PROPOSAL IMPROVING UNDERSTANDING AND MASTERY OF ENGLISH VOCABULARY THROUGH GAMES IN CLASS X STUDENTS SMPN 5 TANJABTIM

Disusun Oleh : NAMA : MARDIANA NIM : TE. 090363

INSTITUT AGAMA ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI 2012

TABLE OF CONTENTS Page Abstract Table of Contents CHAPTER I INTRODUCTION A. Problem Background B. Problem formulation C. Hypothesis D. Research Objectives E. Usability Research F. Materials Learning Through Games G. The game form H. Selection of Games CHAPTER II THEORY FRAMEWORK A. Definition of Learning B. Vocabulary Definitions C. Benefits of Vocabulary English Communication D. Types Vocabulary E. Depth of Knowledge F. Through Games Teaching Materials. G. Applied to game shape. H. Choosing a game.

I. Improving communication and social skills j. Helping assess a pupils skill level k. Gaining a sense of pride for accomplishments l. Covering more ground

CHAPTER III RESEARCH METHODOLOGY A. Place, Time and Subject Research B. Data Analysis Techniques C. The data collection instrument D. Data Collection Techniques

FOREWORD

Praise and gratitude to convey the author of Allah SWT, because an abundance of His grace and guidance so that the writing of the draft Class Action Research (PTK) with the title "Improving understanding and mastery of English Vocabulary Through Games In Class X Students SMPN 5 TanjabTim, the writing of this scientific work to complete subject material. Action research in the design of Class (Class Action Research) is the author of many to get feedback from instructors and a group of friends. For that we thank haturkan sincere expression of gratitude to: 1. My be loving lecture. 2. All of a group of colleagues, and others who have helped so that the writing is completed. Authors realize that writing Classroom Action Research is still far from perfect for that all criticism and constructive suggestions that we received from all parties to open.

Jambi, April 24, 2012 Author

ABSTRACT "Improving the understanding and mastery of English Vocabulary Through Games In Students Grades X SMPN 5 TanjabTim" Facts prove that the teacher is one determinant of the success of efforts to improve the quality of education. Efforts made in order to improve the quality of education has led to the teachers who mengampu including English lessons at school. Changes due to renewal of the curriculum, the use of new instructional media, methods of learning and new teaching and learning process suggested in the curriculum that needs adjustment up to date, both in terms of teaching materials, teaching methods and techniques, and attitudes based on mengajaranya constructivism and behaviorism. Problems in this study were (a) How to increase learning achievement of English subjects with the implementation of learning strategy game model? (B) How does learning strategy game model of motivation to learn English subjects? This study aims to obtain a clear picture of the mastery of vocabulary in class X bhs.inggris SMPN 5 TanjabTim, through active learning with game models include (a) to determine the ability of students to the vocabulary in English in class X SMPN 5 TanjabTim through a model of the English game (b) to improve the vocabulary of class X SMPN 5 TanjabTim through active and interactive learning games with the model (c) to assess students' mastery of output, especially against the English vocabulary for class X SMPN 5 TanjabTim through the model of the game This study uses a class action (Action Research) as many as three rounds. Each round consists of four phases: design, activity and observation, reflection and refisi. Objectives of this study were students SMPN 5 TanjabTim. The data obtained in the form of a formative test results, observation of teaching and learning activities sheet. Of the analysts found that student achievement has increased from cycle I to IV ie, cycle I (25%), cycle II (35%), cycle III (40%) and cycle IV (45%) The conclusions of this research is a model of learning can play a positive influence on students' motivation in class X, and this learning model can be used as one alternative learning subjects in English. CHAPTER I INTRODUCTION

A. Problem Background Reading as an activity in acquiring knowledge and information is very important for all people, especially students. According to Burns (in Farida Rahim, 2007: 1) the ability to read is vital in a literate society. In fact not only the students, the general public must also be fond of reading activities to improve themselves. Reading is the reality of the demands of everyday life in order not to miss. One important element in improving the self is to build a habit of continuous learning to be human or learner who is always hungry for information and knowledge. No matter how old we are, if we stop learning means we are old, whereas if we will ever learn to stay young feel. Because the best thing in the world would we get to keep our minds in order to stay young. One of the most effective way to learn is to read. But unfortunately, most of us never have time to read. The main reason that we often tell the press of work. We are stuck in routines and pressures of work so it does not have the opportunity to hone our minds by reading. Reading is one way we are to improve ourselves and improve effectiveness. Although we have a "limited time", we still need to sharpen our minds. The trick is to master an effective way of reading that we use that time to be efficient. According to R. Masri Sareb Putra (2008: vii) to read can change not only the point of view or set one's mind, but also can change your life completely. Therefore, since the reading habit should be inculcated in school, it would be better if done at any time. Burke Hedges (in R Masri Sareb Putra, 2008: 56) says that if you want to succeed, you have to do what successful people do. And that successful people do is read and become rich. Although current information / news we can hear through other media, the electronic media in the form of TV and radio, but the role of reading has not been replaced. Lots of information /

knowledge / news conveyed by the print media only, and should be read to get it. In addition it is also fun to read, because we can trace the region where we want. Reading is the window to the world. Necessary to know the contents of reading comprehension, either express or implied. But to understand a reading is not easy, so that the average elementary school children, especially very low reading comprehension. It is undeniable that most school-age children are very happy with the game models, it is in accordance with the development of a child who is basically like the game. Already an instinct that children would be very interested in the so-called game, so how do I make the game favored by children it becomes a method of learning English language exciting and fun. Seem to have mastered the English language is a requirement and necessity today. It is characterized by the proliferation of Work Skills Institute (LPK), Center for Community Learning Activities (PKBM), and the places where English language courses in various areas and even in many schools, especially in big cities, English is taught from early childhood (early childhood) as a local content subject. If observed, the children of school age class X SMPN 5 TanjabTim still love to play, then, there is no harm if the passion play is used to deliver teaching materials. Thus, they will acquire an active learning experience, inofatif, creative, educational, and fun (paikem) happy and weighted (fat) with great significance. One way to memenfaatkan hobby is to play this game gives the game such as "Incomplate Definition and I Spy" they have to use the balance of the brain, to study the idea of thinking, solving problems, and applying what they learn. Active learning should be nimble, fun, vibrant and passionate. To be able to learn something well, we need to hear it, see it, ask questions about, and discuss it

with others. Not only that, students need to "do it", which describes something in their own way, showing for example, trying to practice skills, and a task that requires knowledge. Mastery of the English vocabulary has a variety of aspects, which can be used as a means to develop the knowledge, convey a message, and the form of the word. To uncover the problems that the researchers chose the title 'Improving the Understanding of English Vocabulary Through Games In Students in Grades X SMPN 5 TanjabTim.
B. Problem formulation

Based on the above background, the problems that arise in this study are as follows: A. How is the level of mastery of English vocabulary comprehension grade X through active learning model of the game? 2. How is the level of mastery of English vocabulary implementation of the model Xgraders permaianan? 3. How does the level of mastery of the meaning of the English vocabulary X-graders through active learning model of the game?

C. Hypothesis Based on the problems in action research, entitled 'Improving the Understanding of English Vocabulary Through Games In Class X Students SMPN 5 TanjabTim, conducted by researchers, can be formulated hypotheses of the following: A. Through games of vocabulary pemaahaman vocational students in class X to be increased 2. Through the mastery of vocabulary games vocational students to increase the class X D. Research Objectives

1. General purpose In terms of enhancing the ability of students to the understanding and mastery of the English vocabulary fourth graders X SMPN TanjabTim, through the game. 2. Special Purpose a. This study aims to obtain a clear picture of the mastery of English vocabulary in class X SMPN 5 TanjabTim b. To improve the vocabulary of class X SMPN 5 TanjabTim through active and interactive learning games with the model c. To find out students' mastery of output, especially against the English vocabulary for class X SMPN 5 Tanjabtim through a model of the game.

E. Benefits of Research This study is useful for improving the ability of students to the understanding and mastery of the English vocabulary for class X SMPN 5 TanjabTim through a model of the game.

CHAPTER II FRAMEWORK THEORY

A. Definition of Learning Language is a communication tool that is essential for human life, as well as serve as a tool for menyatakat thoughts and feelings of others, they serve as a tool to understand the thoughts and feelings of others. Language skills are not only required by people who are adults, but also necessary for adolescents and children. Therefore, to master the language skills can be realized by the learning process. Based on the elaboration of the definition in wikipedia, Learning is a process of interaction of students with teachers and learning resources in a learning environment. Learning is the assistance provided by educators in order to place science and the knowledge acquisition process, proficiency and mastery of nature, as well as the formation of attitudes and beliefs on students.

Seeing such things, the role of schools as a place to educate and teach very necessary, in addition to education in a family environment. Of education in the school's students begin to learn to develop aspects of his personality, and language skills that are tailored to their normal development and natural. Students' skills in language can be mentored and guided by a teacher who unwittingly by students, that they've got a repertoire of new vocabulary. Therefore, in delivering the development of materials teachers can choose one or combination of methods appropriate to the material development, needs, interests, and abilities of students and the environment. One form of activity is a game or games. With the atmosphere thus unwittingly by students that the teacher is presenting material that had been developed, the goals can be achieved ditetapkanpun.

The formal definition of learning describes the process as ''a relatively permanent change in behavior based on an individual's interactional experience with its environment.'' As such, learning is an important form of personal adaptation. Let's consider each critical element in this definition. Behavioral change occurs in all animals, both human and non-human, and is a process of personal, or ontogenic, adaptation that occurs within the lifespan of each individual to make one's survival more likely. To say that learning is relatively permanent is to emphasize that behavior is flexible and not genetically pre-programmed in form or function. Learned behaviors may exist for a lifetime, but they may also not appear throughout an individual's life. Experience of, or interaction with, the environment that precedes and follows behavior presents the adaptational requirement and consequence of each interaction. An individual placed in a bubble and kept from any contact with variations in stimuli from the day it is born does not learn many behaviors. The actions of such an organism in this case would be very limited. A living creature may barely survive such an existence. Let's expand on each of the critical elements in the definition of learning a bit more. Because learning is so intertwined with individual and environment, it is often emphasized as one of the two major forms of biological adaptation. Ontogenic adaptation, the basis of learning, creates behavioral change that is unique for each individual and the process only occurs within the lifespan of that individual based on that individual's experiences with its personal environmental interaction history. This is in contrast to phylogenic adaptation,

which creates the shared features that define all members of each species and thus transfers from one generation to the next via genetic transfer and genetic determination. Stressing individual-environmental interaction points out that the environment brings about changes in behavior just as behavior then brings about changes in the environment. Many psychologists believe that organisms learn to adapt to environmental challenges as well as learning to adapt (change) environments to better meet individual survival and comfort requirements. We both create our environments and are created by our environments. We can observe the process of learning by noting changes in behavior or even the development of new responses through these interactions or experiences with the environment. For example, let's reflect on how you may have learned to ride a bicycle. You may have been very young, and had surely already mastered the various ways of getting from one place to another by first being carried, then learning to crawl, then walk, then even skip or run. You probably progressed to various other ways of getting around, such as pedaling a tricycle and later perhaps even a bicycle with two added training wheels to help you learn the balancing difference of pedaling from more of a standing position rather than the lowered seating of your tricycle. On these machines there wasn't much to master other than steering and pedaling correctly. Then one day you were faced with riding a bicycle without training wheels! Suddenly you found balancing was far more challenging than you ever imagined.

But a few repeated efforts and possibly some other-person support to get you moving quickly showed you that balancing on two wheels was more a matter of having the bike moving than anything else. So you soon learned to pedal and mount simultaneously something you had never had to do with your tricycle or with your training wheels. So you now discover that you have a new and relatively permanent skill. You'll probably always be able to ride a bike so long as you have the physical bodily and balancing requisites. But you may find that as you began driving cars, riding a bike (like riding tricycles) isn't something you have actually done for a very long time. It has been abandoned in favor of an even more adaptive and less strenuous mode of longer distance transportation. But then one day you discover riding as a sport or exercise! Suddenly it isn't transportation anymore and, in serving quite a different purpose, riding a bicycle may reappear or disappear as life style and recreational opportunities constantly change. So as environments change, so does the use and purpose of the learned behavior of riding a bike. That's the relativity of the persistence or permanence of use of the behavior. But not all behavior is as obvious as riding a bicycle. Suppose you decide to take a shortcut when biking to school one day and a very large and intimidating dog suddenly barks and chases your bike as you ride by. You become more than a bit aroused and feel the rush of adrenaline immediately as this happens. If you decide not to take this route the next day, one behavioral change is obvious. You altered your path of riding. However if you continue to take the

shortcut the next day that behavior has not changed. But you may feel quite anxious and cautiously look for the dog to appear again when you reach the critical point on your path where he appeared yesterday. That is an alternative form of your adaptation, and it is more emotional behavior vs. skill in riding. These emotional changes are also only relatively permanent because if the dog doesn't appear again over several days, you suddenly find you no longer fear that part of your ride. But don't be surprised if you may one day suddenly find yourself looking for a dog again when you reach that point in the path where you suddenly remember having the initial fearful experience. It may be more permanent than you once thought even though you haven't experienced it for some time, as any veteran soldier is likely to tell you concerning the trauma of experienced war events!

B. Vocabulary definitions In the dictionary wikipedia, the vocabulary is a set of words that are part of a language and has a specific meaning. And meaningful set of words is used as a medium to express the heart and intent of a picture of it. And someone will be able to communicate fluently if they have the vocabulary to meet the needs for communication activities. And vocabulary is a major requirement for a person to be able to communicate. A person's vocabulary is the set of words within a language that are familiar to that person. A vocabulary usually develops with age, and serves as a useful and fundamental tool for

communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the largest challenges in learning a second language. the body of words used in a particular language: a comparison of the vocabularies of different languagesthe Sanskrit vocabulary a part of such a body of words used on a particular occasion or in a particular sphere: the vocabulary of law[mass noun]: you will want to learn vocabulary that is used frequentlythe term became part of business vocabulary the body of words known to an individual person: he had a wide vocabulary a list of difficult or unfamiliar words with an explanation of their meanings, accompanying a piece of specialist or foreign-language text. a range of artistic or stylistic forms, techniques, or movements: dance companies have their own vocabularies of movement.

C. Benefits of vocabulary in English communication In learning English, the vocabulary is necessary to understand and master. The following are the important vocabulary words in a dictionary wikipedia: 1. Assist in delivering care or communicating intent 2. Amount of vocabulary is directly related to reading fluency 3. Assessment of a person's intelligence can be assessed the amount of vocabulary they have. D. Types Vocabulary relating to English language competence, the type of vocabulary is divided into:

1. Vocabulary for reading (reading) 2. Vocabulary for listening (listening) 3. Vocabulary for writing (writing) 4. Vocabulary for talking (speaking) Reading vocabulary A literate person's reading vocabulary is all the words he or she can recognize when reading. This is generally the largest type of vocabulary simply because it includes the other three, though in some cases, notably Chinese characters, as in Chinese and Japanese, where the pronunciation is not transparent, some words may be part of the oral vocabulary but not the written. For example, a Chinese speaker may not recognize that (giraffe) is pronounced qi lin, a Japanese speaker may not recognize that (giraffe) is pronounced kirin. Listening vocabulary A person's listening vocabulary is all the words he or she can recognize when listening to speech. This vocabulary is aided in size by context and tone of voice.

Speaking vocabulary

A person's speaking vocabulary is all the words he or she can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misuse though slight and unintentional may be compensated by facial expressions, tone of voice, or hand gestures. Focal vocabulary "Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a certain group; those with a particular focus of experience or activity. A lexicon, or vocabulary, is a language's dictionary, its set of names for things, events, and ideas. Some linguists believe that lexicon influences people's perception on things, the SapirWhorf hypothesis. For example, the Nuer of Sudan have an elaborate vocabulary to describe cattle. The Nuer have dozens of names for cattle because of the cattle's particular histories, economies, and environments. This kind of comparison has elicited some linguistic controversy, as with the number of "Eskimo words for snow". English speakers can also elaborate their snow and cattle vocabularies when the need arises. In order for the English vocabulary in demand by students, giving rise to an interest in students to love English, can be introduced and developed the methods or techniques of the game. This technique can be used to convey the subject matter. The use of these methods will facilitate the students to remember the English vocabulary is simple and concrete, in accordance with the development of students and student age. Thus will develop the attitude like language, with communicative use of language.

Gradual addition students can mengusai English vocabulary students can also understand the

command, implement and communicate the content of the command correctly. Thus, students will not feel inhibited in communicating due to lack of language skills.

E. Depth of knowledge The differing degrees of word knowledge imply a greater depth of knowledge, but the process is more complex than that.James Flynn reports the remarkable differences in vocabulary exposure of pre-schoolers between different classes in the U.S.A. Apparently, pre-schoolers of professional families are typically exposed to 2,150 different words, pre-schoolers from working class families to 1,250 words, while those from households on welfare just 620.1 There are many facets to knowing a word, some of which are not hierarchical so their acquisition does not necessarily follow a linear progression suggested by degree of knowledge. Several frameworks of work knowledge have been proposed to better operationalise this concept. One such framework includes nine facets:
1. orthography - written form 2. phonology - spoken form 3. reference - meaning 4. semantics - concept and reference 5. register - appropriacy of use 6. collocation - lexical neighbours 7. word associations 8. syntax - grammatical function
1

Flynn (2008), p. 102.

9. morphology - word parts

F. Teaching Through Games Games can be used in the development of teaching materials. Especially in teaching grammar, there are several types of games that can be used so that students are not aware already to study the grammar is fun. Shelley Vernon suggests that games can help teachers to teach grammar with some of the following reasons: 1. Arif Saricoban and Esen Metin, author of "Songs, Verse and Games for Teaching Grammar" explain how and why the game can be used to teach grammar in ESL class, where the games and problem resolution directing siwa to engage in communicative activities. The game not only increase students' knowledge but also bring students directly to the actual use of English.2 2. Using of game to train and connect intensive vocabulary and structure. 3. According Saricoban and Metin, the use of games as a tool to increase cooperation and competition among students and teachers 4. Aydan Ersoz, author of "Six Games for the ESL / EFL Classroom" to explain that provide a challenging and fun atmosphere. Also, the games provide meaningful activities according to context.

(Teaching Grammar with Fun Learning Games)

http://www.eslbase.com/articles/learning-

games)

G. Learning materials through the game The game is very interesting for students in the learning process, especially the English language, because students can interact through the game with an active and interactive, according to the constructivist methods in a very favorable student to receive learning. In this case a lot of games to enhance the ability of students to the vocabulary of English, according to WR. LEE in his book Language Teaching Games and Contest, which was published in 2005 by Oxford University Press. The game chosen is Incomplete Definitions on page 413. The game is based on the class X syllabus students smk 1.3 basic competencies that describe objects, people, characters, time, day, month and year In this game one of describing things and challenge someone from the other team to guess and give you extra points if the word is guessed right, depending on what is selected for the definition and not a lot to give instructions. For example, an elephant can be interpreted as a large animal that lives in India and Africa that could bring as good people but do not mention the elephant trunk, which can make it too easy to guess. Another example is a useful furniture for storing clothes or wardrobes that students can describe according to the shape, color, size, material and origin of the cupboard.

H. Selection of Games In the present study was not selected games from the game but the game according to the syllabus, and students' basic competence by looking indicator. The game is not only done in the classroom
3

WR. LEE in his book Language Teaching Games and Contest,2005

but can be done outside the classroom for example under a cool and shady trees to reduce the effects of saturated students. They can use the objects that exist around them, so it will come up with creative creations. For example, snake and ladder game in english.

i. Improving communication and social skills Games in the classroom involve all the students and oblige them to interact socially with all the other kids developing their communication as well. This happens particularly when they have to speak to each other and develop tactics to beat their opponents in group games. Those kids who are shy or not used to the presence of other kids can benefit from such games as they are exposed to other children in a fun situation. j. Gaining a sense of pride for accomplishments Kids who are mastering English through games are encouraged to win the game. For them to win the game, they have to study the language and master it to do well. With their achievement in studying a great deal of the language, it instills in these kids a feeling of self-regard and accomplishment.

k. Helping assess a pupils skill level Games on the usage of English are not only helpful in increasing a childs knowledge of the language, but they are also very simple and easy to create. Instructors can create games to manage

the atmosphere inside the classroom and nourish the minds of the pupils. The teachers can then easily determine the skill level of the students and enhance any appropriate assistance, like acquiring help from Scramble With Friends Cheat, while the students are having fun playing the game and learning the language. Kids should not be pressured by any particular part of the game so they will continue to associate the games they are playing with relaxation and entertainment, and thus they will maintain their love for playing the game and learning the English language. l. Covering more ground When children are put in a situation where they are having a really good time, like playing games, they are more likely to stick to it longer than anything else. And when learning English is incorporated into the games theyre playing, they will end up studying more as they are playing and enjoying the games. Hence, more learning material is covered in the same length of time as compared to the conventional way of teaching. Instructors can easily answer pupils questions as they arise while the games are executed, as opposed to the old-fashioned way where there is specific time allotted for questions.

BAB III RESEARCH METHODOLOGY

A. Place, Time and Subject Research Place and Time Studies Place in this study is a class X which is located SMPN 5 TanjabTim Jl.Sultan Thaha, Geragai TanjabTim and the research I did it from May until the month of June 2012 second semester of the academic year 2011/2012.
.

B. Data Analysis Techniques Problems in this study is how to increase the procurement of the English vocabulary through the use of simulation methods with the media jlashcard game. These problems are consistent with the initial observation in the field who found that learning English is difficult and unpleasant, the child's comprehension of the English language is still low and the use of media at the time of learning is still less than optimal. In this study the authors use action research methods class (PTK) PTK in the English language is also called Classroom Action Research (CAR), because this method is considered in accordance with the stated goals is to increase the child's mastery of English vocabulary through the method of simulation games and flashcard media deangan expected to improve and enhance the pursuit of an optimal learning process. TOD implementation is done through a cycle that consists of the planning phase (planing), action (acting), observation (observing), and reflection (reflecting). C. The data collection instrument Data taken in this study were obtained from: a. Speaking skills of students grades semester 1 and 2 class X (the authors teach) the school year 2010/2011.

b. Speaking skills of students grades 1st semester class X school year 2011/2012. c. Scoring sheet (sheet value of speaking) students in describing something through the snake and ladder game. d. Final test results in the form of an oral test in the form of interviews. e. Researchers observed by the observer. f. Students involved in the learning process.

D. Data Collection Techniques Data collection techniques used were observation, ie by systematically observing children's behavior. Interviews and documentation as complementary data. Data collection techniques are partisifatif collaborative research, this is done to obtain the data as objectively as possible.

REFERENCE Lee, WR. 2005. Language Teaching Games and Contest. Oxford University Press.

Permendiknas nomor 25 tahun 2006. Kriteria Ketuntasan Minimal.

Setyadin, Bambang & Wiyono Bambang (2010). Implementasi PTK bagi guru (Pelatihan Guru Bahasa inggris SMK Model tahun 2010 tanggal 09 desember s.d 6 Desember 2010) LPMP Universitas Negeri Malang. Malang

http://id.wikipedia.org/wiki/Pembelajaran#Pembelajaran_dalam_dunia_pendidikan (3 Desember 2010)

http://ms.wikipedia.org/wiki/Perbendaharaan_kata (3 Desember 2010)

http://ilmuwanmuda.wordpress.com/2010/03/13/contoh-proposal-ptk-mata-pelajaran-kimia/ Martinus, Surawan.2011.Sehari 10 Kata pintar kosakata Bahasa Inggris. Flynn, James Robert (2008). Where have all the liberals gone? : race, class, and ideals in America. Cambridge University Press; 1st edition. ISBN 978-0-521-49431-1OCLC 231580885