26 07 2017

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CHAPTER I
INTRODUCTION
This chapter deals with background, problem statement, research question,
objective, significance and scope of the research.
A. Background
Vocabulary is very vital to master in language learning. It is the key
component for learners to produce and understand the language even if they have
considerable knowledge about grammar. Rivers and Nunan (1995) argued 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. Learners cannot express what they feel or what they want to say
if they do not have enough vocabulary in their mind.
According to Richards (2001), vocabulary is the core component of
language proficiency and provides much of the basis for how well learners
speak, listen, read, and write. In addition, Richards and Schmidt (2002) stated
that vocabulary is a set of lexeme, including single words, compound words,
and idioms. From those definitions, the researcher concludes that vocabulary is a
set of lexeme which determines learners’ proficiency in the four language skills
(listening, speaking, reading, and writing).
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There are some indicators which can be used to measure vocabulary
mastery. Those indicators are word form (including how the word is pronounced
and spelt as well as the grammatical changes which can be made to it), word
meaning, and word use (Cameron, 2001). Learners have to know them all then
their teacher can say that they master the word(s).
When the researcher conducted an observation in SMP Negeri 1 Liliriaja
on 11th January 2017, he found that vocabulary shortage was the main problem for
the seventh grade students in learning English. They could not speak and
understand sentences because they did not have enough vocabulary in their mind.
The researcher gave them some words and asked them to pronounce the words,
but they could not pronounce the words correctly. The researcher also mentioned
other words, and let them guess how the words are spelt, they could not either.
Moreover, very few of them could make sentences from the given words. The
problem was reflected by the students’ English score. Most of the students did not
have higher score than the standar of minimum completeness of the school. The
English teacher must have contribution to this kind of condition. He just told the
students the meaning of new words or asked the students to look the meaning in
dictionary. In other words, the teacher still used conventional way in teaching
vocabulary. However, the students needed a better method, which is more
memorable and enjoyable.
In order to facilitate the students in learning vocabulary mastery, the
researcher proposed Fast Hands Game (FHG), a computer-based, which combines
the use of pictures and sounds to help the students learn vocabulary. While
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playing the game, the students can learn up to thirty new words in a session. On
the screen, the new words will appear interchangeably. When a word appears, the
students will hear the pronunciation of the words. Then, the students have to click
the picture of the word before the time is over.
Visual things like pictures can make vocabulary learning more memorable.
Besides, the sounds in the game tell the students the correct way to pronounce the
words. Moreover, the game is intended to engage the students in the teaching and
learning process. Therefore, the researcher assumed that FHG would be able to
increase the students’ vocabulary mastery.
In this study, the researcher observed whether FHG can increase students’
vocabulary mastery in terms of word form (including how the word is pronounced
and spelt as well as the grammatical changes which can be made to it), word
meaning, and word use. The researcher focused on teaching productive
vocabulary. The study took place in SMP Negeri 1 Liliriaja, and the subject was
the seventh grade students of the junior high school.
Based on the above explanation, the researcher would study under the title:
Increasing Students’ Vocabulary Mastery by Using Fast Hands Game
(FHG).
B. Problem Statement and Research Question
The ELT (English Language Teaching) problem which became the main
concern of this research was the lack of students’ vocabulary mastery. In regard to
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this problem, the researcher attempted to tackle this problem. In dealing with the
problem, the researcher would use FHG in teaching vocabulary to the students.
Based on the research problem stated above and the attempt to be pursued,
the researcher formulated the following research question:
Can FHG increase students’ vocabulary mastery?:
a. Can FHG increase students’ mastery of word form?
b. Can FHG increase students’ understanding of word meaning?
c. Can FHG increase students’ ability to use the word?
C. Research Objective
In relating to the problem statement above, the objective of the research
was to find out:
whether FHG can increase the students’ vocabulary mastery or not:
a. whether FHG can increase the students’ mastery of word form or not
b. whether FHG can increase the students’ understanding of word meaning
or not
c. whether FHG can increase the students’ ability to use the word or not
D. Significance of The Research
The result of this research is expected to give theoretical and practical
contributions. Theoretically, the researcher hopes this study can give contribution
in term of theory about vocabulary mastery and FHG. Besides that, it is also
expected that the study can give contribution for practical use for the following
parties:
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1. Teachers of English
The researcher hopes his study can give benefit to teachers of English.
The strategy suggested in this research is expected to be able to enrich
teachers’ strategy in teaching vocabulary.
2. Students of English
The result of this study is expected to facilitate students of English in
learning vocabulary.
3. Researcher
This study lets the researcher know more about vocabulary and strategy
which can be applied in teaching / learning vocabulary.
E. Scope of The Research
The limitation of this research is viewed from three aspects:
1. By discipline, this research is under Applied Linguistics.
2. By content, the research covered students’ vocabulary mastery in terms
of word form (including how the word is pronounced and spelt as well as
the grammatical changes which can be made to it), word meaning, and
word use. The researcher focused on teaching productive vocabulary
taking three word classes, they were noun, verb, and adjective.
3. By activity, the research proceeded as in the following activities:
a. The reseacher divided the students into groups consiting of 4 – 5
students.
b. Each group got flashcards containing vocabulary related to animal,
classroom, house furniture, and profession.

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c. The students had time to learn the vocabulary .
d. Then, each group sent two representatives to play the game.
e. The representatives were selected randomly .
f. The group who got the lowest score would get punishment (such as
singing, reading poetry, etc).
g. All of the students were ordered to practice the newly learned words
based on the indicators of vocabulary mastery (word form including
its pronunciation, its spelling, and grammatical changes which can
be made to it, word meaning, and word use).

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with previous related studies, some pertinent ideas,
resume, theoretical framework, and hypothesis of the research.
A. Previous Related Studies
The researcher had read some previous studies related to vocabulary
mastery and FHG. The following are those previous studies including their
similarities and differences with the current study :
1. Addas (2016) conducted a research on Using the combination of
Memory Palace and Semantic Map Technique to Improve Students’
Vocabulary Mastery. She found that students’ vocabulary mastery at the
eighth grade of SMP Negeri 25 Makassar get increased after comparing
the results of the students’ pretest and post test. This research has some
similarities with the current research. Both researches focused to improve
or increase students’ vocabulary mastery. They used pre-experimental
design. However, the researches differ in the implemented strategy
and in the research subject. The previous research used the combination
of Memory Palace and Semantic Map Technique to the eight grade
students of SMP Negeri 25 Makassar, while the current research used
FHG to the seventh grade students of SMP Negeri 1 Liliriaja.
2. Yusniati (2012), in her research Increasing The Vocabulary Mastery of
The First Grade Students of SMA Negeri 3 Makassar Through Fable

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Translation Exercises, found that fable translation exercises increase the
vocabulary mastery of the first grade students of SMA Negeri 3
Makassar. This research is similar to the current research in term of
research design. However, their strategy and subject are different. The
previous research applied fable translation exercises to tenth grade
students.
3. In a research entitled The Effectiveness of Using Computer Game Fast
Hands to Improve Students’ Vocabulary Mastery for Junior High School
conducted by Trihandayani and Sofwan (2016), it was found that
computer game Fast Hands effectively improves students’ vocabulary
mastery. This research applied the same strategy with the current
research, it also used experimental design. However, both researches still
have differences. The subject of the previous research were the eight
grade students of SMP Negeri 1 Muntilan, Magelang. The previous
research just applied its treatment twice, while the current research
conducted treatment in 6 meetings.
All of the studies above proved that their implemented strategy can
improve or increase students’ vocabulary mastery. Although one of the studies
had used FHG as its strategy, the researcher thought that it is still necessary to
conduct the current study because the subject and the number of counducted
treatments of both studies are different.

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B. Pertinent Ideas
This part covers the concept of vocabulary mastery (consisting of
definition of vocabulary, importance of vocabulary, kinds of vocabulary, word
classes or parts of speech, indicators of vocabulary mastery, and techniques in
teaching vocabulary) and the concept of FHG (including FHG and its
implementation and advantages of using FHG in teaching vocabulary).
1. Concept of Vocabulary Mastery
a. Definition of Vocabulary
The following is the definitions of vocabulary according to some
experts :
1) Richards (2001) stated, “Vocabulary is the core component of
language proficiency and provides much of the basis for how
well learners speak, listen, read, and write.”
2) Richards and Schmidt (2002) also said that “Vocabulary is a
set of lexeme, including single words, compound words, and
idioms.”
3) According to McCarthy in Aribowo (2008), “Vocabulary is the
biggest component of any language. If you do not know
enough vocabulary you will not be able to express yourself
adequately.”
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Based on those definitions, the researcher concludes that
vocabulary is a set of lexeme which is the biggest component of any
language and determines learners’ proficiency in the four language skills
b. Importance of Vocabulary
Vocabulary, as one of language elements, has a big role for
learners in learning a language (Cameron, 2001). It is the core component
of the language. It determines learners’ proficiency when they are
listening, speaking, reading, or writing.
Some experts said that vocabulary is more important than
grammar. One of the experts is Wilkins who stated in Alqahtani (2015)
that, “Without grammar very little can be conveyed, without
vocabulary nothing can be conveyed”. Talking about something with
considerable knowledge of vocabulary in mind is still understandable
even though it contains some grammatical errors. However, speaking or
writing without adequate knowledge of vocabulary is difficult to do or
even dangerous. A wrong choice of word may lead to a misunderstanding
although the words are delivered in correct grammar.
In addition, Rivers and Nunan (1991) said that vocabulary is
essential because all things about grammar learners have learned are
useless without sufficient number of vocabulary. They cannot use the
grammar without vocabulary.

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Based on the experts’ statement above, the researcher concludes
that vocabulary is the most important thing to master in language
learning. Without enough vocabulary in mind, learners cannot express
their feeling and ideas. They cannot even understand if people talk to
them or if they read something.
c. Kinds of Vocabulary
The following are three classifications of vocabulary according to
some experts :
1) Hiebert and Kamil
Hiebert and Kamil (2005) pointed out that there are 4 kinds of
vocabulary, namely oral vocabulary, print vocabulary, productive
vocabulary, and receptive vocabulary.
a) Oral vocabulary, is words whose meanings are known when
speaking or reading orally.
b) Print vocabulary, is those whose meanings are known when
writing or reading silently.
c) Productive vocabulary, is vocabulary which an individual can
use in speaking or writing.
d) Receptive vocabulary, is vocabulary in which an individual
can assign its meanings when listening or reading.
2) Harmer
Harmer in Addas (2016) stated that there are two kinds of
vocabulary :
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a) Active vocabulary, is words which learners have been taught
or learned and it is expected that the learners can use the words
in speaking or writing.
b) Passive vocabulary, is vocabulary whose meanings are
recognized by learners but they cannot use it in speaking or
writing.
3) Good
Good in Addas (2016) divided vocabulary into 4 kinds :
a) Oral or speaking vocabulary, is words which are actively used
in speech or conversation.
b) Writing vocabulary, is those which an individual can use in
writing.
c) Listening vocabulary, is vocabulary whose meanings can be
understood when heard.
d) Reading vocabulary, is vocabulary whose meanings can be
recognized by an individual when (s)he finds it in text.
Although the experts have different opinion in classifying
vocabulary, they agree that there are words an individual can understand
and produce, and there are also words an individual can only understand.
The researcher thinks that learners should practice using the words they
have just learned so that not only they can understand the words but also
they can produce them either in speaking or writing.

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d. Word Classes or Parts of Speech
In English, there are eight parts of speech (Harmer, 1998):
1) Noun
Noun is a word that is the name of a person, a place, a thing or
activity or a quality or idea. Noun can be used as the subject or object
of a verb. Examples:
a) Oliver: Oliver Queen is my friend.
b) England: I want to go to England someday.
c) Pen: Do you see my pen?
d) Listening: I need more practice in listening skill.
e) Terorism: Terorism must be stopped as soon as possible.
f) Capability: You have the capability to lead the company.
2) Verb
Verb is a word which is used in decribing an action,
experience, or state. Examples :
a) Run: You have to run now.
b) Study: I study in University of Makassar.
c) Fire: He was just fired yesterday.
d) Be: I am happy.
3) Adjective
Adjective is a word that gives more information about a noun
or pronoun. Examples:
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a) Beautiful: What a beautiful girl!
b) New: We have a new problem.
c) Excited: She was very excited.
d) Clear :Every thing becomes clear right now.
4) Adverb
Adverb is a word that describes or adds to the meaning of a
verb, adjective, another adverb or a whole sentence. Examples:
a) Quickly: Do it quickly!
b) Slowly: He spoke too slowly.
c) At school: See you at school!
d) In the morning: I prepare to go to college in the morning.
5) Preposition
Preposition is a word which is used to show the way in which
other words are connected. Examples:
a) For: I am looking for my English dictionary.
b) Of: He is a student of Harvard University.
c) In: Put the books in my bag!
d) On top of: There are too many stuffs on top of the
cupboard.
6) Pronoun
Pronoun is a word that is used in place of a noun or noun
phrase. Examples:
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a) Me: Please, see me on Monday!
b) Him: Let him go!
c) They: They are in the library.
d) We: We need some rest.
7) Conjunction
Conjunction is a word that connects sentences, phrases, or
clauses. Examples:
a) And: Anna and Pete are friends
b) But: I do not want to bother you, but I really need you.
c) If: Tell her I am here if you see her.
8) Determiner
Determiner includes definite and indefinite articles,
possessives, demonstratives, and quantifiers. Examples:
a) The: I lose the ring.
b) A: She needs a pen
c) An: There is an ambulance in front of his house.
d) Their: That is their school.
e) My: Mr. Steel is my teacher.
f) Those: Those people live in Jalan Mannuruki.
g) This: This man is dangerous.
h) Many: How many brothers and sisters do you have?
i) Some: I need some sugar.

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From eight parts of speech above, noun and verb are the most
frequently used ones in sentences. Sentences can still be constructed
without adjective, adverb, preposition, pronoun, conjunction, and
determiner. However, involving noun and verb in sentences is
absolutely necessary.
e. Indicators of Vocabulary Mastery
According to Cameron (2001), there are three indicators of
vocabulary mastery :
1) Word Form
Word form includes how a word sounds, how it is spelt, and
grammatical changes which can be made to it. When learning
vocabulary, not only word meaning learners need to know, but also
the word pronunciation as well as its spelling. Besides, the word
grammar is important either. Learners need to know when they should
use singular form and when plural form is neccessary, or whether they
should use present participle or past participle.
2) Word Meaning
Word meaning is the conceptual content or meaning of a word
and how it relates to other concepts and words (Cameron, 2001).
Conceptual meaning refers to dictionary meaning (Leech, 1981).
In English, one word usually has more than one meaning. It
depends on the context. The word drive, for example, has at least five
meanings in noun form and three meanings in verb form. Another

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example is the word pen. It can mean writing device and enclosed
space in noun form, while in verb form it means to write
something.
3) Word Use
Word use means patterns of occurence of a word with other
words, and in particular types of language use (Cameron, 2001).
Harmer (1991) divided word use into three categories, named :
a) Metaphor and Idiom
Words are not always translated into their primary
meaning. Sometimes, they are used as a metaphor or an idiom.
For instance, the word pig in “Freddy is a pig when he eats”. Pig
in this sentence does not mean animal. However, pig here means
“a person who eats too much”. The same thing happens on the
idiom “when pigs fly”. In this case, the words when, pigs, and fly
cannot be translated separatedly. “When pigs fly” must be
translated in a unit which means something impossible.
b) Collocation
Words are usually combined and create a new meaning.
However, not all words can be put together even though the
meaning makes sense. People say ‘make money’, not ‘produce
money’. ‘Produce money’ is more proper for Indonesian ears than
‘make money’, but it sounds strange for native speakers.

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c) Style and Register
Word meaning depends on the context the word is used.
The same word can have different meaning in different style or
register. The word area, for instance, in regular usage means a
piece of land. However, in mathematic it has different meaning. It
means the size of a flat surface.
Learners need to know all of the indicators stated above when they
learn vocabulary. They cannot ignore any of the indicators because each
of the indicators is essential in language use.
f. Techniques in Teaching Vocabulary
Ur (1996) listed 10 kinds of technique teachers can apply in
teaching vocabulary. The following are the techniques :
1) Concise definition (as in a dictionary)
2) Detailed description (of appearance, qualities, etc)
3) Examples (hyponyms)
4) Illustration (picture, object)
5) Demonstration (acting, mime)
6) Context (story or sentence in which the item occurs)
7) Synonyms
8) Opposite(s) (antonyms)
9) Translation
10) Associated ideas, collocations

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From the list above, the researcher infers that there are many
techniques teacher can use in teaching vocabulary. (S)he may choose one
or more of the techniques (s)he thinks suitable for the students. The
researcher, for instance, will apply illustration (pictures) in teaching
vocabulary because FHG uses pictures in its implementation.
2. Concept of FHG
a. FHG and Its Implementation
FHG is a computer-based game which combines the use of pictures
and sounds to facilitate learners in vocabulary learning. In a session, a
player may learn up to thirty new words. The words, one by one, are
displayed on the screen. The player will also hear the pronunciation of the
showed word. The player’s task is to click the picture of the word. The
time to click the picture is limited. A word usually appears more than
once in a session. Although the player have clicked the correct picture, it
is possible that the word will appear again later.
b. Advantages of Using FHG in Teaching Vocabulary
When playing FHG, students click the picture of words displayed
on the screen. Learning vocabulary by that way will be beneficial to the
students because visual things like objects and pictures are more
memorable (Harmer in Rokni and Karimi, 2013). Besides, learners will
hear directly from the game how word is supposed to pronounce. In
addition, Huyen and Nga (2003), in their research, found that there are, at
least, three advantages of using games in teaching vocabulary :

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1) Students are pleased to learn vocabulary through game and show
positive attitudes
When using a game in teaching vocabulary, most students will
be excited. They want and try to be the winner. They feel relaxed.
Therefore, there is no boreness anymore.
2) Students may be able to remember the vocabulary better.
In game, students can use the vocabulary they have learned.
They have opportunity for that. They can use the vocabulary
repeatedly so that it can stay longer in their memory.
3) Games help them a lot in vocabulary learning
In fact, games truly help students in learning vocabulary. From
20 students observed by Huyen and Nga, all of them agree with the
statement. 12 students can answer well 2/3 of the questions given to
them. One of them can even answer all of the questions.
Based on the explanation above, the researcher concludes that
FHG has many advantages if used in teaching vocabulary. Therefore, the
researcher is interested to study about FHG.
C. Resume
1. Vocabulary is a set of lexeme which is the biggest component of any
language and determines learners’ proficiency in the four language skills
2. Vocabulary is the most important thing to master in language learning.
Without enough vocabulary in mind, learners cannot express their feeling

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and ideas. They cannot even understand if people talk to them or if they
read something.
3. Although the experts have different opinion in classifying vocabulary,
they agree that there are words an individual can understand and produce,
and there are also words an individual can only understand. The
researcher thinks that learners should practice using the words they have
just learned so that not only they can understand the words but also they
can produce them either in speaking or writing.
4. From the eight parts of speech, noun and verb are the most frequently
used ones in sentences. Sentences can still be constructed without
adjective, adverb, preposition, pronoun, conjunction, and determiner.
However, involving noun and verb in sentences is absolutely necessary.
5. Learners need to know all of the indicators of vocabulary mastery (word
form including how the word is pronounced and spelt as well as the
grammatical changes which can be made to it, word meaning, and word
use) when learning vocabulary. They cannot ignore any of the indicators
because each of the indicators is essential in language use.
6. The researcher infers that there are many techniques teacher can use in
teaching vocabulary. (S)he may choose one or more of the techniques
(s)he thinks suitable for the students. The researcher, for instance, will
apply illustration (pictures) in teaching vocabulary because FHG uses
pictures in its implementation.

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7. FHG is a computer-based game which combines the use of pictures and
sounds to facilitate learners in vocabulary learning.
8. FHG has many advantages if used in teaching vocabulary. It is more
memorable, enjoyable, and triggers students’ positive attitude. Therefore,
the researcher is interested to study about FHG.
D. Theoretical Framework
The research framework underlying this research is given in the following
diagram:
Teaching English
Language Element
Vocabulary
Noun Verb Adjective
FHG
Vocabulary Mastery
Word Form a Word Meaning Word Use
a a
1. Pronunciation Conceptual Simple Sentence (Simple

2. Spelling Present Tense and Present
3. Grammar Meaning Continuous Tense)
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In his study, the researcher taught one of the language elements, that was
vocabulary. When teaching vocabulary, the researcher used FHG. It was expected
that this computer-based game can increase students’ vocabulary mastery which
includes word form, word meaning, and word use. Word form includes the word
pronunciation, spelling, and grammar. In teaching word meaning, the researcher
focused on teaching the word conceptual meaning, that is the word meaning in
dictionary. In order that the students know the word use, the researcher taught
them how to construct simple sentences.
There were three word classes the researcher taught, namely noun, verb,
and adjective. Every word class was taught for two meetings. In each meeting, the
students wwere divided into groups consisting of 4 – 5 students. The researcher
gave flashcards to each group containing vocabulary related to animal, classroom,
house furniture and profession. The students had some minutes to learn the
vocabulary. Then, each group would send 2 representatives, and the
representatives were selected randomly. The group who had the lowest score
would get punishment (singing in front of the class, reading a poetry, telling a
story, etc). Finally, all of the students were ordered to practice the newly learned
words based on the indicators of vocabulary mastery (word form including its
pronunciation, its spelling, and grammatical changes which can be made to it,
word meaning, and word use).

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E. Hypothesis
Based on the literature review conducted by the researcher, he
hypothesized that FHG computer-based can increase students’ vocabulary
mastery. FHG uses pictures and sounds in its implementation so that the learning
process is more memorable for the students. Besides, teaching vocabulary by
using games is more enjoyable.
H0 : The use of FHG cannot increase students’ vocabulary mastery.
H1 : The use of FHG can increase students’ vocabulary mastery.

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CHAPTER III
RESEARCH METHOD
This chapter of the research deals with research method and design,
variables, population and sample, instrument, procedures of collecting data, and
technique of data analysis.
A. Research Method and Design
In his study, the researcher applied pre-experimental design. He used one
group pretest - posttest design. The group would get pretest, treatment, and post
test. Before giving treatment, the researcher gave pretest. Post test was given after
the treatment. The result of the pretest and post test were compared to find out
whether FHG can increase students’ vocabulary mastery significantly.
The following is the illustration of the research design:
O1 X O2
(Gay, 2006)
O1 : Pretest (word form including how the word is pronounced and spelt as well
as the grammatical changes which can be made to it, word meaning, and
word use)
X : Treatment
O2 : Post test (word form including how the word is pronounced and spelt as
well as the grammatical changes which can be made to it, word meaning,
and word use)
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B. Research Variables and Their Operational Definition
The research has two variables, namely independent and dependent
variables.
1. Research Variables
a. Independent Variable
The independent variable of the research is the use of FHG.
b. Dependent Variable
The dependent variable of the research is students’ vocabulary
mastery which is indicated by three aspects: word form (including how
the word is pronounced and spelt as well as the grammatical changes
which can be made to it), word meaning, and word use.
2. The Operational Definition
In order to avoid misunderstanding, the researcher thinks that it is
neccessary to define the research variables.
a. FHG is a computer-based game which combines the use of pictures
and sounds to facilitate learners’ vocabulary learning.
b. Vocabulary Mastery means knowing word form (including how the
word is pronounced and spelt as well as the grammatical changes
which can be made to it), word meaning, and word use.
1) Word form refers to how the word is pronounced and spelt, as
well as grammatical changes which can be made to it.
2) Word meaning includes the word conceptual meaning, that is the
word meaning in dictionary.

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3) Word use means patterns of occurence of a word with other
words, and in particular types of language use.
C. Population and Sample
1. Population
The population of the research was the seventh grade students of SMP
Negeri 1 Liliriaja in the academic year of 2016/2017. It consisted of five
classes in which is about 20-24 students. Totally, the number of students was
116.
2. Sample
The researcher applied simple random sampling technique. He chose
one of five classes randomly. The class consisted of 20 students.
D. Instrument of The Research
The instrument of the research was vocabulary test consisting of 60 items.
30 items were about word form (10 items to test the students’ pronunciation, 10
items to test spelling, and 10 items to test grammar), 10 items were about word
meaning (the word meaning in dictionary), and 20 items were about word use
(referring to the students’ ability in constructing simple sentences, 10 items
required the students to use simple present tense and 10 items required them to
use present continuous tense). The test was conducted twice, before and after the
treatment. However, the items tested were the same. It was aimed to know the
students’ achievement before and after the treatment.

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E. Procedures of Collecting Data
Below are the procedures of collecting data :
1. Pretest
Pretest was given in the first meeting. The pretest was used by the
researcher to measure the students’ vocabulary mastery before the treatment
using FHG. The time allocated for the test is 80 minutes (2 x 40 minutes).
2. Treatment
After conducting the pretest, the researcher started to give treatment
to the sample group in the second meeting. He taught noun, verb, and
adjective. Each word class was taught for two meetings. Therefore, the
treatment lasted until the seventh meeting.
In teaching vocabulary, the researcher used FHG. Before playing the
game, the students were divided into groups consisting of 4 – 5 students.
Each group would get flashcards containing vocabulary related to animal,
classroom, house furniture and profession. The students had some minutes
to learn the vocabulary. Then, each group would send 2 representatives, and
the representatives were selected randomly. The group who had the lowest
score would get punishment (singing in front of the class, reading a poetry,
telling a story, etc). Finally, all of the students were ordered to practice the
newly learned words based on the indicators of vocabulary mastery (word
form including its pronunciation, its spelling, and grammatical changes
which can be made to it, word meaning, and word use).

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3. Post Tests
At the end, the researcher gave a post test (2 x 40 minutes) to the
students. The test was the same test used in the pretest. It is intended to find
out whether there is a significant difference in students’ achievement before
and after being taught by using FHG.
F. Technique of Data Analysis
To analyze the data, the researcher used vocabulary test. From that test, he
scored the students’ achievement. The following is the scoring system the
researcher used :
1. Word Form Test
a. Pronunciation Test
SCORE 4 SCORE 3 SCORE 2 SCORE 1

(Very Good) (Good) (Average) (Poor)
Making some Making frequent Making multiple
Almost mistakes that do mistakes that make mistakes that
Perfect not interfere it difficult to take away
meaning understand meaning
b. Spelling Test
Correct = 1
Incorrect = 0
c. Grammar Test
Correct = 1
Incorrect = 0
30
2. Word Meaning Test
Correct = 1
Incorrect = 0
3. Word Use Test
SCORE 4 SCORE 3 SCORE 2 SCORE 1

(Very Good) (Good) (Average) (Poor)
Making some Making frequent Making multiple
Very
mistakes that do mistakes that make mistakes that
accurate, few
not interfere it difficult to take away
mistakes
meaning understand meaning
Below are the procedures the researcher followed in the data analysis :
1. Score was determined by using the following formula :
Student′ s Point
Score = x 100
The Maximum Point
The maximum point in the vocabulary test was 150.
2. To classify the students’ score, the following categories were used :
No Mastery Level Category

1. 86 – 100 Very Good
2. 71 – 85 Good
3. 56 – 70 Fair
4. < 56 Poor
(Kemendikbud, 2016)
3. Computing the frequency and percentage of the students by using this
formula:
31
𝐹𝑞
P= × 100 %
𝑁
Where : P = Percentage
Fq = Frequency
N = Total number of sample
(Gay, 2006)
4. The mean score of the students’ pretest and posttest by using the following
formula :
∑𝑥
𝜒̅ = 𝑁
Where: 𝜒̅ = Mean score
∑ 𝑥 = The sum of all score
𝑁 = The number of object
(Gay, 2006)
5. Finding standard deviation of students’ pretest and posttest by using this
formula:
2
√∑ 𝑥 2 − (∑ 𝑥)
𝑁
𝑆𝐷 = 𝑁−1
Where : 𝑆𝐷 = Standard deviation
∑ 𝑥 = The sum of all score
∑ 𝑥 2 = The sum square of all score

32
𝑁 = The number of the students
(Gay, 2006)
6. The researcher would find out if there is a significant difference of
students’ achievement before and after being taught using FHG by using
dependent sample t-test :
̅
𝐷
𝑡=
2 (∑ 𝐷)2
√∑ 𝐷 − 𝑁
𝑁(𝑁−1)
Where : t = Test of significance
̅
𝐷 = The mean score of gain
∑𝐷 = The sum of total significance score
∑ 𝐷2 = The sum square of difference
N = The total number of subject
(Gay, 2006)
33
CHAPTER IV
FINDING AND DISCUSSION
This chapter deals with research findings and their discussion. The
research findings contain the description of the result of the data collected from
pretest to posttest. Then, it is explained further in the discussion.
A. Findings
The findings of this research deal with the increase of the students vocabulary
mastery. Data analysis shows that FHG increased students’ vocabulary mastery
which consists of word form (including word pronunciation, word spelling, and
word grammar) word meaning, and word use. Below is the result of the data
analysis conducted by the researcher based on the research questions:
1. Research Question 1 (Major Question) : Can FHG increase students’
vocabulary mastery?
a. Frequency and Percentage of The Students’ Pretest and Posttest
Scores
The students’ pretest and posttest scores are classified into four
criteria, namely very good, good, fair, and poor. The classification can be
viewed in the following table :
33
34
Pre Test Post Test

No Classification Range Percentage Percentage
Frequency Frequency
(%) (%)
1 Very Good 86 - 100 0 0 2 10
2 Good 71 - 85 2 10 14 70
3 Fair 56 - 70 15 75 3 15
4 Poor <56 3 15 1 5
Total 20 100 20 100
The table shows that there was no student (0 %) gaining very good
score before the treatment, 2 students (10 %) got good score, 15 students
(75 %) got fair score, and the rest (15 %) got only poor score. After the
treatment, 2 students (10 %) could gain very good score, 14 students (70
%) gained good score, 3 students (15 %) gained fair score, and only 1
student (5 %) still got poor score. It can be concluded that FHG increased
students’ vocabulary mastery.
The table above indicates that the students’ vocabulary test score
before the treatment using FHG is classified as poor, fair, and good
scores. However, after the implementation of the game on the students,
the students’ score is classified as very good, good, fair, and poor score.
In other words, the students’ posttest score is higher than their pretest
score. It implied that FHG increased the students’ vocabulary mastery.

35
b. Students’ Mean Score and Standard Deviation in Pretest and Posttest
Test Pretest Posttest
Mean Score 56,55 77,1
Standard Deviation 10,33 8,77
The table above shows that the mean score of students’ pretest was
56,55 (classified as fair score) and its standard deviation was 10,33. On
the posttest, the mean score was 77,1 (classified as good score) while the
standard deviation was 8,77. The posttest mean score was higher than the
pretest mean score. It implies that the students’ vocabulary mastery got
increased about 20,55. The standard deviation of the posttest was lower
than the pretest standard deviation indeed, but it cannot be a reference in
concluding whether the treatment was successful or not because a low
standard deviation only indicates that the data points tend to be close to
the mean score. Therefore, this result also proves that students’
vocabulary mastery got increased after being taught by using FHG.
c. Test of Significance
In order to know if there was a significant difference on the students’
vocabulary mastery before and after the treatment, the researcher
conducted a t-test (test of significance). For the level of significance ()
= 0.05 and degree of freedom (df) = 19, then the t-table is 2,093. If the
result of the t-test is higher than the t-table, then the null hypothesis is
36
rejected. However, if the result of the t-test is lower than the t-table, the
null hypothesis is accepted. The result of the t-test is showed in the
following table :
Variable T-Test Value T-Table
X2-X1 20,76 2,093
The table shows that the t-test value was 20,76 while the t-table was
only 2,093. It implied that t-test value was higher than t-table (20,76 >
2,093). Therefore, the null hypothesis (H0) is rejected while the
alternative hypothesis (H1) was accepted. In other words, there was a
significant difference on students’ vocabulary mastery before and after
being taught by using FHG.
2. Research Question 2 (Minor Question) : Can FHG increase students’
mastery of word form?
Scores

37
Pre Test Post Test

Frequency Frequency
(%) (%)
1 Very Good 86 - 100 0 0 7 35
2 Good 71 - 85 3 15 5 25
3 Fair 56 - 70 6 30 7 35
4 Poor <56 11 55 1 5
Total 20 100 20 100
student (5 %) still got poor score. It can be concluded that FHG increased
students’ mastery of word form.
score. It implied that FHG increased the students’ mastery of word form.
38
Mean Score 53,97 77,07
53,97 (classified as poor score) and its standard deviation was 15,98. On
the posttest, the mean score was 77,07 (classified as good score) while
the standard deviation was 13,39. The posttest mean score was higher
than the pretest mean score. It implies that the students’ mastery of word
form got increased about 23,1. The standard deviation of the posttest was
lower than the pretest standard deviation indeed, but it cannot be a
reference in concluding whether the treatment was successful or not
because a low standard deviation only indicates that the data points tend
to be close to the mean score. Therefore, this result also proves that
students’ mastery of word form got increased after being taught by using
FHG.
mastery of word form before and after the treatment, the researcher
39
following table :
X2-X1 13,57 2,093
The table shows that the t-test value was 13,57 while the t-table was only
2,093. It implied that t-test value was higher than t-table (13,57 > 2,093).
Therefore, the null hypothesis (H0) is rejected while the alternative
hypothesis (H1) was accepted. In other words, there was a significant
difference on students’ mastery of word form before and after being
taught by using FHG.
understanding of word meaning?
Scores

40
Pre Test Post Test

Frequency Frequency
(%) (%)
1 Very Good 86 - 100 3 15 11 55
2 Good 71 - 85 1 5 5 25
3 Fair 56 - 70 13 65 3 15
4 Poor <56 3 15 1 5
Total 20 100 20 100
The table shows that there were only 3 students (15 %) gaining very
good score before the treatment, 1 students (5 %) got good score, 13
students (65 %) got fair score, and the rest (15 %) got only poor score.
After the treatment, 11 students (55 %) could gain very good score, 5
students (25 %) gained good score, 3 students (15 %) gained fair score,
and only 1 student (5 %) still got poor score. It can be concluded that
FHG increased students’ understanding of word meaning.
before the treatment using FHG is classified as poor, fair, good, and very
good scores. After the implementation of the game on the students, the
students’ score is still classified as very good, good, fair, and poor score.
However, most of the students got good and very good scores in the
posttest while the result of the pretest is otherwise. In other words, the
students’ posttest score is higher than their pretest score. It implied that
FHG increased the students’ understanding of word meaning.

41
Mean Score 69 84
69 (classified as fair score) and its standard deviation was 13,34. On the
posttest, the mean score was 84 (classified as good score) while the
standard deviation was 12,31. The posttest mean score was higher than
the pretest mean score. It implies that the students’ understanding of
word meaning got increased about 15. The standard deviation of the
posttest was lower than the pretest standard deviation indeed, but it
cannot be a reference in concluding whether the treatment was successful
or not because a low standard deviation only indicates that the data points
tend to be close to the mean score. Therefore, this result also proves that
students’ understanding of word meaning got increased after being taught
by using FHG.
understanding od word meaning before and after the treatment, the
researcher conducted a t-test (test of significance). For the level of
significance () = 0.05 and degree of freedom (df) = 19, then the t-table
42
is 2,093. If the result of the t-test is higher than the t-table, then the null
hypothesis is rejected. However, if the result of the t-test is lower than the
t-table, the null hypothesis is accepted. The result of the t-test is showed
in the following table :
X2-X1 5,09 2,093
difference on students’ understanding of word meaning before and after
being taught by using FHG.
ability to use the word?
Scores

43
Pre Test Post Test

Frequency Frequency
(%) (%)
1 Very Good 86 - 100 0 0 2 10
2 Good 71 - 85 2 10 11 55
3 Fair 56 - 70 10 50 5 25
4 Poor <56 8 40 2 10
Total 20 100 20 100
student (10 %) still got poor score. It can be concluded that FHG
increased students’ ability to use the word.
score. It implied that FHG increased the students’ ability to use the word.
44
Mean Score 55 73,94
55 (classified as poor score) and its standard deviation was 12,81. On the
posttest, the mean score was 73,94 (classified as good score) while the
standard deviation was 11,15. The posttest mean score was higher than
the pretest mean score. It implies that the students’ mastery of word use
got increased about 18,94. The standard deviation of the posttest was
lower than the pretest standard deviation indeed, but it cannot be a
reference in concluding whether the treatment was successful or not
because a low standard deviation only indicates that the data points tend
to be close to the mean score. Therefore, this result also proves that
students’ ability to use the word got increased after being taught by using
FHG.
ability to use the word before and after the treatment, the researcher
45
following table :
X2-X1 13,62 2,093
difference on students’ ability to use the word before and after being
taught by using FHG.
B. Discussions
This part provides more explanation of the research findings. The research
findings reported here are based on the research question in Chapter I.
1. Research Question 1 (Major Question) : Can FHG increase the
students’ vocabulary mastery?
a. Students’ Vocabulary Mastery
Vocabulary mastery is very crucial in using English. It provides the
basis of how well people speak, listen, read, and speak (Richards and
Schmidt, 2002). If someone does not have enough vocabulary in their
mind, (s)he will get trouble in using English. Rivers and Nunan (1991)
46
argued that vocabulary is very essential in using English because what
people have learned about grammar will be useless without sufficient
number of vocabulary.
According to Cameron (2001), vocabulary mastery can be measured
from 3 indicators namely word form (including word pronunciation,
word spelling, and word grammar), word meaning, and word use. In the
pretest and posttest, the researcher used these indicators to measure the
students’ vocabulary mastery. He found that the students’ vocabulary got
increased after being taught by using FHG. In the pretest, no student
gained very good score, 2 students got a good score, 15 got a fair score,
and the rest (3 students) only got a poor score. However, in the posttest, 2
students could gain a very good score, 14 got a good score, 3 got a air
score, and only 1 still got a poor score. The increase of the students’
vocabulary mastery can also be seen on their pretest and posttest mean
scores. Their posttest mean score was 77,1 while their pretest’ was only
56,55. The last thing proving the increase of the students’ vocabulary
mastery is the result of the t-test conducted by the researcher. For the
level of significance () = 0.05 and degree of freedom (df) = 19, the t-
table is 2,093 while the t-test value is 20,76. That means the t-test value
is higher than the t-table. Thereore, it can be concluded that there is a
significant difference on the students’ vocabulary mastery before and
after being taught by using FHG.

47
b. FHG as A Teaching Strategy
There are many ways in teaching vocabulary. Ur (1996), for
instance, have listed 10 techniques which can be applied in teaching
vocabulary. Those techniques consist of concise definition (as in a
dictionary), detailed description (of appearance, qualities, etc), examples
(hyponyms), illustration (picture, object), demonstration (acting, mime),
context (story or sentence in which the item occurs), synonyms,
opposite(s) (antonyms), translation, and associated ideas or collocations.
Teachers can apply strategy or technique which they think suitable for
their students.
FHG is a development of illustration technique. FHG combines the
use of pictures and sound to facilitate students in learning vocabulary. By
using FHG, students can memorize vocabulary more easily with the help
of the pictures used because visual things like object and picture are more
memorable (Harmer in Rokni and Karimi, 2013). Besides, students can
listen directly from the game the correct way in pronouncing words.
Therefore, mispronunciation can be prevented. Moreover, according to
the research conducted by Huyen and Nga (2003), it was found that game
is enjoyable for students.

48
2. Research Question 2 (Minor Question) : Can FHG increase the
students’ mastery of word form?
According to Cameron (2001), word form consists of 3 aspects. They are
pronunciation, spelling, and grammar.
a. Students’ Mastery of Word Pronunciation
When conducting pretest, the students’ mastery of word
pronunciation is still low. There were many mispronunciation made. The
word ‘gather’, for example, some of the students said /gether/ instead of
/ˈgæð.ə (r)/. Fortunately, after being taught by using FHG, their mastery
of pronunciation got increased. The students could pronuounce words as
they should be.
b. Students’ Mastery of Word Spelling
Word spelling is one of the vocabulary aspects in which the students
made many mistakes. In pretest, several students just wrote words as
what they listened. The word ‘jump’, for instance, was written with J-A-
M-P. The same thing happened on the word ‘listen’. The students wrote
L-I-S-E-N instead of L-I-S-T-E-N. When learning by using FHG, they
eventually could learn words and listen directly how the words are
pronounced. Therefore, when the posttest conducted, the number of
mispelling could get decreased.
c. Students’ Mastery of Word Grammar
In the grammar test, the researcher formulated the questions to
measure the students’ ability in determining the suitable word formation.

49
For example, the question ‘English is also ... (speak / spoke / spoken /
speaking). The students have to choose the correct word formation. In the
pretest, the students looked confused to answer this kind of test.
However, after the treatment was given, their mastery of word grammar
could get increased.
students’ understanding of word meaning?
In this study, the researcher focused on teaching conceptual meaning.
Acoording to Leech (1981), conceptual meaning refers to dictionary meaning.
Based on the researchers’ observation, he found that the English teacher of
SMP Negeri 1 Liliriaja only ordered the students to memorize the vocabulary
list in the book or find the meaning of new words in dictionary when teaching
vocabulary. However, this method of teaching seemed less effective. It was
reflected by the students’ score in the pretest. Almost no student got a good
score. Since then, the researcher started to teach vocabulary especially word
meaning by using FHG. FHG facilitated the students in learning vocabulary
because they could see the picture of the vocabulary in the game. Therefore,
the vocabulary was more memorable. The result of the treatment can be seen
in the students’ posttest score in which most of them could gain very good
score in word meaning test.
students’ ability to use the word?

50
In the treatment, the researcher taught two tenses. They were simple
present tense and present continuous tense. This material was in line with
their material in the school.
a. Students’ Ability to Use Words in Simple Present Tense
Before getting treatment, the students made many mistakes in
constructing simple present tense. The students forgot or did not know
that they must put the suffix ‘-s’ at the end of verb whose subject is third
singular person. They could not also differentiate between simple present
tense and present continuous tense. Sometimes, they put the suffix ‘-ing’
at the end of the verb they used. In the treatment, the researcher tried to
fix the problem, and fortunately it worked. The number of mistakes made
by the students in consructing simple present tense could get decreased in
the posttest.
b. Students’ Ability to Use Words in Present Continuous Tense
Just like in constructing simple present tense, the students also made
many mistakes when arranging sentences using present continuous tense.
Most of the mistakes made when the students tried to construct passive
sentence using the present continuous tense. The looked confused
whether they should put ‘-ing’ or ‘-ed’ at the end of verb. Therefore, the
researcher also explained much about this in the treatment in order that
the same mistakes could be prevented, and fortunately it worked.

51
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the result of the research and the discussion in the previous
chapters, this chapter presents the conclusion and suggestion.
A. Conclusion
Based on the research findings and discussion in the previous chapter, it can
be concluded that FHG is effective to increase the students’ vocabulary mastery of
the first grade students of SMP Negeri 1 Liliriaja in academic year 2016/2017. It
is proved by the significant difference between the students’ score in pretest and
their score in posttest. The result of the data analysis shows that the mean score of
the students’ posttest (77,1) was higher than the mean score of their pretest
(56,55), and the value of t-test was also higher than the t-table (20.76>2.093).
B. Suggestion
Considering the above conclusion, the researcher would like to suggest :
1. For Teachers
Teachers can use FHG as an alternative in teaching vocabulary. FHG
can help to make students enjoy the teaching and learning process and show
postive attitude.
2. For Students
51
52
Students should be more attentive and show positive attitude in the
teaching and learning process so that they can understand the material more
easily.
3. For Other Researchers
The researcher would like to suggest to other researcher to study
about either FHG or increasing students’ vocabulary mastery for further
outcomes.
53
BIBLIOGRAPHY
A
Addas, R.K. 2016. Using the Combination of Memory Palace and Semantic Map
Technique to Improve Students’ Vocabulary Mastery. Makassar:
Universitas Negeri Makassar.
Alqahtani, M. 2015. ‘The importance of vocabulary in language learning and how

to be taught.’ In International Journal of Teaching and Education. 3(3), 21-
34.
Aribowo, P.N. 2008. The Effectiveness of Teaching Vocabulary by Using Games

to The Third Grade Students of SD Negeri 03 Karangmojo, Karanganyar.
Surakarta: Sebelas Maret University Surakarta.
Cameron, L. 2005. Teaching Languages to Young Learners. Cambridge:

Cambridge University Press.
Gay. L.R, Geoffrey E.M, Peter Airasian. 2006. Educational Research:

Competencies for Analysis and Implementations Eighth Edition. Merrill
Prentice Hall.
Harmer, J. 1991. The Practice of English Language Teaching. London: Longman.
Harmer, J. 1998. How to Teach English. London: Longman.
Hiebert, E.H, and Kamil, M.L. 2005. Teaching and Learning Vocabulary:
Bringing Research to Practice. New Jersey: Lawrence Erlbaum Assiciates,
Inc., Publisher.
Huyen, N.T.T. and Nga, K.T.T. 2003. ‘Learning Vocabulary Through Games, The
Effectiveness of Learning Vocabulary Through Games.’ In Asean EFL
Journal. Retrieved from http://www.asian-efl-journal.com/dec_03_sub.Vn
.php.
Kemendikbud. 2016. Bahasa Inggris. Jakarta: Kemendikbud.
Leech, G. N. (1981). Semantics: The study of Meaning. 2-nd ed.

Harmoundsworth: Penguin.
Nunan, D. 1995. Language Teaching Methodology; A text Book for Teacher.

London: Phoenix.
Richards, J.C. 2001. Curriculum Development in Language Teaching. Cambridge:

Cambridge University Press.
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Richards, J.C. and Schmidt, R. 2002. Longman Dictionary of Language

Teaching and Applied Linguistics. London: Pearson Education
Limited.
Rokni, S.J.A. and Karimi, N. 2013. ‘Visual Instruction : An Advantage or A

Disadvantage? What About Its Effect on EFL Learners’ Vocabulary
Learning?.’ In Asian Journal of Social Sciences & Humanities. 2(4), 236 –
243.
Trihandayani, R. and Sofwan, A. 2016. ‘The Effectiveness Of Using Computer

Game “Fast Hands” to Improve Students’ Vocabulary Mastery for Junior
High School.’ In ELT Forum: Journal of English Language Teaching.
5(2).
Ur, P. 1996. A Course in language teaching. Cambridge: Cambridge University

Press.
Yusniati. 2012. Increasing The Vocabulary Mastery of The First Grade Students
of SMA Negeri 3 Makassar Through Fable Translation Exercises.
Makassar: State University of Makassar.
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Dog
/dɒg/
Dog likes bones
The dog is running.
Paper
/ˈpeɪ.pə(r)/
Printer needs papers.
The teacher is buying papers.
Lamp
/læmp/
Lamp lightens room.
My neighbor is using the lamp.
Policeman
/pəˈliːs.mən/
Policeman has gun.
The policeman is driving a car.

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1

This chapter deals with background, problem statement, research question,

objective, significance and scope of the research.

Vocabulary is very vital to master in language learning. It is the key

the acquisition of an adequate vocabulary is essential for successful second

language use because without an extensive vocabulary, we will be unable to

if they do not have enough vocabulary in their mind.

According to Richards (2001), vocabulary is the core component of

that vocabulary is a set of lexeme, including single words, compound words,

(listening, speaking, reading, and writing).

There are some indicators which can be used to measure vocabulary

their teacher can say that they master the word(s).

When the researcher conducted an observation in SMP Negeri 1 Liliriaja

vocabulary. However, the students needed a better method, which is more

memorable and enjoyable.

In order to facilitate the students in learning vocabulary mastery, the

researcher proposed Fast Hands Game (FHG), a computer-based, which combines

the picture of the word before the time is over.

increase the students’ vocabulary mastery.

meaning, and word use. The researcher focused on teaching productive

the seventh grade students of the junior high school.

Increasing Students’ Vocabulary Mastery by Using Fast Hands Game

B. Problem Statement and Research Question

the researcher formulated the following research question:

Can FHG increase students’ vocabulary mastery?:

a. Can FHG increase students’ mastery of word form?

b. Can FHG increase students’ understanding of word meaning?

c. Can FHG increase students’ ability to use the word?

In relating to the problem statement above, the objective of the research

was to find out:

whether FHG can increase the students’ vocabulary mastery or not:

b. whether FHG can increase the students’ understanding of word meaning

D. Significance of The Research

The result of this research is expected to give theoretical and practical

The strategy suggested in this research is expected to be able to enrich

teachers’ strategy in teaching vocabulary.

The result of this study is expected to facilitate students of English in

which can be applied in teaching / learning vocabulary.

E. Scope of The Research

The limitation of this research is viewed from three aspects:

1. By discipline, this research is under Applied Linguistics.

2. By content, the research covered students’ vocabulary mastery in terms

word use. The researcher focused on teaching productive vocabulary

3. By activity, the research proceeded as in the following activities:

a. The reseacher divided the students into groups consiting of 4 – 5

b. Each group got flashcards containing vocabulary related to animal,

classroom, house furniture, and profession.

c. The students had time to learn the vocabulary .

d. Then, each group sent two representatives to play the game.

e. The representatives were selected randomly .

singing, reading poetry, etc).

based on the indicators of vocabulary mastery (word form including

its pronunciation, its spelling, and grammatical changes which can

be made to it, word meaning, and word use).

REVIEW OF RELATED LITERATURE

resume, theoretical framework, and hypothesis of the research.

A. Previous Related Studies

The researcher had read some previous studies related to vocabulary

similarities and differences with the current study :

1. Addas (2016) conducted a research on Using the combination of

Memory Palace and Semantic Map Technique to Improve Students’

Vocabulary Mastery. She found that students’ vocabulary mastery at the

eighth grade of SMP Negeri 25 Makassar get increased after comparing