitute a bridge between the classroom and the real words. Game is
structured activity, usually under taken for enjoyment and sometimes used an educational tool
or game theory is the formal study of decision-making where several players must make
choices that potentially affect the interest of the other players. Games are distinct from work,
which is usually carried out for remuneration and from art, which is more concerned with the
expression of ideas. Game is a system in which players engage us an artificial challenge,
defined by rules, that the result and a quantifiable outcome.
By the explanation previously, it can be concluded that games as the teaching devices,
or playful activities. And may teacher often overlook the fact in a relaxed atmosphere, real
learning takes place, and students use the language they have been exposed to and have
practiced earlier, the students remember things master and better.
3.

Picture Game
According to Hornby (2007:1138), picture is a description that gives you an idea in

your mind of what something is like. It means that using picture will make the children easier
to remember and understand the new vocabulary that they get. Media is a tool that can be
used to show something or objects to makes the students become easily to know and to
understand what the object means. In this case, there is a picture as media in teaching
vocabulary. Hornby (2007:953) said Media is the main ways the large numbers of people

receive information and entertainment, that is television, radio, newspaper, and the internet:
the news/broadcasting/ national media. The trial was fully reported in the media. The media
was accused of influencing the final decision.
The picture for this game are to be devised by the teacher to suit the language items he
wants to emphasize. The role of children is to pick out the odd one of set and say why it is not
the same.
Procedure:
1. The teacher makes 2 teams in the class
2. One student from team 1, shows a picture to team 2 and asks:
Which one is not the same?
3. The first member of team 2 must answer with clue:
The one on the right is.....
The one on the left is.....
The one in the middle is.....
There is or are.....
4. Now, the student who has just answered will pick a picture and the child who posed
the problem earlier will have to answer:
Remarks :

If the teacher wants to practice the use of verb, the teacher can supply pictures.

If the teacher wants to practice preposition, the teacher can show the pictures.

Variation 1
Instead of having the 3 items of interest horizontally, they can be presented vertically.
a. Procedure for the game is the same as for the previous one though the teacher can
vary the pattern of the answer.
The one at the top.....
The one in the middle.....
The one at the bottom.....
b. The teachers can also tell children to use a few and many or a lot of before the
start of a game using picture.
c. It will follow that a game using a little and much or a lot of should be played
using uncountable nouns.
Remarks:
For these activities, first, second, third, can be used instead of left, right, top, bottom,
midlle. The structures used will have to be change to:
The first one.....and not
The one on/in/at the.....
Variation 2
The picture used can be increased in complexity so that children have to think
carefully to spot the odd one. This game is to be played only if the children are advanced
enough in their reasoning ability as well as language ability. There need not be a fixed pattern
for the answer. The pictures can be presented in horizontal or vertical form.

Tips to make Pictures Game work well:

1. Gives lots of examples before expecting students to try it
2. Start with some essay examples
3. Dont expect too much creativity from them until they get into it
4. Have a backup plan if they run out of ideas or need some help

4.

Definition of Vocabulary
Vocabulary is more than list of target language words. As a part of the language

system, vocabulary is intimately with grammar. In fact, it is possible to divide the lexical
system of most language into Grammatical words, such as prepositions, articles, adverbs
and so on. Vocabulary can determine ones ability to understand a conversation or a text. The
students will face a lot of problems and difficulties in developing the four skills in language if
they do not have sufficient vocabulary. Vocabulary aims at expanding and enriching the
learners knowledge of words to improve their reading, listening, writing, and
communication.
Bromley (2008:13) states, defines vocabulary as knowledge of word meaning, the
word knowledge is the ability to understand the form and meaning of the words. Thus greatly
depends on ones knowledge of vocabulary in the boarder sense. It is also, learning
vocabulary means learning the word of its form (morphology) and meaning (semantic) in
which word knowledge is recognized. Vocabulary also is one of the four language
components, which are spelling, grammar, phonology and vocabulary. It is important element
that cannot be separated from each other in language learning process.

Vocabulary is on the basic elements in achieving those skills. It is impossible for the
students to understand what their teacher explains without using more words. Vocabulary or
words are essential in communication. To get further understanding about vocabulary, Donna
Young (2007:1) said that vocabulary is the study of:
a. The meaning of word
Many words have several different meaning each, study the meaning of the words and
the part of speech.
b. How the words are used
Study the words in context; apply what you learn by writing sentence with your
words.
c. Root words, prefixes, suffixes
Studying these will aid in the study of vocabulary.
d. Analogies
This is comparing two pairs of word and choosing the pair that goes together.
At present, it is widely accepted that vocabulary teaching should be part of syllabus,
and taught in a well-planned and regular basis. Vocabulary should be at the centre of
language teaching, because language consist of lexis. There are several aspects of lexis that
need to be taken into account teaching vocabulary, Schmitt (1995:124):
a. Polysemy

Polysemy is distinction the various meanings of a single word from with several and
closely related meanings : for example the word head can have meanings such as
head of a person, of a pin or of an organizatio.
b. Homonym
Homonym distinguishes the various meanings of a single word from which has
several meanings which are not closely related, for example the word a file is
something that to put papers in or tool.
c. Synonymy
Synonymy distinguish between the different shades of meaning synonymous words
have, for example the words extend, increase, and expand.
d. Homophony
Homophony is to understand words that have the same pronounciation but different
spelling and meanings, for example the word flour and flower.
e. Grammar of vocabulary
Grammar of vocabulary a learning the rules that enable students to build up different
forms of the word or even different words from that word, for example the words
sleep, slept, sleeping.
f. Antonym
Antonym is a word with opposite or nearly opposite meaning, for example the words
short and tall, dead and alive, etc.

Kamil and Hiebert (2007:1) said vocabulary is knowledge of words and word
meaning. Read (2006:16) said vocabulary is not just a set of individuals language learners,
in the form of vocabulary and the ability to access that knowledge for communicate purpose.
Stuart and Gaims (2003:171) said the vocabulary is the complete of words in language. So,
the ability of mastering a certain number of vocabulary determines how qualified the learners
of language are. Learning vocabulary does not mean learning words in isolation. Words in
isolation frequently do not much with the intended meaning. The meaning of the words will
depend on the context.
Based on the quotations previously, it can be concluded the vocabulary is one of the
basic elements in achieving language skill. Vocabulary learning is a continue process for all
educated people. There are so many of English word, it is impossible for students to
understand what teacher explains without know more vocabulary. If the students mastering
large amount vocabulary, they can use the words in many kinds of sentences then. It means
that the more wore words you know the better you can chance the understanding or
vocabulary, they can use the words in many kinds of sentences then. It means that the more
wore words you know the better you can chance the understanding or making your self
understood. They will be not only good at speaking but also at writing, listening, and reading
as well.
The goals of vocabulary instruction must be more than simply covering a certain
number of words on a list. Teacher must be use teaching techniques to know a lexical item.
Moreover, the teacher should give students opportunities to use the word learntand also help
them to use effective written storage systems. Understanding how memory works might help
teacher create more effective ways to teach vocabulary. One reason way teachers are
concerned about the students, vocabulary is a facilitate the comprehension of a text that

students will be assigned to read. Thus, when the purpose of vocabulary instruction must take
place as an introduction before the reading of the section.

5.

Types of Vocabulary
Taken from Wikipedia, the free encyclopedia, they are four types of vocabulary which

must be known and mastered for any skill, such as listening, writing, reading and speaking.
Generally, a student absorbs listening and speaking vocabulary forthcoming to the reading
and writing vocabulary.

a. Reading vocabulary
A literature persons reading vocabulary is all the words he or she can recognize when
reading. This is generally the large type of vocabulary simple because a reader tends
to be exposed to more words by reading than by listening.
b. Listening vocabulary
A person listening vocabulary is all words he or she can recognize when listening
speech. This vocabulary is aided in size by context and tone of voice.
c. Speaking vocabulary
A person speaking vocabulary is all the words he or she in speech. It is likely to be a
subset of the listening vocabulary. Due to the spontaneous nature of speech, words are
often misuse-though slight and unintentional may be compensated by facial
expression, tone of voice or hang gestures.

d. Writing vocabulary
Writing vocabulary is all the words he or she can employ in writing. Contrary to
previous two vocabulary types, the writing vocabulary is stimulated by its user.
Gaern and Redman (1986:72) said Vocabulary can be divided in two types. They
are receptive and productive vocabularies.
a. Receptive Vocabulary
Receptive words are those words that could be understand and comprehend in
context. It can be understood only through listening and reading. Knowing a word
involves being to recognize it when it is heard or when it is seen. This includes being
able to judge if the word from sounds right or look right. A larger number of items in
receptive vocabulary are words that are very low frequency. Someone doesnt need to
know much about it, because it is rarely used and it is impossible to memorize all that
vocabulary of a certain language. But someone can understand the ideas of utterance
contextually not word by word.
b. Productive Vocabulary
Kamil & Hiebert (2007:2) said Productive Vocabulary includes words that they use
when they speak or write. Productive vocabulary also involves not using the words
to often if it is typical a low frequency word, and using it in suitable situation. It
involves using the word to stand for the meaning it represents and being able to think
of suitable substitutes for the words if there are any.

6.

Teaching Vocabulary

Words are essential to communication. Little children learn to speak in related words
and then in chains of nouns and verbs. We expect students of a second language, however, to
control grammatical features of that language as result as its vocabulary. It is beyond the
scope of this handbook to review the research into the role and manner of vocabulary
acquisition in first and second language learning. Students who are immersed into a new
lingustic sting tend to pick up vocabulary first; will then gradually develop a more accurate
structural framework in which to use these words. ESL students in the United State will,
therefore, concentrate vocabulary acquisition and may use Pidgin English before mastering
Standard English. English speaking students of French or Spanish, on the other hand, will
usually go through a course of instruction that focuses at first on stresses more intensive
vocabulary work.
Regardless of the specific target language and the condition of instruction, vocabulary
is an important factor in all language teaching. Students must continually be learning words
as they learn structures and as they practice the sound system. This chapter offer suggestion
for teaching vocabulary at both the beginning and the more advanced levels. Vocabulary
development is a vital part of each students life. It affects his thought, section, aspiration, and
other his success. In general, success with words means in many areas, particularly in
academic achievement. In a world expanding in every field the need to expand and enrich
students vocabulary in compellingly apparent.
Vocabulary is very important in learning especially language as a second language or
foreign language. Communication in foreign language is not only using the grammar well but
also having number of vocabularies. By grammatically ordered words, ideas and thoughts can
be uttered purposively to other and what others convey can also be correctly understood.

7.

Mastering Vocabulary
As being defined in terms of educational objectives mastery is the ability each student

to achieve educational objective, Izzan (2007:23) said Mastering defined in term of specific
set of major objectives (content and cognitive-behaviors), and vocabulary is the stack of word
used by or known to particular person or group of person, a list or collection of the words or
phrases of the language technical field. Therefore, it can be explained that mastering
vocabulary refers to the students ability to recognize and understand the total amount of
words (vocabulary) that is presented in the vocabulary test.

8.

Teaching English Vocabulary by Using Games

Learning is one of the activities of students in the classroom. Successful learning is

only on the right way to lead the process. Good learning atmosphere and method can guide
the students to learn more and meaningful. To accomplish such condition, teachers must
create variety type and atrractive methods for the class. Using variety type games can be an
alternative solution to handle when the students get bored. Games as matter of fact can help
encourage many students to substain their interest and work.
There is a common perception that all learning should be serious solemn in nature and
that if one is having fun and there is hilarity and laughter, then it is not really learning. This is
misconception. It is possible to learn a langauge as well as enjoy oneself at the same time.
One of the best ways doing this is through games. Games can help the teacher to create
context in which the language is useful and meaningful. In the whole process of teaching and
learning by games the students can take a part widely and open-mindedly (Thornbury,

2012:102). To win the games each student or group should competitively answer the question
addressed by the teacher or other students or gorup. In order to do they must understand what
the teacher or others are saying or have written and they must speak or write in order to
express their on point of view of or give information.
Benner and Rogers ( 2005:17) states that games are not just time feeling activities
but have a great educational value. Language games make learners use the language instead
of thinking about learning the correct form, the games should be treated as central not
peripheral to the foreign langauge teaching program. By the explanation previously, it can be
concluded that games as the teaching devices, or playful activities. And many teachers often
overlook the fact that in relaxed atmosphere, real learning take list, and students use the
language they have been exposed to and have practiced earlier, the students remember things
faster and better.

9.

Learning Vocabulary Through Games

Staines (1990:7) suggests that there is no mistery to learning through play. When

children play they cannot help but learn and develop. I believe that the play we provide the
children through games will help learning to be successful. Moon (2000:12) states that when
we use games with young learner, we appeal to their sense of fun and arouse their interest,
games give them a real purpose for using language and provide opportunities for them to use
language more freely. Although this seems to be good, i think that many teachers would
argue that students will not benefit from playing games, and it waste of time.
Moreover, According to Rixon, Games help the students revise vocabulary and
recalling something that happened in game may help the students remember the language

connected with it (1992:82). Moreover, the author continous, Vocabulary games provide a
good chance for the students to learn something from one another (1992:80). Research
reveals that games seems to provide young learners with the element of fun and enjoyment
which is important for learning. However, not a lot of the teachers consider games
worthwhile, and only worry about finishing the curriculum.
a. The Advantages of Games
There are some advantages of using games teaching learning vocabulary:
1. Games bring in relaxation and fun for the students, and help students learn and retain
new words more eaily.
2. Games usually involve friendly competition and they keep learners interested in
learning the language.
3. Games are highly motivating and gives students more opportunity to express their
opinion and feeling.
4. Games are motivating and challenging students to get involved participate actively in
learning activities.
5. Games provide language practice in the various skill : speaking, writing, listening and
reading.
6. Vocabulary games bring real word context in to the classroom, and increase students
use of english inflexible, meaningful and communicative way.
The role of games in teaching and learning vocabulary cannot be denied. However in
order to achieve the most from vocabulary games, it is important that suitable are choosen.
Whenever a game is to be conducted, the number of student, proficiency level, cultural

context, timing, learning topic, and classroom setting are factors that should be taken into
account.
b. The Disadvantages of Games:
1. When the number of students is too much be difficult involve all of the students will
be in the game.
2. Not all the material can be carried out through the game.
3. The game contains a lot of elements of specualtion making it difficult to be reliable
measure.

B. Conceptual Framework
The quality of language skills depends of the quality and quantity of vocabulary. It
affects the ability and skill in expressing ideas of right a teacher. The principles of teaching
vocabulary are to reach the target language, no matter what techniques and methods are used.
There are various ways of learning vocabulary but there is no single best way. Learning
vocabulary using the games is very useful and interesting. It can mediate the teaching
learning process alive for they would enjoy the competitive activities which are designed
through the games.
In this case, the researcher attends the Picture Game. It will be arranged as good as
possible as effort to assist to improve the students vocabulary. The process assist to improve
the students vocabulary, in the end will give the benefit to the students ability in writing,
listening, speaking, and reading.

Picture game as a strategy may be built up the students ability vocabulary. Teaching
vocabulary through this game makes the classroom a more enjoyable and productive place
for both students and teacher. Teacher would not get difficulties in teaching vocabulary
especially in recalling vocabulary which has been learnt before because the students enjoy the
teaching learning process. For students, they would found it easier in learning the vocabulary
and have opportunity to speak as well. Here, they do not realize that they also produce the
language.

C. Hypothesis
The hypothesis of this research will be drawn as follow:
Ha

: There is significant effect of Picture Game on the students ability in mastering

vocabulary
Ho

: There is no significant effect of Picture Game on the students ability in mastering

vocabulary

CHAPTER III
METHOD OF RESEARCH
A. Location of Research
This research will be conducted at SMPN 5 Stabat on Proklamasi Street No. 6 Stabat.
This school is choosen because the researcher had e