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IMPROVING STUDENTS VOCABULARY MASTERY

THROUGH PICTIONARY GAME IN ENGLISH LANGUAGE


TEACHING (A CLASSROOM ACTION RESEARCH AT THE
SECOND GRADE STUDENTS OF SMP N 3 SALATIGA IN THE
ACADEMIC YEAR 2013/2014)

A GRADUATING PAPER

Submitted to the Board of Examiners in Partial Fulfillments


of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In English Department of Educational Faculty

By:

INGGIT SEKTI OKTAFIYA


113 09 103

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY


STATE INSTITUTE OF ISLAMIC STUDIES (STAIN) SALATIGA
2014
MOTTO

Failure is the tuition we pay for


success.
To conquer a fear is the beginning
of wisdom.
DEDICATION

I hereby dedicate this graduating paper for:

Allah SWT, My Lord My God Almighty thanks for guiding me to face

everything in this extraordinary world.

My beloved mom, Sudarni and my lovely dad, Jumain. Thanks for love,

patience and motivation which are given to me. I love you so much.

My beloved Brother and Sister (Mbak Santi, Mbak Rika and Mas Lilik).

Mrs. Mashlihatul Umami, S.PdI, M.A as my consultant who always gives me

guidance, suggestion and motivation to finish my graduating paper.

All of lectures in English Department of STAIN Salatiga.

The big family of Stain Sport Club (SSC) thanks for everything.

My awesome mates, Risky, Laily, Alif, Nunung, Eny, Adi who have made my

life become so spirit. YOU RAISE ME UP!

My affectionate classmates in TBI E 2009, friends of sharing in the same

struggle, gratitude for togetherness and friendship since four years.


ACKNOWLEDGEMENT

Assalamualaikum Wr.Wb

In the name of Allah, The Most Gracious and The Most Merciful, The Lord of

Universe. Because of Him, the writer could finish this graduating paper as one of the

requirement for the Degree of Educational Islamic Studies (S.Pd.I) at English

Department of Educational Faculty of State Institute of Islamic Studies (STAIN)

Salatiga in 2013.

Secondly, peace and salutation always be given to our Prophet Muhammad

SAW who has guided us from the darkness into the lightness.

However, this paper would not be finished without those supports, advices,

guidance, helps and encouragement from individual and institution, and I somehow

realize that this is an appropriate moment for me to express deepest gratitude for:

1. Mr. Dr. Imam Sutomo, M. Ag, the head of State Institute of Islamic Studies

(STAIN) Salatiga.

2. Mr. Suwardi, M. Pd., as the chief of Education Faculty.

3. Mrs. Maslihatul Umami, S.Pd.I,M.A, as chief of English Department all at

once as the consultant who has educated, supported, directed and given me

advices, suggestions, and recommendations for this graduating paper from the

beginning until the end.

4. All of the lectures of English Department of STAIN Salatiga.


TABLE OF CONTENT

TITLE ......................................................................................................... i

DECLARATION ........................................................................................ ii

ATTENTIVE COUNSELOR NOTES ..................................................... iii

STATEMENT OF CERTIFICATION .................................................... iv

MOTTO ...................................................................................................... v

DEDICATION ............................................................................................ vi

ACKNOWLEDGENMENT ...................................................................... vii

TABLE OF CONTENTS ........................................................................... ix

LIST OF TABLES ..................................................................................... xii

ABSTRACT ................................................................................................ xiii

CHAPTER I: INTRODUCTION

A. Background of the Study ........................................... 1

B. Statement of the Problems ......................................... 4

C. Objective of the Study ............................................... 4

D. Review of the Related Research ................................ 5

E. Significance of the Study .......................................... 6

F. Limitation of the Research 8

G. Definition of the Key Terms .................................... . 8

H. Outline of the Research..................................... ...... .. 10


CHAPTER II: THEORETICAL FRAMEWORK

A. Vocabulary Mastery

1. Definition of Vocabulary Mastery ............. .... 11

2. Kinds of Vocabulary .................................... ....... 12

3. Aspects of Learning Vocabulary ........................ 13

4. Sources of Vocabulary ........................................ 20

5. Vocabulary in the Classroom .. 22

6. Testing of Vocabulary ...... . . 23

B. Pictionary Game

1. Definition of Pictionary Game ..... .. 25

2. Instructions of Using Pictionary Game ........ .. 26

3. Advantages and Disadvantages of Using

Pictionary Game . 26

4. Tips to Play Pictionary Game .. 27

CHAPTER III: METHODOLOGY OF RESEARCH

A. Research Report ......................................................... 30

B. Research Methodology ............................................... 36

CHAPTER IV: DATA ANALYSIS

A. Data Analysis
1. Cycle I ................................................................. 43

2. Cycle II ................................................................ 55

B. Discussion ... 64

CHAPTER V: CLOSURE

A. Conclusion .................................................................. 70

B. Suggestion ................................................................... 72

BIBLIOGRAPHY

APPENDIXES
LIST OF TABLES

Table 3.1 : ........................................................................................... 33

Table 3.2 : ........................................................................................... 34

Table 3.3 : ........................................................................................... 35

Table 4.2 : ........................................................................................... 50

Table 4.3 : ........................................................................................... 51

Table 4.4 : ........................................................................................... 60

Table 4.5 : ........................................................................................... 67


ABSTRACT

Inggit Sekti Oktafiyas graduating paper, entitled IMPROVING STUDENTS


VOCABULARY MASTERY THROUGH PICTIONARY GAME IN ENGLISH
LANGUAGE TEACHING (A CLASSROOM ACTION RESEARCH AT THE
SECOND GRADE STUDENTS OF SMP N 3 SALATIGA IN THE ACADEMIC
YEAR 2013/2014). The aims of her research are to describe the procedure of
teaching vocabulary by pictionary game of the second grade students of SMP N 3
Salatiga in the academic year 2013/2014, to find out whether the pictionary game
can improve students vocabulary mastery or not and to find out the extent of the use
of pictionary game improving students vocabulary mastery. The research method
that is used in this research is classroom action research. The subjects of the research
were 22 students in grade VIII at SMP N 3 Salatiga. The researcher uses two cycles;
each cycle consists of planning, action, observation and reflection. The result of her
research shows that there is an improvement of the students vocabulary mastery
using pictionary game. It can be seen from t-test calculating in cycle I is 6, 8 and
cycle II is 8, 07; t-table with n = 22 is 2, 08. This indicates that by applying
pictionary game, the students vocabulary mastery can be improved.

Keyword: vocabulary mastery, action research, pictionary game.


CHAPTER 1

INTRODUCTION

A. Background of the study

Language is a useful tool to communicate with others. One of the

languages is English, it is considered as an international language. In

Indonesia, English is one of foreign language which is taught in elementary

school, junior and senior high school, also in college. In English learning

there are four skills such as reading, writing, speaking and reading which the

students are expected to master all of it. The main element to master the

English skill is vocabulary. The students will learn English easily if they

know English vocabulary first. However, to learn foreign language, the first

element is master in vocabulary because it is very important.

Mastery of vocabulary is very important because it can improve many

subjects in English learning. Vocabulary is a central part of a language. The

more words students know well and can use, the more meaning they can

communicate in a wide variety of circumstance (Coxhead, 2006: 1). In

vocabulary class, the students should have good ability in English vocabulary

because it can support all subjects in English. The first, the students must have

many vocabularies in English that can help them to know the meaning of what

they learn in English. Learn vocabulary in class is success when the students
understood what the teacher teaches and they can give feedback about the

material.

The mastery of vocabulary is very important in language teaching.

Rivers argues that the acquisition of an adequate vocabulary is essential for

successful second language use, because without an extensive vocabulary we

will be unable to use the structures and functions we may have learned for

comprehensible communication (Nunan, 1991: 117).

However, in English learning especially Junior High School in SMP

Negeri 3, the students still have problem about vocabulary mastery. Usually,

most of the students still consider that English is difficult lesson, especially in

vocabulary mastery. Many students do not understand what the teacher

teaches in English when the teacher gave them text or paragraph. The students

do not understand the meaning of the text or paragraph, so they can not

answer the question from the teacher. Although the teacher explains material

clearly, the students still do not understand about the material because they

lack of vocabulary.

This case happens because many students are not accustomed to read

the English books, listening English music or watching English movie. The

students need habit and aware about their problem to increase their vocabulary

in English. A learner, recognizing the communicative power of vocabulary,

might reasonably aim to acquire a working knowledge of a large number of

words (Scrivener, 1994: 73). However, the teachers have an important role,
they must create the class situation becomes interesting and make the students

feel enjoy in the class. To create good situation in class, certainly the method

of the teaching learning process also support the situation.

Most students are taught not to memorize vocabulary, usually if it is

taught by appropriate methods, the students will easily receive a lesson is

taught for example by using game in learning. For example, the more often a

word is successfully retrieved from memory, the easier it becomes to recall it.

Therefore, useful games encourage learners to recall words and preferably

(Thornbury, 2002: 102). In this case, the writer tries to build the spirit of the

students to increase their vocabulary by pictionary game. This game provides

opportunities for students to study while play fun game in the classroom.

Using game in learning English is very important in learning English in order

to make students easily to catch the material.

Based on the above explanation, the writer wants to make action

research to know how far Pictionary game can improve students vocabulary.

So, the writer conducts an action research with the title IMPROVING

STUDENTS VOCABULARY MASTERY THROUGH PICTIONARY

GAME IN ENGLISH LANGUAGE TEACHING (A CLASSROOM

ACTION RESEARCH AT THE SECOND GRADE STUDENTS OF SMP N

3 SALATIGA IN THE ACADEMIC YEAR 2013/2014).


B. Statement of the Problems

Based on the background of the study above, many problems arise.

Some problems are as follows:

1. How is the procedure of implementation of pictionary game in improving

students vocabulary mastery of the second grade students of SMP N 3

Salatiga in academic year of 2013/2014?

2. Whether the implementation of pictionary game improves students

vocabulary mastery of the second grade students of SMP N 3 Salatiga in

academic year of 2013/2014 or not?

3. To what extent is the use of pictionary game improving students

vocabulary mastery of the second grade students of SMP N 3 Salatiga in

academic year of 2013/2014?

C. Objective of the Study

Objective of the study is to find out the following:

1. To describe the procedure of implementation of pictionary game to

improve students vocabulary mastery of the second grade students of

SMP N 3 Salatiga in academic year of 2013/2014.

2. To find out whether the implementation of pictionary game improve

students vocabulary mastery of the second grade students of SMP N 3

Salatiga in academic year of 2013/2014.


3. To find out to what extent of the use of pictionary game in improving

students vocabulary mastery of the second grade students of SMP N 3

Salatiga in academic year of 2013/2014.

D. Review of the Related Research

Vocabulary is the most important component of a language power. In

using the language, students who are rich in vocabulary will be succesfull in

expression skills; speaking, reading, writing, listening. However, one who is

poor in vocabulary will get trouble in those skills. The English teacher must

have a trick to take attention their students for more interesting in studying

vocabulary and get motivatation on it.

In this graduating paper, the writer takes review of related literature

from the other graduating paper as comparison. The title is Improving

students vocabulary mastery through Word Wall ( Classroom Action

Research on the first Grade students of SMP N 2 Tuntang in Academic Year

2012/2013) which has been researched by Dewi Nurhamida in 2012. She

focuses on the use of Word Wall that is a systematically organized collection

of word displayed in large letter on a wall or other large display place in the

classroom. According to her, Word Wall can improve students vocabulary

mastery at the First Grade Students of SMP N 2 Tuntang. The other research

was conducted by Rahayuningsih in 2013 with the title is Improving


Students Vocabulary Mastery through Talking Stick Method for the Second

Grade Students of SMP N 3 Salatiga in the Academic Year of 2012/2013. She

analyzed about talking stick method in order to make the students participate,

develop their confidence and more active in learning process. The result of her

research shows that there is significant improvement of students vocabulary

mastery through talking stick method.

From the explanation above, the researcher would like to study about

improving students vocabulary mastery by using pictionary game with the

title is Improving Students Vocabulary Mastery Through Pictionary Game in

English Language Teaching (A Classroom Action Research at the Second

Grade of SMP N 3 Salatiga in the Academic Year 2013/2014. The learning

method which was used by the previous research is different with the

researchers learning method. The researcher uses pictionary game to improve

students achievement in vocabulary mastery, whereas the previous researcher

uses Word Wall and Talking Stick method to improve vocabulary mastery.

E. Significance of the Study

The researcher hopes that this research can give contribution

especially about the effectiveness of pictionary game in improving students

vocabulary mastery. The researcher also hopes that this research will be useful

for the teachers, the students and for the school of SMP N 3 Salatiga in the
academic year of 2013/2014 as the statement below:

1. For the teacher

The positive impact of this research can support the English

teachers to apply this technique in teaching vocabulary. They can develop

and use new methods in order to make the students enjoy and relax in

teaching learning process. The media or a game that is given by teachers

and the students feel comfort, it can give positive assumption to the

teacher that they have competence.

2. For the students

The positive impact of this research can support students to

improve vocabulary mastery. The students certainly feel happy and relax

in class in teaching learning process. Pictionary game is one of the games

that help the students can improve their learning vocabulary mastery

easily. Learning with game can help students feel comfort and receive

much knowledge easily.

3. For the school

The positive impact of this research can support the school to

develop the medium of English teaching and learning certainly will be

better when they passed their students with good score. So, when the

teacher gives explanation with fun media and makes all of the students
easily to catch the lesson it can take the positive thing to the school. The

students receive their lesson easily, certainly they also do the best for their

test and actually they have make score for the school.

F. Limitation of the Research

In order to avoid misinterpretation of the problem, the writer would

like to limit the scope of the study. The writer wants to know that pictionary

game can improve the students vocabulary mastery. The material is limited

for the theme of animals and vacations. This study was conducted in the class

VIII C with 22 students of SMP N 3 Salatiga, in the academic year

2013/2014.

G. Definition of the Key Term

The writer wants to clarify and explain the terms of the title to avoid

the ambiguity in perception of some terms used in this study. The definition is

as follows:

1. Improving

Improving is the process of becoming or making to the better

(Oxford University Press, 2008: 222). In other dictionary, we can find the

word of improve which means to make better in quality or make more

productive to become better (Webster, 1994: 487).


2. Students

Student is a person who is studying at a college or university and

person studying at secondary school or any person interested in a

particular subject (Oxford University Press, 2008: 441). In other

dictionary, we can find the word of students which means anyone who

studies or who is devoted to the acquisition of knowledge (Hornby, 1974:

859).

3. Vocabulary Mastery

Vocabulary is list of words used in a book with definitions or

translations (Hornby, 1974: 959). While mastery is great skill or

knowledge, control or power (Oxford University Press, 2008: 271).

Vocabulary mastery is the skill or knowledge to control in understanding

the words in a language.

4. Pictionary game

Pictionary game is a game that involves students guessing words

or phrase from drawings. The students work in teams, each member of the

team taking turns to be the artist to draw a picture of a vocabulary word

given by the teacher. The first team to guess correctly earns a point and

the new artists or other students have a turn with another word

(Thornbury, 2002: 104).


H. Outline of the Research

Chapter I contains introduction which covers background of the study,

statement of the problem, objectives of the study, review of related literature,

significant of the study, limitation of the research, definition of key term and

graduating paper outline. Chapter II describes theoretical review of teaching

vocabulary, firstly, theory about vocabulary, it presents the theory about

vocabulary includes the definition of vocabulary mastery, kinds of

vocabulary, aspect of learning vocabulary, sources of vocabulary, vocabulary

in the classroom, and testing of vocabulary. Secondly, the writer presents the

theories about pictionary game which consist of definition of pictionary game,

instruction of using pictionary game, advantage and disadvantage of using

pictionary game, and tips to play pictionary game. Chapter III presents about

methodology of research, it discusses about research report and research

methodology. The research report explains about the general situation of SMP

Negeri 3 Salatiga. Then, the research methodology consists of setting of the

research, subject of the study, method of the research, procedure of the

research, technique of collecting data and technique of analysis data. Chapter

IV is the data analysis and discussion. Chapter V is the last part of this
graduating paper by giving conclusion and suggestion. For the attachment,

there are appendix and bibliography.


CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary Mastery

1. Definition of Vocabulary Mastery

Hornby (1974: 959) stated that vocabulary is list of words used in

a book with definition or translations. In other opinion, Fauziati (2005:

155), vocabulary is central to language and of critical importance to

typical language learner. While, according to Scrivener (1994: 73),

vocabulary is a powerful carrier of meaning. A learner, recognizing the

communicative power of vocabulary, might reasonably aim to acquire a

working knowledge of a large number of words. Moreover, McCharty

(1990: 3) states that vocabulary is the experience of most language

teachers that the biggest component of any language course. No matter

how well the student learns grammar, no matter how successfully the

sounds of second language are mastered, without words to express a wide

range of meanings, communication in second language just cannot happen

in any meaningful way.

Key points to learn foreign language is vocabulary. According to

McCarten (2007: 19), learning vocabulary is largely about remembering

and students generally need to see, say, and write newly learned words
many times before they can be said to have learned them. Besides, the

materials also important that can help students. The students need to

present and practice in natural contexts and materials should help students

become better by different techniques and strategies.

Based on the definition above, it can be assumed that vocabulary

has a big role in communication. One of the ways to have a good

capability in language learning is by mastering the vocabulary, because it

is easier the human beings deliver their thoughts and ideas.

The meaning of mastery itself is great skill or knowledge, control

or power (Oxford University Press, 2008: 271). In addition, mastery is

eminent skill or through knowledge (Webster, 1974: 586). So, the

meaning of vocabulary mastery is a situation where people have a great

skill and knowledge of words especially foreign words. When a person is

told high in vocabulary mastery, it means that he comprehends a huge

number of words.

2. Kinds of Vocabulary

Scrivener (1994: 74) stated that an important consideration for

teachers planning vocabulary work is the distinction between receptive

and productive vocabulary.

1) Productive vocabulary is the sets of words that are used in spoken

communication. Good pronunciation might be encouraged getting the

sounds and the stress right. While, according to Nation (2001: 25),
productive vocabulary use involves wanting to express a meaning

through speaking or writing and retrieving and producing the

appropriate spoken or written word form. Productive that we produce

language forms by speaking and writing to convey messages to others.

2) Receptive vocabulary is the use of words that we recognize and

understand, but tend not to use ourselves. While, according to Nation

(2001: 25), receptive vocabulary uses involves perceiving the form of

a word while listening or reading and retrieving its meaning.

Receptive carries the idea that we receive language input from others

through listening or reading and try to comprehend it.

3. Aspects of Learning Vocabulary

Actually, there are many ways that will help students to expand

their vocabulary and proficiency, are as follows:

1) Word Classes

A word is a microcosm of human consciousness Thornbury

(2002: 1). Word is classified based on their functional categorized, it is

called part of speech. Kinds of part of speech are:

a. Noun

Noun is one of the most important parts of speech. Its

arrangement with the verb helps to form the sentence core which is

essential to every complete sentence. Noun is a word (or a group


of words) that is the name of the person, a place, a thing or activity

or quality or idea. According to Frank (1972: 6), there are types of

noun as follows:

a) Proper Noun

A proper noun begins with a capital letter in writing. It

includes personal name, names of geographic units such as

countries, cities, rivers, etc. Besides, the names of nationalities

and religions, names of holidays, names of time units and

words use for personification.

For example: Maria writes a letter.


She has some relatives in Canada.
b) Common Noun

Common noun is a noun referring to a person, place or

thing in general sense, usually we should write it with capital

letter when it begins a sentence.

For example: pencil, book, stone, shoes, etc.

c) Concrete Noun

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

be perceived by the senses, we can see, touch, smell the object.

For example: The beef soup was eaten by Martin.


We use both eyes to see.
d) Abstract Noun
An abstract noun is a word for a concept; it is an idea

that exists in our minds only.

For example: The boy is annoying.

e) Countable Noun

A countable noun can usually be made plural by the

addition of s.

For example: Zahra buys a book and three pencils.

f) Uncountable Noun

An uncountable noun is not used in plural and this

refers to something that could not count.

For example: She needs much sugar.

g) Collective Noun

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

animals or objects considered as a single unit.

For example: The audience seemed enthusiastic.

h) Noun Plural

Most of nouns change their form to indicate number by

adding s/ -es.

For example: Yesterday, I bought three veils.

b. Pronoun
Pronoun is a word that takes the place of a noun Frank

(1972: 20). For instance: I, you, we, they, he, she, and it.

For example: He drives quickly

c. Verb

Verb is the most complex part of speech. Its varying

arrangements with nouns determine the different kinds of

sentences, statements, questions, commands, exclamations, for

instance: read, write, eat, drink, buy, watch, etc.

For example: They read comic in front of the library.

d. Adjective

Adjective is word that are use to explain or modify a

person, place, or thing, for instance: old, beautiful, good, bad,

handsome, nice, etc.

For example: There are three beautiful flowers in my

garden.

e. Adverb

Adverb is a group of words that describe or add to the

meaning of adverb, adjective, another adverb or a whole sentence.

a) Adverb of Manner: slowly, quickly, neatly, quietly, etc.

For example: My brother runs quickly.


b) Adverb of Place: here, there, away, outside, etc.

For example: They are eating here.

c) Adverb of Time

It is divided into two kinds; the first is definite time, for

instance: yesterday, today, tomorrow, last week, etc.

For example: She bought ice cream yesterday.

The second is indefinite time, for instance: recently, nowadays,

already, just, next, etc.

For example: I will make delicious cake immediately.

f. Preposition

Preposition is a word placed before a noun or pronoun to

show in what relation the person or thing denoted by it stands in

regard to something else Martin and Wren (1995: 109). For

instance: in, at, on, under, behind, below, in spite of, next to, etc.

For example: There is a book on the table.

g. Conjunction

Conjunction is a group of word that connect sentences,

phrase or clause. For instance: for, and, nor, but, or, yet, so, even

though, whereas, although, etc.

For example: Maria bought shoes and bag yesterday.


2) Word Families

We have seen how words may share the same base of root, but

take different endings Thornbury (2002: 4). A word that result from

addition of an affix to a root, and which has a different meaning from

the root, it is called derivative. For example: players, replay, playful

are each derivatives of play. Derivatives and inflexions are both

formed by the process of affixation. Affixes consist of suffixes, such

as -ful, -er are end of word. Prefixes, such as re-, un-,pre-, de- in the

beginning of word.

3) Word Formation

Affixation is one of the ways new words are formed from old

Thornbury (2002: 5). There are several kinds of that, such as:

compounding, blending, conversion, and clipping.

a) Compound word

Compound word is the combining of two or more

independent words.

For example: Noun + verb + -er = record player, bus driver,

hairdryer, typewriter.

Noun + noun = classroom, teapot, matchbox.

b) Blending

Blending is the fusion of two words into one.


For example: breakfast + lunch = brunch
information + entertainment = infotainment
c) Conversion

Conversion is a word can be co- opted from one part of

speech and used as another.

For example: Lets brunch tomorrow (noun is converted into

verb).

d) Clipping

Clipping is a process in which a word is formed by

shortening a lot of one.

For example: electronic mail = mail; influenza = flu.

4) Word Meaning

a) Synonym

Synonym is a word that share a similar meaning Thornbury

(2002: 9).

For example: ancient = antique

Sadly = unhappily

b) Antonym

Antonym isa word with opposite meaning Thornbury

(2002: 9).

For example: old >< new

accept >< refuse


c) Homonyms

Thornbury (2002: 8) stated that, homonyms are words that

share the same form but have unrelated meanings.

For example: Like - I like looking the sunset

Its look like new

4. Sources of Vocabulary

Vocabulary becomes important aspect in teaching learning

process, so the students must improve their vocabulary. To improve

vocabulary, the students must know where the source of vocabulary

comes from. Thus, the student will be easier to learn vocabulary in

teaching learning process, they are based on Thornbury (2002: 32-49):

1) Word Lists

Many students quite like learning words from lists. One reason

is that it is very economical, large numbers of words can be learned in

a relatively short time. There are some ways of exploiting word lists in

class, such as:

a) The teacher reads words from the list in a random order. Learners

show they can match the sound with the written form by ticking

the ones they hear. They can then do this with each other in pairs.

b) From a random list of words, ask learners to make connections

between words and explain them to their classmates.


c) Students construct a story from the list; they can do this by

choosing twelve words from a list of twenty, and working them

into a narrative. On the other hand, they take turns to make a

sentence that includes the next word in the list so as to continue the

story.

d) Ask the learners to make their own list from the words that come

up in the lesson and to bring their lists to class for the next lesson.

e) Learners can also make lists of words that have appeared in

previous units of the course book.

2) Course books

Course book treatment of vocabulary varies considerably.

Course books select vocabulary for active study on the group of

usefulness, frequency, learner ability, and teacher ability.

3) Vocabulary Books

Supplementary vocabulary books are usually thematically

organized, but cover a range of vocabulary.

4) The Teacher

The teacher is a highly productive. Learners often pick up a lot

of incidental language from their teachers, especially words and

phrases associated with classroom processes, such as lets see, now


then, is that clear? Have you finished yet? Besides, the teachers own

stories can also serve as a vehicle for vocabulary input.

5) Other Students

Other students in the class are a particularly fertile source of

vocabulary input. Learners often pay more attention to what other

learners say than they do to either the course book or their teacher.

5. Vocabulary in the Classroom

Vocabulary is the essence of language. Without a sufficient

vocabulary, the students cannot communicate effectively or express their

idea in both oral and written form Fauziati (2005: 155). Furthermore, she

states that having limited vocabulary is also a barrier to mastering a

foreign language.

Moreover Nation (2001: 74) states that vocabulary in classroom

need repetition. Repetition is essential for vocabulary learning because

there is so much to know about each word that one meeting with it is not

sufficient to gain this information, and because vocabulary items must not

only be known, they must be known well so that they can be fluently

accessed. Repetition adds to the quality and quantity of this knowledge.

So, the teachers not only teach them one meeting with one theme, but also

the students need repetition in order to make them really understand and

memorable in their mind.


Scrivener (1994: 75) also states that the roles of vocabulary in the

classroom have five initial conclusions, they are:

Vocabulary is very important and needs to be dealt with systematically

in its own right; it is not simply and adds on to grammar or skills

lessons.

Our job does not finish as soon as a learner has first met some new

vocabulary, we need to help them practice, learn, store, recall and use

the items.

Training in the use of English, English dictionaries provides learners

with a vital tool for self study.

We need to distinguish between vocabulary for productive use and for

receptive recognition and adapt our classroom work appropriately.

We need to deal not only with single word lexical items, but also with

longer, multi word items.

From the explanations above, the writer takes one point that is a

teacher. The teachers become the first role and figure in class to make

their students understand about what they are taught in the class. The

teacher should have creativity in order to make their students feel comfort

and easy to accept the material.

6. Testing of Vocabulary

The purpose of vocabulary tests is to measure the comprehension


and production of words used in speaking or writing. According to

Madsen (1983: 12), there are four general kinds of vocabulary test. The

first, limited response is for beginners that are a simple physical action

like pointing at something or a very simple verbal answer such as yes or

no. The second, multiple choice completions, is a test in which a

sentence with a missing word is presented; students choose one of four

vocabulary items given to complete the sentence. The third type, multiple

choice paraphrase, is a test in which a sentence with one word underlined

is given. Students choose which of four words is the closest in meaning to

the underlined item. The fourth kind of test, simple completion (word),

has students write in the missing part of word that appear in sentences. So,

from the kinds of vocabulary test above, the writer can conclude that in

every type of the test we can find advantages and the teachers become the

first way to their students how the teachers choose the appropriate test to

their students.

However, to know how far is the studentss comprehension about

vocabulary Scrivener (1994: 83) stated that there are many exercises on

vocabulary, they are:

matching pictures to words;

matching parts of words to other parts;

matching words to other words, example: synonyms, opposites, etc;

using given words to complete a specific task;


filling in crossword, grids or diagrams;

filling in gaps in sentences;

memory game.

Actually, the first purpose of the test is to measure of students

comprehension about the material. In this case, the teacher should be able

to know the appropriate model of the test to students in every stages of the

school.

B. Pictionary Game

1. Definition of Pictionary Game

Games are used to help and encourage manylearners to sustain

theirinterest and work andhelp the teacher to create context in which the

vocabulary is useful and meaningful. The fun factor may help make words

more memorable. Pictionary game is a game that involves students

guessing words or phrases from drawings. This game works in teams and

each member of the team taking turns to be the artist Thornbury (2002:

104). The materials that are used in pictionary game, such as: a list or

cards of vocabulary items, whiteboard, chalkboard, or smart board and

markers or chalk.

Picture of pictionary game


2. Instructions of Using Pictionary Game:

There are some instructions to play pictionary game in the class

(http://amin-limpo.blogspot.com/2012/12/drawitpictionary-in-

vocabulary.html, Friday: 11.15), accessed on February 22, 2013 are as

follows:

1) Divide the class into teams with three or four students per team.

2) Explain that each teamsgoal is to be the first and earns a point in a

round tocorrectly identify vocabulary terms.

3) Designate one student on each team as the artist.

4) This student is the only one able to see thelist of words written on the

card.

5) Identify the time limit for the first round of words.

6) Explain that the artist looks at the word to be illustrated and

drawswhile thinking about how to draw, retrieve, and guess the


word,and at the same time competing and having a blast. When the

word is identified by the group, the artist continues to thenext word.

7) Explain that after identifying all of the terms, team members raise their

hands indicating theend of the first round.

8) Rotate the artist role around the team until all have participated as an

artist

3. Advantages and Disadvantages Using of Pictionary Game

Pictionary game is great for visual learners. For the teachers as a

visual learner, they probably draw a lot of pictures to teach students

concepts. They should be able to recreate these drawings to illustrate

vocabulary terms. Pictionary game makes the students would be grateful

for a bit a classroom fun and that the words from the game would stay in

their heads for a long time. However, pictionary game sometimes very

difficult for students to visually represent the definition that the teachers

want them to represent. Often students draw something about the word

rather than the definition of the word that they have

learned.(http://www.thereligionteacher.com/pictionary-vocabulary-the-

review-game/, Saturday: 09: 17), accessed on February 23, 2013.

4. Tips to Play Pictionary Game

Game is used to help many learners feel comfort and fun in their
learning activities. Pictionary is one of the games that help the students

feel comfort and fun in vocabulary learning. There are tips to play

pictionary(Pictionary Tips eHowhttp://www.ehow.com/info 8408945

pictionary tips, Tuesday: 09: 45)accessed on June 18, 2013they are:

1) Don't Guess For the Other Team

Unless the drawing session is "all play," which means that any

team that guesses the correct answer wins the round, it is not in your

best interest to guess at what the other team is drawing. This can be

frustrating, and sometimes players get swept up in the excitement of

guessing. But if you want to win, you should keep quiet while you

observe the other team's players drawing and guessing. You can

always make your guess after their time runs out.

2) Guess Anything

When it is your team's turn to guess, don't be shy about

shouting out ideas for the answer. There are no points lost for guessing

wrong, and you may surprise yourself by being right. Also, the words

that you say may trigger the creativity of one of your teammates who

takes the idea further, and at the very least you will be giving feedback

to the drawer about the message the drawing is sending.


3) Draw Fast

When it is your turn to draw, don't worry about getting

everything perfect. Draw quickly and include as much information as

you can, so that your teammates will have material to begin guessing

and start with the most recognizable feature of what you are trying to

communicate.

4) Homonyms

One strategy for communicating a difficult word to put into

pictures is to use a homonym, a word that sounds the same but has a

different meaning. This could save you a lot of time, and if you draw a

homonym when someone is having a hard time guessing the exact

word you are trying to suggest, it may get through to them.

5) Don't Get Angry

Pictionary is supposed to be a fun game, but the excitement

and frustration it brings out can make people say things in anger to

each other. Remember that you are playing a game to have fun with

your friends and that winning is secondary.Also, getting angry with

each other wastes time that could be used for drawing.


CHAPTER III

METHODOLOGY OF RESEARCH

A. Research Report

The classroom action research was conducted in SMP N 3 Salatiga. In

these sections the researcher tries to describe about the situation of this

school.

1. Identity of SMP N 3 Salatiga

Name of school : SMP Negeri 3 Salatiga

SK : 443 / C / Kep / I / 1993

Address : Stadion Street No. 04, Sidomukti, Salatiga 50721

Website : www.smpn3salatiga.sch.id

E-mail : smp_netisa_ssn@ymail.com

Accreditation :A

Phone : (0298) 326 260, 313 721

Fax : (0298) 326 260

Build : August , 1954

Headmaster : Bambang Subiyakto, M.Pd

2. Vision and Mission of SMP N 3 Salatiga

a. Vision of SMP N 3 Salatiga

The visions of SMP Negeri 3 Salatiga are as follows:


Race achievement, Pioneer in technology and Model in attitude to

create SEGAR (Santun, Energik, Gembira, Arif and Reevaluasi) in

SMP N 3 Salatiga.

b. Mission of SMP N 3 Salatiga

The missions of SMP Negeri 3 Salatiga are as follows:

1) Improve the learning interest

2) Develop the graduation quality

3) Create smart, competent, and creative generations who has

nationality

4) Create familial spirit and best achievement

5) Create harmonies condition, good emotion and intellectual to reach

the goal of nation education.

3. Organization Structure

The structure of organization is a composition or peoples position

in a cluster job, so that there is an arranged in pack for regularly job

patterns, which has a goal for retrieving target from its cluster. The

following chart is the structure of organization in SMP Negeri 3 Salatiga.


Figure 3.1
The Organization Structure of
SMP Negeri 3 Salatiga

HEADMASTER
He
Drs. BambangSubiyakto, M.Pd

Committee Dept. of Dept. of Dept. of Dept. of


of Curriculum Students Administration Counseling Counseling
SlametRiya TeguhSugiyar Hj. Tri IndriyatiTrin Dra.Nurhay
di, SH to, S.Pd Mulyani, ingsih, SE ati
S.pd

Deputy of Deputy of Public Relation Infrasrtucture


Curriculum Students

Widodo, S.S SlametRiyadi EndangSrina Tiyono, S.Pd


, S.Pd wa, S.Pd

Room Teacher of VII Room Teacher of VIII Room Teacher of IX

4. Situation of the Teacher

The important role in teaching learning process is a teacher.

Teacher is someone who transfers knowledge for the students. They help

the students to understand materials in the class and give knowledge to


them to be better. In SMP Negeri 3 Salatiga, there are 18 teachers male

and 32 teachers female.

Table 3.1

Teachersof SMP Negeri 3 Salatiga in the Academic Yearof 2013/2014

No. Code Name Position


1. BG Drs. BambangSubiyakto,M.Pd Headmaster
2. GI Drs. Giyono Geography
3. TG TeguhSugiyarto, S.Pd Physic
4. DJ H. Darodji, S.Ag Islam Religion
5. HY Sri Haryanto, S.PdI Islam Religion
6. JM Jumadi, S.Th Christian Religion
7. YU Yustina, S.Pd Catholic Religion
8. SU Sundari Buddha Religion
9. NH Hj. NurulHastuti, S.Pd PKn
10. BD Budiarto, S.Pd.,M.Si PKn
11. DY DwiEstuningdyas, S.Pd Indonesian Language
12. ED EndangSrinowo, S.Pd Indonesian Language
13. AM SitiAminah, S.Pd Indonesian Language
14. DW DewiWardah,S.Pd Indonesian Language
15. RS RetnoSetyowati,S.Pd Indonesian Language
16. DR DwiRetno BW, S.pd Mathematic
17. JS Jusmaniar, S.Pd Mathematic
18. AA Anastasia Tri Astuti, S.pd Mathematic
19. YN Hj. Sri Mulyani, S.Pd Mathematic
20. AP AnikPrihati, S.Pd Mathematic
21. IK IkaResmanawati, S.Pd Mathematic
22. PR Patricia RK, S.pd Natural Science
23. CA Chatarina TSR, S.Si Natural Science
24. IS Ismanto, S.Pd Natural Science
25. EP Dra. EndangPratiwi Natural Science
26. JH Johan Ananto, S.Pd Natural Science
27. RN EleanoreHarini, S.Pd Social Science
28. TA TitikAnggrahini Social Science
29. TM Hj. Trimulyani, S.Pd Social Science
30. DP Danny Pranindyo, S.Pd Social Science
31. KR KristantoAdi N, S.pd Social Science
32. ZM ZumrotunMahmudah, S.Pd English
33. HA Hariyati, M.Pd English
34. YT Yulia Tri Wahyuni, S.Pd English
35. DS DikSindu, S.Pd English
36. AD AdityaIbnu N, S.Pd English
37. WI Widodo, S.S Javanese Language
38. RT Y Rini Tri, S.Pd Javanese Language
39. EN EnySetyowati, S.Pd Javanese Language
40. EL Elly Maharani Shakti, S.Pd Art and Culture
41. AN Sri Andewi, S.Pd Art and Culture
42. MP Monica Diah, S.Sn Art and Culture
43. SL SlametRiyadi, S.Pd Sport
44. LS LenySeptiyani, S.Pd Sport
45. TY Tiyono, S.Pd Electronics
46. NU Dra. Nurhayati BK
47. DT DewiPrawasti, S.Pd BK
48. AK ArySungkono, S,Pd BK
49. PM DwiPuji, S.Kom TIK
50. RW RetnoWigati, S.Pd TIK

5. Situation of the Students

The total numbers of students of SMP N 3 Salatiga are 688

students. They come from various areas with different background, age,

religion, economics status and characteristic.

Table 3.2

Family Background of Students of SMP N 3 Salatigain the Academic


Year of 2013/2014

No. Occupation Percentage (%)


1. PNS 18,3
2. TNI/POLRI 8,3
3. Farmer 5,8
4. Swasta 49,2
5. Wiraswasta 15,6
6. Politicians (DPR) 0,2
7. Village Official 0,4
8. Fisherman 2,2
TOTAL 100

6. Subject of the Study


The writer conducted this action research in SMP N 3 Salatiga and

especially concern in the second grade students of C class. This class

consists of 22 students.

Table 3.3

VIII C Studentsof SMP Negeri 3 Salatigain the Academic Year of


2013/2014

No. Name Gender


Male Female
1. Agatha Santi Kurniasari
2. Agnes Melina Windytasari
3. Algina Ayuningsari Kusumawati
4. Angela Ajeng Pangesti
5. Angga Saputra
6. Ariel Surya Pramadhita
7. Cressentia Flossa Tamarinda
8. Danang Setyo Wicaksono
9. Gloria Yesinta
10. Ilham Ramadhan
11. Jati Waskito
12. Jenny Erine Valentina
13. Jihan Shobihah Ula
14. Karen Prestly Jelmaningsih
15. Krisna Adi Putra
16. Kurniawan Adi Prasetyo
17. Mei Larasati
18. Roberto Armanda Putra
19. Rona Frediansa Aditama
20. Septiana Rifi Valen
21. Vani Auliana
22. Yuarnes Elkana Febrilio
TOTAL 10 12

B. Research Methodology

1. Setting of the Research

This research was done in SMP Negeri3 Salatiga. It is located

inStadion Street Number 4 Salatiga 50721, Central Java province. The

object of this research is the second grade students in academic year of

2013/2014. There were 10 classes in the second grade of SMP Negeri 3

Salatiga.

2. Subject of the Study

a. Population

According to Arikunto (2010: 173), the population is all

members of the research subject. So, the population is all individuals

that involve in that research. The researcher takes population in the

second grade students of SMP N 3 Salatiga in the academic year of

2013/2014. The population of the students in the second grade of SMP


N 3 consist of 225 students.

b. Sample

Sample is a part of population representative which is

researched Arikunto (2010: 174). The researcher takes one class of the

sample on the second grade students of SMP N 3 Salatiga. There are

22 students in VIIIC class, consist of 10 males and 12 females.

c. Sampling Technique

Sampling technique is a technique to takes sample Sugiyono

(2008: 81). In this research, the researcher uses purposive sampling.

Purposive sampling is a technique to takes sample based on

consideration Sugiyono (2008: 85). The researcher takes this

technique because there are considerations. The English teacher in this

school, Mrs. Hariyati suggested to the researcher to conduct the

research in VIIIC class. She also explained to the researcher that the

students in this class still lack of vocabulary, but they have spirit to

study in the class. So, the VIIIC class becomes the sample of this

research.

3. Method of Research

The research method used in this study is action research.

Classroom action research was known and spoken in education. To know

the meaning of classroom action research, according to Kemmis and Mc


Taggart, 1988: in (Richards, 1994: 12) classroom action research is

research typically involves small scale investigative projects in the

teachers own classroom and consists of a number of phases which often

recur in cycles. The cycles consist of planning, action, observation, and

reflection. The researcher chooses classroom action research because she

wants to create fun learning in the class with the students, but still in rule

in order to make students do not feel tense when they receive the material

and easily to catch what they learn.

4. Procedures of Research

The researcher would take two cycles in this research, every cycle

consists of two meetings. After the first cycle is done, the second cycle

follows the first cycle and hope it can improve the activities of the first

cycle. The designs of activities that will be done by researcher according

Kemmis and Mc Taggart, 1988: in (Hopkins, 2011: 92) are as follows:

a. Planning

In this stage, the researcher needs to prepare instrument which

is support in learning process, they are:

1. Formulate the purpose of learning, preparing material, making

lesson plan, and designing the steps in class action.

2. Preparing sheets for classroom observation.

3. Preparing camera to take photos the situation of the class


4. Preparing pre test and post test to measure students vocabulary.

b. Action

In this action, the researcher would implement action research

and do some actions, they are:

1. Giving pre test.

2. Teaching vocabulary in class by using pictionary game.

3. Opening session to the students to ask any difficulties or problems.

4. Asking the students some question orally and giving post test.

c. Observation

Observation is one of the instruments to know the students

feeling, thingking and anything they do in the learning process. The

researcher can observe the action of the students in learning process by

field note which is helped by partner researcher. In this researcher, the

researcher also gives the students pre test and post test that both of

them will analyze by the researcher.

d. Reflection

Based on the result of the observation, the researcher makes an

evaluation to the students during teachimg learning process. It is

important action if the researcher finds the problem of the students in

first cycle. The researcher will do better in the next cycle like the first
cycle.

5. Techniques of Collecting the Data

The researcher collects data are as follows:

a. Test instrument

The test instrument is important role to collect data. In this

research, there are two kinds of test, they are pre test and post test.

The researcher uses test in order to measure the students mastery in

vocabulary.Pre test is used to know how far students competence

before utilize pictionary game. Then, post test is used to see how far

the students competence after using pictionary game.

b. Observation

The researcher would do observation in class with classroom

action research. The researcher not only observe just one time, but

also in every meeting. The function of observation is to know how far

the action that they achieved. This method also uses in finding

concrete data easily and directly.

c. Documentation

The researcher would record visual data about learningprocess

or result of learning in the class. So, the researcher knows about the

learning activity of the students in the class.


d. Field Note

The researcher would use field note that it uses to show how

the description about the students in the real condition in learning

process.

6. Technique of Data Analysis

The researcher uses statistical technique to know the influence of

the students vocabulary from the pre test and post test. The steps of this

technique are:

Mean Calculation

Mean is formula to know the average of the students score.

The formula is:

Explanation:
M = Mean of the students score
X = the sum of students score
N = the total number of students
Standard Deviation Calculation

The formula is:

SD = ( )

Explanation:
SD = Standard Deviation
D = difference between pre test and post test
N = the number of observation
T- test Calculation

T- test is formula to know the significant differences between

pre test and post test. The formula is:

( )
to =

Explanation:
To = T- test for different of pre-test and post-test
SD = Standard deviation for one sample t-test
D = difference between pre test and post test
N = the number of observation in one sample
CHAPTER IV

DATA ANALYSIS

In this chapter, the data consists of pre-test, post-test and field note.

The data of pre-test and post-test will present the improvement of students

achievement in acquiring vocabulary through pictionary game. In addition,

field note will show the students interest along the teaching learning process.

A. Data Analysis

This research consists of two cycles; they are cycle I and cycle II. For

the whole steps of this research will be explained in the description below:

1. Cycle I

a. Planning

In this research, the researcher in the first meeting taught about

descriptive based on syllabus in the first semester. Before conducting


the research, the researcher prepared the instruments of research, such

as:

1) Lesson plan

In order to control the teaching learning process, the researcher

used the lesson plan as guidance when she taught in the class.

2) Materials

In the first meeting the researcher used theme of animals.

She used several reference books of the second grade.

3) Cards

The researcher used many cards to applied pictionary

game. The cards consist of many words based on the theme.

4) Board markers

The researcher prepared four board markers in order to the

entire artist played pictionary game together.

5) Sheets of Classroom Observation

The researcher prepared the sheets from classroom

observation in order to know the condition of teaching learning

process when pictionary game was implemented in the class.

6) Camera

The researcher used a camera in order to take photos the

situation of the students in teaching learning process. In this


section, she was helped by her partner.

7) Test Instrument

The test instrument consists of pre-test and post-test. The

pre test is the test that is given to the students before the teaching

learning process through pictionary game. Post test is test that is

given to the students after teaching learning process through

pictionary game.

b. Implementation of the Action

This study has been done on July 2013 in SMP Negeri 3

Salatiga. On Thursday, July 2013, the researcher met the

headmaster, Mr. Bambang Subiyakto M, Pd. He permitted the

researher to do the research in his school. Then, Mr. Bambang

suggested the researcher to make a plan for her research with English

teacher in this school. On Monday, July 2013 the researcher met

the English teacher, Mrs. Hariyati, M.pd. She and the researcher

discussed about the material and the research would be applied in the

second grade students of SMP Negeri 3 Salatiga. She suggested that

the research would be start on Monday, July 2013. The

researcher as a teacher and researcher, she collaborates with her

friends, her name is Durotul Yatimah. The researcher needs

collaborator in order to help her in learning process in the classroom.


On Monday, July 2013, the researcher started the class

with Mrs. Hariyati who helped the researcher to introduce herself in

front of the class. She ordered the students to open their book and

already study. Then, Mrs. Hariyati asked the researcher to begin the

lesson.

Before the lesson, she introduced herself to the students in

front of the class. The conversation between the researcher and the

students are the following:

Teacher : Good morning students?


Students : Good morning mom.
Teacher : How is life today?
Students : Yes.
Teacher : Yes?No, it same with when I ask you how
are you today?
Students : Ow (students expression) yes mom, Im
fine, and you?
Teacher : Im fine too, thank you.
Ok, my name is Inggit Sekti Oktafiya and
you can call Miss. Inggit.
After the researcher introduced herself, she gave pre test to the

class for about 5 to 10 minutes.OK Class, before the lesson, I will

give you pre-test.Are you ready class?. The students answered,

Ready Mom. When the students were doing the test, she walked

around the class to check the students test. After the students have
finished the pre-test, she collected the students test and began to

teach.

The researcher told the students about the topic on that day.

The topic was about animals. Then, the researcher asked the students

about animals around us. She asked the students Please, mention the

animals around us! Most of them mentioned their pets. Agatha said

cat, mom, Elkana, Ilham, Kurniawan said dog, and Agnes said

rabbit, mom.Ok, all right, anyone else? Then, the researcher

gave explanation about descriptive text clearly and she asked the

students to make a sentence orally based on their animal, thing or

something they have. After that, the researcher started to play

pictionary game.

The next was learning vocabulary through pictionary game.

The researcher asked the students whether the students knew about

pictionary game. Do you know about pictionary game, class?

Then, they answered together, No, mom. Well, now we will play

together with pictionary game. The students answered, Hore

(they shouted and clapped). The researcher explained about

pictionary game at the first. The pictionary game is guessing word

based on the picture and draws it in the white board. The researcher

gave an example before. This game needed an artist to stand in front of

the class for each group. The artists got each card which contained of
word and they have to draw it on the white board in this competition.

The first group that successed in guessing a picture by their artist gave

description about the picture and they got score. The researcher asked

the students to work in group. She divided the students into four

groups, a group consists of five to six students and they choosed

someone to be artist of their group. After the researcher had explained,

she asked the students, Did you understand class? yes mom, they

answered.

Then, the artist of each group went to the class, while the

researcher was giving them cards. The artists played in the

competition and they were very excited and they snatch away to

answer it. The first group who won the competition was Elkanas

group, her group started to make a sentence with her picture and one

of them shared to other. Their sentence was I have a rabbit and the

color is brown. Then, the artists had to change with the other friends

in their group. The students were very enthusiastic and they enjoyed it.

The time was over, the researcher continued the meeting in the next

day on Tuesday.

On Tuesday, July 2013, the researcher continued the


second meeting.
Teacher : Good morning students?
Students : Good morning mom.
Teacher : How is life today?
Students : Im fine, and you?
Teacher : Im very well, thank you. Ok, did you
remember about the material in the last
meeting?
Students : Yes, ingat mom (Yes, I did).
Teacher : Ok, please back to your own group.
Students : Ok, mom (they joined with their group.)
Then, the researcher asked the students to make groups again and they

played pictionary with another theme. They had big spirit and more

active in the class.

In the end of meeting, the researcher gave post test to the

students. The post test was done for about 15 to 20 minutes. Before

the class will be over, I will give you post-test, are you ready class?

Yes mom.After the students had finished the post test, the researcher

asked them to submit it and she closed the meeting.

Teacher : Ok class, because the time was over, please


submit your test and we closed our meeting.
Students : Ok, mom

c. Observation

In the first cycle, the researcher obtained the field note from

her partner. The researcher observed the teaching learning process by

monitoring the students activity and their attention during teaching


and learning process. This was the result of observation:

Table 4.1

The Result of Observation in Cycle I

Source of the Before Implementing the After Implementing the


Data Action Action
Observation The students still confuse The students understand
about pictionary game. about pictionary game.
They are still ashamed and They have bravery to
afraid to answer the answer the question. They
question from the make a sentence in English
researcher. They also easy easily than before.
to forget words and the
meaning. They are still
difficult to make sentences
in English.

The students cannot The students can


pronounce the words pronounce most of word
correctly. correctly.

Furthermore, the researcher will analyze the students

improvement in learning vocabulary by searching the mean of pre-test


and post-test and extent of the use of pictionary game by t-test

calculation as follows:

1) The Score of Pre-test and Post-test

Table4. 2

The Scoreof Pre-test and Post-testin Cycle 1


No. Score of pre- Score of post- D
test (X) test (Y)
1. 8 9 1 1
2. 5 8 3 9
3. 4 8 4 16
4. 6 7 1 1
5. 3 5 2 4
6. 6 8 2 4
7. 6 7 1 1
8. 3,5 7 3,5 12,25
9. 5 7 2 4
10. 3 7 4 16
11. 4 7 3 9
12. 7 8 1 1
13. 6 7 1 1
14. 4 6 2 4
15. 6 7 1 1
16. 6 6 0 0
17. 6 6 0 0
18. 6 7,5 1,5 2,25
19. 5 7 2 4
20. 3,5 7 3,5 12,25
21. 7 7 0 0
22. 3 6 3 9
113 154,5 41,5 109,5

D = the differences between pre-test and


= the differences between pre-test and post-test in quadrate

2) Mean of pre-test (X) and post-test (Y)

= = 5, 13

= = 7, 02

Mean of pre-test < post-test, it means that there is an

improvement of English score between before the action and after the

action.

3) Standard Deviation

According to the data in the table, the researcher calculates the

standard deviation of pre-test and post-test as follow:

SD = ( )

SD = ( )

SD = ( )

SD =
SD =
SD = 1, 19
4) T- test Calculation

The t-test calculations are:

( )
=

( )
=

= 6, 8
5) Giving Interpretation

a. Calculate of df

df = n-1

df = 22-1

df = 21

b. Consult with t-table value

With df = 21, the value of t-table with level of significant 5% is 2,

08.

c. Comparing t-test with t-table

T-test = 6, 8 therefore t-test is greater than t-table with level of

significance 5 %.
If t-test similar or greater than t-table, so null hypothesis

( ) is rejected. is no significant difference between pre-test and

post-test. T-table with n = 22 is 2, 08. The result of t-test is 6,8 > 2,

08. So, t-test calculating is greater than t-table. Therefore, is

rejected, it means that there is a significant difference between pre-

test and post-test.

From the calculation above, the researcher concluded that

between pre-test and post-test have significant difference, where

the post-test is greater than pre-test score of students. It shows that

using pictionary game in teaching vocabulary can improve the

students vocabulary mastery, because the students achievements

have been increased after the pictionary game applied.

6) Reflection

Based on the result of cycle I, the researcher has notion that

English teacher must have seriousness with the students vocabulary

mastery. The teacher also has to be more creative to give materials that

make the students more interesting and active to speak English.

Besides, the teacher also has to be careful in correcting the students

pronunciation and she must give example of the right pronunciation.

In the first cycle also have shown that the students can improve

their English score, it can be proved by the score of pre-test and post-
test. The researcher also calculates the standardized of score in score 7,

5. The result of post-test shows that students who complete this

standardized is more than in pre-test, in pre-test there is only 1 student

who has the score more than 7, 5 and in post-test only 6 students who

have the score more than 7, 5.

2. Cycle II

Based on the result of cycle I, it is necessary for the researcher to

continue the next level:

a. Planning

Before the research, the instruments of the research are

prepared:

1) The lesson plan as a guide for teacher and the material.

2) Cards, the cards are used by researcher to apply pictionary game.

3) Board marker

4) Sheets of Classroom Observation.

5) Camera

6) Test Instrument (pre-test and post-test)

b. Implementation of the Action

On Thursday, July 2013, the researcher began her English

class. In this action, the researcher explained more about learning

vocabulary with pictionary game, the steps were as they did before.
Teacher : Good morning students?

Students : Good morning mom.


Teacher : How is life today?
Students : Im fine, and you?
Teacher : Im very well because I met you all again,
thank you. Ok, before the lesson, as usual I
will give you pre-test.Ready?
Students : Ready mom.
The researcher gave the pre-test for the students and she

walked around the class to check the students if there were difficulties

in doing pre-test. Then, the researcher told the students about the topic

on that day. The topic was about recount text. The researcher asked the

students to mention the places that they have been visited in their

vacation in the past. Agatha, Elkana, Agnes and Angga were more

enthusiastic to answer it. Then, the researcher asked Do you know

about the recount text? some of them answered No, mom.

Then, the researcher discussed about recount text by using

pictionary game. They have to make a sentence when their group

can guess the picture. In this section, Agness group became the

winner and they made a sentence We went to Parangtritis beach two

weeks ago. Then, the second chance, the winner was Anggas group,

they had to make a sentence also. Mom, we want to make a

sentence. The researcher answered, Ok, attention please class.


Angga answered, Ilham went to Bromo Mountain two days ago.

The researcher answered, Ok, all right, anyone else who want to

continue this sentence? Then, Katharina and Agnes continued this

sentence. To improve the students vocabulary mastery about the

material, the researcher asked the each group to continue their

sentence became a good paragraph. The time was over, the researcher

continued the meeting in the next day on Friday, July 2013.

On the next meeting, the researcher began the class. She asked

the students about the material before, Did you remember about our

material in the last meeting?, and some students answered, yes

mom. The students asked the researcher to play pictionary again. In

this action, the researcher just gave a little explanation which had not

been understood by the students until they understood well and she

gave conclusion about the material. Then, the researcher gave them

post-test about 20 minutes. After that, the researcher asked the

students to submit their post- test.

c. Observation

In the cycle II, the researcher and her partner observed teaching

learning process by monitoring the students activity and their

attention during teaching learning process. The researcher and her

partner watched the students enjoyed this method and did not be afraid
to speak up. There was a student, named Elkana who was always

enthusiastic in playing Pictionary game. This was the result of

observation.

Table 4.3

Result of Observation in Cycle II


Source of Before Implementing the After Implementing the
the Data Action Action
Observation The students do not have Most of students have
confidence to speak up in the braveness to speak up their
class. Actually, they have opinion in the class.
opinion and they want to speak
up there.
The students cannot pronounce The students can
the words correctly. pronounce most of word
correctly.
They students still make any Most of the students can
mistakes when they write words write the words correctly.
for writing composition.

Furthermore, the researcher will calculate the result of pre-test

and post-test to know the students improvement in mastering

vocabulary and the extent of using pictionary game by t-test

calculating as follow:

1) Result of pre-test and post-test


Table 4.4
Result of Pre-test and Post-test in Cycle II
No. Score of Pre- Score of Post- D
test (X) test (Y)
1. 9 9,75 0,75 0,56
2. 6 8,5 2,5 6,25
3. 8 9 1 1
4. 6 8 2 4
5. 5 7,5 2,25 5,06
6. 8 9 1 1
7. 5 8 3 9
8. 5 8,25 4,25 18,06
9. 5 8,25 5,25 27,56
10. 4 8 4 16
11. 4 7 3 9
12. 9 9,5 0,5 0,25
13. 7 8,5 1,5 2,25
14. 6 8,25 2,25 5,06
15. 8 8,5 0,5 0,25
16. 8 8,5 0,5 0,25
17. 3 7 4 16
18. 8 9 1 1
19. 6 8,5 2,5 6,25
20. 4 7 3 9
21. 5 8,5 3,5 12,25
22. 6 7,5 1,5 2,25
135 182 47 128,99

D = the differences between pre-test and post test


= the differences between pre-test and post-test in quadrate

2) Mean of pre-test (X) and post-test (Y)

= = 6, 14

= = 8, 27

Mean of pre-test < mean of post-test, it means that there is an

improvement of English score between before the action and after the

action.

3) Standard Deviation

According to the data in the table, the researcher calculates the

standard deviation of pre-test and post-test as follow:

SD = ( )

SD = ( )

SD = ( )

SD =

SD =
SD = 1, 23
4) T- test Calculation

The t-test calculations are:


( )
=

( )
=

= 8, 07

5) Giving Interpretation

a. Calculate of df

df = n-1

df = 22-1

df = 21

b. Consult with t-table value

With df = 21, the value of t-table with level of significant 5% is 2,

08.

c. Comparing t-test with t-table

T-test = 8, 07 therefore t-test is greater than t-table with level of

significance 5 %.
If t-test similar or greater than t-table, so null hypothesis

( ) is rejected. is no significance difference between pre-test

and post-test mean. T-table with n = 22 is 2,08. The result of t-test

is 8,07 > 2, 08. So, t-test calculating is greater than t-table.

Therefore, is rejected, it means that there is significant

difference between pre-test and post-test.

From the calculation above, the researcher observes that

between pre-test and post-test have significant difference, where

the post-test is greater than pre-test score of students. It shows that

using pictionary game in teaching vocabulary in cycle II also can

improve the students vocabulary mastery.

6) Reflection

After analyzing the result of cycle II, the researcher concludes

that using pictionary game can improve the students vocabulary

mastery both of reading comprehension and writing composition. In

previous cycle, the result of post-test shows just 6 students who have

the score more than 7, 5. From this result, the researcher feels happy,

because there is an increasement in cycle II. In second cycle, the

results of post-test shows that almost of the students achieve the

Minimal Passing Grade Criteria. It can be proved by the score of post-

test in cycle II. There are 19 students who have the score more than 7,
5.In this cycle, the researcher concludes that using appropriate method

in teaching English is very important.

B. Discussion

In this section, the researcher would like to analyze all data and

describe the finding of the research.

Cycle I is the first meeting between the researcher and the students of

VIII C class of SMP Negeri 3 Salatiga. In the first meeting, the students look

afraid and they are shy. In the action of applying the game, the students are

more enthusiastic and feel comfort in the learning process. This game is used

to help and encourage manylearners to sustain theirinterest. Pictionary game is

a game that involves students guessing words or phrases from drawings. This

game works in teams and each member of the team taking turns to be the

artist, Thornbury (2002: 104). This game helps the students to add vocabulary

with fun learning and they can learn vocabulary easily. The procedures of

pictionary game (http://aminlimpo.blogspot.com/2012/12/drawitpictionary-

in vocabulary.html, Friday: 11.15), accessed on February 22, 2013 are as

follows:

1. The teacher prepares the materials and several board markers.

2. Divide the class into teams with three or four students per team.

3. Explain that each teamsgoal is to be the first and earns a point in a

round tocorrectly identify vocabulary terms.

4. Designate one student on each team as the artist.


5. This student is the only one able to see thelist of words written on the

card.

6. Identify the time limit for the first round of words.

7. Explain that the artist looks at the word to be illustrated and draws

while thinking about how to draw, retrieve, and guess the word, and at

the same time competing and having a blast. When the word is

identified by the group, the artist continues to thenext word.

8. Explain it after identifying all of the terms, team members raise their

hands to indicating theend of the first round.

9. Rotate the artist role around the team until all the students participate

as an artist. After the students applied this game, the researcher

evaluated the material.

In this treatment, when the researcher explained pictionary game, the

students looked interest, because the game was very interesting and it made

them felt happy and enjoy with this game. The students who have big spirit in

the first cycle were Elkana and Angga. They immediately went to in front of

the class and became the first artist in their group.

Several data were taken from the field notes. In the first cycle, the

researcher summarizes that the students feet enjoy and interest with the

pictionary game. The researcher analyzes the students activities as follows:


a) Pictionary game is the first method applied to the students of VIII C

class SMPN 3 Salatiga.

b) Students have high curiosity about the pictionary game in the first

time.

c) Students feel comfort when the pictionary applied.

d) Most of students less of confidence to speak up English.

In the first cycle, the test instrument also shows the students

improvement in class. The mean score of pre-test is 5,13 and the post-test is

7,02. The best score of pre-test is 8 and the worst score is 3. Then, the best

score of post-test is 9 and the worst is 5. It means that the students

competences increase in vocabulary with pictionary game.

In order to get more data, the researcher continues to the next cycle. In

this cycle, the students are more spirit and relax because they have known

about the pictionary game. While applying this method, most of the

students participate in the learning process. When the pictionary applied,

they looked happy, enjoy and more relax. They have spirit to go in front of the

class to be artist and they look happy. Many students become active to speak

up and they have bravery to describe about their picture, such as (Agatha,

Agnes, Jenny, Angga, Krisna, Vani).

The test instrument in second cycle also shows the improvement of


students achievement. The mean score of pre-test is 6, 14 and the post-test is

8, 27. The best score in pre-test is 9 and the worst is 3. Then, the best score in

post-test is 9,75 and the worst is 7. It means that the students achievements

increase in vocabulary mastery. The researcher concludes that the students

feel happy and comfort when they are learning with pictionary game. They

are more active to speak up and they feel enjoy, so they are easily understand

what they have learned in the class.

Based on the explanation above, the researcher would analyze the

students attention improvement. The analysis of students improvement

between cycle I and cycle II are as follows:

Table4.5
Analysis of Students Improvement

No. Analysis Cycle I Cycle II


1. Mean of :
a. Pre-test 5,13 7,02
b. Post-test
7,28 8,27
2. T-table N = 22 2,08 2,08

3. T-test 6,8 8,07

The researcher takes two cycles in this research. The first cycle, the

students dont achieve the standardized of score in score 7, 5. It can be seen

that the score of the first cycle is 7, 28. So, the researcher decides to take
second cycle. The researcher needs second cycle to achieve the standardized

of score of the students. It can be seen that in second cycle, the students can

achieve the standardized of score, it is 8, 27.

Based on the table above, it can be seen that is rejected if t-test is

greater or same with t-table. is no significant difference between pre-test

and post-test. The table shows that t-test is greater than t-table, so is

rejected, it means that there is significant difference between pre-test and

post-test. It can be seen that the mean of post-test is higher than the mean of

pre-test. The students are easier to memorize many vocabulary with

pictionary game. They also participate well by giving feedback in teaching

learning process, they enjoy and pay their attention along the teaching

learning process.

From the research finding, it can be concluded that using pictionary

game can motivate students to improve language learning. Pictionary game is

a game that involves students guessing words or phrases from drawings,

Thornbury (2002: 104).It can be seen that most of the students like drawing

and they are very excited when the pictionary applied in their class. Higher

score is coming from students high motivation in learning. By understand

well about the material, the students get self confidence and bravery which

help them to give their idea in front of class.

Fauziati (2005: 155) has stated that without a sufficient vocabulary,


the students cannot communicate effectively or express their idea in both oral

and written formFauziati (2005: 155). It means that the Pictionary becomes

one of the games to enrich vocabulary of the students. Pictionary game makes

the students would be grateful for a bit a classroom fun and that the words

from the game would stay in their heads for a long time.The researcher

concludes that using pictionary game strategy in teaching vocabulary can

improve students vocabulary mastery.


CHAPTER V

CLOSURE

A. Conclusion

The title of this research is Improving Vocabulary Mastery through

Pictionary Game in English Language Teaching (A Classroom Action

Research at the Second Grade of SMP N 3 Salatiga in the Academic Year

2013/2014). The finding of the research in SMP Negeri 3 Salatiga shows:

1. The procedures of implementation of Pictionary game in improving

students vocabulary of the second grade students of SMP N 3 Salatiga are

as follows:

a. Divide the class into teams with three or four students in a team.

Explain that each teams goal is to be the first and earns a point in a

round to correctly identify vocabulary terms.

b. Designate one student on each team as the artist.

c. This student is the only one able to see the list of words written on the

card.

d. Explain that the artist looks at the word to be illustrated and

drawswhile thinking about how to draw, retrieve, and guess the word,

and at the same time competing.


e. Explain that after identifying all of the terms, team members raise their

hands indicating the end of the first round.

f. Rotate the artist role around the team until all the students have

participated as an artist.

From the procedures above, the students have good participation of

teaching vocabulary using pictionary game. This game runs well and the

students are enthusiastic to follow the lesson in the class.

2. The students achievement of vocabulary can be improved by pictionary

game in teaching learning process. It can be proved by the score of pre-

test and post-test. The score of post-test are greater than pre-test. The

cycle I shows that the score of pre-test is 5, 13 and the score of post-test is

7, 02. Meanwhile, the cycle II shows that the score of pre-test is 6, 14 and

the score of post-test is 8, 27. It means that there is significant difference

mean between pre-test and post-test. This indicates that pictionary game

can improve the students vocabulary mastery of the second grade

students of SMP N 3 Salatiga in the academic year 2013/2014.

3. The extent of using pictionary game can be proved by t-test calculation.

T-test is formula to know the significant differences between pre test and

post test. The t-test from this research is from 6,8 in the first cycle until

8,07in the second cycle. From the t- test, it can be seen that there is

improvement from the first cycle to the second cycle. Furthermore, the
pictionary game also make the students more creative, because they can

make their students understood about the picture. The students can explain

what they have drawn by using pictionary game and it can increase their

confidence to share their idea to other friends in front of the class based on

those pictures with their creativity.

B. Suggestion

From the result of research in the second grade of SMP Negeri 3

Salatiga, the researcher would like to suggest the follow:

1. For the students

The result of this research can motivate the students to improve

their vocabulary mastery. Teaching vocabulary through pictionary game

could make the students are more enjoy, relax and fun in following

teaching learning process.

2. For the teacher

The result of this research can support the English teachers to

apply this method in teaching vocabulary. Teachers should prepare

materials and they can make good scenario to create fun situation and

make it is more interesting.

3. For the researcher

The researcher would understand more about the pictionary


game. Then, she must expand her knowledge in teaching vocabulary

through the other method.

4. For the other researcher

The result of this research can be used as input by the other

researchers who want to make research about teaching vocabulary as

reference.

5. For educational field

As an English teacher in future, I will make my class become more

interesting with fun medium. So that the material can be accepted easily

by the students.
BIBLIOGRAPHY

Arikunto, Suharsimi. 2010. Prosedur Penelitian (Suatu Pendekatan Praktik). Jakarta:


Rineka Utama.

Coxhead, Averil. 2006. Essentials of Teaching Academic Vocabulary. United States:


Thomson Heinle.

Dees, Jared. 2009. Pictionary Vocabulary the Review Game. http://amin-


limpo.blogspot.com/2012/12/drawitpictionary-in-vocabulary.html.

Fauziati, Endang. 2005. Teaching of English as A Foreign Language (TEFL).


Surakarta: Muhammadiyah University Press.

Frank, Marcela. 1972. Modern English ( a practical reference guide). United States:
Prentice Hall.

Hopkins, David. 2011. Penelitian Tindakan Kelas. Yogyakarta: Pustaka Pelajar.

Hornby. 1974. Oxford Advanced Learners Dictionary of Current English. Oxford


University Press.

June, Preszler. 2006. Strategies to Build Student Vocabularies,


http://www.thereligionteacher.com/pictionary-vocabulary-the-review-game/

Madsen, Harold S. 1983. Techniques in Testing. Oxford University Press.

Martin, Wren. 1995. High School Grammar and Composition. New Delhi: S. Chand
and Company Ltd.

Mc Carten. 2007. Teaching Vocabulary. Cambridge University Press.

McCarthy, Michael. 1990. Vocabulary. Oxford University Press.

Nasr, Raja T. 1973. Teaching and Learning English. London: Longman.

Nation, I.S.P. 2001. Learning Vocabulary in Another Language. Cambridge


University Press.
Nation, I.S.P. 2008. Teaching Vocabulary: Strategies and Technique. America:
Heinle Cengage Learning.

Nunan, David. 1991. Language Teaching Methodology. United Kingdom: Prentice


Hall International Group.

Scrivener, Jim. 1994. Learning Teaching. Heinemann.

Sudijono, Anas. 2000. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo


Persada.

Sugiyono. 2008. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:


Alfabeta.

Thornbury, Scott. 2002. How to Teach Vocabulary. England: Longman.


.
CURRICULUM VITAE

Name : Inggit Sekti Oktafiya

Place and Date of Birth : Salatiga, October 1991

Addres : Macanan, Rt 03/Rw 02, Sidorejo Kidul, Kec.Tingkir,

Salatiga

Email/Phone Number : injiet_semut@yahoo.com / 085640396884

Educational Background :

1. TK Mashitoh, graduated in 1997

2. SDN 03 Sidorejo Kidul Salatiga, graduated in 2003

3. SMPN 03 Salatiga, graduated in 2006

4. SMAN 1 Tengaran Kab.Semarang graduated in 2009


APPENDIXES

Lesson Plan

The Result of the Students Tests

Research Documentation

Surat Keterangan Telah Melakukan Penelitian di SMP Negeri 3 Salatiga

Surat Izin Penelitian

Surat Tugas Pembimbing dan Asisten Pembimbing Skripsi

Lembar Konsultasi Skripsi

Daftar SKK (Satuan Kredit Kegiatan)


Rencana Pelaksanaan Pembelajaran
( RPP )
Satuan Pendidikan : SMP Negeri 3 Salatiga
Kelas/Semester : VIII/1
Mata Pelajaran : Bahasa Inggris
Alokasi Waktu : 4 x 30 menit (2 x pertemuan)
Jenis Teks : Descriptive text
Aspek : Menulis ( writing )
I. Standar Kompetensi :
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount untuk berinteraksi dengan
lingkungan sekitar.
II. Kompetensi Dasar :
6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
dalam teks berbentuk descriptive dan recount.
III. Indikator Kompetensi :
Mengidentifikasi vocabulary dalam teks descriptive
Menulis paragraf sederhana tentang teks descriptive
Menjawab pertanyaan sesuai dengan teks descriptive
IV. Tujuan Pembelajaran :
Pada akhir pelajaran siswa diharapkan dapat :
Mengidentifikasikan kata-kata yang sulit dalam teks descriptive
dengan baik dan benar
Menjawab soal sesuai dengan teks descriptive dengan baik dan
benar
Mengetahui langkah retorika dalam membuat esei pendek
sederhana berbentuk descriptive text
V. Materi Pembelajaran :
Descriptive text
o Descriptive text is a text about the features and the
characteristics of a certain thing in detail.
o The function is to describe a particular place, thing or person.
o The srtucture consist of identification ( introduction ) and
description.
o The language feature used are mostly Present Tense
Teacher made materials : example of descriptive text and exercises
(pre test and post test).
Example of descriptive text:

My Timmy (Title)
I have some pets. However, my favorite pet is Timmy. (Introduction)
Timmy is a male tabby cat. He is very adorable with his soft strips fur.
He has innocent round eyes and feeble sweet voice. He always meows when
he feels hungry. Actually, his voice is not suitable with his giant body. When I
come home, he usually gives me a kiss.
Timmy is a nice playmate. Im happy to spend my time with him.
Most of the time, hes good boy. Its almost impossible for me to be angry at
him. In the morning, he always wakes up early. When he wakes up earlier, he
wait`s quietly by my bedside until I wake up .
VI. Metode Pembelajaran :
Pictionary Game
Cards:
First session (Cat, dog, cow, elephant, giraffe)
Second session (turtle, squid, bird, snake, frog)
Third session (Stable, grass, trees, round eyes, thick fur, long
body)
Fourth session (two wings, long tail, big ears, long neck, eggshell,
short leg)
VII. Langkah-langkah kegiatan :
Kegiatan awal
- Guru memberi salam dan berdoa bersama
- Guru menjelaskan pentingnya materi yang akan dipelajari.
Kegiatan inti melalui Eksplorasi, Elaborasi dan Konfirmasi
- Guru menggali kosakata yang berhubungan dengan binatang yang
ada di sekitarkita
- Melakukan tanya jawab tentang kosakata yang berhubungan
dengan binatang
- Siswa menjawab soal pre test yang diberikan oleh guru
- Siswa mencoba menghafal dan menjelaskan kosakata dengan
menggunakan pictionary game
- Guru membagi siswa dalam beberapa kelompok saat menerapkan
pictionary game
- Siswa dan guru bersama sama mendiskusikan tentang materi
- Guru memberi reward untuk kelompok yang mendapat banyak
nilai
- Guru memberi soal post test untuk siswa
Kegiatan Akhir
- Guru mengidentifikasi kesulitan siswa untuk memahami materi
berdasarkan tanya jawab dengan guru
- Siswa diberi kesempatan untuk bertanya
- Guru bersama siswa menyimpulkan materi yang telah dipelajari.
-
VIII. Sumber Belajar
LKS Pakar Bahasa Inggris Kelas VIII Semester Gasal
LKS Progresif Bahasa Inggris Kelas VIII Semester 1
IX. Penilaian:
Tes
Bentuk : Esei, memasangkan kosakata dan membuat paragraph
sederhana)
X. Proses Penilaian
a. Esei = Benar x 2
= 5 x 2 = 10
b. Kosakata = Benar x 2
= 10 x 2 = 20
c. Paragraf sederhana =
Kesesuaian isi Generic structure Variasi kosa kata Tanda baca
dengan tema
A B C D
(1-10) (1-20) (1-35) (1-5)

Nilai total maksimal = 70


Nilai peserta didik = 10 + 20 + 70
= 100
Salatiga, 22 Juli 2013
Mengetahui,
Guru Pamong Teacher (Researcher)
Hariyati, S.Pd,M.Pd Inggit Sekti Oktafiya
NIP.19700704 199802 2 006 NIM.11309103

Post Test 1 (Descriptive text)


VIIIC of SMP N 3 Salatiga
Name/ Number :
A. Read the text carefully to answer the questions below!
My Lovely Dogs
Hello, my name is Farah. I have a pets. They are dogs because I like
dogs very much. I keep two dogs in my house. I love them because they are so
clever. I can train them to do many things. My dogs can sit down when I ask
them to sit down. They can also catch a ball with their mouth.
My dogs names are Dolly and Dilly. Dolly is dachshund. He is short
with long body and four strong legs. Dilly is beautiful dog. She has long and
thick fur.
I always take care of my dogs. I feed them three times a day. I bathe
them twice a week and brush them. Once in two months, I take my dogs to the
veterinarian to have them checked.
1. What are the names of Farahs dogs?
2. What are the characteristics of Dolly?
3. What are the characteristics of Dilly?
4. What does she do to her dogs?
5. Where does she take them once in two month?

B. Match the words in column A with the meaning in column B.

No. A B
1. Pet (..) a. kaki yang kuat
2. Clever (..) b. menangkap
3. Train (..) c. dokter hewan
4. sit down (..) d. memberi makan
5. catch (..) e. bulu yang tebal
6. dachshund (..) f. peliharaan
7. strong legs (..) g. melatih
8. thick fur (..) h. pandai
9. feed (..) i. anjing berkaki pendek
10. veterinarian (..) j. duduk
C. Try to make a paragraph of descriptive text with the theme is about Pet,
consist of two paragraphs!

Pre Test (Cycle 1)


Name :
Number :
A. Read the text carefully to answer the questions below!

A Ramayana Department Store


There is a department store in our town. Its name is Ramayana
Department Store. It is at the end of the main road. Ramayana is open every
day and it always busy on Sundays. Many people like to go shopping on
Sundays.
They sell milk, eggs, biscuits, tea, sugar and coffee. You can get a
toothpaste and writing pad there. You can also get other daily needs, clothes,
shoes, fruits, vegetables and many other things you need.
Although there are many things in the store, you can find the things
easily. You can find the shoes in the shoes department and vegetables at the
vegetables stalls. You can use a trolley when you carry too many things. It is
really a very big store for my town.
1. What is the purpose of the text above?
2. Where is the identification of the text above?
3. Where is the location of Ramayana Department Store?
4. What does the second paragraph tell us about?
5. What does the third paragraph tell us about?
B. Try to make your own sentences by using the words below!
1. Shopping : ..
2. Sell : ..
3. Go : ..
4. Get : ..
5. Find : ..

Rencana Pelaksanaan Pembelajaran


( RPP )
Satuan Pendidikan : SMP Negeri 3 Salatiga
Kelas/Semester : VIII/1
Mata Pelajaran : Bahasa Inggris
Alokasi Waktu : 4x 30 menit (2 x pertemuan)
Jenis Teks : Recount text
Aspek : Membaca (Reading)
I. Standar Kompetensi :
5. Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
II. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III. Indikator Kompetensi :
Mengidentifikasi vocabulary dalam bacaan teks recount.
Memahami isi paragraf sederhana dalam teks recount
Menjawab pertanyaan sesuai dengan teks recount
IV. Tujuan Pembelajaran :
Pada akhir pelajaran siswa diharapkan dapat :
Mengidentifikasikan kata-kata yang sulit dalam teksrecountdengan
baik dan benar
Menjawab soal sesuai dengan teks recount dengan baik dan benar
Mengetahui langkah retorika dalam membuat esei pendek
sederhana berbentuk recount text
V. Materi Pembelajaran :
Recount text
Teks recount adalah teks yang isinya menceritakan pengalaman atau
kejadian masa lalu penulis.
Generic structure :
1. Orientation ( pengenalan tempat, waktu, pelaku )
2. Event ( kejadian yang saling berurutan )
3. Reorientation ( akhir kejadian )
4. Coda ( optional ) ( hikmah cerita )
Ciri-ciri teks recount :
- Pelakunya tertentu, pribadi
- Pola waktu lampau ( simple past tense )
- Penggunaan temporal conjunction : firstly, next, then, after this,
before
- Penggunaan adverb of place and adverb of time
Teacher made materials : example of recount text and exercises (pre
test and post test).
Example of recount text:

Last holiday I and my friends visited Borobudur Temple.It is


the biggest temple in the world. (Orientation)
We went there by private car. There, we saw the wonderful
Borobudur Temple. Then we had a chat with a foreign tourist to
practice our English. After taking a picture with the foreign tourists,
we walked around the Borobudur Temples yard to buy some
souvenirs. Although we were very tired we felt very happy.
(Event)

Finally, we returned to the car and we went home. It was the


most unforgettable experience we have ever had. (Reorientation)
VI. Metode Pembelajaran :
Pictionary Game
Cards:
First session : (beach, mountain, temple, waterfall, lake, sea)
Second session : (bus, train, bicycle, buggy, pedicab, car)
Third session : (cockle shells, sand, cave, big stone, a plaited mat)
Fourt session : (museum, zoo, boat, tent, hill)
VII. Langkah-langkah kegiatan :
Kegiatan awal
- Guru memberi salam dan berdoa bersama
- Guru menjelaskan pentingnya materi yang akan dipelajari.
Kegiatan inti melalui Eksplorasi, Elaborasi dan Konfirmasi
- Guru menggali kosakata yang berhubungan dengan pengalaman
pribadi para siswa yaitu tentang liburan mereka.
- Melakukan tanya jawab tentang kosakata yang berhubungan
dengan pengalaman pribadi mereka
- Siswa menjawab soal pre test yang diberikan oleh guru
- Siswa mencoba menghafal dan menjelaskan kosakata dengan
menggunakan pictionary game
- Guru membagi siswa dalam beberapa kelompok saat menerapkan
pictionary game
- Siswa dan guru bersama sama mendiskusikan tentang materi
- Guru memberi reward untuk kelompok yang mendapat banyak
nilai
- Guru memberi soal post test untuk siswa
Kegiatan Akhir
- Guru mengidentifikasi kesulitan siswa untuk memahami materi
berdasarkan tanya jawab dengan guru
- Siswa diberi kesempatan untuk bertanya
- Guru bersama siswa menyimpulkan materi yang telah dipelajari
VIII. Sumber Belajar
LKS Pakar Bahasa Inggris Kelas VIII Semester Gasal
LKS Progresif Bahasa Inggris Kelas VIII Semester 1
IX. Penilaian
Tes
Bentuk : Esei, memahami isi bacaan dalam teks recount,
menyusun kalimat menjadi paragraf yang baik dan benar.
X. Proses Penilaian
a. Esei = Benar x 1
= 10 x 1 = 10
b. Menyusun Kalimat = Benar = 10
Nilai total maksimal = 20
Nilai peserta didik = 20 x 5
= 100

Salatiga, 22 Juli 2013


Mengetahui,
Guru Pamong Teacher (Researcher)
Hariyati, S.Pd,M.Pd Inggit Sekti Oktafiya
NIP.19700704 199802 2 006 NIM.11309103

Pre test Cycle II


Name :
Number :
I. Read the text carefully to answer the questions below!

On Saturday night, we went to the Town Hall. It was the last day of the
year and large crowd of people had gathered under the Town Hall clock. It would
strike twelve in twenty minutes time. Fifteen minutes passed and then, at five to
twelve, the clock stopped. The big minute hand did not move. We waited and
waited, but nothing happened. Suddenly someone shouted,Its two minutes past
twelve! The clock has stopped! I looked at my watch. It was true. The big clock
refused to welcome the New Year. At that moment, everybody began to laugh and
sing.

1. When did the clock stopped?


2. Why did the people gather under the Town Hall clock?
3. Based on the text, where was the writer?
4. When did the event happen?
5. What did the writer do when the clock stopped?

II. Mention five the verbs with the meaning based on the text above!

1. .. = ..
2. .. = ..
3. .. = ..
4. .. = ..
5. .. = ..

Post test Cycle II

Name : Number :

A. Read the text carefully to answer the questions below!

Fishing in the Harbor

Last New Years Eve my family joined some other families on a


fishing trip at Greenwich harbor to welcome the New Year. We went fishing
so we could stay up late.

On our way to the harbor, we bought some beef mince at the butcher.
We used the mince as bait. My parents friends brought the fishing rods for us
to use. When we got to the harbor, some families were already there. We were
a bit late because we tried to find our way to the harbor and got a bit lost. We
started a fishing competition. We agreed that whoever got the most fish would
keep all the fish caught that night.

1. What did the writer do to welcome the New Year?


2. When did the writer go to welcome the New Year?
3. Where did the writer go with his family?
4. Why did the writer late to the harbor?

B. Mention six verbs with the meaning based on the text above!

1.
2.
3.
4.
5.
6.

C. Arrange the sentences become a good paragraph below!

a. The air was so fresh, and the water from up was so clear and cool.
b. Last Sunday we went on a trip to see a waterfall in Tawangmangu.
c. At noon we lunch together. We were very happy.
d. We left from school at seven in the morning. We arrived on the
waterfall site at nine oclock.
e. Some of us played with water, and the other just watched the
scenery.
f. It was a nice place and the waterfall is so high.
DOCUMENTATION

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