TEACHING VOCABULARY BY USING GUESSING GAME …unmas-library.ac.id/wp-content/uploads/2014/07/... · Teaching vocabulary by using guessing game was expected to be an effective way

TEACHING VOCABULARY BY USING GUESSING GAME

TO THE SEVENTH GRADE STUDENTS OF SMP N 4 PUPUAN

IN ACADEMIC YEAR 2012/2013

BY

I KETUT PURNATA

NPM. 09.8.03.61.31.2.5.3473

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

TEACHING VOCABULARY BY USING GUESSING GAME

TO THE SEVENTH GRADE STUDENTS OF SMP N 4 PUPUAN

IN ACADEMIC YEAR 2012/2013

Thesis

As partial fulfillment of the requirement for the sarjana pendidikan degree

in English department, the Faculty of Teacher Training and Education

of Mahasaraswati University Denpasar

BY

I KETUT PURNATA

NPM. 09.8.03.61.31.2.5.3473

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

i

APPROVAL SHEET

1

This thesis entitled “Teaching Vocabulary by Using Guessing Game to the

Seventh Grade Students of SMP N 4 Pupuan in Academic Year 2012/2013” has

been approved and accepted as partial fulfillment of the Sarjana Pendidikan

degree in English Department the Faculty of Teacher Training and Education,

Mahasaraswati University Denpasar.

Advisor I Advisor II

Dra. Ida Ayu Marthini, M. Hum I Gst Agung Putri Wirastuti, SS., M. Hum

NIP. 19531231 198703 2 001 NPK. 82 7610 354

ii

APPROVAL SHEET

2

This thesis has been examined by the committee on oral examination on August

15th 2013.

Chief Examiner

Ni Nengah Dwi Handayani, S. Pd., M. Pd

NPK. 82 8410 315

Examiner 1 Examiner 2

Dra. Ida Ayu Marthini, M. Hum I Gst Ayu Putri Wirastuti, SS., M. Hum

NIP. 19531231 198703 2 001 NPK. 82 7610 354

Approved by

Dean of the Faculty of Teacher Training Head of English Department

and Education

Prof. Dr. Wayan Maba I Komang Budiarta, S. Pd

NIP. 19581231 19830303 1 032 NPK. 82 8208 306

iii

ACKNOWLEDGEMENTS

First of all, the researcher would like to praise to the Almightily God, Ida

Sang Hyang Widhi Wasa, for His gifts and blessing, so that the researcher could

be able to finish this thesis in due course.

The researcher would also like to express his thanks to Dra. Ida Ayu

Marthini, M. Hum, as his first consultant and I Gst Agung Putri Wirastuti, SS, M.

Hum, as his second consultant for their help and guidance during the process of

the thesis writing.

Beside, the researcher would also like to express his thanks to the

Headmaster of SMP N 4 Pupuan, Drs. I Wayan Bukatiasa, M. Pd, who had

permitted the researcher to do the research and get the required data and to all of

the teachers at SMP N 4 Pupuan who were always willing to share their teaching

experience.

The researcher also wishes thank to the authors or writers and publishers

of the books or materials in which the researcher had quoted some teaching and

research theories in writing this thesis.

At last, his thanks also go to his family and all of his friends, especially to

his parents for their input, their praise, and their support.

Denpasar, August 2013

The Researcher

iv

TABLE OF CONTENT

COVER

APPROVAL SHEET 1 ............................................................................ i

APPROVAL SHEET 2 ............................................................................ ii

ACKNOWLEDGEMENT ........................................................................ iii

TABLE OF CONTENTS ......................................................................... iv

LIST OF TABLE ..................................................................................... vi

LIST OF GRAPH .................................................................................... vii

ABSTRACT ............................................................................................ viii

CHAPTER I INTRODUCTION ............................................................... 1

1.1 Background of the Study ......................................... .................. 1

1.2 Statement of Research Question .............................. .................. 3

1.3 Objective of the Study ............................................. .................. 3

1.4 Limitation of the Study ............................................ .................. 4

1.5 Significance of the Study ......................................... .................. 4

1.6 Assumption ............................................................... ................. 4

1.7 Hypothesis ................................................................ ................. 5

1.8 Definition of Key Terms ........................................... ................ 5

1.9 Theoretical Framework .............................................................. 6

CHAPTER II REVIEW RELATED OF LITERATURE ........................... 8

2.1 Theory of Vocabulary .............................................................. 8

2.2 Kinds of Vocabulary ................................................................ 9

v

2.3 The Importance of Vocabulary ................................................ 18

2.4 Guessing Game Teaching Technique ....................................... 19

2.5 Assessment of Vocabulary ....................................................... 21

CHAPTER III RESEARCH METHOD .................................................... 23

3.1 Subject of the Study ................................................................. 23

3.2 Research Design …... ............................................................... 23

3.3 Research Instrument ................................................................ 26

3.4 Data Collection ........................................................................ 27

3.5 Data Analysis .......................................................................... 28

CHAPTER IV FINDING AND DISCUSSION ......................................... 30

4.1 Data ........................................................................... ................. 30

4.2 Data Analysis ............................................................ ................. 33

4.3 Discussions of the Findings ..................................... .................. 40

CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................ 42

5.1 Conclusions ............................................................. .................. 42

5.2 Suggestions ............................................................. ................... 43

REFERENCES ......................................................................................... 45

APPENDICES

STATEMENT OF AUTHENCITY

AUTOBIOGRAPHY

vi

LIST OF TABLES

Table 1 Tabulation of Data Showing the Subjects’ Progressing Score in

Vocabulary Mastery by Using Guessing Game .................................. 30

Table 2 Tabulation of Data Showing the Subjects’ Changing Motivation and

Attitudes in Learning Vocabulary by Using Guessing Game ............. 32

Table 3 Tabulation of Data Showing the Frequency Distribution of IR and

Reflection Scores in Vocabulary Taught by Using Guessing

Game…………….. ........................................................................... 33

Table 4 Summaries of the Research Findings Showing the Mean of Each

Session and the Grand Mean for Cycle I and Cycle II ....................... 35

Table 5 Percentage Rate of the Options in Questionnaire…………………….. 37

vii

LIST OF GRAPHS

Graph 1 Graph Depicting the subjects’ Progressive Achievement in

Vocabulary Taught by Using Guessing Game Cycle I ....................... 38

Graph 2 Graph Depicting the Subjects’ Progressive Achievement in

Vocabulary Taught by Using Guessing Game Cycle II ...................... 38

Graph 3 Graph Depicting Grand Mean of the Subjects’ Progressive

Achievement in Vocabulary Taught by Using Guessing

Game……………………….. ............................................................ 39

Graph 4 Percentage Rate of Questionnaire……………………………......... ... 39

viii

ABSTRACT

Purnata, I Ketut, 2013. Teaching Vocabulary by Using Guessing Game to the

Seventh Grade Students of SMP N 4 Pupuan in Academic Year

2012/2013. First Consultant: Dra. Ida Ayu Marthini, M. Hum; Second

Consultant: I Gusti Agung Putri Wirastuti, SS, M.Hum.

The present classroom action study dealt with teaching vocabulary by using

guessing game to the seventh grade students of SMP N 4 Pupuan. The present

classroom action study basically triggered by the fact that the subject under study

still faced problem in vocabulary. Most of students’ ability in mastering

vocabulary were poor. Teaching vocabulary by using guessing game was expected

to be an effective way in improving the students’ mastery in vocabulary of

seventh grade students of SMP N 4 Pupuan in academic year 2012/2013. The

present classroom action study consisted of two cycles and each cycle there were

two successive sessions. The present classroom action study was started with

administering initial reflection in teaching vocabulary to the subject under study.

The result of the IR clearly showed that pre-existing vocabulary mastery of the

subjects were low with the mean score 46.6. The result of post-test showed the

increasing mean figure of 57.4 and 67.2 in cycle 1 moreover, 76.6 and 85.6 in

cycle 2. The grand mean score for cycle 1 and cycle 2 showed the figure of 62.3

and 81.1. There was difference mean figure of 18.8. These findings clearly

showed the extent of improvement of seventh grade students of SMP N 4 Pupuan

in studying vocabulary by using guessing game and teaching vocabulary by using

guessing game was effective enough in helping seventh grade students especially

class VII C of SMP N 4 Pupuan to increase their vocabulary mastery. The results

of the analysis of the questionnaires scores showed that the comparative

percentage figures of 58.07%, 32.98%, 8.97%, and 0% for the items of the

questionnaires showing the total responses given for A, B, C, and D respectively.

These resulted comparative percentage figures clearly showed the subjects’

attitudes and motivation in learning vocabulary by using guessing game changed

positively. Based on the result of the study, it could be concluded that guessing

game could improve the students’ mastery in vocabulary and the students to be

more motivated in studying English.

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

In English there are four kinds of language skill; those are listening, reading,

speaking and writing. The learners must be able to use the language either

productively through speaking and writing or receptively through reading and

listening. There are also some language components such as pronunciation,

spelling, vocabulary, and grammar that should be taught to support the language

skill development. All of those language skills and components must be learned

and taught integrate in teaching and learning process.

Vocabulary is a subject at school about words which studied by students.

Vocabulary is one of linguistic features which influences the communicate

competence. Teaching vocabulary is important to make students are able to

communicate by using language that learnt. The learners have to master English

vocabularies before mastering English. They will be not able to express

themselves clearly and effectively if they do not master vocabulary before.

McCarthy and O’Dell (2001:6) state that English has a very large vocabulary,

which adds greatly to our opportunities to express the meaning in different styles.

The teachers must be able to choose good technique to improve the students’

vocabulary. The students will be easy to express all of in their mind if they have a

very large vocabulary. Amy Rider (2003: 5) states helping students improve their

vocabularies is a project with enormous benefits. When students improve their

2

vocabularies, they feel smarter. They find themselves understanding more of what

they read and they hear. They find it easier to express themselves because they

have a better command of their language. They feel more powerful because,

indeed, they are more powerful.

There are many ways to improve the learners’ vocabulary but as a teacher

we must be able to choose good technique to teach them. Now days, we can see

many learners or students are not serious in learning English. They feel bored

when learn English because they think English is hard to learn. We can see it

when the students find new words and they do not know the meaning of words,

but they do not try to find the meaning of words, so they will never know the

meaning of the words. It cause the teaching technique is not effectively, so that

the students cannot learn English well. It will make them difficult to accept the

explanation of teacher and improve their English especially in improving their

vocabulary. To make the learners or students fun in studying, and make them be

easy to improve their English especially in mastering vocabulary the teachers have

to use good technique in teaching.

Games are considered as the effective way in teaching vocabulary. Game

will make the learners fun in studying because they will enjoy to study. Games

will help the students to improve their motivation in learning English, so they will

be more serious to learn. Jill Hadvield (1984: 4) states a game is an activity with

rules, a goal and an element of fun. There are many games in teaching technique

to teach students vocabulary. Guessing game is one of some game in teaching

technique. Guessing game is a game in which the object is to guess some kind of

http://en.wikipedia.org/wiki/Game

http://en.wikipedia.org/wiki/Object_%28task%29

3

information, such as a word, a phrase, a title, or the location of an object. Guess

the object is students guess vocabulary items from the definitions. The game will

make the students trying to guess the words that wanted. It will make them to be

more memorizing the words which have introduced. Guessing game will improve

the students’ motivation in learning English and will improve their vocabularies.

Therefore based on the above facts, the researcher is very motivated to

improve the students’ vocabularies of the seventh grade students of SMP N 4

Pupuan by using guessing game in academic year 2012/2013.

1.2 Statement of Research Question

Based on background above the research question can be formulated as

follows: to what extent can the achievement of vocabulary of the seventh grade

students of SMP N 4 Pupuan be improved by using guessing game in academic

year 2012/2013?

1.3 Objective of the Study

The present study intends to find out the extent of vocabulary mastery of

seventh grade students of SMP N 4 Pupuan in studying vocabulary by using

guessing game in academic year 2012/2013.

4

1.4 Limitations of the Study

There are many kinds of technique in teaching English, and the researcher is

very interested in conducting study that focuses on guessing game in teaching

vocabulary of seventh grade students of SMP N 4 Pupuan.

1.5 Significance the Study

The result of the present study is expected to give both theoretical and

practical important as the following:

1. Theoretically, the finding of the presents study are hopped to give addition

of information in teaching technique to improve the students’ mastery in

English and support the existing similar studies which have already

revealed the importance of mastering vocabulary by language learners who

learn English.

2. Practically, the finding of the present investigation are intended to improve

the students’ achievement in mastering English vocabulary, and they are

expected to be more motivated in studying English.

1.6 Assumption

In this study, the researcher thinks that it is necessary to formulate some

assumptions because there are some independent variables which are beyond the

researcher ability to directly control. The assumptions are as follow:

5

1. The students under study are assumed to have learnt English for the same

period of time.

2. The students under study are assumed to have similar language experience and

language exposure.

3. The English teacher of SMP N 4 Pupuan are assumed have taught vocabulary

same level to the students.

4. The instruments that used for collecting the data are constructed in such a way

that they are supposed to be valid and reliable.

1.7 Hypothesis

On attempting to give a tentative solution to the problem, the hypothesis is

stated as the following: guessing game can significantly improve the vocabulary

mastery of seventh grade students of SMP N 4 Pupuan in academic year

2012/2013.

1.8 Definition of the Key Terms

There are three terms, which need to be operationally defined so as to avoid

miss understanding on the part of the readers, they are provided as follows:

1. Vocabulary

Vocabulary is the teaching material that will be taught to the students by

the researcher according to the topics. It is best to teach by giving

6

illustration of the meaning of the words. Vocabulary is knowledge the

meaning of words that learnt by students at school. Vocabulary is a list

of words that used to distribute communication with other people. So

with vocabulary we can communicate more effective and clearly.

Hiebert (2005: 6) states a clear perspective on vocabulary learning is

useful. But without a similarly clear perspective on meaningful

instruction, students’ learning in school will not be optimal.

2. Guessing Game

Guessing game is a game in which the object is to guess some kind of

information, such as a word, a phrase, a title, or the location of an object.

Wright (1983: 169) states in guessing game someone knows something

and the others must find out what it is. In teaching vocabulary the

students have to guess the words that wanted. It can make the students

memorizing the words which have already introduced by teacher.

3. SMP N 4 Pupuan

SMP N 4 Pupuan is the junior high school where the subject of study is

conducted.

1.9 Theoretical Framework

There are many kind of theoretical conception will be discussed in chapter II

in order to support this research. Those are:

1. The theory of vocabulary

2. The importance of vocabulary


http://en.wikipedia.org/wiki/Object_(task)

7

3. Kinds of vocabulary

4. Guessing game teaching technique

5. Assessment of vocabulary

8

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher describes about theory of vocabulary, kinds of

vocabulary, the importance of vocabulary, guessing game teaching technique, and

assessment of vocabulary.

2.1 Theory of Vocabulary

Vocabulary is one of language elements which important in English.

Vocabulary is the main element for people, especially the students, in the process

of learning, mastering and using language. Vocabulary is set of words in English

that used to express our ideas, feeling and information to the others. Hiebert

(2005:3) state Vocabulary is the knowledge of meanings of words. We must

master vocabulary to be able using language. In learning vocabulary we have to

know the meaning of words itself and can use it in sentences. Vocabulary is one

of the major problems uncounted by teaching of English as a foreign language.

Vocabulary is foundation or a basic of a language.

Hiebert (2005: 3) suggest that words come in at least two forms: oral and

print. Knowledge of words also comes in at least two forms, receptive that which

we can understand or recognize and productive the vocabulary we use when we

write or speak. Oral vocabulary is the set of words for which we know the

meanings when we speak or read orally. Print vocabulary consists of those words

for which the meaning is known when we write or read silently. Productive

9

vocabulary is the set of words that an individual can use when writing or

speaking. They are words that are well-known, familiar, and used frequently.

Conversely, receptive, or recognition, vocabulary is set of words for which an

individual can assign meanings when listening or reading.

We use vocabularies to express our ideas, felling, motivation and

information to the people clearly. Vocabulary is each one of English subject at

school that learnt by students. In this study vocabulary means the students’ ability

in mastering any kind of words or stock of words such as: noun, verb, adjective,

adverb, and others in teaching and learning process and the students know how to

use in a particular way and regularly in their daily life.

Based on the explanation above, it can be concluded that vocabulary is

knowledge the meaning of words which come in at least difference form to know

the meaning of words when listening, speaking, reading and writing, vocabulary is

used to express ideas, feeling, motivation and information to the people clearly,

and it is each one of English subject at school that learnt by students.

2.2 Kinds of Vocabulary

Thornbury (2002: 3) states that knowing how words are described and

categorized can help us understand the decisions that syllabus planners, materials

writers and teacher make when it comes to the teaching of vocabulary. There are

some kinds of vocabulary:

10

2.2.1 Noun

Nouns are words that used to name a person, animal, place, or thing. Seaton

(2007: 5) states every name is called a noun. Azar (2006: 158) suggest that a noun

is used as the subject of sentence, as the object of verb and a noun is also used as

the object of a preposition.

There are some kinds of nouns:

1. Countable nouns; are the nouns can be counted. Azar (2003: 313) states

that countable nouns can be counted with numbers, can be preceded by

a/an in the singular, has a plural form ending in -sor –es. Ex: one pen, a

cat, box, table, etc.

2. Uncountable noun; are the nouns can be not counted. Ex: milk, sugar, oil,

etc. McCarty (1994: 52) states that uncountable nouns are not normally

used with a(n) or the plural, e.g. information, not an information, or some

information.

3. Singular nouns; are single nouns. Sargeant (2007: 11) states when you are

talking about just one thing or person, use a singular noun. Ex: a car, a

pen, an orange, etc.

4. Plural nouns; are nouns which more than one. Seaton (2007: 23) states that

when you are talking about two or more people, animals, places, or things,

use plural nouns. Ex: some books, many girls, two knives, etc.

5. Common nouns; are general words which show the class or type for

people, animals, places or things. Sargeant (2007: 7) states that words for

11

people, places and things are called common nouns. Ex: water, teacher,

city, etc.

6. Proper Nouns; are names for particular people, places or things. Sargeant

(2007: 8) states that the names of particular people, places and things are

proper nouns. They always begin with a capital letter. Ex: Lisa, America,

Sunday, etc.

7. Concrete Nouns; are names for things that can be felt, groped or seen. Ex:

sweet, water, noisy, etc.

8. Abstract Noun; are names for things that can be not felt, groped or seen.

McCarty (1994: 22) suggest that an abstract noun is one which is used to

mean an idea, experience or quality rather than an object. Ex: happiness,

friendship, agreement, etc.

9. Collective Nouns; are words that used to name for group of peoples,

animals or things. Sargeant (2007: 17) states that words for groups of

people, animals or things are called collective nouns. Ex: family, a brood

of chickens, a school of fish, etc.

2.2.2 Pronoun

Pronoun is the words that used to replace the noun when we want to refer to

people or things without continually repeating their names. Seaton (2007: 44)

states pronoun is a word that takes the place of a common noun or a proper noun.

Azar (2006: 164) suggest that pronoun has the same meaning as a noun. It is

divided into some types as follow.

12

1. Personal pronouns; are the pronouns which function as subjects and

object in the sentences. As subject, such as; I, you, they, we, she, he, it.

And as object such as; me, you, them, us, her, him and it. Seaton (2007:

44) states that the words I, you, he, she, it, we and they are called

personal pronouns. They take the place of nouns and are used as the

subject of the verb in a sentence. Seaton (2007: 45) states that the words

me, you, him, her, it, us and them are also personal pronouns. They also

take the place of nouns. These pronouns are used as the object of the

verb in a sentence.

2. Possessive pronoun; are the pronouns that show possession, such as: my,

your, their, our, his, her and Its.

3. Reflexive pronouns; are the pronouns that refers to another noun or

pronoun in the sentence. They are also show reflection of the pronouns

themselves, such as: myself, yourself, themselves, herself, etc. Seaton

(2007: 47) states that The words myself, yourself, himself, herself, itself,

ourselves, yourselves and themselves are called reflexive pronouns.

They refer to the person or animal that is the subject of the verb.

4. Demonstrative pronoun; are the pronoun that used as word change

indicator. Seaton (2007: 49) states the words this, these, that and those

are called demonstrative pronouns. They are showing words, such as;

this, that, these, those, some, etc.

5. Interrogative pronoun; are the pronoun that used in question. Ex: what,

where, when, etc. Seaton (2007: 48) states that the words who, whom,

13

whose, what and which are called interrogative pronouns. These

pronouns are used to ask questions.

2.2.3 Verb

Verbs are words that show an action or an event or being. Whatever we are

doing can be expressed by using a verb. Jeremy Harmer (1998: 37) suggest that

verb is a word (or group of words) which is used in describing an action,

experience or state. Verb classified into three types such as:

a. Transitive verb is a verb that needs an object. Redman (1997: 38) states

that many phrasal verbs are transitive and need a direct object. Ex: catch,

drive, eat, etc.

b. Intransitive verb is a verb that does not need an object. Redman (1997: 38)

states that some phrasal verbs are intransitive and do not need a direct

object. Ex: cry, laugh, sleep, etc.

c. Auxiliary verb is a verb that helps another verb or the principle verb to

express action or condition or state of being. Sargeant (2007: 88) states

that auxiliary, or helping verbs, are used before infinitives to add a

different meaning. Ex: is, am, are, was, were, etc.

2.2.4 Adjective

Adjective is word that used to explain noun by describing, identifying, or

quantifying. Jeremy Harmer (1998: 37) suggests that adjective is a word that gives

more information about a noun or pronoun. Ron Cowan (2008: 238) states that

adjective describe the properties of an entity that a noun represents. Sargeant

(2007: 32) states that adjectives describe nouns and pronouns. They give you

14

more information about people, places, and things. There are some types of

adjective:

1. Qualitative adjective is used to explain the situation of things, people,

place or animal. Such as; big, fat, far, brave, etc.

2. Proper adjectives; they describes a person or things with a certain name

such as: Indonesian, Turkish, English and etc.

3. Quantitative Adjectives; they describes quantity of things (how much)

such as; much, little, a lot of, some, any , enough. Etc

2.2.5 Adverbs

Adverbs are the words that used to clarify verbs, adjectives and the whole

sentences. Commonly an adverb will tell you when, where, how, in what manner

or to what extent an action is performed. Jeremy Harmer (1998: 37) states adverb

is a word (or group of words) that describes or adds to the meaning of a verb,

adjective, another adverb or a whole sentence. Ron Cowan (2008: 251) states

adverbs can modify adjectives, other adverbs, verbs, and clauses. There some

types of adverbs:

1. Adverb of manner; are words that used to explain how something happen.

In general adverbs of manner are formed by adding suffix –LY at

adjectives. It is used after or before object on a sentence. Such as; normal,

fast, hard, etc.

2. Adverb of time; are words that used to explain the time when something

happens, such as; now, today, tomorrow, everyday, etc. The adverbs are

used on the first and the last of sentences.

15

3. Adverb of place; are words that used to explain the location where

something happens, such as: here, there, around, beside, near, etc. It is

placed on after verb, object, and adverb of manner.

4. Adverb of degree; are the adverb that clarifies the extent of something or

event, such as: only, much, quite, almost, very, rather, etc. The adverbs are

placed after “To Be”, before all of verb, and before adjective and adverb

that explained.

5. Adverb of Frequency; are the adverb that used to explain often or seldom

something done. The adverbs are placed after “To Be”, before or after

verbs, after object, after auxiliary, before the first word of a verb phrase if

we want to explain the adverbs. Such as: always, seldom, often, never, etc.

6. Interrogative adverb; are the adverbs that follow to form question on a

sentence. The adverbs are placed on the first of questions. Such as: when,

why, where, how.

7. Relative adverb; are the adverb that used to be as link on sentences or

clause. The adverbs placed after the first sentence of clause. Such as:

when, where, why, etc.

8. Inversion; are the adverb which have negative meaning followed by verb

and subject. Such as: never again, neither, nowhere, etc.

2.2.6 Prepositions

Preposition is words that used to connect one word with the others. Seaton

(2007: 132) states preposition is words that connect one thing with another,

showing how they are related. Sargeant (2007: 101) states that prepositions are

16

words that show a connection between other words. For instance: in, by, between,

through, at, for, next to, up to, in front of, as well as, etc. There are some kinds of

preposition:

1. Preposition of place are used to show where something happen. Sargeant

(2007: 102) suggest that some prepositions show where something

happens. They are called prepositions of place. Ex: under, inside, beside,

etc.

2. Preposition of time are used to show when something happen. Sargeant

(2007: 102) states that some prepositions show when something happens.

They are called prepositions of time. Ex: at, on, in, during, etc.

3. Preposition of direction are used to show where something is going.

Sargeant (2007: 103) states that some prepositions show where something

is going. They are called prepositions of direction. Ex: along, towards, out

of, etc.

2.2.7 Conjunctions

Seaton (2007:135) write that a conjunction is a linking word such as and, or,

but. Conjunctions are used to connect words or sentences. Sargeant (2007: 109)

suggest that conjunctions are words used to link words, phrases or clauses. There

are some types of conjunctions;

1. Coordinating conjunction is used to connect two equal sentences, such as:

and, but, or, etc.

17

2. Subordinating conjunction; is used to join or connect two equal sentences

they are dependent clause and independent clause. For example; because,

although, however, since, unless, etc.

2.2.8 Determiner

Seaton (2007: 71-75) states determiner are words such as this, those, my,

their, which. They are special adjectives that are used before nouns. The words a,

an, and the belong to this group of words called determiner. There are some types

of determiner:

1. Demonstrative determiners are used to tell which thing or

person you mean. Ex: this, that, those, these. Sargeant (2007:

46) states that the words this, that, these and those are also

special pronoun called determiner. They are used to point out

which thing or person you mean. They are called demonstrative

determiners.

2. Interrogative determiners are used to ask about people or things.

Ex: what, which, whose. Sargeant (2007: 49) states that the

words what, which and whose are used before nouns to ask

questions. Interrogative determiners appear just before nouns.

3. Possessive determiners are used to say who something belongs

to. Ex: my, your, his, her, their. Sargeant (2007: 49) suggests

that the words my, your, his, her, its, our and their are used

before nouns to show ownership. They are called possessive

determiners.

18

4. Quantifying determiners are used to tell quantity of things,

animals, or people without giving an exact number. Sargeant

(2007: 47) states that words such as many, much and several tell

about quantity without giving an exact number. They are called

quantifying determiners. Ex: a few children, both brothers,

several friends, etc.

5. Numbers are used to tell how many people or things there are.

Sargeant (2007: 50) suggest that numbers are determiners, too.

Numbers are often used before nouns to tell you exactly how

many people or things there are. Ex: two dogs, a hundred years,

etc.

2.3 The Importance of Vocabulary

As we know vocabulary is foundation or a basic of a language. Rasinski

(2008: 13) suggests that vocabulary is knowledge of word meanings. We cannot

improve our English without mastering vocabulary. Words mastery is not only to

support the for skills namely: listening skill, speaking skill, reading skill, and also

writing skill, but also the existence of words mastery is very crucial in learning

English as a foreign language. Students with poor mastery of vocabulary cannot

communicate in the target language well; consequently they will not be able to

infer any ideas transmitted to them.

In learning English as a foreign language, vocabulary as one of the aspects

of foreign language components is seemed to be the big problem. If the learners’

vocabularies are poor, they will be difficult in expressing their ideas, feeling,

19

opinion, and they will not be able to grasp any expression addressed to them, and

also they will be difficult to comprehend words that heard or content of reading.

Rasinski (2008: 15) states an extensive vocabulary helps students read fluently,

discuss what they have read and learn.

Thornbury (2002: 13) states that without grammar very little can be

conveyed, without vocabulary nothing can be conveyed. This is how the linguist

summed up the importance of vocabulary learning, his view is echoed in this

advice to students from a recent course book. If you spend most of your time

studying grammar, your English will not improve very much. You will see most

improvement if you learn more words and expressions. You can say very little

with grammar, but you can say almost anything with words.

Based on the fact, it can be concluded that vocabulary is the most important

in studying English. Mastering vocabulary make the learners be easy to

understand the meaning of words when they listen, speak, read and write in

English.

2.4 Guessing Game Teaching Technique

As a teacher we have to be able to choose good technique to teach students

especially in teaching vocabulary. We have to be able to make the activities which

can make students improve their vocabulary. Wilga Rivers in Thornbury, (2002:

144) states that vocabulary cannot be taught. It can be presented, explained,

included in all kinds of activities, and experienced in all manner of associations

but ultimately it is learned by the individual. As language teacher, we must arouse

20

interest in words and certain excitement in personal development in this area. We

can help our students by giving ideas on how to learn to them, but each will finally

learn a very personal selection of items, organized into relationships in an

individual way.

As we know game is an activity with rules, a goal and an element of fun.

Game is useful to present vocabulary to students. Teaching vocabulary through

game will make the students be easy to memorize the words that found. The

students will also be fun in studying. Wright (1983: 1) suggests that games help

and encourage many learners to sustain their interest and work. Games also help

the teacher to create contexts in which the language is useful and meaningful. The

learners want to take part and in order to do so must understand what others are

saying or have written, and they must speak or write in order to express their own

point of view or give information.

Guessing game is one of some game in teaching technique. Guessing game

is a game in which the object is to guess some kind of information, such as a word,

a phrase, a title, or the location of an object. Hadfield (1984: 4) states guessing

game are a familiar variant on this principle. The player with the information

deliberately withholds it, while others guess what it might be. Philips (2003: 87)

states that the children read a text that is mostly in their first language but has

some English words mixed into it. They use the context to guess the meaning of

the English words. It can be a tool to introduce, review and reinforce new

vocabulary to students. It can make the students to be more memorizing the words.

Philips (2003: 87) suggests that guessing game is used to present vocabulary, to


http://en.wikipedia.org/wiki/Object_%28task%29

21

practice guessing meaning from context. Thornbury (2002: 144) states guessing

from context is probably one of the most useful skills learners can acquire and

apply both inside and outside the classroom.

The rules of the game are:

1. Teacher introduces some words which related with topic.

2. Teacher gives to the student clues and blank words.

3. The students guess the clues by filling the blank words one by one.

4. If there is a student does not know or false about the correct words that

should be on the blank words, so teacher must inform to the students the

correct words.

2.5 Assessment of Vocabulary

Assessment or test is important in teaching and learning at school.

Assessment can be used as the instrument to know the achievement of student in

learning. The students will have more motivation in learning if they know their

achievement in school subject. Philips (2003: 14) suggests that even though

formal assessment may not be a compulsory part of your work, it is always useful

for the teacher to make regular notes about each child’s progress. Thornbury

(2002: 129) states testing has a useful backwash effect: if learners know they are

going to be tested on their vocabulary learning, they may take vocabulary learning

more seriously. The teachers will also know the effectiveness of their technique in

teaching by using assessment or test. Thornbury (2002: 129) states without

22

testing, there is no reliable means of knowing how effective a teaching sequence

has been.

Assessment of vocabulary is not only to know the achievement of students

in mastering vocabulary, but also useful to improve the memory of words that

found. McCarty (2001:5) suggest that practice words and expressions that you

have already encountered, is a useful way of helping yourself to fix the

vocabulary you are working on in your long-term memory. Rider (2003: 7) states

that test will be a positive experience, for they will know the words and do well.

Multiple choice test is popular test to know the students achievement

because multiple choice test is more easy to score. Thornbury (2002: 132) states

multiple choice tests are a popular way of testing in that they are easy to score,

and they are easy to design. The students will also be easy to answer the tests that

given in form of multiple choice. It will be helped the teachers to find the

students’ weakness and difficulties.

In this research the researcher use multiple choice tests to know the

effectiveness guessing game in teaching technique. There are some tests for

students in this research. Those are pre-test that given to measure the pre exiting

ability of the students in mastering vocabulary before the researcher start cycle I

and Cycle II or teach them by using guessing game, post tests to know the

students’ achievement in mastering vocabulary after the researcher teach

vocabulary to the students by using guessing game, and questionnaire that used to

know the motivation of students when the teaching and learning process.

23

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This study was conducted to the seventh grade students of SMP N 4 Pupuan.

There were three classes of seventh grade students of SMP N 4 Pupuan, and the

researcher selected class VII C as the subject of the study which consisted of 25

students, 13 males and 12 females. The students were selected as the subjects of

the study because the students assumed their vocabularies were poor.

3.2 Research Design

This study used Classroom Action Research. Kemmis and McTaggart in

Cohen (2000: 227) suggest that action research is a form of collective self-

reflective inquiry undertaken by participants in social situations in order to

improve the rationality and justice of their own social or educational practices, as

well as their understanding of their practices and the situations in which these

practices are carried out. The approach is only action research when it is

collaborative, through it is important to realize that the action research of the

group is achieved through the critically examined action of individual group

members. Kemmis and McTaggart in Cohen, (2000: 229) suggest that action

research develops through the self-reflective spiral: a spiral of cycles of planning,

acting (implementing plans), observing (systematically), reflecting and then

preplanning, further implementation, observing and reflecting. Based on that

concept, the researcher involved two cycles in this study and each cycle consisted

24

of two sessions in which it included planning, action, observation, and reflection.

Pre-test was conducted before the researcher start the cycle I and cycle II. It was

done to find out the real problem faced by the students and prepare the appropriate

solution to solve the problem itself.

IR Cycle I Cycle II

Cycle I : P1 A1 O1 R1

Cycle II : RP A2 O2 R2

Where:

IR : Initial Reflection

P : Planning

O : Observation

R : Reflection

RP : Revised Planning/Preplanning

In order to give clear understanding of the figure above, the following is the

explanation of each stage.

3.2.1 Initial Reflection

The first session that the researcher gave the students pre-test, in order to

measure the pre exiting ability of the students in mastering vocabulary before

started cycle I and cycle II.

3.2.2 Planning

Determining the steps of the action and preparing the instruments that used

to collect data after the researcher found out the result of pre-test were low. The

planning involved these following activities:

25

a. Preparing material for practicing vocabulary

b. Making teacher’s scenario or lesson plan

c. Preparing teaching media

d. Determining the schedule

e. Preparing test item

3.2.3 Action

Doing the activities as a teacher in classroom based on teacher’s scenario or

lesson plan. In this research, the action was divided into three activities namely:

pre-activity, whilst activity, and post activity.

1. Pre-Activity

In pre-activity the researcher acted the action before started to teach

vocabulary to the students, such as: greeting the students and checking

attendance of the students.

2. Whilst Activity

The researcher gave the students some questions which related with topic and

introduced some words then the researcher taught the students by using

guessing game.

3. Post Activity

The students were given test (post test) and asked them to do the test that

related with topic. After the students finish in doing the test, the teacher asks

the students the difficulties they might face during the learning process then

the teacher conclude the lesson.

26

3.2.4 Observation

Observing the effectiveness or not of guessing game as a teaching technique

that used to teach the students. Observation was conducted both during and after

the process, as follows:

a. Observing the students attitudes toward the teaching learning process.

b. Observing the students’ problem.

c. Analyzing and interpreting the result of the score of the test.

3.2.5 Reflection

The reflection was done in order to gain the best solution of every problem

that might occur in the action and it would be implemented in the next action. For

the reflection, the researcher set some activities:

a. Finding some problems that occur during the first action.

b. Finding out the alternative solution for the problem found.

3.2.6 Revised Planning

Based on the result that the researcher found out in the first cycle, the

researcher conducted the second cycle in this study in order to solve the students’

problem in learning vocabulary. The way which conducted in this cycle is similar

with the one which has conducted in the previous cycle.

3.3 Research Instrument

In collecting the data, there were several instruments such as test and

questionnaire.

27

1. Test

The test that used in this study, are namely: pre-test and post test. Pre-test

was administered to measure the initial achievement of the students’ ability in

mastering vocabulary. Post test 1 was administered to know the students’

achievement after action, and post test 2 was continued if the improvement was

still not significant yet. Both pre-test and post test was in the form of completion.

2. Questionnaire

Questionnaire is used to know general data to measure quantitatively the

changing learning behavior of the subject in learning vocabulary by using

guessing game. It consisted of ten questions in multiple choice items.

3.4 Data Collection

The data in this study was collected by using test (pre-test, post test and

questionnaire). The pre-test or IR was administered to the subject at the first

meeting to show their ability in mastering vocabulary before the researcher taught

them vocabulary by using guessing game. Post-tests or reflections were

administered in order to find the result of the action. The questionnaire was

administered at the end of cycle II to find out the motivation of students in

studying vocabulary by using guessing game.

28

3.5 Data Analysis

The researcher collected the data by comparing the result of the students’

work from the initial reflection (pre-test) and reflection (post test), looking at their

mean scores. When the data had been gathered, then they were analyzed

descriptively by using following formula:

M= N

fx (Heaton, 1990: 176)

Where:

M : Mean score of the average of the students’ achievement on mastering

word.

fx : The sum of total score.

N : The total number of students.

In order to get the mean score the researcher could determine the students’

qualification inspired by Brown (2004:294) and qualification score of

achievement of national assessment test of SMP (Junior High School) produce by

Kanwil, Depdikbud Provinsi Bali 2003, as follows:

Qualification Score of Students’ Achievement

Qualification Students’ Score

Excellent ≥ 95

Very good 80 – 94.9

Good 65 – 79.9

Adequate 55 – 64.9

29

Inadequate 30.1 – 54.9

Unacceptable ≤ 30

The researcher also collected the data by administering questionnaire to the

subject. The data resulted from questionnaire were analyzed as the following

percentage of an item:

Total score of each item chosen

X = x 100%

Total score of all item chosen

Where:

X = Total percentage of each items

30

CHAPTER IV

FINDING AND DISCUSSION

4.1 Data

The data needed in this study were collected by administering pre-test, post

test and questionnaire to the seventh grade students of SMP N 4 Pupuan. There

were two findings in this study, that were quantitative and qualitative findings.

The quantitative findings were shown by the students’ score of pre-test and post

test of cycle I and cycle II. The qualitative data was presented by the result of

questionnaire toward the effectiveness of guessing game in teaching vocabulary to

the seventh grade students of SMP N 4 Pupuan.

The pre-test or IR was administered to the subject under study to obtain their

pre-existing ability in vocabulary. Post test or reflection was administered for four

times (two times in cycle I and two more times in cycle II). As a result, there were

five sets of scores collected are tabulated as the following:

Table 1

Tabulation of Data Showing the Subjects’ Progressing Score in

Vocabulary Mastery by Using Guessing Game

NO

SCORE

X0

X1 X2

S1 S2 S3 S4

1 50 50 70 70 85

2 50 55 65 80 90

3 50 70 85 90 95

4 50 55 55 80 90

5 50 50 55 70 80

6 55 55 60 75 85

7 40 50 55 70 75

8 50 70 85 90 95

31

9 50 70 75 80 80

10 45 55 80 80 90

11 40 60 70 70 80

12 45 50 50 65 75

13 40 55 65 80 85

14 40 45 65 75 80

15 50 60 65 70 85

16 50 50 60 75 85

17 40 70 80 90 95

18 50 50 75 75 80

19 50 75 75 75 90

20 50 55 60 75 90

21 55 70 75 85 95

22 50 55 75 80 85

23 40 70 80 85 95

24 45 50 50 65 80

25 30 40 50 65 75

Total 1165 1435 1680 1915 2140

On the other hand the qualitative findings showed the students motivation in

learning vocabulary by using guessing game after the treatment given at the end of

cycle II. The questionnaire was the simple one; it consisted of ten items and the

answers were scored by using rating scale 0-3 (3 point for the answer “A”, 2 point

for “B”, 1 point for answer “C” and 0 point for answer “D”. The data presented on

the following table.

32

Table 2

Tabulation of Data Showing the subjects’ Changing Motivation and

Attitudes in Learning Vocabulary by Using Guessing Game

NO A B C D

1 9 8 3 0

2 15 4 3 0

3 21 4 1 0

4 12 8 2 0

5 6 10 3 0

6 15 10 0 0

7 6 12 2 0

8 18 4 2 0

9 12 10 1 0

10 15 4 3 0

11 15 10 0 0

12 6 12 2 0

13 15 6 2 0

14 12 6 3 0

15 15 6 2 0

16 12 8 2 0

17 18 6 1 0

18 15 4 3 0

19 18 4 2 0

20 12 10 1 0

21 21 4 1 0

22 9 12 1 0

23 15 4 3 0

24 9 6 4 0

25 3 12 3 0

TOTAL 324 184 50 0

GRAND

TOTAL A+B+C+D = 558

33

4.2 Data Analysis

As has been mentioned previously, there were five sets of raw score showing the

subject’s progress in English vocabulary after they were taught by using guessing

game. These data were analyzed by computing the average score or the mean

score for each session. Before the above data were analyzed, they were first

tabulated as the following:

Table 3

Tabulation of the Data Showing the Frequency Distribution of IR and

Reflection Scores in Vocabulary Taught by Using Guessing Game

IR CYCLE I CYCLE II

SO S1 S2 S3 S4

Xo Fo X1 F1 X2 F2 X3 F3 X4 F4

55 2 75 1 85 2 90 3 95 5

50 13 70 6 80 3 85 2 90 5

45 3 60 2 75 5 80 6 85 6

40 6 55 7 70 2 75 6 80 6

30 1 50 7 65 4 70 5 75 3

45 1 60 3 65 2

40 1 55 3 60 1

50 3

Where:

X = Score obtained by the students

F = Frequency of score

34

Based on the data from the table above, the mean of the IR score (X0) and the

mean of the post test for four sessions (X1, X2, X3, X4) could be computed as the

following:

1. The X0 of IR scores = N

X 0=

25

1165= 46.6

2. The X1 of S1 scores = N

X1=

25

1435= 57.4


X 2=

25

1680= 67.2


X 3=

25

1915= 76.6


X 4=

25

2140= 85.6

The grand mean of the post test scores in cycle I was:

2

21 XX =

2

2.674.57 = 62.3

The grand mean of the post test scores in cycle II was:

2

43 XX =

2

6.856.76 = 81.1

The result of the data analysis above which is considered as the findings of the

present action study could be summarized as the following table:

35

Table 4

Summary of the Research Findings Showing the Mean of Each Session

and the Grand Mean for Cycle I and Cycle II

IR Xo = 46.6 Grand mean

Cycle I

S1 = 57.4

S2 = 67.2

XI = 62.3

Cycle II

S3 =76.6

S4 = 85.6

XII = 81.1

Based on the table above the mean score in pre-test or IR (X0) obtained by

the seventh grade students was 46.6. This mean figure clearly showed that the pre-

existing vocabulary mastery of the students were low.

The result of post test or reflection scores in the cycle I (S1 and S2) obtained

by the subject under study showed the mean figure of 57.4 and 67.2. The mean

figure obtained by the subject for each session was comparatively higher than the

mean figure of pre-test or IR scores. This phenomenon certainly showed as

improvement of students in learning vocabulary through game that the researcher

applied. The result of grand mean figure of cycle I (XI) was 62.3. Moreover this

mean figure revealed that teaching vocabulary to the students class VII C of

SMPN 4 Pupuan by using guessing game could aids in increasing their vocabulary

mastery.

36

The mean of the reflection or post test score in cycle II (S3 and S4) obtained

by the subject under study pointed out the mean figures of 76.6 and 85.6. The

mean figure showed that each session of cycle II was higher than the mean figure

of the pre-test or IR and reflection or post test in cycle I. The grand mean figure of

the reflection or post-test scored obtained by the subjects under study in cycle II

(XII) was 81.1 There was a strong difference of the mean figure suggested that

the improving of vocabulary in cycle II (S3 and S4) using guessing game could be

remarked to be more effective than cycle I (S1 and S2). From the table of

qualification score the result of pre-test or IR score could be concluded as

Inadequate (low), grand mean score of cycle I indicates Adequate (Enough), and

the grand mean score on the cycle II could be concluded as Very Good Level.

The additional supporting data were collected by means of administering

questionnaires by the end of cycle II to the subject under study. The data from the

questionnaires must be computed and then discussed. The percentages of the

options in the questionnaires were computed by using the following formula:

X =Total score of each item chosen

Total score of all item chosenX 100%

Therefore, the comparative percentages of the scores of the options in the

questionnaires were tabulated on the following table:

37

Table 5

Percentage Rate of the Options in Questionnaire

No Option Percentages

1 A %100

558

324 = 58.07%

2 B %100

558

184 =32,98%

3 C %100

558

50 =8,97%

4 D

558

0%100 =0%

The result of questionnaire showed the information about respond, changing

learning behavior and motivation of the students after applying guessing game.

The comparative percentage showed that there were 58.07% for item A, 32.98%

for item B, 8.97% for item C, and 0% for item D. These findings undoubtedly

supported the major findings of the present classroom action study. Clearly, the

obtained comparative percentages of the items of the questionnaires showed

positive respond, changing learning behavior, and motivation of the students after

they were taught by using guessing game.

To make it clear, the main findings of the present action study showing the

increasing comparative mean figures of IR scores and the post-test (reflection)

scores obtained by students class VII C of SMP N 4 Pupuan for cycle I and cycle

II could be graphically presented as the following:

38

Graph 1

Graph Depicting the Subjects’ Progressive Achievement

in Vocabulary Taught by Using Guessing Game

Graph 2

Graph Depicting the Subject’s Progressive Achievement


0

20

40

60

80

IR S1 S2

46.6

57.467.2

Mea

n S

core

Cycle I

0

20

40

60

80

100

IR S1 S2

46.6

76.685.6

Mea

n S

core

Cycle II

39

Graph 3

Graph Depicting Grand Mean of the Subjects’ Progressive Achievement


Graph 4

Percentage Rate of Questionnaire

Notes : A : Interest response

B : Positive Response

0

20

40

60

80

100

IR Cycle I Cycle II

46.6

62.3

81.1M

ean

Sco

re

Cycle I & Cycle II

0%

10%

20%

30%

40%

50%

60%

A B C D

58.07%

32.98%

8.97%

0%Per

cen

tage

Rate

Option

40

C : Ordinary response

D : Negative response

4.3 Discussion of the Findings

The results of the data analysis that had been discussed previously had

established the findings of the present class action study which investigated the

effectiveness of Guessing Game to improve the vocabulary mastery of the

students class VII C of SMP N 4 Pupuan. The mean of the IR (Initial Reflection)

or pre-test score obtained by the subjects under the study in vocabulary was 46,6.

This mean figure clearly showed that the prior knowledge in vocabulary of the

students were low. The result of the data analysis of the reflection scores in cycle I

showed the increasing mean figures of 57.4 and 67.2 for S1 and S2 respectively.

The mean figures obtained of the students of each session in cycle I, was clearly

much higher than the mean figure of IR or pre-test score. The result of grand

mean figure of the reflection or post test in cycle I was 62.3. The grand mean

figure of the reflection or post test scores obtained of the students were higher

than the mean figure of IR or pre-test score. This increasing score showed that

there was the improvement of students’ vocabulary when they were taught by

using guessing game.

The results of the reflections or post test score obtained by the students in

cycle II turned out to show progressing mean scores of 76.6 and 85.6 for S3 and

S4 respectively. The grand mean score of Cycle II was 81.1. There was difference

41

mean figure of 18.8 between cycle I and cycle II. This significant difference mean

figure suggested that guessing game had been progressively improved the

students’ achievement in vocabulary mastery.

The results of the analysis of the questionnaires scores showed the

comparative percentages of 58.07%, 32.98%, 8.97%, and 0% for item A, B, C,

and D respectively. This figure proved that the subjects’ learning behaviors

changed positively, that was their attitude and motivation heightened significantly.

The findings of the present classroom action study explicitly revealed the

improvement and progressing of the vocabulary mastery by seventh grade

students, especially class VII C of SMP N 4 Pupuan, however, it rather limited in

validity and reliability. The researcher had realized and admitted that the

established findings have some weak versions. This is due to the fact that there are

many aspects that could contaminate the validity and reliability of the established

findings.

42

CHAPTER V

CONCLUSIONS AND SUGESTIONS

The discussion throughout the present action study could finally be

concluded in this chapter. In addition some practical suggestions in reference into

the research findings are also suggested.

5.1 Conclusions

The present study dealt with teaching vocabulary by using guessing game to

the seventh grade students especially VII C of SMP N 4 Pupuan in academic year

2012/2013. Based on the findings explained in the previous chapter, it could be

concluded that guessing game could improve vocabulary mastery of seventh grade

students of SMP N 4 Pupuan in academic year 2012/2013. The improvement of

students in learning vocabulary could be seen clearly by comparing the students’

scores of pre-test, post tests in every cycle, and questionnaire. Initial reflection

was administered to obtain data about the pre-existing vocabulary of the students.

The reflection in form of post test was administered to obtain data about the extent

of vocabulary mastery of the students after they taught by using guessing game.

The questionnaire was administered to find data about respond and changing

learning behavior of the students. The main score of pre-test was 46.6 and the

grand mean score of cycle I was 62.3. This improvement score were obtained by

calculating average scores in cycle I (57.4 and 67.2 then divided by 2. The grand

mean score of cycle II was 81.1. This grand mean also calculated by adding the

mean score in cycle II (76.6 and 85.6) then divided by 2. The score increased 18.8

43

point compared to the grand mean score of cycle I. Therefore, it could be

concluded that the rising comparative figure of IR, X1, and X2 consecutively

46.6, 62.3, and 81.1 showed the extent of vocabulary mastery achievement of the

subjects under study when they were taught by using guessing game. In the other

word, guessing game could significantly improve vocabulary mastery of the

students.

The results of the analysis of the questionnaire scores clearly showed the

comparative percentages figures of 58.07% for item A, 32.98% for item B, 8.97%

for item C, and 0% for item D. These findings significantly proved that the

subjects learning behavior had changed positive. It was showed by their

participation and high motivation during learning vocabulary by using guessing

game. These findings clearly suggested that teaching vocabulary by using

guessing game could make the students to be more motivated in studying and

significantly improve their vocabulary mastery.

5.2 Suggestions

Based on the result of the study, the researcher would like to give some

suggestion as follows;

1. The English teacher at SMP N 4 Pupuan are suggested to apply guessing

game or the other game to the students in teaching vocabulary to make the

students more motivated in learning English.

2. The English teacher at SMP N 4 Pupuan are suggested to modify the

teaching technique that used, so the students do not feel bored when

44

teaching and learning process. By using the interesting activities, the

students will be more motivated so that they can develop their vocabulary

mastery and the other skill and components in English language.

3. The seventh grade students of SMP N 4 Pupuan are suggested to be more

motivated and serious in learning English and also practice their English is

not only in classroom but also extramural for the setting better so they can

be more mastering English.

4. The other researcher are suggested to make further research especially

concerning on teaching vocabulary through the other game or technique so

that it could help the students in resolving their problem in learning

vocabulary.

45

REFERENCES

Azar, Betty Schrampfer. 2003. Fundamental of English Grammar, Third Edition.

United States: Longman.

Azar, Betty Schrampfer and Hagen, Stacy A. 2006. Basic English Grammar,

Third Edition. United States: Longman.

Brown, H. Douglas. 2004. Language and Assessment Principles and Classroom

Practices. New York: Longman.

Cohen, Louis., Manion, Lawrence., Morrison, Keith. 2000. Research Method in

Education, 5th

Edition. London and New York: Routledge Falmer.

Cowan, Ron. 2008. The Teacher’s Grammar of English, A Course Book and

Reference Guide. New York: Cambridge University Press.

Hadvield, Jill. 1984. Elementary Communication Game, A Collection of Game

and Activities for Elementary Students of English. Hong Kong: Nelson.

Harmer, Jeremy. 1998. How to Teach English. New York: Longman.

Hiebert, Elfrieda H and Kamil, Michael L. 2005. Teaching and Learning

Vocabulary, Bringing Research to Practice. London: Lawrence Erlbaum

Associates.

McCarthy, Michael and O’Dell, Felicity. 1994. English Vocabulary in Use,

Upper-Intermediate and Advanced. United Kingdom: Cambridge

University Press.

McCarthy, Michael and O’Dell, Felicity. 2001. Test Your English Vocabulary in

Use, Upper-Intermediate. New York: Cambridge University Press.

Philips, Sarah. 2003. Compiled Material, English for Young Learners. New York:

Oxford University Press.

Rasinski, Timothy., Padak, Nancy., Newton, Rick M and Newton, Evangeline.

2008. Greek & Latin Roots Keys to Building Vocabulary. United States:

Shell Education.

Redman, Stuart. 1997. English Vocabulary in Use, Pre-intermediate and

Intermediate. United Kingdom: Cambridge University Press.

46

Rider, Amy., Benham, B., Larson, R., DiPrince, D., Malmstadt, S., Hosek, S.,

Thurston, C.M. 2003. Abra Vocabra, The Amazingly Sensible Approach to

Teaching Vocabulary. United States: Cottonwood Press.

Sargeant, Howard. 2007. Basic English Grammar for English Language Learner.

United States: Saddleback Educational Publishing.

Seaton, Anne and Mew, Y.H. 2007. Basic English Grammar for English

Language Learner. United States: Saddleback Educational Publishing.

Thornbury, Scott. 2002. How to Teach Vocabulary. England: Pearson Education

Limit.

Wright, Andrew., Betteridge, David and Buckby, Michael. 1983. Games for

Language Learning, New Edition. Great Britain: Cambridge University

Press.

APPENDICES

APPENDIX 1

THE NAME OF SUBJECTS UNDER STUDY

VII C OF SMP N 4 PUPUAN

NO SUBJECT

1. I Putu Adi Mahardika

2. I Kadek Agam Wilantana

3. I Gede Agus Buwana

4. I Kadek Agus Setiawan

5. I Gede Adi Palguna

6. Ni Luh Gede Anggreni

7. I Gede Arta Saputra

8. Ni Luh Dian Kristianti

9. Ni Kadek Gita Savitri

10. Ni Made Krisna Sastrawati

11. Ni Kadek Mia Handayani

12. I Made Mirtha Pangestu

13. Ni Luh Putu Novita Sari

14. I Gede Putra Astrawan

15. Ni Nyoman Rahayu Dewi

16. I Putu Redi Suherman

17. Ni Kadek Rusminiati

18. Ni Made Sania Mirah Swardhani

19. Ni Luh Gede Sri Widya Ningsih

20. I Gede Supadma Yasa

21. Ni Luh Gede Susi Anggreni

22. Desak Nyoman Uripasari

23. I Kadek Wahyu Semarandana

24. I Gede Yoga Dharma Susanta

25. I Wayan Roma Diputra

APPENDIX 2

PRE-TEST

Choose A, B, C, or D for the correct answer!

1. What sport which plays in board using 16 pieces that can be moved in the

board? It is…

A. chess

B. football

C. basketball

D. swimming

2. What sport that fights in the ring wearing gloves? It is…

A. basketball

B. football

C. boxing

D. swimming

3. It used a racket and small ball to play. It is called…

A. badminton

B. tennis

C. football

D. basket ball

4. The place where the plane is landing called…

A. terminal

B. airport

C. cave

D. library

5. Steven played football in…yesterday.

A. room

B. hospital

C. field

D. temple

6. We can see antique things at…

A. museum

B. cinema

C. boutique

D. hospital

7. What place that used to pray by Hindu in Bali? It is…

A. hospital

B. school

C. market

D. temple

8. A place to buy daily needs is in…

A. market

B. hotel

C. restaurant

D. school

9. My mother cooks something every day. She is…..

A. a singer

B. a dancer

C. a chef

D. a driver

10. My sister bring…..to temples

A. an offerings

B. a book

C. a chili

D. an oranges

11. What sports can not be done indoor? It is…

A. table tennis

B. badminton

C. golf

D. basketball

12. The gardener always cleans and sweeps the floor with…

A. stick

B. broom

C. rope

D. peg

13. Mini always waters her flower by…

A. water

B. coffee

C. tea

D. rice

14. Budi is a student. He always goes to school to…

A. teach

B. study

C. swim

D. fight

15. Something we need to measure is...

A. pen

B. eraser

C. book

D. ruler

16. Ani always writes something by using her…

A. pen

B. eraser

C. book

D. ruler

17. The students go to…for studying.

A. school

B. hospital

C. temple

D. beach

18. The Christian place for praying is called…

A. church

B. temple

C. mosque

D. forest

19. A building of ancient history, usually kingdom is…

A. cinema

B. museum

C. empire

D. boutique

20. You can add...if you want your foods is hot.

A. onion

B. sugar

C. chili

D. garlic

APPENDIX 3

TEACHING SCENARIO AND LESSON PLAN FOR CYCLE I

CLASS/SCHOOL : VII C SMP N 4 Pupuan

SUBJECT : English (vocabulary)

TOPIC : Hobbies and Profession

TIME ALLOTMENT : 4 x 40 minutes

I. Standard Competency

- Understanding and memorizing some vocabularies which relevant to

the topic and sub topic. The students develop their English vocabulary.

II. Basic Competency

- Developing vocabularies into new words based on the letters that build

the vocabulary which has related to their daily life.

III. Indicator

- Mentioning new vocabularies

- Memorizing some new words

- Understanding the meaning of some new words

IV. Objective of the Study

In the end of teaching learning process, the students are able to:

- Mention new vocabularies

- Memorize some new words

- Understand the meaning of some new words

V. Teaching Media

White board, clues, blank words and achievement test

VI. Learning Sources

- Relevant book (MGMP KAB. TABANAN, Buku Pengayaan Bahasa

Inggris)

VII. Character

- The Character building which is expected from the students to be care,

honest, and creative.

VIII. Teaching and Learning Material

- Words which related with topic.

- Clues which related with topic.

- Blank words.

Teaching Scenario for Session 1

No The Teachers’ Activity The Students’ Activity Time

1 A. Pre-Activity

1. Greeting the students.

2. Checking the

students’ attendance.

1. Responding

teachers’ greeting.

2. Keeping silent.

10 minutes

2 B. Whilst Activity

Exploration

1. Asking the students

some questions

related to the topic.

2. Introducing some

words that related to

the topic to the

students.

Elaboration

3. Giving the students

clues which there are

in paper ball and

blank words which

written on white

board.

4. Throwing the paper

ball to the students

and who get the paper

ball must open one

paper of the ball, and

they will find a clue

1. Answering the

teacher’s question

based on their

knowledge.

2. Paying attention to

the teacher.


the teacher.

4. Accepting the paper

ball, open one

paper of the ball,

then guess the clue

by filling in blank

words.

40 minutes

on the paper then ask

the students to read

the clue and guess the

clue by filling in

blank words which

have already written

on white board.

5. Asking the students to

throw the paper ball

to the others.


make some sentences

by using the words

that related with topic.

Confirmation

7. Appreciating the

students’ abilities in

playing guessing

game.


ball to the others.

6. Making sentences

by using the words.

7. Saying gratitude to

the teacher.

3 C. Post Activity


test (post test) and ask

them to do the test.

2. Asking the difficulties

they might face

during the learning

process.

3. Concluding the

lesson.

4. Closing the class and

1. Doing the test

2. Depending on the

situation and

condition in class.

3. Paying attention.

4. Saying good bye to

30 minutes

saying good bye to

the students.

the teacher.

Denpasar, 15th May 2013

Researcher

I Ketut Purnata

NPM 09.8.03.51.3.1.2.5.3473



1 D. Pre-Activity


4. Checking the


3. Responding


4. Keeping silent.

10 minutes

2 E. Whilst Activity

Exploration


some questions


9. Introducing some


the topic to the

students.

Elaboration



in paper ball and

blank words which

written on white

board.




ball must open one


8. Answering the


based on their

knowledge.


the teacher.


the teacher.


ball, open one

paper of the ball,

then guess the clue

by filling in blank

40 minutes





clue by filling in

blank words which


on white board.



to the others.


make some sentences

by using the words


Confirmation

14. Appreciating the


playing guessing

game.

words.


ball to the others.

13. Making sentences

by using the words.


the teacher.

3 F. Post Activity





they might face

during the learning

process.

7. Concluding the

lesson.

5. Doing the test

6. Depending on the

situation and

condition in class.


30 minutes


saying good bye to

the students.


the teacher.


Researcher

I Ketut Purnata

NPM 09.8.03.51.3.1.2.5.3473

APPENDIX 4

TEACHING SCENARIO AND LESSON PLAN FOR CYCLE I

CLASS/SCHOOL : VII C SMP N 4 Pupuan

SUBJECT : English (vocabulary)

TOPIC : Things Around Us and Public Place

TIME ALLOTMENT : 4 x 40 minutes

IX. Standard Competency

- Understanding and memorizing some vocabularies which relevant to

the topic and sub topic. The students develop their English vocabulary.

X. Basic Competency

- Developing vocabularies into new words based on the letters that build

the vocabulary which has related to their daily life.

XI. Indicator

- Mentioning new vocabularies

- Memorizing some new words

- Understanding the meaning of some new words

XII. Objective of the Study

In the end of teaching learning process, the students are able to:

- Mention new vocabularies

- Memorize some new words

- Understand the meaning of some new words

XIII. Teaching Media

White board, clues, blank words and achievement test

XIV. Learning Sources

- Relevant book (MGMP KAB. TABANAN, Buku Pengayaan Bahasa

Inggris)

XV. Character

- The Character building which is expected from the students to be care,

honest, and creative.

XVI. Teaching and Learning Material

- Words which related with topic.

- Clues which related with topic.

- Blank words.



1 A. Pre-Activity


2. Checking the


1. Responding


2. Keeping silent.

10 minutes

2 B. Whilst Activity

Exploration


some questions


2. Introducing some


the topic to the

students.

Elaboration



in paper ball and

blank words which

written on white

board.




ball must open one


1. Answering the


based on their

knowledge.


the teacher.


the teacher.


ball, open one

paper of the ball,

then guess the clue

by filling in blank

40 minutes





clue by filling in

blank words which


on white board.



to the others.


make some sentences

by using the words


Confirmation

7. Appreciating the


playing guessing

game.

words.


ball to the others.

6. Making sentences

by using the words.


the teacher.

3 C. Post Activity





they might face

during the learning

process.

3. Concluding the

lesson.


1. Doing the test

2. Depending on the

situation and

condition in class.



30 minutes

saying good bye to

the students.

the teacher.


Researcher

I Ketut Purnata

NPM 09.8.03.51.3.1.2.5.3473



1 D. Pre-Activity


4. Checking the


3. Responding


4. Keeping silent.

10 minutes

2 E. Whilst Activity

Exploration


some questions


9. Introducing some


the topic to the

students.

Elaboration



in paper ball and

blank words which

written on white

board.




ball must open one


8. Answering the


based on their

knowledge.


the teacher.


the teacher.


ball, open one

paper of the ball,

then guess the clue

by filling in blank

40 minutes





clue by filling in

blank words which


on white board.



to the others.


make some sentences

by using the words


Confirmation

14. Appreciating the


playing guessing

game.

words.


ball to the others.

13. Making sentences

by using the words.


the teacher.

3 F. Post Activity





they might face

during the learning

process.

7. Concluding the

lesson.

5. Doing the test

6. Depending on the

situation and

condition in class.


30 minutes


saying good bye to

the students.


the teacher.


Researcher

I Ketut Purnata

NPM 09.8.03.51.3.1.2.5.3473

APPENDIX 5

POST TEST 1

CYCLE I IN SESSION 1


1. The hobby that using haul to get fish is…

A. fishing

B. singing

C. swimming

D. drawing

2. Playing football always in…

A. field

B. garden

C. room

D. kitchen

3. A playing that consists of 6 players is…

A. football

B. boxing

C. chess

D. volley ball

4. It used a racket and small ball to play. It is called…

E. badminton

F. tennis

G. football

H. basket ball

5. A playing which needs rings and a ball is called…

A. baseball

B. football

C. badminton

D. basketball

6. A playing that needs a stick and small balls is called…

A. basketball

B. football

C. billiard

D. badminton

7. Ani likes to buy something because her hobby is…

A. singing

B. dancing

C. shopping

D. swimming

8. My father is always at garden because his hobby is…

A. gardening

B. fishing

C. reading

D. swimming

9. What hobby for somebody who likes to visit tourism place? It is…

A. traveling

B. climbing

C. shopping

D. fishing

10. My mother always…something at kitchen.

A. washes

B. cooks

C. play

D. listen

11. Budi likes...movies.

A. listening

B. singing

C. watching

D. reading

12. My uncle…newspaper every morning.

A. reads

B. listens

C. writes

D. goes

13. Sinta enjoys...music on the radio.

A. listening

B. singing

C. watching

D. washing

14. Jhony like...guitar.

A. listening

B. singing

C. playing

D. washing

15. Susi is...a song.

A. reading

B. singing

C. playing

D. watching

16. My sister always…this novel.

A. listens

B. sings

C. reads

D. writes

17. We always...news on the radio.

A. read

B. write

C. speak

D. listen

18. Ani can...fried rice.

A. sing

B. read

C. listen

D. cook

19. The tourists go to…Kuta beach.

A. make

B. visit

C. buy

D. do

20. Their teacher asks them to...the text.

A. listen

B. speak

C. read

D. wash

APPENDIX 6

POST TEST 2

CYCLE I IN SESSION 2


1. You study at school every day because you are a…

A. student

B. thief

C. dancer

D. singer

2. You must…if you want to be clever.

A. fight

B. be lazy

C. study

D. stole

3. Mr. Ramlan always goes to school to teach his students because he is a…

A. students

B. writer

C. boxer

D. teacher

4. Messi plays football every time to get money because he is…..

A. farmer

B. football driver

C. football supporter

D. football player

5. My father works at garden every day. What is his profession? He is…

A. a farmer

B. a driver

C. a pilot

D. a police

6. Budi goes to school to…

A. study

B. climbing

C. fight

D. watch TV

7. My mother cooks something every day. What is her profession? She is…

E. a singer

F. a dancer

G. a chef

H. a driver

8. Adi drives bus every day, because Adi is…

A. a pilot

B. a driver

C. a police

D. a singer

9. He is a pilot. He drives…

A. a car

B. a motorbike

C. a plane

D. a cycle

10. She writes a novel every day. What is her profession? She is…

A. a pilot

B. a singer

C. a dancer

D. a writer

11. Ariel peterpan is a…..

A. singer

B. dancer

C. police

D. thief

12. Dedi plays volley ball every day. Dedi is…volley ball

A. pilot

B. player

C. cooker

D. supporter

13. Sick peoples are cured by…

A. pilot

B. doctor

C. teacher

D. merchant

14. The criminal man is arrested by…

A. a pilot

B. a police

C. a driver

D. a teacher

15. The thief always…cars to get much money.

A. cooks

B. eats

C. steals

D. drinks

16. Jhonny sells something at market because he is…

A. a thief

B. a police

C. a farmer

D. a merchant

17. Alice dances everywhere. The profession of Alice is a…

A. singer

B. chef

C. dancer

D. teacher

18. Any drives her...to go to work.

A. car

B. books

C. bag

D. wallet

19. The criminal man...Budi’s wallet.

A. steals

B. eats

C. drinks

D. goes

20. We can see Sule on TV every day because Sule is an…

A. artist

B. farmer

C. driver

D. pilot

APPENDIX 7

POST TEST 3

CYCLE II IN SESSION 3


1. Books are used to…

A. read

B. listen

C. put

D. see

2. We write something by using…

A. books

B. pen

C. money

D. paper

3. You can use…to buy something at market.

A. money

B. paper

C. books

D. ruler

4. Ruler is used to make…

A. novel

B. letter

C. line

D. number

5. Ani uses telephone to...Budi.

A. meet

B. get

C. phone

D. make

6. My sister goes to work by a…

A. plane

B. jet plane

C. car

D. sky

7. Kaka puts his books on his…

A. wallet

B. glass

C. cup

D. bag

8. They drink a cup of...every morning.

A. foods

B. coffee

C. sup

D. fruits

9. Ayu always drinks…after she eats something.

A. rice

B. orange

C. water

D. banana

10. We always see…to know the time.

A. o’clock

B. computer

C. television

D. radio

11. I listen music on the...everyday.

A. radio

B. books

C. dictionary

D. guitar

12. I always go to everywhere by…

A. plane

B. motorbike

C. sky

D. guitar

13. We can watch soccer on...

A. radio

B. music

C. television

D. tape

14. The students always wear...when they go to school.

A. uniform

B. wallet

C. car

D. motorbike

15. You must read a lot of books if you want to be…

A. lazy

B. smart

C. diligent

D. stupid

16. You will be stupid if you are...to learn.

A. lazy

B. smart

C. diligent

D. clever

17. You can use…to know the meaning of words in English.

A. table

B. dictionary

C. clothes

D. chairs

18. My teacher always writes something on the…when he teach me.

A. board

B. table

C. chairs

D. wall

19. Wallet can be used to save…

A. books

B. bag

C. money

D. foods

20. My mother always waters her pea by…everyday.

E. water

F. coffee

G. tea

H. rice

APPENDIX 8

POST TEST 4

CYCLE II IN SESSION 4


1. Peoples in Bali go to...for praying.

A. hospital

B. school

C. temple

D. office

2. Students go to...for studying.

A. factory

B. field

C. justice

D. school

3. Many peoples buy something at…

A. office

B. market

C. airport

D. hotel

4. A place that you need to pay for eating is called…

A. restaurant

B. bank

C. workshop

D. temple

5. A building that you need to pay for sleeping is…

A. library

B. hotel

C. boutique

D. showroom

6. A place to cut your hair is…

A. boutique

B. airport

C. barber

D. cave

7. You can buy books at…

A. workshop

B. zoo

C. bank

D. bookstore

8. The place where people buy medicine is called…

A. barber

B. airport

C. pharmacies

D. church

9. Ani goes to…to buy a car.

A. dealer

B. hotel

C. post office

D. bookstore

10. Place to repair motorbike or car is called…

A. bank

B. museum

C. mosque

D. workshop

11. The place where people wait bus is called…

E. halt

F. airport

G. cave

H. appeal

12. Budi goes to library to…books.

A. read

B. throw

C. steal

D. buy

13. Place to send letter is called…

A. post office

B. police station

C. hospital

D. school

14. I went to…to see many animals.

A. cave

B. library

C. home

D. zoo

15. The place where peoples buy clothes is called…

A. butcher

B. bakery

C. boutique

D. restaurant

16. A place for watching movies is….

A. library

B. cinema

C. museum

D. market

17. We can read books at…

A. post office

B. pharmacies

C. library

D. terminal

18. We can see antique things at…

E. museum

F. cinema

G. boutique

H. hospital

19. The place where is used for praying by Islam is called…

E. appeal

F. museum

G. temple

H. mosque

20. Budi and his friends can see a football match or a concert is in…

A. stadium

B. library

C. museum

D. market

APPENDIX 9

The Key Answer of the Pre-Test and Post Test

Pre-Test: Post Test 1: Post Test 2:

1. A 1. A 1. A

2. C 2. A 2. C

3. B 3. D 3. D

4. B 4. B 4. D

5. C 5. D 5. A

6. A 6. C 6. A

7. D 7. C 7. C

8. A 8. A 8. B

9. C 9. A 9. C

10. A 10. B 10. D

11. C 11. C 11. A

12. B 12. A 12. B

13. A 13. A 13. B

14. B 14. C 14. B

15. D 15. B 15. C

16. A 16. C 16. D

17. A 17. D 17. C

18. A 18. D 18. A

19. C 19. B 19. A

20. C 20. C 20. A

Post Test 3: Post Test 4:

1. A 11. A 1. C 11. A

2. B 12. B 2. D 12. A

3. A 13. C 3. B 13. A

4. C 14. A 4. A 14. D

5. C 15. B 5. B 15. C

6. C 16. A 6. C 16. B

7. D 17. B 7. D 17. C

8. B 18. A 8. C 18. A

9. C 19. C 9. A 19. D

10. A 20. A 10. D 20. A

APPENDIX 10

Questionnaire

Petunjuk

1. Jawablah pertanyaan dibawah ini dengan sejujur-jujurnya sesuai dengan

keadaan sebenarnya.

2. Berilah tanda silang (X) pada salah satu jawaban yang dipilih.

3. Jawaban anda tidak akan mempengaruhi penilaian terhadap bahasa inggris

anda.

1. Apakah dengan guessing game bisa meningkatkan vocabulary anda?

A. Sangat bisa.

B. Bisa.

C. Cukup bisa.

D. Tidak bisa.

2. Apakah anda merasa suka pengajaran dengan teknik guessing game untuk

meningkatkan vocabulary anda?

A. Sangat suka.

B. Suka.

C. Cukup suka.

D. Tidak suka.

3. Setelah diajar dengan teknik guessing game ini bagaimanakah pandangan

anda tentang vocabulary?

A. Sangat suka.

B. Suka.

C. Biasa saja.

D. Tidak suka.

4. Apakah penjelasan tentang memahami vocabulary membantu

meningkatkan kemampuan bahasa inggris anda?

A. Sangat membantu.

B. Membantu.

C. Cukup membantu.

D. Tidak membantu.

5. Bagaimanakah menurut anda jumlah kata-kata yang diajarkan?

A. Sangat banyak.

B. Banyak.

C. Cukup banyak.

D. Sedikit.

6. Menarikkah guru anda dalam membimbing anda dalam memahami

vocabulary menggunakan teknik guessing game?

A. Sangat menarik.

B. Menarik.

C. Biasa saja.

D. Tidak menarik.

7. Bagaimana pendapat anda tentang test vocabulary yang diberikan guru

anda saat diajar dengan menggunakan teknik guessing game?

A. Sangat menarik.

B. Menarik.

C. Cukup menarik.

D. Tidak menarik.

8. Bagaimana perasaan anda pada saat penjelasan vocabulary menggunakan

teknik guessing game?

A. Sangat senang.

B. Senang.

C. Biasa saja.

D. Bosan.

9. Apakah anda termotivasi untuk belajar bahasa inggris saat diajar dengan

teknik guessing game?

A. Sangat termotivasi.

B. Termotivasi.

C. Cukup termotivasi.

D. Tidak termotivasi.

10. Setelah belajar vocabulary dengan teknik guessing game, apakah kosakata

anda meningkat?

A. Sangat meningkat.

B. Meningkat.

C. Cukup meningkat.

D. Tidak meningkat.

STATEMENT OF AUTHENTICITY

I declare that this thesis is my own writing, and it is true and correct that

there is no other’s work or statement, except the work or statement that is referred

in the references. All cited works were quoted in accordance with the ethical code

of academic writing.

Denpasar, 3 Augusts 2013

The Researcher

I Ketut Purnata

NPM: 09.8.03.51.31.2.5.3473

AUTOBIOGRAPHY

I Ketut Purnata, was born in pasut mundeh kangin selemadeg

tabanan on February 5th 1988 is the second child from

Nyoman Tempo and Wayan Minyar. He graduated from

Elementary School in SD N 2 Mundeh Kangin on 2000, and

then continued his Junior High School in SMP N 1

Banjarangkan until 2003. He continued to Senior High School at SMA N 1

Banjarangkan and graduated on 2008. On 2009, he took a study in Mahasaraswati

University Denpasar, The Faculty of Teacher Training and Education, and he

graduated on 2013.

Documents

TEACHING VOCABULARY BY USING GUESSING GAME …unmas-library.ac.id/wp-content/uploads/2014/07/... · Teaching vocabulary by using guessing game was expected to be an effective way