1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Vocabulary skill is one of linguistic features, which influences the

communicative competence. Paulston et al (1976: 55) state that the one thing that

interferes most with our students communicative competence is pitiable

vocabulary and we have recently come to accept the fact that our student have

been right all these years when they complained about not knowing and not being

taught sufficient words.

The above statement reveals that vocabulary skill is very important but

students are very weak in it. Furthermore, Hammer (1991: 23) assets that for

many years that vocabulary was seen as supplementary to the main purpose of

language teaching, namely the acquisition of grammatical knowledge about the

language. Vocabulary was necessary to give student something to suspend on

learning structures, but was frequently not a main focus for learning itself. Words

are basic structure blocks of language, in fact survival level of communication

can take quite comprehensibly when people simply link words together without

any grammatical rules applied at all. So if we interested in being communicative,

words are among the first order of business.

In line with the above statement Carter and Nunan (2001: 42) write the

English teachers learn to ignore the significance of vocabulary in their teaching of

speaking or communication performance. In fact the use of suitable vocabulary

2

can cancel out structural incorrectness. Based on this authenticity, recently,

methodologist and linguist have increasingly turned their attention to vocabulary,

learning stressing their importance in language teaching and reassessing some of

the ways it is thought and learn. It means that vocabulary plays a very essential

task in language teaching. As the objective of language teaching is to develop

students‟ skill, namely listening skills, speaking skills, reading skills and writing

skills. The acquisition of meaning also influences the performance of students on

those skills.

Some research findings also disclose that students who have acquired

more vocabulary items, they will be more likely to articulate and communicate the

massage. Therefore, as a result their achievement in speaking skills is better that

those who are short of vocabulary understanding or have acquired less

vocabulary items.

Unfortunately many teachers keep teaching and learning as a monotonous

process. They speak formally in front of the class, give some explanations, read

some informations from the books, show the materials, and students keep

watching and listening to the teacher. Students do less partipation in the class

activities and do not have wide chance to call out what they have learnt.

Larsen and Freeman (2000:126) stated that games are important because

they have certain feature in common with real communicative events- there is a

purpose to the exchange. Also, the speaker receives immediate feedback from the

listener on whether or not he or she has successfully communicated. In this

3

way,they can negotiate meaning. Finally having students work in a small groups

maximizes the amount of communicative practice their receive.

The emphasis in the game is successful communication rather than on

correctness of language. They provide in many cases, as much concentrated

practice as a drill and more importanly, they provide an opportunity for real

communication and thus constitute a bridge between the classroom and the real

world. This suggest that the most useful place for these games is at the free stage

of the traditional progression from presentation through practice to free

communication of the lesson, as a chance for the students to use the language they

have learnt freely and they can also serve a diagnostic tool for the teacher, who

can note the areas of difficulty and take an appropriate remedial action (Hatfield,

Jill.1990)

Based on the statement above it was seen the fact that the seventh grade

students of SMP Negeri 1 Payangan who found that they had poor achievement in

vocabulary, which result in their poor perfomance in English language skills.

Poor mastery of English vocabulary causes them to find English learning hard and

unattractive.

This phenomena can be explained by the condition that there are many Junior

High School teachers who still encounter problems in presenting English in their

classess. The English teachers should always try to make or use of different

strategies and technique of teaching vocabulary. The media they usually use are

already familiar to the students such as flash cards and pictures.

4

Considering the importance of the above fact, therefore the research is highly

motivated in investigating conductly a research on improving the vocabulary

mastery of the Seventh Grade Students through Tic Tac Toe Game at SMP

Negeri 1 Payangan Gianyar

1.2 Problems of Study

The problems are formulated as follows:

1 What is the main problem faced by the seventh grade students of SMP

Negeri 1 Payangan in mastering English vocabulary ?

2 How is the implementation of using Tic Tac Toe game in improving the

students‟ ability in mastering English vocabulary?

3 How is the comparison of the students‟ work before and after treatment?

1.3 The Objectives of the Study

In view of the formulating problems, the objectives of this study are:

1. To find out the main problem faced by the seventh grade students of SMP

Negeri 1 Payangan in mastering English in academic year 2010/2011.

2. To describe the implementation of using Tic Tac Toe game in improving the

students‟ ability in mastering English vocabulary

3. To find out the comparison of the students‟ work before and after treatment

I.4 Scope of Discussion

This research focused on the use of Tic Tac Toe game to improve students‟

ability in mastering English vocabulary at the seventh grade students of SMP

Negeri 1 Payangan Gianyar in academic year 2010/2011. The scope of discussion

was limited only to the main problem faced by the seventh grade students in

5

vocabulary mastery, the implementation of using Tic Tac Toe game in improving

students‟ ability in mastering English vocabulary, the result of the students‟ work

before and after treatment.

For the main problem faced by the students,the data was got from the pre-test

and questionnaire. It was analyzed descriptively in other to find a best strategy of

the implementation of Tic Tac Toe game.

The implementation of using Tic Tac Toe game in this research was

described the best technique in teaching vocabulary in improving the vocabulary

mastery of the students.

The comparison of the result of the students‟ work before and after treatment

shown the effectiveness of the implementation of using Tic Tac Toe game in

improving the students‟ ability in mastering English vocabulary.

I.5 Significance of The Study

The significance of this study can be viewed from both theoretical and

practical aspects, as describe below:

1. Theoretically, conducting a pedagogical research is of use in developing the

theories of language teaching and learning. With respect to this consideration,

it is expected that this study will be able to contribute to the application of

linguistic theories especially to the teaching of English as a foreign language

for Indonesian students.

2. Practically, the result of this study will be expected to give benefit for the

students, teacher and another research himself, as follows.

6

(a) For students;. this study is expected to help the students learn vocabulary

in a good and enjoyable way through Tic Tac Toe game.

(b) For teacher; the result of this study will be directly in tended to provide

them with more understanding of the effectiveness of teaching vocabulary

through Tic Tac Toe Game.

(c) For other researcher, hopefully this can be used as a reference in

conducting the some study for obtaining better result.

7

CHAPTER II

LITERATURE REVIEW, CONCEPT,

THEORETICAL FRAME WORK AND RESEARCH DESIGN

2.1 Literature Review

The research was done by testing three papers concerning vocabulary from

the previous students.

Ramiani (2010) in her study “Assessing Vocabulary Mastery Through

Pictures and Sentences Matching of The Seventh Grade Students of SMP Widya

Sakti Penatih in Academic Year 2009-2010”. The subject in this research was

seventh grade students, which consists of 50 students. In this study only 50

students were determined as the samples by means of purposive quota random

sampling method with lottery system. The use of random sampling method

suggest that all population have the same independent probability to be chosen

and included as the samples of the study. Her study is based on the statement of

Ary et al., ( 1979:135 ) who argues that there is in fact no precise and fixed single

rule of concerning the determintion of representative sample of any students. The

determination of the sample of any study whatever involves some degrees of

subject judgement. Here she stated that the use of pictures and sentences

matching is a technique to improve student‟s ability in mastering vocabulary. The

method that was used in her research is observation research by taking the data

only in one meeting. We have to do more research because it is an observation

research.

7

8

Putrawan (2008) in his study “Teaching Vocabulary through Total

Physical Response (TPR) Technique to the Fourth Grade Students of SD No. 4

Ubud “Tegallantang” in academic year 2007-2008”. The data source in this

reaearch was the fourth grade students of SD No.4 Ubud „Tegallantang‟ which

consists of 22 students altogether in class. In this research, he wants to find out

the effectiveness of TPR in improving the students‟ ability in memorizing

vocabulary. He stated that the use of TPR has a big effect in teaching vocabulary.

The lack of this study is the students often find difficulty in expressing the word

into the proper action.

Wiyanjani (2009), in title “Teaching Vocabulary Through Cooperative

Learning with Puzzle Technique to the Eight Grade Students of SMP N 2

Sidemen Academic Year 2008/2009”. In this paper she explained the learning

process of vocabulary through cooperative learning with puzzle technique which

encourage the students to find the words as many as they can diagonally

horizontally and vertically. The subject in this study is the eight grade students of

SMP N 2 Sidemen which consists of 34 students altogeher with 14 females and

20 males. She offers this technique to solve the problem faced by the students in

order it can improve their vocabulary mastery. The learning process will not be

interesting for the students who have a fair achievement in memorizing

vocabulary, so it is hard for them to find the words in the puzzle frame.

9

2.2 Concept

2.2.1 Vocabulary

Vocabulary is all of the words that a person knows or uses (Oxford

Advanced Learner‟s Dictionary of Curent English, 1995 : 1331).

2.2.2 Tic Tac Toe Game

Tic tac toe, also spelled tick tack toe, or noughts and crosses as it is known

in the UK, Australia, New Zealand, is a pencil and paper game for two players, O

and X, who take turns marking the spaces in a 3 x 3 grid, usually X going first.

The player who succeeds in placing three respective marks in a horizontal,

vertical, or diagonal row wins the game.

The simplicity of tic tac toe makes it ideal as a pedagogical tool for

teaching the concepts of combinatorial game theory and the branch of artificial

intelligence that deals with the searching of game trees.

2.2.3 Improve ability

To improve means to become or make something better (Oxford Advance

Learner‟s Dictionary of Current English: 1995: 598). Improve ability in this study

is an action which is conducted to make students‟ achievement in vocabulary

better.

2.2.4 Mastering

Master is to gain complete knowledge of or skill in something (Oxford

Advance Learner‟s Dictionary of Current English, 1995: 721). While mastering in

this study means an action which is shown the ability of using and understanding

vocabulary well.

10

2.3 Theoretical Framework

2.3.1 The Acquisitions of Vocabulary

In recent years, second language vocabulary acquisition has become an

increasingly interesting topic of discussions for researchers, teachers, curriculum

designers, theoritists and other involved in second language learning. Vocabulary

has long had synergistic asosiation with reading, each activity nourishes the other.

According to Laufer (in Coady and Huckin‟s book) there are three serious

problems that may seriously impede reading comprehension in second language

acquisition. First, the problem of insufficient vocabulary, the second is

misinterpretations of deceptively transparent words and the last is inability to

guess unknown words correctly. She claimed that by far the greatest lexical

factors in a good reading is the number of the words in the learners‟ lexicon. A

vocabulary of 3000 word families or 5000 lexical items is needed for general

reading comprehension, as this would cover 90-95% of any text. Below this

threshold, reading strategies become ineffective.

A large vocabulary is also claimed to solve the other two problems:

deceptive transparency and guessing ability. Deceptive transparent words are the

words that look familiar to the learner even though they are they are unfamiliar.

These are words with deceptive morphological structure ( e.g. nevertheless =

never less ), idiom false friend, words with multiple meaning and synforms ( cute

/ acute). Laufer argues that missing interpretation of such words are widespread

among second language learner. Guessing words meaning by use of contextual

clue is far more difficult , according to Laufer than is generally realized. Guessing

11

can be impaired by any of the following factors ; nonexistence of clues, lack of

familiarity with the word in which the clues are located, presence misleading or

partial clues, and incompatibility between the reader schemata and text content.

Methodologists and linguists have increasingly been turning their attention

to vocabulary, stressing their importance in language teaching and reassessing

some of the ways it is taught and learnt It means that vocabulary plays a very

important role in language teaching. As the objective of language teaching is to

cultivate students‟ skill, namely listening skills, speaking stills, reading skills and

writing skills. The acquisition of meaning also influences the performance of

students on those skills. The acquisition of meaning here is considered as the

readers prior knowledge and learning (Carter and Nunan, 2001:44).

2.3.2 The Basic of Vocabulary

Pikulski and Templeton (2004: 1) point out that there are some

differences in the number of words that are used by and understood by the

students.

a. Receptive Vocabulary

It is the words that the students understand when they listen to speech and

when they read. The term receptive vocabulary is used to refer to listening

and reading vocabularies.

b. Expressive Vocabulary

It is the words that the students use when they speak and write. The term

expressive vocabulary is used to refer to both since these are the

vocabularies they use to express themselves.

12

Meaning/Oral

Vocabulary

Literate/Written

Vocabulary

Receptive

Vocabulary

Expressive

Vocabulary

Listening

Reading

Speaking

Writing

c. Oral Vocabulary

It is the words that the students understand when they hear them and they

can use in their speech. The term oral vocabulary refers to the combination

of listening and speaking vocabularies

d. Written Vocabulary

It is the words that the students understand when they read and they can

use in their writing. The term written vocabulary refers to the combination

of reading and writing vocabularies.

To make it clear, the relationship of the eight different terms can be

seen in the following figure:

Figure 2.1: The Relation of Vocabulary through Language Skills

(Pikulski and Templeton, 2004: 2)

13

According to Chall (1987) in Cooper (2000: 228), to develop their

vocabulary, the students need to learn two aspects about words, namely:

recognition and meaning vocabularies.

a. Vocabulary Recognition

The students‟ vocabulary recognition consists of that body of words they

are able to pronounce or read orally.

b. Vocabulary Meaning

The students‟ vocabulary meaning consists of that body words whose

meanings they understand and can use.

Those two aspects, however, are not separate from each other.

Beginning literacy learners focus much of their attention on recognizing

words, even though their primary focus is on meaning.

Furthermore, Hatch and Brown (2001: 218) classify the vocabularies

(words) into two based on their functional categories, they are: major classes

and closed classes. They are explained as follows with examples.

a. Major Classes

1) Noun: it refers to a person, place or thing, i.e. Maria, teacher, book,

etc.

2) Adjective: it refers to the words that give more information about a

noun or pronoun, i.e. kind, bad, smart, beautiful, ugly, etc.

3) Verb: it refers to the words that denote action, i.e. walk, read, eat,

run, smile, etc.

14

4) Adverb: it refers to the words that describe or add to the meaning

of a verb, adjective, another adverb or a whole sentence, i.e.

carefully, diligently, honestly, etc.

b. Closed Classes

1) Pronoun: it refers to nouns that have already been mentioned, i.e.

she, they, her, etc.

2) Preposition: it refers to the words that help locate items and actions

in time and space, i.e. at, on, beside, under, between, etc.

3) Conjunction: it refers to the words that connect sentences, phrases

or clause, i.e. and, so, but, etc.

4) Determiner, it refers to the words that used before a noun to show

which particular example of the noun you are referring to, i.e. the,

a, an, my, your, that, this, those, etc.

2.3.3 Kinds of Vocabulary Meaning

The characterizing of the word meaning of a word not in terms of its

component features, but in terms of its relationship to other word is treated as the

analysis of lexical relation (Yule : 2010). The types of lexical relations which are

usually appealed to can be briefly defined and exemplified thus:

1. Synonymy. Synonymy is a word which has the same or nearly the same

meaning as another word ( Richard et al,1985;7). Thus synonyms are two

or more forms with very closely related meaning, which are often but not

always, intersubstitutable in sentences. Example of synonyms are the pairs

: applaud-cheer, brief-short, bold-brave.

15

2. Antonymy. Antonymy is a word which is opposite in meaning to other

word. Hence, two forms opposiite meaning are called antonyms.

Antonyms are futher distinguished into two type via, gradable and non

gradable antonyms. The pairs bad-good and dry-wet are examples of the

gradable and non-gradable antonym respectively. A thing is not bad must

be good, but the season which is not wet must be dry.

3. Hyponymy. Hyponymy is the relationship between two words, in which

the meaning of one words includes the meaning of the other. Typical

examples of such pairs are : dog-animal, carrot-vegetable. The concept of

inclusion involved here is the idea that if any object is a dog, it is

necessarily an animal. So, the animal is included in the meaning of dog, or

dog is hyponym of animal.

4. Homophony. Homophony is used to describe the relationship between two

more different forms (written) which have the same pronounciation like

the pairs : die-dye, curb-verb, key-quay, fore-four, gait-gate.

5. Homonymy. The term homonymy is used when one form (written or

spoken ) has two or more unrelated meaning. Examples of homonyms are

the pairs : lead (first palce of position) – lead (of water pipes), sow (adult

female pig) – sow (plant).

6. Polysemy. Polysemy is defined as one form (written or spoken) having

multiple meaning which are all related by extension (Richard et al,1985:

15). Polysemy is a property of a single lexeme (lyons,1984:67). Example

of polysemous words are „head‟ which can be used to refer the object on

16

top of our body, on the top of company, and foot which can be used to

refer a person, of bed,of mountain and so forth. The difficulties of learning

as aquiring new word is likely to convey when it is put in different

sentences contexts. Indeed the essence of learning vocabularies are

learning the meanings they conveyed, otherwise the learning and

aquisition of words are simply nothing.

2.3.4 Teaching Vocabulary

Nowdays, it is widely accepted that vocabulary teaching should be part of

the syllabus and taught in a well planned and regular basis. Some authors, led by

Lewis in Wijayani (2009: 15) argue that vocabulary should be at the centre of

language teaching, because language consist of grammaticalized lexis, not

lexicalized grammar. There are several aspects of lexis that need to be taken into

account when teaching vocabulary. The list below is based on the work of

Redman (2001: 98) :

1. Boundaries between conceptual meaning; knowing not only what lexis

refers to, but also where the boundaries are that separate it from words of

related meaning (e.g. cup, mug,etc).

2. Polysemy; distinguishing between the various meaning of a single word

from which several but closely related meaning (head: of a person, of a

pin, of an organization).

3. Homonymy; distinguishing between the various meaning of a single

words form which has several meanings which are not closely related

( e.g. a file: used to put papers in or a tool).

17

4. Homophony; understanding words that have the same pronounciation but

different spellings and meanings (e.g. mints, mince, muscle, mussel).

5. Synonymy; distinguishing between the different shades of meaning that

synonymous words have (e.g. extend, increase, expand).

6. Affective meaning : distinguishing between the attitudinal and emotional

factors (denotation and connotation), which depend on the speakers

attitude or the situation. Sosio-cultural associations of lexical items is

another important factor.

7. Style, register, dialect ; being able to distinguish between different levels

of formality, the effect of different context and topics, as well as

differences in geographical variation..

8. Translation : awarness of certain differences and similarities between the

native and the foreign language (e.g. false cognates)

9. Chunks of language : multi-words verb, idioms, strong and weak

collocations, lexical phrases.

10. Grammar of vocabulary : learning the rules that enable students to

build up different forms of the words or even different words from that

word (e.g. sleep, slept, sleeping, able, enable, disability).

11. Pronunciation : abilty to recognize and reproduce items in speech.

The implication of the aspects only mentioned in teaching is that the goals of

vocabulary teaching must be more than simply covering a certain number of

words or word list. We use teaching techniques that can help realize this global

18

concept of what it means to know a lexical item. And also we must go beyond that

giving learners opportunities to use the item learnt and so helping them to use

effective written storage systems. Beside that, there are alternative ways of

teaching vocabulary. First, give the students a few items of vocabulary and tell

them to find the meaning, pronounciation, and write an example sentenced with

the word in. They can then teach other in groups. Second, prepare worksheet and

ask the students to match words to definitions. Third, ask students to classify a

group of words to a different categories. For example, a list of animal words into

tame and wild animals. Forth,ask students to find a new vocabulary from reading

homework and teach to other students in the class.

2.3.5 The Assessment of Vocabulary

The term assessment refers to the ways of collecting information on

learner‟s language ability or achievement. Madsen (1983:12) stated that the

purpose of vocabulary test is to measure the comprehension and production of

words used in speaking or writing.

Madsen (1983:12) specifies four general kinds of vocabulary test : the

first, limited respons, is for the beginners. These test items require either a

simple physical action like pointing at something or a very simple verbal answer

such as “yes” or “no”. The second, multiple-choice completion, is a test in

which a sentence with a missing words is presented, students choose one of the

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

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

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

19

underline item. The fourth kind of test, simple completion (words), has students

write in the missing part of words that appear in sentences.

2.3.5.1 Limited Response

In testing children and beginning-level of adults, we often use directed

physical responses and visuals. We do this to avoid language skills that have not

been mastered yet. For these tsts, students do not have to know to read or write. In

fact, they do not even have to know how to speak.

1. Individual Testing

Directed physical responses can easily be used when we test one student at a

time. When elementary school students are taught to read, their teachers generally

arrange for a small-group activity and individual work. Individual interaction can

also be very productive when testing language skill of beginning students.

2. Group Testing

Nonverbal physical responses can be used as well to test the whole class at

the same time. A good way to draw or duplicate a sketch such as the one on the

opposite page and give one to each person in the class. After an example ( such as

: “Draw a circle around the boy”), it can continue by saying “ Now draw a circle

around the tree”.

Advantages of Limited Response are:

1. It causes less stress or nervousness than other types of tests

2. It avoids skills such as reading and writing that have not yet been

developed

3. It can be scored easily and objectively.

20

Limitations of Limited Response are:

1. It requires individual testing, which takes longer than group testing

2. It is usually difficult to test abstract words with thie technique

3. Sketches are sometimes ambiguous (e.g.,an orang may look like a ball;

running may look like dancing or jumping)

2.3.5.2 Multiple-Choice Completion

A good vocabulary test type for students who can read in the foreign

language is multiple-choise completion. It makes the students depend on context

clues and sentence meaning. This kind of item is constructed by deleting a word

from a sentence, for example:

She quickly ... her lunch

A.drank B.ate C.drove D.slept

( the correct choice is B.ate )

After reading a sentence, the student looks at the group of words and

chooses which one best completes what he has read. The following steps should

be taken in writing multiple-choice completion items : (1) Select the words to be

tested, (2) Get the right kind of sentence to put each word in ( this sentence

context is called the stem ). (3) Choose several wrong words to put the right

word with ( these three wrong words are called distractors ). Three distractors

and the right word are enough for a written item. (4) Finally, prepare clear and

simple instructions. And if this kind of test question is new to the students, it

would be good to prepare one or two examples.

Advantages of Multiple-choice Completion are :

21

1. It helps students see the full of meaning of words by providing natural

contexts. Also, it is a good influence on instruction, it is discourages word-

list memorization

2. Socring is easy and consistent

3. It is a sensitive measure of achievement

Limitations of Multiple-choice Completion are :

1. It is rather difficult to prepare good sentence contexts that clearly show the

meaning of the words being tested

2. It is easy for students to cheat by copying what others have circled

2.3.5.3 Multiple-choice Paraphrase

Multiple-choice paraphrase tests of vacabulary items offer much of the

same advantage that multiple-choice completion tests do, and the contexts are

much easier to prepare. Understanding it is checked by the students‟ having to

choose the best synonym or paraphrase of the vocabulary item. A sentence context

is still used. However chosing the right word depends more on knowing the key

vocabulary item than on finding meaning in the sentence. In fact, the context may

simply show that the item is a noun.

In writing paraphrase items, it is needed to follow the same steps that we

took to prepare completion items : (1) Select the words to be tested; (2) Prepare a

sentence context; (3) Choose distractors ; and (4) write instructions. Choose words

just you did in the last section, but we can spend less effort in preparing sentence

22

contexts. Now the meaning comes from the emphasized word than from its

context. Here isa typical item:

He was irate when he heard about the new plans.

A.interested B.surprised C.angry D.sad

( the correct answer is C.angry )

But students with very little English won‟t know synonyms for very many

words. There are also some words in their ESL books that are difficult to find

equivalents for. Consider the word pilot, for example which appears in a number

of elementary ESL texts. It can be tested by explaining the meaning:

My sister is a pilot. She can.....

A.help sick people B.make clothes

C.fly an airplane D.teach students at school

( the best answer is C.fly an airplane )

Advantages of Multiple-choice Paraphrase are:

1. Context preparation is rather easy

2. Scoring is easy and consistent

3. It is a sensitive measure of achievement

Limitation of Multiple-choice Paraphrase are;

1. It is difficult to find good synonyms (but recall the “explanation”

alternative item)

2. It is easy for students to cheat

23

2.3.5.4 Simple Completion (Words)

Word-formation items require students to fill in missing parts of words

that appear in sentences. This missing parts are usually prefixes and suffixes , for

example, the un- in untie or the –ful in thankful. A related task to use words like

the following in a sentence and have students supply missing syllables of any

kind, such the rel- in relative or the –ate in deliberate. There is a simple emphasis

in simple-completion tests than in those we have just looked at. Context is still

usefull, but the emphasis in on word building. Moreoever, this is a test of active

not passive skills.

The steps in preparing a simple-completion vocabulary test are similar to

those followed in the two previous sections, but with one difference. Now no

distractrors are needed. Here are the steps: (1) List the prefixes and suffixes that

we have taught to have studied (including even their passive vocabulary). (2)

Prepare sentences that clarify the meaning of these words. (3) Then write the

instructions and examples.

It is possible to check the students knowledge of when not to add a prefix

or suffix. For example:

1. My teach..... is very helpful

2. Did she teach.... you anything?

In the first sentence, the suffix –er is required. In the second sentence, no suffix is

needed. Such sentences are not left empty. Students must put an “X” in the blank.

Advantages of simple completion (words) are:

1. It reflects teaching approaches

24

2. It is generally faster and easier to construct than are items with distractors

Limitations of Simple Completion (words) are:

1. Fewer words can be tested this way than with multiple choice

2. There is some difficulty in avoiding ambiguous contexts.

Assessment may at first sound treating and not suited to a child‟s nature,

but it is a necessary part of teaching and learning. Assessment can serve the

following purpose:

1. To monitor and aid children‟s progress. A teacher needs to be constantly

aware of what the children know,what difficulties they are experiencing,

and how to help them. On the basis assessment outcomes able to give

individualized help to each child.

2. To provide children with evidence of their progress and encance

motivation. Assessment result give children tangible evidence of their

progress. Learning a language is a long progress.

3. To monitor our performance and plan future work. The information we get

from assessment can help us to evaluated our own work, to find out how

effective we have been and how successful our choosen methodology or

materials are.

Assessment is not complete as soon as you collect the children work.

Offering feedback is an integral part of the assessment process and should

follow as soon as possible after the assessment task is carried out. One of the

best ways to give feedback is through conferencing with the children , when we

25

discus the results of the assessment by written feedback in the form of short

comments.

2.3.6 Tic Tac Toe Game Teaching Approach

According to Zaslavsky's book , the game Tic Tac Toe is originally from

ancient Egypt

The name "tic-tac-toe" may ultimately derive from "tick-tack", the name

of an old version of backgammon first described in 1558. The first print reference

to "noughts and crosses", the British name appeared in 1864. The first print

reference to a game called "tick-tack-toe" occurred in 1884, but referred to "a

children's game played on a slate, consisting in trying with the eyes shut to bring

the pencil down on one of the numbers of a set, the number hit being scored". The

U.S. renaming of noughts and crosses as tic-tac-toe occurred in the 20th century

For learning activities there are two kinds of Tic Tac Toe can be applied.

They are Tic Tac Question Formation and Tic Tac Vocabulary. Below is the rule

of Tic Tac Question Formation Game :

1. Draw a tic tac grid on the board and fill it with the questions words. For

example:

Where? Who? How often?

What? Does? When?

Is? Do? Why?

2. Divide the class into two teams. Give each team a mark: A = X, B= O.

26

3. Ask a question about the text of reading that begins with one of the question

words then provide the answer to the question. If the answer is correct,the

team gets to put its mark in that space.

Teacher : is Dan a teacher?

X team : No, he‟s a scientist

Where? Who? How often?

What? Does? When?

X Do? Why?

4. The first team to mark out three boxes in a straight line,vertically,

horizontally,or diagonally win the game.

The rule of Tic Tac Vocabulary is :

1 Draw a tic tac grid on the board

1 2 3

4 5 6

7 8 9

2 Write nine words that will become the answers of the tic tac grid on the

board. For example: - policeman - gardener - custodian

- nurse - chef - dancer

- doctor - singer - farmer

3. Devide the students into two groups. Give each teams a mark. Group A =

X, group B = O.

27

4. Ask the students to memorize the nine words in five minutes, then erase

the nine words slowly.

5. Ask the students about the question that the answer is one on the words

that already erased on the board. If the answer is correct,the team gets to

put its mark in that space.

Teacher : a person who takes care the patients is a…

O team : nurse

O

6. The first team to mark out three boxes in a straight line,vertically,

horizontally,or diagonally win the game.

2.4 Research Design

This research was done by using classroom action research, to observe the

implementation of Tic Tac Toe game in vocabulary mastery, so it can help the

students in imroving their ability in mastering English vocabulary.

The qualitative data were obtined from the researcher‟s diary applied during

the treatment in each cycle and also through informal interview. While the

quantitative data were obtined from the result of pre-test, post-test 1, post-test 2,

and questionnarie.

Both of the data were analyzed descriptively. The analysis of the data shown the

effectiveness of the treatment given, by comparing the result of the pre-test and

28

post-test which was consisted of two cycles. The research could be figured out as

follow:

Cycle 1:

Figure 2.2 Research Design

Data

Qualitative Quantitative

Researcher‟s diary

Questionnaire

The result of the pre-test

The result of the post-test

Analyze

descriptively

Planning Action Observation Reflection

Cycle 2

New Planning Action observation Refection

29

CHAPTER III

RESEARCH METHOD

3.1 Research Approach

This research was used qualitative and quantitative approaches. Quantitative

approach deals with the comparison of the result from the test that was done

before and after treatment. The qualitative approach deals with how the students

understand about the material given. The data was got from the direct observation

and teacher‟s diary.

3.2 Location of the Research

Classroom action research design was used in this study. This research

was conducted to find out the solutions of learning problems encountered by a

particular group of the students. It was conducted in seventh grade students of

SMP Negeri 1 Payangan in academic year 2010/2011 which is located in

Melinggih community, Payangan district, Gianyar regency.

The seventh A class was chosen based on the qualitative data got from the

teacher by the interview, that overall score of English subject especially in

learning and aquiring vocabulary.

3.3 Data Source

The data source of this research was class 7A of SMP Negeri 1 Payangan

which consists of 36 students altogether with 13 males and 23 females. They are

29

30

still considered as young language learners because their age is from 12 until 13

years. They were chosen as the subjects of this study because their vocabulary

mastery was poor.

The data of the research was qualitative and quantitative data. The

qualitative data was obtained from the researcher‟s diary applied during the

treatment in each cycle. While the quantitative data was obtained from the result

of pre-test, post-test 1, post-test 2, and questionnaire.

3.4 Research Instrument

In this study, the instruments that were used to colllect the data are

questionnaire, test, and researcher‟s diary.

3.4.1 Questionnaire

Qustionnaire was given to the students in order to get some informations

which related to the students feeling, motivation, and interest before and after

doing the activity. There were two questionnaires used in this study. The first

questionnaire was carried out in the pre-test. The purpose of conducting

questionnaire in the pre-test was to know the problem faced by the students in

mastering English vocabulary.

The second questionnaire was carried out in the last session of the post-test

2, which was conducted in order to know the students‟ response toward the

application of the use of Tic Tac Toe game.

The questionnaire was written in Indonesian and each questionnaire

consisted of ten items; five items to determine students‟ attitude toward

31

vocabulary mastery and five others to determine their perception about their

teacher in teaching vocabulary.

3.4.2 Test

The test particulary consisted of pre-test (objective test) and post-test

(objective test ). The pre-test was done to find out the students vocabulary, while

the purpose of doing post-test is to examine whether or not the treatment that was

taken effectively improve their vocabulary mastery.

3.4.3 Researcher’s diary

Researcher‟s diary recorded all the situation and condition of the class during

the teaching learning activities; it was formed in unstructured observation sheet

and used to find out the result of applying the method. It was used to note some

important events.

3.5 Research Procedure

This research was done by using classroom action research, to observe the

implementation of Tic Tac Toe game in vocabulary mastery, so it can help the

students in imroving their ability in mastering English vocabulary.

In line with this, Kember (2000: 25) states that a classroom action-based

research is a cyclical or spiral process involving steps of planning, action,

observation and reflection. It is normally for project to go through two or more

cycles. The steps of action research can be figured as follow:

32

Planning Action Observation ReflectionCycle 1

Cycle 2 Planning Action Observation Reflection

Figure 3.1: The Steps of Classroom Action-Based Research

There were two cycles conducted in this study in which each cycle

consisted of three sessions. First and second meetings were used to give treatment

and the third meeting was used to do the post-test. Here, each cycle involve the

four procedures: planning, action, observation and reflection.

1. Planning

Planning refers to the activity of preparing all the material or instruments that

would be used.

2. Action

Action refers to what the teacher did in the classroom and how the class was

managed based on the teaching learning scenario.

3. Observation

Observation refers to to the activity to observe the classroom situation and to

know the students‟ behaviour during the process of teaching and learning.

The information then recorded in the researcher‟s diary. The students‟ work

33

could be evaluated. The observation needed to be carried because it can be

used as a basis of reflection in order to know the effect of the action.

4. Refection refers to a process of analyzing an experience pf practice in order to

describe, analyze, evaluate and so inform learning about practice. On the

reflection, it was tried to understand the process, the strength and the

weaknesses of an action. Moreover, it could be decided whether or not the

action would be continued.

3.5.1 Pre-test

A pre-test was developed in order to know the problem in detail. There were

several steps followed in conducting the pre-test:

a. Planning

1. Making teaching and learning scenario

2. Determining the time allotment and the schedule.

3. Preparing pre-test.

b. Action

1. Introducing the topic

2. Giving the students the pre-test concerning vocabulary

3. Observing the students when they are doing the test

4. Collecting the students‟ work

5. Distributing questionnaire

34

c. Observation

The purpose of this process was to find out whether the students found

difficulty or not in mastering vocabulary. After the result of the pre-test in

interpreted to find out the problem encounters by the students.

d. Reflection

The observation of the pre-test shown that the students‟ ability in mastering

vocabulary was poor. From the result, it was tried to conduct a treatment by

applying Tic Tac Toe game.

3.5.2 Cycle 1

a. Planning

1. Determing the schedule and the time allotment

2. Setting up teaching and learning scenario for each meeting

3. Preparing the instrument needed in doing the observation, like diary.

4. Preparing Tic Tac Toe game

5. Preparing post-test at the end the cycle.

b. Action

In this cycle, the action was also divided into three activities,those are pre-

activity, whilst-activity and post-activity.

1. Pre-activity

1.1 Opening the class by greeting the students

1.2 Checking the students‟ presence list

1.3 Explaining about what are they going to learn (introduces the

material)

35

2 Whilst-activity

2.1 Giving a text related to the material would be discussed.

2.2 Reading the text and students are listening and underlining the

difficult words from the text.

2.3 Asking the students to pronounce and give the meaning of the words.

2.4 Asking some questions about the text.

2.5 Giving Tic Tic Toe game in the class

3 Post-activity

3.1 Concluding the lesson being taught

3.2 Giving the chance to the students to ask about the material being

taught

3.3 Giving post-test

3.4 Ending the class

c. Observation

During the actions process was conducted, there was found that the

treatment would get a positive response from the students. The result of the first

post-test was used to see the progress made by the students, whether there were

improvement compared to the result of the pre-test.

d. Reflection

By doing this process, it could be identified the weakness or the strenght of

the action based on the result of the planning, action and observation. This result

was used as an input for the researcher, whether to stop or rearrange another

36

action to solve the problem in the first cycle. If the result less than 65, the second

cycle would be conducted.

3.5.3 Cycle 2

In this cycle, the activities was almost the same as the activities in the first

cycle. It would modify the activity by giving an additional exercise. There were

also be four processes in this cycle.

a. Planning

1. Determing the schedule and the time allotment

2. Preparing teaching and learning scenario for each meeting.

3. Preparing the instrument needed in doing the observation, like diary and

questionnaire.

4. Designing and preparing some additional exercises, like teaching language

focus on vocabulary.

5. Preparing Tic Tac Toe game for the second cycle

6. Preparing the second post-test that would be given at the end of the cycle.

b. Action

1. Pre-activity

1.1 Greeting the students

1.2 Checking the presence of the students

1.3 Telling the students what they are going to study

2. Whilst-activity

2.1 Introducing the topic

2.2 Giving a reading text to the students

37

2.3 Asking the students if they have any questions and checking their

understanding of each words.

2.4 Asking some questions about the text given

2.5 Giving Tic Tac Toe game

3. Post-activity

3.1 Concluding the lesson being taught

3.2 Giving chance for the students to ask about the lesson.

3.3 Giving second post test and questionnaire

3.4 Ending the class

c. Observation

The result of the action was known from the researcher‟s diary and the

observation during the action conducted in the classroom. The result of the second

post-test was compared with the result of the first post-test, which was used to

find out the improvement made by the students

d. Reflection

In this process, it was made decision on the result of the planning, action and

observation, whether the action would be stopped or not. If the result reach upper

score of the level good, there will be no more teatment.

3.6 Method and Technique of Collecting Data

In collecting data, there were three instruments used, such as questionnire,

test and researcher‟s diary. Before the teacher was carried out, the pre-test and the

38

questionnaire were administered to the students and also taking some notes to the

researcher‟s diary while observing the situation.

Pre-test was administered in order to find out the students‟ pre existing

ability in mastering vocabulary before they are taught by using tic tac toe game.

The questionnaire in this research was done to know the students‟ problem in

vocabulary mastery and to know the students‟ pre existing learning behaviors,

attitudes, motivations, and learning difficulties in English especially in learning

vocabulary. The researcher‟s diary here dealed primarily with recording the

activities of the students, which happened during the process of teaching and

learning.

The result of the pre-test, questionnaire and researcher‟s diary were used

as indicator or starting points concerning the subject‟s achievement in vocabulary

and their corresponding learning behaviors and problem in learning English.

The post test was administered at the end of each cycle in order to find out

the whether or not the use of tic tac toe game could effectively improve the

subject‟s achievement in vocabulary. It was also conducted the second

questionnaire to the subjects under study at the end cycle 2 which conducted in

order to get a clear picture of the changing degrees of subjects‟ learning

behaviors, attitudes, motivations, and learning difficulties after they have been

taught in mastering vocabulary through tic tac toe game.

3.7 Method and Technique of Analyzing Data

There were two kinds of data, namely qualitative and quantitative data.

The qualitative data involved data that were obtained from the reseacher‟s diary

39

applied during the treatment in each cycle. While the quantitative data were

obtained from the result of pre-tet, post-test 1, pot-test 2 and questionnaire.

Both of the data were analyze descriptively. The result of the

questionnaire was descriptively analyzed by comparing the result of the first,

second and the third questionnaire. They were used to describe the subjects

changing learning behaviors and learning difficulties. The result of the analysis

was only used as an additional supporting data to conform the results of the

quantitative data analysis.

The quantitative data was analyzed descriptively so as to reveal the extent

of the subjects‟ progress or increasing ability in mastering vocabulary by

comparing the result of pre-test and post-test. The mean score shown the level of

improvement achieved by the students after following teaching and learning

process through the implementation of Tic Tac Toe game.

a. The mean score of each student

b. The mean score of the whole students

The results of the mean score were computed as follow:

Note: X = Mean

Σ = Sum of scores

(Masidjo, 1995: 123) N = Number of students

Correct answers

Total items

X 100

Σx

N

=

X =

X = Σ

N

40

c. The students‟ level of mastery

The student‟s level of mastery was also calculated. The aim is to

know the students‟ ability in mastering the English vocabulary. The

student‟s level of mastery is formulated as follow:

Note: L = Student‟s level mastery

Tc = Total items answered c

Ti = Total items

The student‟s level of mastery in vocabulary was determined based on the

criteria designed by Hamalik (2001:120) that is criterion referenced evaluation.

In this type of evaluation, the students‟ result can be categorized into excellent,

good, sufficient, insufficient, or poor. The minimum competency, which is

considered as passing score, is 65 %. Students have to be able to answer 65 %

from the whole material before they can be categorized into sufficient level. The

criteria about the level of students‟ mastery can be seen in the following table.

Table 3.1: The Criteria of the Students‟ Mastery

Criteria Level of Mastery

90% - 100% Excellent

80% - 89% Good

65% - 79% Sufficient

55% - 64% Insufficient

Less than 55% Poor

L =

Tc

Ti X 100

41

The criteria above mean:

Excellent : The level of mastery of the students who are able to

answer 90% - 100% correctly

Good : The level of mastery of the students who are able to

answer 80% - 89% correctly

Sufficient : The level of mastery of the students who are able to

answer 65% - 79% correctly

Insufficient : The level of mastery of the students who are able to

answer 55% - 64% correctly

Poor : The level of mastery of the students who are able to

answer less than 55% correctly

The result of the questionnaire were descriptively analyzed by comparing

the result of the first, second and the third questionnaire. They were used to

describe the subjects changing learning behaviors and learning difficulties. The

result of the analysis were only used as an additional supporting data to conform

the results of the quantitative data analysis.

The data from questionnaire on the pre-test and post-test were counted and

the percentage of each item being answered was transformed into descriptive data

through the following formula:

Percentage of each item =

Number of the students choosing items

Total number of the students X 100 %

42

Indicator of Success.

This study was considered successful and could be stopped if every

student could pass the passing score grade that recommended by the school,

that is 65, or the level mastery of each student is or above 65 %.

3.8 Method and Technique of Presenting the Result of Data Analysis

According to Sudaryanto (1993), data analysis can be presented through

either formal or informal method. In formal method, the analysis based on the

specified problems and the theoretical framework is presented using tables or

charts which is aimed to describe the data more easily. In informal method, on the

other hand, the analysis is descriptively presented in the forms of the words and

sentences. Since this study applied qualitative method, the data analysis was

presented informally descriptive narrative sentences.

43

CHAPTER IV

RESULT AND DISCUSSION

This chapter is divided into two sub-chapters in which the first one

is the presentation of quantitative data and the second one is finding of qualitative

data. The quantitative findings showed the students‟ achievement in terms of

mean score and its percentage, which were obtained from the result of pre-test,

post-test 1 and post-test 2. These results, moreover, were compared in order to

examine the students‟ improvement in mastering vocabulary. Meanwhile, the

qualitative findings were obtained from the questionnaire and researcher‟s diary.

In the present study, there were found two kinds of findings, namely

quantitative and qualitative findings. The quantitative findings showed the

students‟ achievement in terms of mean score and its percentage, which were

obtained from the result of pre-test, post-test 1 and post-test 2. These results,

moreover, were compared in order to examine the students‟ improvement in

mastering vocabulary. Meanwhile, the qualitative findings were obtained from the

questionnaire and researcher‟s diary.

4.1 Findings before Conducting the Treatment

4.1.1 The Students’ Basic of Vocabulary

According to Pikulski and Templeton (2004:1) there are some

differences in the number of words that are used by and understood by the

students. They are : receptive vocabulary, expressive vocabulary, oral

43

44

vocabulary and written vocabulary. Considering the level of the students being

analyzed, which is beginner level, this research was focused on receptive and

expressive vocabulary.

1. Receptive Vocabulary

As mentioned earlier in chapter II, receptive vocabulary is the word that the

students understand when they listen to speech and when they read. Based on

the the result of the pre-test, the ability of the seventh grade students of SMP

Negeri 1 Payangan in understanding and using the number of the words in

listening and reading was under average. There were some words they known

related to professions, shopping and hobbies, they were : nurse, doctor,

students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp,

teacher, post office, restaurant, market, drugstore, shop, buy, read, go, study,

come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy,

big, small, smart, stupid, beautiful, tall, long, new, yesterday, today,

tomorrow, to the post office, from the library and always.

2. Expressive Vocabulary

Expressive vocabulary is the word that the students use when they speak and

write. In this case if the students use expressive vocabulary, they have to know

how to pronounce, how to arrange them in their target language. Since the pre-

test was presented in a multiple choice form, the number of the words that the

students used and understood in speaking and writing could not be

meassured.

45

4.1.2 The Functional Category of Vocabulary

There are two kinds of functional categories of vocabulary, they are; major

classes and closed classes.

1. Major Classes

The major classes consist of noun, adjective, verb and adverb.

a. Noun : It refers to a person, place, or thing. There were some nouns that gave

to the students for the pre-test, such as : professions, public places, and things.

Below were some nouns from the pre-test that were mastered by the students,

such as :

nurse doctor student pilot

farmer singer dancer dentist

librarian gardener stamp teacher

post office restaurant market drugstore

market

Kinds of vocabulary test given here were Multiple Choice Completion

and Multiple Choice Paraphrase. For the example, the item of number used

Multiple choice paraphrase. It was checked by the students‟ having to choose the

best synonym or paraphrase of the vocabulary item. A sentence context is still

used. Most of them thought that the answer of “ the person who help the sick

people is…” is a teacher. The best answer was a nurse. There were also some

noun that they could not use and understand. They were :

principal steward pupil custodian

phylatelist superintendent soldier clothing store

46

tailor equipment fire station gas station

scisors thread sewing machine factory

department store prime minister pet shop stationary

vet shop assistant equipment enemy

uniform envelop

From the result of the pre-test it can be said that the achievement of the

seventh grade students of SMP Negeri 1 Payangan was still low in vocabulary

especially in using nouns.

b. Adjective : it refers to the words that give more information about a noun.

Base on the words that already wrote down by the students in a piece of paper,

there were some adjectives they already know. They are:

happy big small smart

stupid beautiful tall long

new good colors

Base on the result of the pre-test, there were also some adjectives that they did not

understand. They are :

health sick

It can be seen that there were three adjectives that the students did not

understand in the pre-test given. In conclusion, almost all of the students had

already understood in using them.

c. Verb : it refers to a word that denote action. Before conducting the first cycle,

the researcher gave pre-test and asked the students to wrote down the words as

47

many as they can in a piece of paper. Based on the words they wrote, there

were some verbs they already understood. They are :

shop buy read go

study come collect listen

eat cook drink sing

From the result of the pre-test, there were also some verbs that they did not

understand, such as :

make build do send

protect act

d. Adverb : it refers to the words that describe or add to the meaning of a verb,

adjective, another adverb or a whole sentence. There are four kinds of adverb.

The first is adverb of time , the second one is adverb of frequency, the third

one is adverb of manner, and the last one is adverb of place. Almost of the

students only known about adverb of time and adverb of place. Only a few of

them understood and could use adverb of frequency. And none of them

known about adverb of manner. The adverbs they known were :

to the restaurant in the clothing store yesterday

tomorrow today always

2. Closed Classes

a. Pronoun : it refers to nouns that have already been mentioned. The

pronouns in the pre-test were ; she, he, it, and they. All of the students did

not have any problems with the question that relate to the pronoun.

48

b. Preposition : it refers to the words that help locate items and actions in

time and space. The preposition that were used in the pre-test were : in, at,

and below.

c. Conjunction : it refers to the words that connect sentences, phrases or

clause. There was only one conjunction in the pre-test. It was the

conjunction so.

d. Determiner : it refers to the words that used before a noun to show which

particular example of the noun we are referring to. The determiner that

were found in the pre-test are: the, your, a, an, our, and my.

4.1.3 Kinds of Vocabulary Meaning

According to Yule ( 1987) the types of lexical relations which are usually

appealed to can be briefly defined and exemplified thus : synonymy, antonymy,

hyponymy, homophony, homonymy,and polysemy. This research only be focused

on synonymy and antonymy.

1. Synonymy

From result of the pre-test, there were only six students (16.7%) could answer

the question given which belong to poor level of mastery. For example in item

number four, the question was about the synonym of the headmaster. There were

six students answered principal, and thirty students answered prime minister.

Based on the words they wrote in piece of paper, there were also several

synonym they already understood, such as :

beautiful~pretty big~large small~little

49

2. Antonymy

It is a word which is opposite in meaning to other word. In understanding

the antonym, there were some antonym that already familiar for them. They were:

big~small beautiful~ugly long~short

rich~poor heavy~thin

The result of the pre-test shown that the students were belong poor level of

mastery. In item number seventeen, thirty three students did a mistake when they

answered it. Only three students answered the antonym of buys was sells. The

other students answered the antonym of buys is pays.

4.1.4 The Result of the Pre-Test

The pre-test was conducted to find out the data of the students‟ level

mastery in mastering English vocabulary before the treatment given. The result of

the test is presented in the table below.

Table 4.1: The Result of Pre-Test

Students Items Answered

Correctly

Items Answered

Incorrectly

Score Level of Mastery

Total % Total %

S1 7 28 18 72 28 Poor

S2 8 32 17 68 32 Poor

S3 16 64 9 36 64 Insufficient

S4 11 44 14 56 44 Poor

S5 14 56 11 44 56 Poor

S6 18 72 7 28 72 Sufficient

S7 19 76 6 24 76 Sufficient

S8 10 40 15 60 40 Poor

S9 11 44 14 56 44 Poor

S10 9 36 16 64 36 Poor

S11 13 52 12 48 52 Poor

S12 18 72 7 28 72 Sufficient

S13 16 64 9 36 64 insufficient

50

S14 9 36 16 64 36 Poor

S15 10 40 15 60 40 Poor

S16 18 72 7 28 72 Sufficient

S17 19 76 6 24 76 Sufficient

S18 17 68 8 32 68 Sufficient

S19 20 80 5 20 80 Good

S20 11 44 14 56 44 Poor

S21 20 80 5 20 80 Good

S22 11 44 14 56 44 Poor

S23 13 52 12 48 52 Poor

S24 16 64 9 36 64 Insufficient

S25 16 64 9 36 64 Insufficient

S26 15 60 10 40 60 Insufficient

S27 16 64 9 36 64 Insufficient

S28 10 40 15 60 40 Poor

S29 16 64 9 36 64 Insufficient

S30 11 44 14 56 44 Poor

S31 17 68 8 32 68 Sufficient

S32 14 56 11 44 56 Poor

S33 16 64 9 36 64 Insufficient

S34 9 36 16 64 36 Poor

S35 16 64 9 36 64 Insufficient

S36 12 48 13 52 48 Poor

N = 36 X1 =

13.94

X2 =

55.78

X3 =

11.06

X4 =

44.22

X5 =

55.78

Poor

Note:

N : The total number of the students

X1 : The average score of correct students‟ answer

X2 : The percentage of correct students‟ answer

X3 : The average score of incorrect students‟ answer

X4 : The percentage of incorrect students‟ answer

X5 : The mean score

The table above showed that the achievement of the students in the

seventh grade of SMP Negeri 1 Payangan was poor because the mean score was

56.22. The highest score was 80 and the lowest score was 28. From 36 students,

there were 18 (50 %) students who belonged to poor category, 9 ( 25 %) students

belonged to insufficient category and 7 (19.5 %) students who belonged to

51

sufficient category. There were only 2 (5,5 %) students who categorized into

good level of mastery.

In answering the test, the average score of the correct answer was 13.94. It

meant that the percentage of the correct answer was 55.78 %. On the other hand,

the average score of the incorrect answer made by the students was 11.06. It

meant that the percentage of incorrect answer made by the students was 44.22 %.

Based on the passing grade recommended by the school, that is 65, only 9 ( 25%)

out 36 students passed the test successfully, while 27 ( 75 %) students failed to

pass the test. As the result, the students‟ overall achievement on the pre-test was

unsatisfactory.

4.1.5 The Result of the Pre-Cycle Questionnaire

Pre-cycle questionnaire was administered to the students at the end of the

pre-test. It was given to the students in order to know students‟ interest in learning

English and their response toward the way their teacher teaches them. There were

10 items that had to be answered by the students honestly.

Item number 1, it was about the students‟ attitude toward learning English.

There were 23 (63,9 %) of the students liked learning English and 6 (16,7 %) of

them really liked learning English. Besides, there were also 7 (19,4 %) of the

students stated that they less liked learning English and no one of them disliked

learning English.

Item number 2, it was about the students‟ opinion about learning English

vocabulary. There was only 1 (2,8 %) of the students stated that learning

52

vocabulary really easy, 9 (25 %) of the students said that normal and there were

17 ( 47,2 %) of the students stated that learning vocabulary was difficult. And 9

(25 %) of them said that learning vocabulary was really hard.

Item number 3, it was about their response toward the importance of

learning English vocabulary. There were 24 (66,7%) of the students stated that

learning vocabulary was really important, 11 (30,6 %) students said that it was

important, 1 (2,8 %) of the students stated that learning vocabulary was normal

and none of them said that learning vocabulary was not really important.

Item number 4, it was about the way they learn English vocabulary. There

were 4 (11,1 %) of the students said that they memorized the words everyday, 5

(13,9 %) of them stated that they read the dictionary every day. There were 22

(61,1 %) of the students stated that they made a note and translate the words into

Indonesia every day. And 5 (13,9 %) of them studied vocabulary by making

sentences.

Item number 5, it was about the difficulties faced by the students in

learning English vocabulary. There were 7 (19,4 %) of the students faced

difficulties in pronouncing the words, 9 (25 %) of them said that they faced

difficulties in using the words in the sentence. There were 20 (55,6 %) of the

students felt difficult in remembering the meaning of the words and none of them

faced difficulties in spelling of the words.

Item number 6, it was about their ability in remembering vocabulary

which has been taught in the previous meeting. There were 10 (27,8 %) of the

53

students said that they could remember the words and the rest, 26 (72,2 %) of

them could not remember the words.

Item number 7, it was about the students‟ opinion when their teacher

taught them English vocabulary. There were 3 (8,3 %) of the students said that

they were very happy when their teacher taught English vocabulary, 14 (38,9 %)

of them said happy, 19 (52,8 %) students said normal and none of them said that

they do not like if their teacher taught English vocabulary.

Item number 8, it was about the techniques that used by their English

teacher. There were 3 (8,3 %) of the students stated that the techniques were

interesting, 11 (30,6 %) of the students said normal, 22 (61,1 %) students said

that techniques were not interesting, and none of them said that the techniques

were really interesting.

Item number 9, it was about the students‟ opinion about the teacher

attention to every student in the class. There were 17 (47,2 %) of the students said

that the teacher gave them the same attention. However, they were 19 (52, 8 %)

students said that the teacher did not fair and did not give them the same attention.

Item number 10, it was about the students‟ participation in the classroom.

There were 2 (5,6 %) of the students really active in the classroom, 15 ( 41,7 %)

of the students active in the classroom, 13 (36 %) of the students had no strong

opinion and 6 (16,7 %) of them were not active.

Based on the result of pre-cycle questionnaire above, it could be seen that

most of the students ( 29 : 80,6 %) stated that they liked learning English.

However, more than a half of them (20 : 55,6 %) said that they often faced

54

difficulties in remembering the English vocabulary and 26 (72,2 %) students

opted that learning English vocabulary was uneasy for them. Besides, there were

only 14 (38,9 %) of the students said that the technique that their teacher used in

teaching English was interesting and the rest of them said it was not interesting.

Therefore, from this result the researcher then decided to apply the use of Tic Tac

Toe Game to improve the students‟ achievement in mastering English

vocabulary.

4.1.6 Reflection of the Pre-Cycle Observation

Based on the summary of the result on the pre-test, it showed that the

mean score of the students in the seventh grade at SMP Negeri 1 Payangan was

still in the poor level of mastery that was 55.78. Besides, there were 27 (75 %)

students could not reach the passing grade score recommended by the school. This

problem occurred because many students could not answer the test correctly.

From that result, it could be said that the students‟ mean score had not passed the

passing score that was 65 and it needed to be improved.

From the result of questionnaire, it could be stated that the teacher‟s way

in teaching had failed to motivate and attract the students‟ attention in learning

vocabulary. There were only 3 (8.3 %) students said that they were very happy

when their teacher taught them. Most of the students (22 : 61.1 %) answered that

the techniques that the teacher‟s used in classroom were not interesting for them.

Of course, it would affect the students‟ ability in mastering English vocabulary. It

can be seen from their options that most of them (26 : 72.2 %) stated that they

could not remember the words that have been taught in the previous meeting.

55

Besides, more than a half of the students (19 : 52.8 %) also stated that their

teacher did not give the same attention to every student and they said that was not

fair. Thus, it made the students easily to get bored and less motivated in learning.

Regarding to the result of the students‟ score in pre-test, which was

poor in mastering English vocabulary and also the questionnaire, which

indicated that the students were less interest in joining the class, the researcher

believed that the students need a new strategy that could help them to improve

their achievement in mastering English vocabulary. The strategy should be one

that could motivate all students to learn English. In addition, the strategy should

give more chance for them to practice vocabulary and make them actively

participate in the teaching learning process. Hence, Tic Tac Toe Game was

conducted as a treatment to solve their problems so that their ability in mastering

English vocabulary can be improved.

5.2 Findings in the Cycle 1

The first cycle consisted of planning, action, observation and reflection.

All activities were explained as follows:

4.2.1 Planning of the Cycle 1

After knowing the result of the pre-test that was in the poor level, the

researcher then did the first cycle. Before the action was conducted, the researcher

prepared all requirements needed for the teaching-learning activities such as: the

teaching scenario for the first cycle, researcher‟s diary, worksheet, and the

questions of the game.

56

Besides preparing all those requirements, the students were also organized

into two teams based on students‟ seats. Each team consisted of 18 students.

4.2.2 Action of the Cycle 1

This cycle consisted of three meetings, first and second meetings were

used to give treatment and the third meeting was used to do the post-test 1 and

questionnaire. In this cycle, the students experienced learning activities as in the

use of Tic Tac Toe Game technique procedure which related to vocabulary

mastery.

Then post-test 1 was administered in order to know the students‟

improvement in mastering English vocabulary after given a treatment. Besides,

the questionnaire was also administered in order to know the students‟ interest and

response toward the use of Tic Tac Toe Game technique in teaching English

vocabulary. The whole process and everything happened in this cycle were

recorded in the researcher‟s diary.

4.2.3 Observation of the Cycle 1

4.2.3.1 The Students’ Basic of Vocabulary

1. Receptive Vocabulary

It can be seen from the result of the pre-test, there were some words they already

known that relate to professions, shopping and hobbies. They were : nurse,

doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp,

teacher, post office, restaurant, market, drugstore, shop, buy, read, go, study,

57

come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy, big,

small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to the

post office, from the library and always.

The first cycle was concern about professions. From the words the

students wrote on the piece of paper, there were several additional words they

obtained. They were : principal, steward, pupil, custodian, superintendent,

soldier, tailor, equipment, fire station, gas station, scisors, thread, knife, sewing

machine , factory, prime minister, stationary, enemy, shop assistant, equipment,

uniform, health, sick, soon, make, build, do, send, protect, act, carefully, usually

and often.

2. Expressive Vocabulary

During the teaching and learning process, the ability of the students in

understanding and using the number of vocabulary in writing and speaking was

belong sufficient level. Especially when the researcher conducting the game.

They were very excited and they could answer the question in English orally until

65 %. In expressing their answer in essay, almost all of them could answer the

questions well. The words that were obtained by the students were: teacher,

student, farmer, gardener, actor, actress, baker, chef, construction worker, dancer,

mechanic, salesperson, secretary, singer, superintendent, truck driver, president,

custodian, company, employee, company, job, office, dentist, office assistant, staff,

poor, energetic, vacation, unfortunately, busy, mail, letter, sorts, type, busy, on

strike, police officer, direct and usually.

58

4.2.3.2 The Functional Category of Vocabulary

The functional category of vocabulary consists of two classes, major classes and

closed classes. Since the closed classes are restricted to above classes only, there

will be no further discussion in the post test 1 and 2.

a. Noun : When conducting the pre-test, there were some nouns that relate to

the professions that the students could not understand, therefore they did

many mistakes when they answered the questions given. The words that hard

for them were :

principal steward pupil custodian

superintendent soldier tailor equipment

fire station gas station scisors thread

knife sewing machine factory enemy

prime minister stationary uniform shop assistant

equipment

At the end of the cycle 1, the students were able to use all of the nouns that

relate to the professions that they did not know. Furthermore, there was also

additional nouns that they have got. They were :

chef actor actress baker

dancer mechanic secretary salesperson

employee president company lawyer

rider goal keeper translator writer

tool carpenter fisherman painter

59

The result of the post-test shown that the achievement of the seventh grade

students of SMP Negeri 1 Payangan got an improvement in using nouns. It can be

seen from the total item of the questions given that could be answered by the

students for the post-test 1 got better than the pre-test.

b. Adjective : in understanding and using adjective, almost all of the students

did not find any problems. On the pre-test, they could write down the

adjectives that they obtained, such as : happy, big, small, smart, stupid,

beautiful, tall, long, new, good, and colors. The number of adjectives that they

known got an improvement after the first cycle. The additional adjectives they

obtained were :

delicious famous health sick

soon bad diligent lazy

When giving the pre-test, the words health, sick and soon were difficult for

them to be understood. At the end of the cycle 1, they could use those

adjectives and there were also additional adjectives they could understand.

They were : delicious, famous, bad, diligent and lazy.

c. Verb : as have mentioned before verb refers to a word that denote action. The

result of the pre-test shown that there were some verbs they already known,

such as :

shop buy read go

study come collect listen

eat cook drink sing

There were some verbs they obtained from the first cycle. They are :

60

make build do send

protect act translate cook

direct water open clean

fly

When the pre-test given, they did not know about the words : make,

do, send, protect and build. After the first cycle through Tic Tac Toe game,

they could use these words in a sentence. And there were also some additional

verbs they known, such as : translate, cook, direct, water, open, clean and fly.

d. Adverb : On the pre-test, the students already familiar with adverb of time

and adverb of place . adverb of time they known were : yesterday, today and

tomorrow. The adverb of place they known were : to the restaurant and in the

clothing store. There was also an adverb of frequency they know, it was

always. After giving the treatment on the first cycle, there was an

increasment of the number of adverbs they known. They also obtained the

adverb of manner which on the pre-test they could not be understood before.

The adverbs were:

unfortunately carefully often

never sometimes usually

4.2.3.3 Kinds of Vocabulary Meaning

1. Synonymy

The result of the post-test 1, shown a significance improvement of the

students‟ ability in understanding synonym. For the example, in item number

twenty one, the question was about the synonym of chef. The right answer was

61

cook. There were twenty six students answered correctly. And there were ten

students answered pies. In this case, their ability in understanding synonymy was

belong to sufficient level of mastery. Based on the words they wrote in piece of

paper at the end of the cycle 1, there were several synonym they already known,

such as :

beautiful~pretty big~large small~little

smart~clever cook-chef student-pupil

2. Antonymy

From the result of the pre-test, there were some antonym of the some

words they known. They were:

big~small beautiful~ugly long~short

rich~poor heavy~thin

The result of the post-test 1 shown that the students were belong sufficient level of

mastery. In item number thirteen and seventeen, the question asked about the

antonym of student and long. There were twenty three students answered

correctly. Only thirteen of them did mistake.

4.2.3.4 The Result of the Post-Test 1

Based on the result of the students‟ score in post-test 1, it showed that

there was an improvement of the students‟ achievement in mastering English

vocabulary after giving a treatment by the use of Tic Tac Toe Game technique.

The following table is the result of post-test 1 in details.

62

Table 4.2: The Result of the Post-Test 1

Students Items Answered

Correctly

Items Answered

Incorrectly

Score Level of Mastery

Total % Total %

S1 16 64 9 36 64 Insufficient

S2 13 52 12 48 52 Poor

S3 21 84 4 16 84 Good

S4 13 52 12 48 52 Poor

S5 21 84 4 16 84 Good

S6 21 84 4 16 84 Good

S7 23 92 2 8 92 Excellent

S8 18 72 7 28 72 Sufficient

S9 18 72 7 28 72 Sufficient

S10 14 56 11 44 56 Poor

S11 17 68 8 32 68 Sufficient

S12 23 92 2 8 92 Excellent

S13 18 72 7 28 72 Sufficient

S14 13 52 12 48 52 Poor

S15 15 60 10 40 60 Insufficient

S16 23 92 2 8 92 Excellent

S17 23 92 2 8 92 Excellent

S18 21 84 4 16 84 Good

S19 23 92 2 8 92 Excellent

S20 17 68 8 32 68 Sufficient

S21 21 88 4 12 88 Good

S22 20 80 5 20 80 Good

S23 22 88 3 12 88 Good

S24 22 88 3 12 88 Good

S25 19 76 6 24 76 Sufficient

S26 21 84 4 16 84 Good

S27 19 76 6 24 76 Sufficient

S28 16 64 9 36 64 Insufficient

S29 18 72 7 28 72 Sufficient

S30 20 80 5 20 80 Good

S31 23 92 2 8 92 Excellent

S32 22 88 3 12 88 Good

S33 24 96 1 4 96 Excellent

S34 13 52 12 48 52 Poor

S35 21 84 4 12 84 Good

S36 14 56 11 44 56 Poor

N = 36 X1 =

19.06

X2 =

76.33

X3 =

5.94

X4 =

23.67

X5 =

76.33

Sufficient

63

Note:

N : The total number of the students

X1 : The average score of correct students‟ answer

X2 : The percentage of correct students‟ answer

X3 : The average score of incorrect students‟ answer

X4 : The percentage of incorrect students‟ answer

X5 : The mean score

From the table above, it could be seen that most students (27 : 75 %)

obtained the score more than 65. It could be concluded that the result of the test

was good. The mean score gained by students in the post-test was 76.33 which

revealed that the students‟ vocabulary achievement was generally in the category

of sufficient. The highest score was 96 and the lowest score was 52. There were 8

(22.2 %) students attained sufficient level, 12 (33.3 %) students attained good

level and 7 (19.4 %) students attained excellent level of mastery. There were only

4 (11.1%) student classified into poor level of mastery and 5 (14 %) of them got

score lower than 65 which classified into insufficient level.

In answering the test, the average score of the correct answer made by the

students was 19.06. It meant that 76.33 % items were answered correctly. On the

other hand, the average score of the incorrect answer made by the students was

5.94. It meant that 23.67 % items were answered incorrectly. Based on the passing

grade, that is 65, 28 (77.8 %) students passed the test successfully while the rest of

them (22.2 %) failed the test.

4.2.3.5 The Result of the Researcher’s Diary on the Cycle 1 in Session I

The class was conducted on Monday, January, 24th

2011.

64

1. The teacher came into the class, greeted the students and asked their

conditions. All of the students gave good response to the teacher. Then, she

checked the attendance and no one was absent.

2. The teacher continued the activity to present the material. First, she asked

students to mention and write down the vocabularies that related to the topic

on the blackboard. The topic was “Professions”. The teacher asked them to

mention kinds of professions they already know. Each student competed to

raise their hands to get a chance to mention kinds of professions. They looked

happy to do it, though some students (5 : 13.8 %) often answered it in

Indonesian language and wrote the words incorrectly.

3. The teacher then corrected the students‟ mistakes. She modeled how to

pronounce the words several times. The students gave their attention to the

teacher and listened well to her pronunciation. Then, she asked the students to

pronounce the words together. They pronounced them loudly and seriously.

When they pronounced the words, the teacher checked their pronunciation.

After all of them could pronounce the words correctly, the teacher then asked

students to make a note in their books and gave a few minutes to memorize the

words.

4. The teacher then gave a reading text to the students. She and the students

identified the picture in the text. She read the text loudly. She asked if the

students have any difficult words. Then the students answered 10 questions

from the text. The teacher and the students discussed the answers of the

questions given.

65

5. In the next activity, the teacher divided the students into two teams base on

their seats. There were 36 students in the class, which in each team consisted

of eighteen students. All of the students were very happy with their

teammates. The teacher gave the Tic Tac Vocabulary Game.

6. Before starting the activity, the teacher told the students what they had to do.

The students paid attention and listened to the teacher seriously. After all of

the students understood, the teacher then gave X mark for group A, and O

mark for group B. She wrote nine words that would become the answer of the

Tic Tac grid. The teacher then told them the rule of the game. The rule was,

for example, when the teacher said the question of no.1, each teams had to

compete each other and raised their hands to answer the question. The answers

were one of the nine words that wrote by the teacher on the board. If group A

can answer the question, so the mark of group A will be put on the first

square. The first team to mark out three boxes in a straight line vertically,

horizontally, or diagonally win the game.

7. The teacher drew a tic tac grid on the board. She wrote nine words that will

become the answer of the Tic Tac grid. She gave five minutes for the students

to memorize them. She erased the words slowly and started the game. All of

them were very happy and excited in learning. The situation became very

noisy because they were competing with another to become the winner. All of

the students were really motivated with the game.

8. After one of the group, that was O team made a straight line diagonally, the

students finished playing game, and the winner was group B or O team. The

66

situation in the class became very noisy because the winner cheered up

proudly. The other teams were quite upset because they could not become the

winner. The teacher then told them to study more, because in the next meeting

there would be another game. The students were so enthusiastic to hear that.

They promised to the teacher, they would study more in order to achieve good

point in the game.

9. The teacher concluded the lesson by asking the students to mention the words

that they had learnt. Most of them (28 : 77.8 %) could answer the teacher‟s

questions correctly. The teacher then asked whether they still face difficulties

about the lesson or not. There were no questions any more, and then the

teacher ended the lesson by saying “good bye” and it was replied by them.

4.2.3.6 The Result of the Researcher’s Diary on the Cycle 1 in Session II

The second meeting of the first cycle was conducted on Wednesday, 26th

January 2011.

1. As usual, the teacher began the class by greeting the students and asking

their conditions. The students replied the greeting cheerfully. Then, she

checked the students‟ attendance and no one was absent that day.

2. The teacher checked the students‟ memorization about the material given in

the previous meeting. The teacher asked them to mention the words that

they had learnt. The students tried to have chance earlier to answer it. Most

of the students (29 : 81 %) answered the question correctly with good

pronunciation. Generally, all of the students were seen thinking hard about

the answer of the questions.

67

3. The teacher then gave a reading text. She asked the students about the

picture and the words in the text. She read the text loudly and the students

listened seriously. She then asked if the students had a difficult word. The

students then answered the ten questions from the text. The teacher and the

students discussed the answers.

4. The teacher gave Tic Tac Question Formation Game. She divided the

students into two groups, X team and O team. She then explained the rule

in the game. The students listened to her explanation seriously. The teacher

then gave X mark for group A, and O mark for group B. She drew a tic tac

grid and put nine question words in each square. The rules was when the

teacher said the question of no.1, each teams had to compete each other and

raised their hands to answer the question. If group B can answer the

question, so the mark of group B will be put on the first square. The first

team to mark out three boxes in a straight line, vertically, horizontally, or

diagonally win the game.

5. The teacher gave explanation about the rule of the game, she asked whether

there was question. None of students asked question, so she started the

game. The teacher found that all of the students involved actively in the

activity. The students were enthusiastic and excited in playing Tic Tac Toe

Game. They were competing with another to bring their teams became the

winner.

68

6. After they finished doing the game, that was X team made a straight line

horizontally, and the winner was group A or X team. The situation in the

class became very noisy because the winner cheered up proudly.

7. When the time was up, the teacher then concluded the lesson by asking

students to recall the words that had been taught. Most of them (29: 81 %)

responded it actively and when the teacher asked questions, they could

answer it correctly. The teacher then reminded the students to study well

because in the next meeting there would be a test. Then, the teacher ended

the lesson by saying “good bye” and it was replied by the students.

4.2.3.7 The Result of the Researcher’s Diary on the Cycle 1 in Session III

The last session in cycle 1 was conducted on Thursday, 2nd

February

2011. In this session, the teacher administered the post-test 1. The teacher came

into the class, greeted the students and was replied cheerfully by them. The

teacher asked the students who was absent that day. The students said that no one

was absent. Then the teacher asked the students whether they had studied and had

been ready for having a test. Most of the students said they were ready for the test

and there were five (15.6 %) students said they were not ready yet. Then, the

teacher gave them time to study about 10 minutes.

When the time was up, the teacher then distributed the test. The test

consisted of 25 questions and the time allotment was 45 minutes. During the test,

the teacher kept watching the students‟ behavior. Sometimes, she told them not to

cheat and chat with their friends. All of the students did the test seriously and

silently. When the time was over, the teacher asked students to collect the tests.

69

After conducting the post-test, the teacher distributed questionnaire and

asked students to fill it honestly. The students answered the questionnaire by

themselves. After they have finished filling the questionnaire, the teacher

collected it. She then asked students about the test. Some students (9 : 25 %)

asked about the answer of the particular item. The teacher then gave the answer.

After hearing the answer, most of the students (28 : 78 %) cheered up loudly

because their answer was right. The teacher asked the students to take a piece of

paper and write down the words they obtained in the first and second session The

teacher then collected the papers and ended the class by saying “good bye”. The

students replied it happily.

4.2.3.8 The Result of the Questionnaire in Cycle 1

Questionnaire for cycle 1 was administered to the students at the end of the

post-test. It was given to the students in order to know students‟ interest and

response toward the use of Tic Tac Toe Game in teaching English vocabulary.

There were 10 items that had to be answered honestly.

Item number 1, it was about the students‟ attitude toward learning English

vocabulary through the use of Tic Tac Toe Game technique. There were 12 (33.3

% ) of the students liked to learn English through the use of Tic Tac Toe Game

technique and 24 ( 66.7 %) of them liked it very much.

Item number 2, it was about the students‟ interest in learning English

vocabulary through the use of Tic Tac Toe Game technique. There were 21 (58.3

%) of the students felt that learning through the use of Tic Tac Toe Game

70

technique was very interesting and 10 (27.8 %) of them said interesting. The rest

5 (13.9 %) felt it was interesting enough.

Item number 3, it was about the students‟ opinion about their motivation in

learning English vocabulary through the use of Tic Tac Toe Game technique.

There were 6 (16.7 %) of the students said that the use of Tic Tac Toe Game

technique could extremely motivate them in learning English vocabulary. There

were 17 (47.2 %) students felt this technique could motivate them and 13 (36.1

%) of them said it could motivate them enough in learning English vocabulary.

Item number 4, it was about the students‟ response toward their

improvement in learning English vocabulary through the use of Tic Tac Toe

Game technique. There were 5 (13.9 %) of the students felt that their ability in

English was improved and 20 (55.5 %) students felt being improved very much,

5 (13.9%) of the students stated that their ability in English was improved enough.

There were only 6 (16.7 %) felt that he or she did not get improvement yet.

Item number 5, it was about the students‟ opinion toward the application

of the use of Tic Tac Toe Game technique. There were 10 (27.8 %) of the students

stated that learning vocabulary through the use of Tic Tac Toe Game technique

really easy, 17 (47.2 %) of the students said easy and there were 9 (25 %) of them

stated that learning vocabulary quite easy.

Item number 6, it was about the students‟ ability in remembering English

vocabulary through the use of Tic Tac Toe Game technique. There were of the

students 4 (11.1 %) felt that their ability in remembering English vocabulary was

improved, while 22 (61.1 %) students felt being improved very much. There were

71

3 (8.3 %) of them was improved enough and only 7 (19.4 %) felt that he/she

didn‟t get improvement.

Item number 7, it was about the students‟ opinion if they were doing a

game, whether in team or individually. It was found that 27 (75 %) of the students

liked doing game in team and the others, 9 (25 %) liked doing game individually.

Item number 8, it was about the students‟ opinion about their ability in

answering the questions during the game. It was found that 9 (25 %) of the

students were really active and 22 (61.1 %) of them were active. There were 5

(13.9 %) students active enough and no one of them said they were not active.

Item number 9, it was about the students‟ opinion about the teacher

attention to every student when applying the use of Tic Tac Toe Game technique

in teaching English vocabulary. There were 32 (88.9 %) of the students said that

the teacher was fair and gave them the same attention. However, they were 4 (11.1

%) of them said that the teacher did not give them the same attention.

The last, item number 10 was talking about the procedures in applying Tic

Tac Toe Game technique. There were 18 (50 %) of the students less understood

about the procedures. In contrast, 14 (38.9 %) students understood and 4 (11.1 %)

of them understood it well.

Based on the result of the questionnaire above, it could be concluded that

the use of Tic Tac Toe Game technique could improve the students‟ achievement

in mastering English vocabulary and attract the students‟ attention in learning

English. It can be seen from the students‟ options, in which 24 (66.7 %) students

stated that they liked learning English very much when the use of Tic Tac Toe

72

Game technique applied in the class. They also said that they liked doing game in

team and most of them (22 : 61.1 %) felt that they were active in learning English.

Despite with these positive responses, 13 (36.1 %) students said that the use of Tic

Tac Toe Game technique could not motivate them enough in learning. 7 (19.4 %)

of them also felt that he/she did not get improvement yet in remembering English

vocabulary. Besides, more than a half of them (18 : 50 %) said that they less

understood with the procedures. Therefore, the researcher then decided

conducting the second cycle in order to make students familiar with the activities

and tried to motivate them more in learning by the use of Tic Tac Toe Game

technique.

4.2.4 Reflection of the Cycle 1

Based on the above observation‟s result, it can be said that the planned

action was already run well. Referring to the result of the post-test 1, it could be

seen that there was a good improvement on the students‟ achievement in

mastering English vocabulary. The mean score gained by the students in pre-test

was 56.22 where it was categorized in poor level of mastery then in the post-test

1, the mean score increased to the level of good, 76.33. The number of students

who had score above 65 was increased to 28 (77.8 %) students from 13 (36.1 %)

students in pre-test. In other words, the number of students who had score under

65 decreased from 23 (63.9 %) students in the pre-test into 9 (25 %) students in

the post-test 1.

73

The improvement of the students was supported by the result of the

researcher‟s diary and questionnaire. Firstly, from the result of researcher‟s diary,

it was noticed that the activities were conducted well. When the teacher explained

the material, all of the students gave their attention and listened well to her

explanation. And when the teacher asked them some questions related to the

material, more than a half of them (77.8 %) could answer the teacher‟s questions

correctly. Most of them (29 : 80.1.2 %) seriously did their tasks and actively

involved in doing the worksheet. Especially in the game activity, all of the

students were so enthusiastic and excited in learning. Secondly, the result of

questionnaire indicated that all students were eager and enjoyed learning English

vocabulary through the application of the use of Tic Tac Toe Game technique. All

of the students stated that they liked Tic Tac Toe Game technique being used in

the class. 25 (69.4 %) students confirmed that there were some progresses in

learning vocabulary through the application of this technique. They became more

motivated in learning because it was more interesting. After learning by

implementing the use of Tic Tac Toe Game technique, 29 (80.5 %) students

believed that their ability in mastering vocabulary enhancing.

Thus, it can be seen that the students made improvement in their

vocabulary mastery. Nevertheless, in accordance with the school‟s passing grade,

that is 65, there were 8 (22.2 %) students who did not pass the passing score yet,

meanwhile all of the students were expected totally passing the score or above 65.

It happened because there were some problems appeared during the teaching and

learning process. Some of the students (6 : 16.7 %) still could not participate well

74

in the activity. In the first meeting, most of the students (18 : 50 %) felt confused

with the activity because the activity was new for them. Not all of the students

could get involved in the discussion since they felt worried and unconfident with

their answer. Besides, when the teacher asked questions, some of them (8 : 22.2%)

often answered it in Indonesian language.

With regard to the reflection of cycle 1, since there were still 8 (22.2 %)

students got less than 65, it was decided to continue the study by conducting cycle

2. In cycle 2, it was tried to make the students to be more motivated in learning

and helped them remembering the words by the use a text included the pictures.

The teacher also would give more chance to practice vocabulary by allowing the

students to find and to write more difficult words or unfamiliar words. Besides,

the teacher would give more attention to the students who still did not take part

actively in the class.

4.3 Findings in the Cycle 2

The second cycle also consisted of planning, action, observation and

reflection as in the first cycle. All activities in the second cycle were explained as

follows:

4.3.1 Planning of the Cycle 2

After knowing the result of the post-test 1 that there were still 8 (22.2 %)

students could not pass the passing grade score and categorized into moderate

level of mastery, the text and pictures were as media in order to attract students‟

attention in learning. Some preparations were made before starting the treatment

75

that would be used during the teaching learning process such as: teaching

scenario, researcher‟s diary, and the questions of the game.

4.3.2 Action of the Cycle 2

This cycle consisted of three meetings, first and second meetings were

used to give treatment and the third meeting was used to do the post-test 2 and

questionnaire. In this cycle, the students experienced learning activities as in the

use of Tic Tac Toe Game technique procedure which related to vocabulary

mastery.

The next activity was administered post-test 2 in order to know the

students‟ improvement in mastering English vocabulary after given a treatment.

Besides, the questionnaire was also given in order to know the students‟ interest

and response toward the use of Tic Tac Toe Game technique in teaching English

vocabulary. The whole process and everything happened in this cycle were

recorded in the researcher‟s diary

4.3.3 Observation of the Cycle 2

4.3.3.1 The Students’ Basic of Vocabulary

1. Receptive Vocabulary

The result of the pre-test shown that there were some words the students

already known that relate to professions, shopping and hobbies. They were :

nurse, doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener,

stamp, teacher, post office, restaurant, market, drugstore, shop, buy, read, go,

76

study, come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy,

big, small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to

the post office, from the library and always. There were also increasment of the

number of the words that the students understood in listening and reading which

was concerned about professions. They were : principal, steward, pupil,

custodian, superintendent, soldier, tailor, equipment, fire station, gas station,

scisors, thread, knife, sewing machine , factory, prime minister, stationary, enemy,

shop assistant, equipment, uniform, health, sick, soon, make, build, do, send,

protect, act, carefully, usually and often.

The second cycle was concern about shopping and hobbies. From the words the

students wrote on the piece of paper, there were several additional words they

obtained. They were : pet shop, prime minister, department store, stationary, vet,

shop assistant, equipment, enemy, uniform, and envelop.

2. Expressive Vocabulary

On the observation on cycle 2, there were a significant improvement of the

students‟ ability in using and understanding the number of vocabulary. For the

cycle 1, they could express their idea until 77%. They could answer the questions

in writing and orally which they were belong to sufficient level of mastery. During

the teaching and learning process on cycle 2, the ability of the students in

understanding and using the number of vocabulary in writing and speaking was

belong good level. They could answer the question in English orally until 80 %. In

expressing their answer in essay, almost all of them could answer the questions

well. The words that were obtained by the students were: shirt, coat, dress, skirt,

77

blouse, jacket, suit, tie, belt, sweater, pants, jeans, pajamas, shoes, socks, holiday,

earrings, frustrated, trouble, raincoat, mayonnaise, pears, soy sauce, mustard,

movies, comedies, drama, cartoons, novels, poetry, short stories, sports, kinds of

music and spend.

4.3.3.2 The Functional Category of Vocabulary

a. Noun : When conducting the pre-test, there were some nouns that relate to

the shopping and hobbies that the students could not understand, therefore

they did many mistakes when they answered the questions given. The words

that hard for them were :

pet shop prime minister department store stationary

vet shop assistant equipment enemy

uniform envelop

At the end of the cycle 2, the students were able to use all of the nouns that

relate to the shopping and hobbies that they did not know. Furthermore, there was

also additional nouns that they have got. They were :

dress coat shirt suit

blouse pajamas tie pants

daughter purse briefcase cotton

food soy sauce mustard pepper

cheese cards

The result of the post-test 2 shown that the achievement of the seventh grade

students of SMP Negeri 1 Payangan got an improvement in using nouns. It can be

78

seen from the total item of the questions given that could be answered by the

students for the post-test 2 got better than the post-test 1 and pre-test.

b. Adjective : For the adjective, the students did not have a serious problem.

On the pre-test, they could write down the adjectives that they obtained, such

as : happy, big, small, smart, stupid, beautiful, tall, long, new, good, and

colors. On the first cycle, they could use another adjective, such as :

delicious, famous, health , sick, soon, bad, diligent and lazy.

At the end of the cycle 2, they also had additional adjectives they could

understand. They were : expensive, cheap, new, old, polka dot, striped, rich,

poor, frustrated, sweet, delicious, easy and difficult.

c. Verb : The result of the pre-test and post-test 1 shown that there were some

verbs they already known, such as :

Shop buy read go

Study come collect listen

eat cook drink sing

make build do send

protect act translate cook

direct water open clean

fly

After the second cycle through Tic Tac Toe game, they had some

additional verbs they known, such as : spend, begin, collect, look for, believe,

need, bargain, watch, and park.

79

d. Adverb : When the pre-test given, the students already familiar with

adverb of time and adverb of place . adverb of time they known were :

yesterday, today and tomorrow. The adverb of place they known were : to

the restaurant and in the clothing store. There was also an adverb of

frequency they know, it was always. There was also an increasment of the

number of adverbs they known, such as: unfortunately, carefully , never,

sometimes, usually and often.

At the end of the cycle 2, there were some additional verbs they known,

such as: finally, days and every day.

4.3.3.3 Kinds of Vocabulary Meaning

1. Synonymy

The result of the post-test 2, shown a significance improvement of the

students‟ ability in understanding synonym. For the example, in item number

eleventh, the question was “that beautiful dress is mine. The synonym of the word

beautiful is...” The right answer was nice. There were thirty students answered

correctly. And there were six students answered expensive. In this case, their

ability in understanding synonymy was belong to good level of mastery. Based

on the words they wrote in piece of paper at the end of the cycle 2, there were

several synonym they already known, such as :

beautiful~nice difficult~hard high~tall

heavy~fat delicious~nice

80

2. Antonymy

From the result of the pre-test and post-test 1, there were some antonym of

the some words they known. They were:

big~small beautiful~ugly long~short

rich~poor heavy~thin teacher~student

short~long sells~buys

The result of the post-test 2 shown that the students were belong good level of

mastery. In item number six, the question was about the antonym of expensive.

There were thirty one students answered correctly. Only five of them did mistake.

4.3.3.4 The Result of the Post-Test 2

Based on the result of post-test 2, it can be concluded that there was an

improvement of the students mean score. Being compared with the result of the

post-test 1, the mean score in the post-test 2 increased to 85 which categorized

into very good level of mastery. It directly showed that the students got a good

improvement. The following table shows the result of the post-test 2 in details

Table 4.3: The Result of the Post-Test 2

Students Items Answered

Correctly

Items Answered

Incorrectly

Score Level of Mastery

Total % Total %

S1 19 76 6 24 76 Sufficient

S2 17 68 8 32 68 Sufficient

S3 22 88 3 12 88 Good

S4 18 72 7 28 72 Sufficient

S5 22 88 3 12 88 Good

S6 24 96 1 4 96 Excellent

S7 24 96 1 4 96 Excellent

81

S8 21 84 4 16 84 Good

S9 20 80 5 20 80 Good

S10 17 68 8 32 68 Sufficient

S11 19 76 6 24 76 Sufficient

S12 25 100 0 0 100 Excellent

S13 20 80 5 20 80 Good

S14 18 72 7 28 72 Sufficient

S15 17 68 8 32 68 Sufficient

S16 24 96 1 4 96 Excellent

S17 24 96 1 4 96 Excellent

S18 24 96 1 4 96 Excellent

S19 24 96 1 4 96 Excellent

S20 19 76 6 24 76 Sufficient

S21 25 100 0 0 100 Excellent

S22 21 84 4 16 84 Good

S23 23 92 2 8 92 Excellent

S24 23 92 2 8 92 Excellent

S25 21 84 4 16 84 Good

S26 23 92 2 8 92 Excellent

S27 20 80 5 20 80 Good

S28 18 72 7 28 72 Sufficient

S29 22 88 3 12 88 Good

S30 22 88 3 12 88 Good

S31 24 96 1 4 96 Excellent

S32 23 92 2 8 92 Excellent

S33 25 100 0 0 100 Excellent

S34 17 68 8 32 68 Sufficient

S35 23 92 2 8 92 Excellent

S36 17 68 8 32 68 Sufficient

N = 36 X1 =

21.25

X2 =

85

X3 =

3.75

X4 =

15

X5 =

85

Good

Note:

N : The total number of the students

X1 : The average score of correct students‟ answer

X2 : The percentage of correct students‟ answer

X3 : The average score of incorrect students‟ answer

X4 : The percentage of incorrect students‟ answer

X5 : The mean score

From the table above, it could be seen that all of the students obtained

score more than 65. The highest score was 100 and the lowest score was 68. It

was amazing because 3 students (8.3 %) could answer all of the questions in the

82

test and gained score 100. Referring to the level of mastery, there were 15 (41.6

%) students attained excellent, 10 (27.8 %) students in the good level of mastery,

and 11 (30.6 %) students categorized into sufficient level. There was no one of

them attained low score or in the sufficient and poor level of mastery again. It

meant that all students could pass the ideal passing score of the English subject.

In answering the test, the average score of the correct answer made by the

students was 21.25. It meant that 85 % items were answered correctly. On the

other hand, the average score of the incorrect answer made by the students was

3.75. It meant that 15 % items were answered incorrectly. Based on the passing

grade, that is 65, all of the students (100 %) could pass the test successfully.

4.3.3.5 The Result of the Researcher’s Diary on the Cycle 2 in Session I

The first session in cycle 2 was conducted on Thursday, 9th

February

2011.

1. As usual, when the teacher came into the class, she greeted the students and

the students responded it happily. Then, she checked the students‟ attendance

and no one of them was absent.

2. After the teacher finished it, the activity was continued to brainstorm the

students about the topic that would be presented. The students were

introduced by a new topic. The topic on that day was “Shopping and Hobby”.

The teacher asked students‟ general knowledge related to the topic was going

to be taught. The teacher led the students to the topic by asking them to

mention about their hobbies. Each student raised their hands enthusiastically

83

to answer the teacher‟s questions. All of them were very active involved in

the learning process.

3. The researcher showed the a reading text with an interesting picture and

asked students to mention the names of the pictures. All of the students were

attracted by the pictures. They answered the questions enthusiastically. The

teacher then talked about the reading text while modeling how to read it few

times. Students paid attention to the teacher and listened carefully to her

pronunciation.

4. The teacher pointed at students who were rather inactive and had less

achievement in the first cycle to pronounce and ask the meaning of the

words. After all of them could pronounce the words correctly, the teacher

wrote the words on the board and asked students to make a note in their

books. The students then were given several times to memorize the words.

All of the students memorized the words seriously.

5. The teacher told the students that they had to answer the questions given. She

gave ten minutes for the students to answer all of the questions. She observed

each students and helped them if they were having trouble. After finished

answering the questions, the teacher discussed the answers with the students.

She counted the mistakes that were made by the students. None of them

made a mistake. She asked the students where do they usually go shopping.

The students gave and said their answers. All of the students were very

happy because they had a chance to mention their answers.

84

6. For the next activity, the teacher led the students to play a game as in the

first cycle. She continued the activity by giving Tic Tac Question Formation

Game. She then divided the students into two groups and gave each group a

mark. X mark for group A, and O mark for group B. the students looked very

happy with their group. She then explained the rule in the game. The

students listened to her explanation seriously. She drew a tic tac grid and put

nine question words in each square. The rules was when the teacher said the

question of no.1, each teams had to compete each other and raised their hands

to answer the question. If group B can answer the question, so the mark of

group B will be put on the first square. The first team to mark out three boxes

in a straight line, vertically, horizontally, or diagonally win the game.

7. The teacher gave explanation about the rule of the game, she asked whether

there was question. None of students asked question, so she started the game.

The teacher found that all of the students involved actively in the activity.

The students were enthusiastic and excited in playing Tic Tac Toe Game.

They were competing with another to bring their teams became the winner.

8. After they finished doing the game, that was O team made a straight line

diagonally, and the winner was group B or O team. The situation in the class

became very noisy because the winner cheered up proudly. Everything ran

well and none of them having trouble to do the activity.

9. The teacher then concluded the lesson by asking the students to mentions the

words that they had learnt. Most of them (31: 86.1 %) could answer the

teacher questions correctly. The teacher asked whether they still face

85

difficulties about the lesson or not. There were no questions any more then

the teacher ended the lesson by saying “good bye” and was replied by them.

4.3.3.6 The Result of the Researcher’s Diary on the Cycle 2 in Session II

The class was conducted on Monday, 13th

February 2011.

1. In the beginning, the teacher greeted the students and obtained cheerful

respond from them. The teacher then checked students‟ attendance. All

students were present that day. Before started the activity, the teacher checked

the students memorization about the material given in the previous meeting by

asking some questions related to the topic. In this part, the students actively

raised their hands and answered questions correctly.

2. The teacher showed the reading text with the picture used in the previous

meeting. She asked the students about the pictures. All of the students could

answer it correctly. Then, they were given a few minutes to memorize those

words.

3. Next, the class activities were continued by giving them a new reading text

with a very interesting picture. The teacher discussed the text with the

students. The teacher then read the text while the students listened to her

seriously. She asked the students whether they had a difficult words or not.

None of them had any difficult words. The teacher then asked the students

about the text. They were very active and answered them happily. Students

were asked to answer the questions from the text in ten minutes. The students

participated actively and seriously in doing the activity. While they were busy

86

with the activities the teacher kept observing the students in every table.

When all of the teams had finished, the teacher then discussed the answer

together with the students. The result was very pleasingly because all them

could answer the text correctly.

4. After finished giving the text, the activities continued to Tic Tac Vocabulary

Game. The teacher then directly wrote nine words and a tic tac grid on the

board without explaining the procedures again because all of them were

familiar enough with the procedures.

5. The teacher started the game, which group A was X team and group B was O

team. The students did the game seriously and enjoyed the activities very

much. They were very enthusiastic in competing one another. While they were

busy memorizing the nine words on the board the teacher kept observing the

students in the class. She then erased the nine words on the board and started

the game. The class quite noisy because they were all excited. They competed

each other to gain score for their team. When one of the group made a line

vertically that was X team, the teacher then stopped the game and announced

the winner. The situation in the class became very noisy because the winner

cheered up proudly.

6. Before ended the class, the teacher asked students to mention the words that

they had learnt. All of the students mentioned the words correctly and

cheerfully. The teacher then told the students to study well because they would

have a test in the next meeting. Then she asked if there was a question and the

students said that they had no question anymore. Finally, the teacher then

87

ended the lesson by saying “good bye” and it was replied cheerfully by the

students

4.3.3.7 The Result of the Researcher’s Diary on the Cycle 2 in Session III

The post-test 2 was conducted on Wednesday, 2nd

March 2011. It was

held to know the improvement of the students‟ achievement in mastering English

vocabulary after being given a treatment. As usual, the teacher came into the

class, greeted students, and checked the present list. The teacher obtained good

response from the students and found no one was absent that day. Before the

teacher asked the students to do the test, they were given 10 minutes to study.

When the time was up, the teacher asked students to close their books and

sit individually. After that, she asked students to prepare a pen and put all their

books in their bag. The students then were given test sheets and 45 minutes to

finish it. The students did the test seriously. No one of them cheated and annoyed

their friends. Most of them (31 : 86.1 %) were so confident in answering the test.

While the test was conducted, the teacher kept watching to the whole class. The

teacher then collected the test sheet after all students had finished it.

The teacher then distributed the questionnaire and asked them to fill it

honestly. The teacher found that all of the students answered the questionnaire

seriously and silently. None of them cheated and chatted with their friends. After

they had finished, the teacher collected the questionnaire.

Besides, the teacher asked the students to write down the words they

obtained in the cycle 2 and collected them. They looked so serious in writing

them. Before ended the class, the teacher asked the students about their response

88

to the test given. Most of them (28 : 77.8 %) said that the tests were easy for them.

The students then asked the answer of particular question in the test to the teacher.

When the teacher told them the answer, 31 (86.1 %) students cheered happily

when they knew their answers were right. Lastly, the teacher ended the lesson by

saying “good bye” and it was replied happily by the students.

4.3.3.8 The Result of the Questionnaire in Cycle 2

The questionnaire was administered in order to know the students‟ attitude

and motivation toward the application of Tic Tac Toe Game technique. There

were ten items in the questionnaire, which should be filled by students honestly.

Item number 1, it was about students‟ opinion toward learning English

through the use of Tic Tac Toe Game technique. There were 5 (13.8 %) of the

students liked the application of the technique and the rest of them (31 : 86.1 %)

said that they liked it very much.

Item number 2, it was about the influence of the use of Tic Tac Toe Game

technique in mastering English vocabulary. There were 4 (11.1 %) students said

that the technique helped them in learning vocabulary and 32 (88.9 %) said the

technique helped them very much. There were no one of the students said that the

technique could not helped them in learning.

Item number 3, it was related to the students‟ improvement after being

given the treatment. Most of them (33 : 91.7 %) felt that they really got

improvement after following the treatment. Besides, 3 (8.3 %) of the students said

that their ability in mastering English vocabulary was improved.

89

Item number 4, it was about the students‟ opinion about the use of Tic Tac

Toe Game technique through their motivation in learning vocabulary. There were

10 (27.8 %) of the students said that the technique could improve their ability in

mastering vocabulary and 26 (72.2 %) said it extremely improved their

motivation.

Item number 5 was about the benefit of the situation occurred toward their

ability in understanding the English vocabulary. There were 6 (16.7 %) of the

students said that the situation helped them in learning or mastering the material,

and 30 (83.3 %) of them said that the situation helped them very much. None of

them said that the situation did not help them in learning.

Item number 6, it was about the students‟ response toward the rule in

implementing the use of Tic Tac Toe Game technique. There were 27 (75 %) of

the students said it really easy to understand and 6 (25 %) of them said it easy.

Item number 7, it was about the students‟ feeling in learning English

vocabulary through Tic Tac Toe Game technique. There were 31 (86.1 %) of the

students said that they were really excited in learning English through Tic Tac

Toe Game and 5 (13.9 %) of them said they were excited and no one of them said

that were not excited in learning English through this game.

Item number 8, it was about the scoring system that used by the teacher in

applying the technique. All of the students said the scoring system was fair.

Item number 9, it was about the students‟ opinion toward the teacher

instruction. There were 31 (86.1 %) of the students said it was very easy to

understand and 5 (13.9 %) of them said it was easy.

90

The last, item number 10, it was about the game procedures. The

procedures were understood by 5 (13.9 %) of the students, 28 (77.8 %) of students

said that they understood the procedures well. Only 3 (8.3 %) from the whole

students said that he/she understood enough with the game procedures.

Referring to the result of the second questionnaire, it can be concluded

that the use of Tic Tac Toe Game technique could improve the students‟

vocabulary mastery and motivated them more in learning English. It can be seen

from the increasing on the percentage of the students who said that learning

vocabulary through the use of Tic Tac Toe Game technique was very interesting

and helped them very much in mastering English vocabulary as compared to the

result of questionnaire in the first cycle.

4.3.4 The Reflection of the Cycle 2

Based on the analysis of the data above, it can be said the study was

successful. There was a significant improvement on students‟ vocabulary mastery

from the result of pre-test, post-test 1 to post-test 2. The result of post-test 2

reflected that the students made a good improvement. It was said so because the

result of post-test 2 directly showed that students‟ vocabulary mastery was

improved to the level of very good mastery. The students‟ achievement increased

continuously. This improvement increased from 56.22 in pre-test to 76.33 in the

first cycle and then 85 in the second cycle. None of them obtained the score lower

than 65. Since the lowest score that should be gained was 65, this condition

clearly reflected that all students had succeeded in learning and their achievement

had been improved. The students‟ improvement continuously increased from

91

cycle 1 to cycle 2. It means that the study was successful to improve the students‟

achievement in mastering English vocabulary.

Referring to the result of the researcher‟s diary in every session, it could

be said that the learning process ran smoothly. All students were active in

following the teaching learning process. The students‟ behavior in teaching

learning process changed. In the first cycle, particularly in session 1 some students

(28.1 %) were still not involved actively in the learning process and some of them

(21.8 %) also often answer the teacher‟s questions in Indonesian language.

Besides, most of them (53.1 %) also felt confused of what they had to do because

the activity was new for them. The students‟ performance then got better and

better from cycle to cycle. Particularly in cycle 2, all students followed the

learning activities enthusiastically. There was no confusion again, because all of

the students had already been familiar with the activity. Their participation in the

class was also good. It indicated that the students liked the technique being used

in classroom and enjoyed all the learning activities during the treatment.

Moreover, from the result of questionnaire in this cycle, it indicated that

all students liked the use of Tic Tac Toe Game technique applied in the class. All

of the students said that there were some progresses in learning vocabulary

through the application of this technique. 91.7 % students felt that their ability in

mastering vocabulary enhancing. They said that the technique was interesting and

beneficial for them because they felt being improved after the treatment was

conducted. Besides, most of them (86.1 %) also said that they felt very excited in

learning English vocabulary. It could help them easier in remembering the words.

92

Therefore, regarding to the reflection of cycle 2, it can be concluded that

the students‟ problem in mastering English vocabulary could be improved by the

use of Tic Tac Toe game technique and two cycles had been conducted which

both gave a good improvement to the students‟ achievement. All of the students

had reached the passing grade score, which recommended by the school and

passed the test successfully. Based on this improvement, it then decided to stop

the treatment.

4.4 Discussion

As stated in the previous chapter, this study was mainly focused on the

problem of the eleventh grade students of SMP Negeri 1 Payangan in mastering

English vocabulary. The result of pre-test clearly showed that their ability in

mastering English vocabulary was categorized into poor level. Since the

vocabulary is essential in learning a language, which will help students to

understand both spoken and written language, this problem should be solved.

Therefore, this study, the use of Tic Tac Toe Game technique was conducted to

overcome the problem and improve students‟ vocabulary mastery. Based on the

findings discussed above, it could be stated that this objective was successfully

achieved. It could be seen clearly from the result of the quantitative data

(achievement tests and the words wrote by the students in a piece of paper) and

the qualitative data (researcher‟s diary and questionnaire).

The result of the quantitative data indicated that the students had made an

improvement in mastering English vocabulary. The mean score that was obtained

from the pre-test, the post-test 1 to the post-test 2 clearly showed that there was a

93

continuous improvement in students‟ achievement. It could be concluded that the

problem of students in mastering vocabulary had been solved. For further details,

the following table shows the improvement in terms of their mean score.

Table 4.4: The Students‟ Mean Score in Pre-test, Post-test 1 and Post-Test 2

According to the table above, the students‟ vocabulary mastery improved

which could be seen from the increase of their mean score from test to test. The

students‟ achievement increased from 56.22 in the pre-test which meant this mean

score belonged to poor level of mastery, into 76.33 for the result of post test 1

which was categorized into good level. Then, the mean score in cycle 2 also

increased to 85. The result was categorized into very good level of mastery. At the

last cycle, all students obtained scores of the same or higher than 65. In addition to

the students‟ improvement, the number of students who obtained the scores

lowers than 65 decreased from 63.9 % students in the pre-test to 22.2 % in the

post-test 1, and then in the post test 2 none of them obtained poor level of

mastery. In order to get a clear description, the following graph shows the

students‟ improvement in each cycle.

Test Mean Score

Pre-test 55.78

Post-test 1 76.33

Post-test 2 85

94

Figure 4.1: The Students‟ Improvement in Each Cycle

Moreover, the students‟ vocabulary mastery also improved which could be

seen from the scores that students obtained. For further details, the following table

shows the improvement in terms of the number of students being improved

through the implementation of the technique.

Table 4.5: The Number of Students Being Improved in Each Cycle

Test

Not Yet Improved Improved

Poor Moderate Sufficient Good Excellent

Pre-Test 18 9 7 2 -

Post-Test 1 4 5 8 12 7

Post-Test 2 - - 11 10 15

From the table above, it could be seen that in the pre-test, most of the

students were categorized into low achievement mastery. There were 27 (75 %)

students were not improved yet and only 9 (25 %) students were already

improved. After given treatment, 27 (75 %) students who belonged to low

95

achievement decreased into 9 (25 %) in the first cycle. Finally, all of the students

were improved and no one of them obtained the scores that were categorized into

poor and insufficient level of mastery in the last cycle. Thus, it can be said that the

use of Tic Tac Toe Game effectively improved the students‟ vocabulary mastery.

The improvement also could be seen from the words that gained by the

students which they wrote in a paper. When conducting the pre-test, the students

were only familiar with the word “headmaster” as the leader of school. But after

they learned English through Tic Tac Toe Game, they know another words with

can replace the meaning of the word headmaster, that is “principal”.

The result of quantitative data was supported by the result of qualitative

data, which was found during conducting the action in every cycle. The

questionnaire which included the students‟ response toward the teaching and

learning process during the implementation of the use of Tic Tac Toe Game

technique supported the improvement of the students in mastering English

vocabulary. All of the students gave positive response toward the application of

the technique. There were 13.8 % like to learn English vocabulary through the use

of Tic Tac Toe Game technique, 86.1 % of them liked it very much and no one of

them did not like the activity. Besides, all of the students also said that this

technique could motivate them in learning and made them easier to learn English

vocabulary. As the result, the questionnaire showed that this technique was

beneficial for them because it could help them in mastering vocabulary.

Moreover, from the result of researcher‟s diary it showed that the students‟

motivation was good after given a treatment. It could be seen from the students‟

96

participation during the teaching-learning process and doing the tasks. All of the

students looked enjoying the activities in the class. Their attention to the teaching

learning activities became more serious and they did the instructions

enthusiastically. It also happened when the students were working in the groups. It

was observed their activeness in working in group and in following the

tournament increased from cycle to cycle. As the result, the teaching and learning

process ran well in which all of the students got involved in the activity. Besides,

during the class was conducted, all of them were present that made the teaching

learning process could be followed by all students.

In conclusion, based on the result of the quantitative data that supported by

the qualitative data, the students‟ vocabulary mastery was improved by the

implementation of the use of Tic Tac Toe Game technique.

97

CHAPTER V

CURRICULUM, SYLLABUS, MATERIALS, LESSON

PLANS AND EVALUATION

5.1 Applied Linguistics

Applied linguistics, is an interdisciplinary field of study that identifies,

investigates, and offers solutions to language-related real-life problems. It is an

umbrella term that covers a wide set of numerous areas of study connected by the

focus of the language that is actually used. The emphasis in applied linguistics is

on language users and the ways in which they use languages, contrary to

theoretical linguistics which studies the language in the abstract not referring it to

any particular context, or language. Some of the academic fields related to applied

linguistics are educations, linguistics, psychology, anthropology, and sociology

(Brown, 2005)

Crystal (1971: 3) stated that linguistics is the study of the nature,

structure and variation of language, including phonetic, morphology, semantics,

sociolinguistic and pragmatics. According to Corder (1973:81) linguistics is the

study of language. Linguistics was its autonomy or independence of other

disciplines. There are the other term in field of linguistics are theoritical

linguistics and applied linguistics. Applied Linguistic provides the theoretical and

descriptive foundations for the investigation and solution of language-related

problems, especially those of language education (first language, second language

97

98

and foreign language teaching and learning), but also problems of translation and

interpretation, lexicography, forensic linguistic and (perhaps) clinical linguistic.

Applied linguistic is coursed in language teaching by provide

comprehensive description about basic process and using the appropriate teaching

method. Today, language teaching is not easily categorized into method and

trends. Instead, each teacher is called on the develop a sound overall approach to

various language classrooms. This approach is a principled basis upon which the

teacher can choose particular designs and techniques for teaching a foreign

language in a particular context. According to Richards and Rodgers (1986: 16),

approach refers to theories about the nature of language and language learning

that serves as the sources of practices and principles in language teaching. The

teaching approach is appropriate to teach the vocabulary. Most of students felt

difficult to understand and use the words in a sentence.

Krashen and Terrell (1983) developed the Natural Approach in the

early eighties, based on Krashen's theories about second language acquisition.

This approach shared a lot in common with Asher's Total Physical Response

method in terms of advocating the need for a silent phase, waiting for spoken

production to "emerge" of its own accord, and emphasizing the need to make

learners as relaxed as possible during the learning process. Some important

underlying principles are that there should be a lot of language "acquisition" as

opposed to language "processing", and there needs to be a considerable amount of

comprehensible input from the teacher. Meaning is considered as the essence of

language and vocabulary (not grammar) is the heart of language.

99

As part of the Natural Approach, students listen to the teacher using the target

language communicatively from the beginning. It has certain similarities with the

much earlier Direct Method, with the important exception that students are

allowed to use their native language alongside the target language as part of the

language learning process. In early stages, students are not corrected during oral

production, as the teacher is focusing on meaning rather than form (unless the

error is so drastic that it actually hinders meaning).

Communicative activities prevail throughout a language course employing

the Natural Approach, focusing on a wide range of activities including games, role

plays, dialogs, group work and discussions.

Larsen and Freeman (2000:126) stated that games are important because

they have certain feature in common with real communicative events- there is a

purpose to the exchange. Also, the speaker receives immediate feedback from the

listener on whether or not he or she has successfully communicated. In this

way,they can negotiate meaning. Finally having students work in a small groups

maximizes the amount of communicative practice their receive.

The emphasis in the game is successful communication rather than on

correctness of language. They provide in many cases, as much concentrated

practice as a drill and more importanly, they provide an opportunity for real

communication and thus constitute a bridge between the classroom and the real

world. This suggest that the most useful place for these games is at the free stage

of the traditional progression from presentation through practice to free

communication of the lesson, as a chance for the students to use the language they

100

have learnt freely and they can also serve a diagnostic tool for the teacher, who

can note the areas of difficulty and take an appropriate remedial action (Hatfield,

Jill.1990)

5.2 Curriculum

In The Curriculum, the first textbook published on the subject, in 1918,

John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin

word for race-course, explaining the curriculum as the course of deeds and

experiences through which children become the adults they should be, for success

in adult society. Furthermore, the curriculum encompasses the entire scope of

formative deed and experience occurring in and out of school, and not only

experiences occurring in school; experiences that are unplanned and undirected,

and experiences intentionally directed for the purposeful formation of adult

members of society.

In formal education or schooling , a curriculum is the set of courses, course

work, and content offered at a school or university. Basic education in Indonesia

provides nine years learning experience in both formal and non-formal education

for 7- 15 school age children. The goal of basic education is to develop learners‟

basic intelligence, knowledge, personality, noble character, as well as skills to live

independently and to continue their education.

Basic education is conducted in elementary school and junior high school

(both public and religious type of schooling called madrasah = madrasah

ibtidaiyah for elementary school and madrasah tsanawiyah for junior high school).

101

While public elementary and junior high school are managed based on the policies

established by the Ministry of National Education (MONE) and operationally

controlled by otonomous local/district/town administration, the madrasahs are

managed by the Ministry of Religious Affairs through its local (district/town)

offices troughout Indonesia.

There are few curricula have been developed today, such as:

1. Curriculum 1994

2. Curriculum 2004

3. Competency-Based Curriculum (CBC)

4. Level of Education curriculum unit (KTSP)

The curriculum that was used at SMP Negeri 1 Payangan ia Education Unit

Level Curriculum 2004 or KTSP 2004. Education Unit Level Curriculum (KTSP) is

an operational education curriculum that gives wider autonomy for each school to

develop and implement their own curriculum by taking into account the potentials of

individual schools and the surrounding region. KTSP was launched starting with the

2006/2007 academic year in schools. Schools will have to refer to the Content

Standard and Graduate Competency for primary and secondary education as

published through the Regulation of Minister of National Education and the

Development of Guidelines issued by KTSP when developing and implementing their

curriculum. The aim of this curriculum is to improve the quality of education by

improving the curriculum in line with the individual‟s interest, intellectual, emotional,

spiritual, cultural and social-economic. This curriculum is supposed to empowered

schools to develop and implement their own curriculum, but by imposing the schools

to follow the guidelines and standards mentioned above which is still centralistic, this

102

power will diminish. The objective of this paper is twofold. First, it will describe in

general the learning environments model (adaptive and enactment) behind KTSP and

its theoretical implications for learning and teaching, and second, it will look into the

professional qualities required to run a KTSP classroom, the major potential

difficulties encountered by teachers and readiness of teachers for this curriculum

change in term of KTSP.

5.3 Syllabus

A syllabus ( syllabi or syllabuses; from Latin syllabus "list" probably of

Greek origin), is an outline and summary of topics to be covered in an education

or training course. It is descriptive (unlike the prescriptive or specific curriculum).

A syllabus is often either set out by an exam board, or prepared by the professor

who supervises or controls the course quality.

The syllabus serves many purposes for the students and the teacher such as

ensuring a fair and impartial understanding between the instructor and students

such that there is minimal confusion on policies relating to the course, setting

clear expectations of material to be learned, behavior in the classroom, and effort

on student's behalf to be put into the course, providing a roadmap of course

organization/direction relaying the instructor's teaching philosophy to the

students, and providing a marketing angle of the course such that students may

choose early in the course whether the subject material is attractive.

Many generalized items of a syllabus can be amplified in a specific

curriculum to maximize efficient learning by clarifying student understanding of

specified material such as grading policy, locations and times, other contact

103

information for instructor and teaching assistant such as phone or email, materials

required and/or recommended such as textbooks, assigned reading books,

calculators (or other equipment), lab vouchers, etc, outside resources for subject

material assistance (extracurricular books, tutor locations, resource centers, etc),

important dates in course such as exams and paper due-dates, tips for succeeding

in mastering course content such as study habits and expected time allotment,

suggested problems if applicable, necessary pre-requisites or co-requisites to

current course, safety rules if appropriate, and objectives of the course.

The planning of a syllabus may include the processes to find out who

the learners are, to determine the needs of a group learner, to observe the situation

in which the learning and teaching take place, to develop aims or objectives of the

language course to address those needs, to determine appropriate teaching

methods and materials, and to carry out an evaluation of the language program

that results from these processes. In planning syllabus for a language course, it is

vitally important to consider the following factors:

5.3.1 Learners’ Profile

The learners‟ profile covers three major components. In the first, the

teacher describes his students, saying who they are and what they bring to class;

the second is to describe learners‟ needs in terms of when the students are likely to

use English and what skills they should acquire in the language. The third part of

the learners‟ profile describe in general terms the type of the materials the teacher

would like to see for his students (Hammer : 1983)

104

The target learners of this study were the seventh grade students of

SMP Negeri 1 Payangan Gianyar. Listed below is the peer‟s general

information.

1. Gender : male and female students

2. Number : 36 students

3. Age : 11- 12 years

4. Background : moderate

5. Proficiency : lower-intermediate

6. Motivation : to be fluent in English and pass the final

examination

7. IQ average : medium

8. Attitude : Students are generally serious and high

motivated but often tired and lack of

concentration

9. Interest : Improving the vocabulary mastery and

learn to pronoun words correctly.

10. Language known : Indonesian and local vernaculars (Balinese)

11. Educational background : Elementary school (SD)

12. Purpose of learning : (generally) to be able to communicate in

English and (specially) to pass the final

examination of junior high school ( Ujian

Nasional )

105

5.3.2 Needs Analysis

The most common problem in teaching is suiting the activities and

material in lessons to a class with a wide range of proficiency. Needs analysis

involves looking at what the learners already know, what they need to know by

the end of the course , and what they want to know. One of the basic assumptions

of the curriculum development is that an educational program should be based on

an analysis of learners‟ needs. Procedures used to collect information about

learners‟ needs are known as needs analysis (Richards, 2001: 51). Needs are

often describe in terms of a linguistics deficiency, that is as describing the

different between what are learners can presently do in a language and what he

should be able to do.

The first step in conducting a needs analysis is to decide exactly what its

purpose are. Good needs analysis involves asking the right questions and finding

the answers in the most effective way. The information collected is the analyzed

in other to obtain a more comprehensive view of the learners‟ needs as a basis for

evaluating and revising the program. Once needs were identified, learning target

could be described. Needs analysis in language teaching may be used for a

number of different purpose, e.g.: to find out what language skills a learner needs

in order to perform a particular role, to identify a gap between what the learners

are able to do and they need to be able to do, and to collect information about a

particular problem the learners are experiencing. One way to gain information

from the students is by distributing questionnaire ( see appendix 5,6,7 for the

106

questionnaire) . based on the information gathered, the needs analysis of this study

may be arranged as follows:

1. Communicative needs : low- medium communication skill

2. Principle target needs : able to understand and use the words in a sentence

3. Learning needs : professions, shopping, hobbies, etc

5.3.3. Frame Factors Analysis

In planning a syllabus, it is very important to consider the situation in

which the teaching takes place since it determines the success of the teaching-

learning process. The condition include such factors as the number of students in a

class, the type of classroom, and the aids and materials available. Another factor

will be aimed of the institution where the learning takes place and its attitude

towards the learning of English. Not less important than the others, is the time

allotted to the language class and the frequency of meeting.

The frame factor analysis of this study is briefly described as follows:

1. Description of the class : the class takes place from 1.00-2.20 pm on

Monday and Wednesday. As the result,

students are often tired, lose concentration and

also feel hot since there is no air conditioner

or fan , the classroom is quite big and has

enough lighting for thirty six students.

2. Teaching aids : text, picture, cards, and script of the games.

3. In Possible Problems : unfamiliar words, misunderstand of the meaning

of one word.

107

5.3.4 Objective

Objectives are the aims that the teacher has for the students and are write

in terms the of what the students will do or achieve. The objectives may refer to

activities, skills, language type or a combination of all of these. They are written

in general terms, in terms of skills, and in terms of language. The written

objectives will be more or less specific depending on how specific the teacher‟s

aims are.

The purpose of the language course is to enable learners to function

adequately in a target situation- the situation in which the learners will use the

language being learnt. A language learner also perceives goals, either short-term

goals ( e.g. to pass end-semester exam) or long-term goals ( e.g. to get a better

job)

Hence, the course designed for the seventh grade students is aimed:

1. To encourage the students more actively in learning English

2. To develop the students‟ vocabulary mastery in English

communication related to the topic provided.

3. After having the course , the students are expected to be able to

understand and use the words in a sentence.

These four areas ( learners‟ profile, needs analysis, frame factors analysis,

and objective) then form the basis of pre-plan. A detailed knowledge of the

learners- who they are, what they bring to class, and what their needs are- will

give the teacher a good idea of how to provide a course that will be most

motivating and most beneficial of those students.

108

The syllabus designed for teaching vocabulary for seventh grade students

of SMP Negeri 1 Payangan Gianyar can be seen on figure 5.1 on the next page.

Figure 5.1

Syllabus for teaching vocabulary for the seventh grade students

Competence standard 1 : 1. Reading

Understanding meanings in oral functional text and short simple monologue

in form of descriptive and procedure texts in order to interact with the

closest environment.

5.4 Materials

Content selection is an important component of a learner-centered

curriculum. Clear criteria of content selection gives guidance on the selection of

Basic

Competence

Material Learning

Activity

Indicator Assessment Time

Allotm

ent

Source

Material Techniq

ue

Instrument

Form

Exampl

e of

instrum

ent

Read a loud

functional

written text

and essay

descriptively

that can be

accepted in

around

environment.

Descripti

ve text.

Vocabul

ary:

Professio

ns

Go,

goes,

buy,

buys.

- Discussing

vocabulary related

the text

-The students listen

the teacher read the

text.

-The teacher ask

whether the

students have any

questions or not.

-The students

imitate to read the

text after the

teacher

-The students read

the text aloud by

themselves

- The teacher checks

the students‟

understanding by

asking some

questions about the

text.

-The teacher

conducts tic tac toe

game

-The students

answer the

questions based on

the text in their

exercise books.

The

students are

able to read

words,

phrase,

sentences

right and

correctly

The

students are

able to

respond the

text.

Oral test

Written

test

Giving the

meaning in

Indonesian

Anwering the

questions

based on the

text given

What is

nurse in

Indonesi

-an?

Answer

the

question

base on

the text

given!

2 x 40

minutes

a.Smart

step book

VII

b.Side by

side book

Longman

c.Simpati

LKS

109

the materials and learning activities and assist in assessment and evaluation. By

making explicit the content objectives of a course, learners will have more

realistic idea of what can be achieved in a given course. It is therefore important

that the content selected at the beginning of a course will vary and be modified as

learners experience different kinds of learning activities.

Material are an essential element within the curriculum. At their best, they

provide concrete models of desirable classroom practice, they act as a curriculum

models and they fulfill a teacher development rule. Good materials also provide

models the teacher to follow in developing their own materials.

The materials designed for teaching vocabulary for the seventh grade

students of SMP Negeri 1 Payangan can be seen on the next page.

110

111

112

113

Color

red orange yellow green blue purple black

pink gray white brown

114

115

116

Practice this conversation below!

A : Where will you go Dewi?

B : I am going to go to the Post Office. I am going to buy a stamp.

A : What for? Do you want to send a letter?

B : No, I don‟t. I want to collect many stamps.

A : Your hobby is collecting stamps, isn‟t it?

B : Yes it is. Will you help me to collect them?

A : That‟s Ok. Let‟s go.

B : Thank you.

117

118

5.5 Lesson Plan

Based on the analysis on chapter IV, it could be drawn a lesson plan in other

make the students gain a greater number of vocabulary as describe below.

Lesson Plan

Subject : English

Topic : Professions

Educational unit : Junior High School

Class : VII

Time allotment : 2 x 40 minutes

Standard Competency : Reading

Understanding meanings in oral functional text and short simple monologue

in form of descriptive and procedure texts in order to interact with the closest

environment.

Basic Competency:

To read a loud functional written text and essay descriptively that can be

accepted in around environment.

Indicator : -The students are able to read words, phrase, sentences right and

Correctly

-The students are able to respond the text.

1. Learning Objective

At the end of this lesson the students are hoped to be able :

-The students are able to read words, phrase, sentences right and correctly

-The students are able to respond the text.

119

2. Material

Simple Present Tense (Subject-Verb Agreement, adverbial of frequency and

time,)

1. Mrs. Rita is a nurse.

2. She works at the hospital.

3. She helps the doctor to take care the patients

4. She always wears a white uniform

The rule of Simple Present Tense;

Normatif form:

S + To be+noun/ adj

Verb Form :

S+ Verb 1(s/es)

3. Learning method

Discussion Method

4. Teaching Learning Activities

Pre-activities (10 minutes ):

1. Greeting

2. Checking students‟ attendance

3. Giving warm up questions about the topic

Whilst-activities ( 60 minutes):

1. Presenting the material

2. Asking the students to listen and repeat to pronounce the words

3. Asking the students to make a note and giving them time to remember

the words

4. Asking the students to answers the questions given

5. Discussing the answers with the students

6. Asking the students about the material given, whether they have

difficult words or not.

7. Giving Tic Tac Toe game tells the rule of the game to the students

120

8. Asking the students to write down all of the vocabulary about

professions in few minutes in a piece of paper .

Post-activity ( 10 minutes) :

1. Concluding the lesson by asking the students to mention the words that

they have learnt

2. Asking whether they still face difficulties about the lesson or not

3. Ending the lesson by saying good bye

5.Sources Materials

1.Smart Steps Book

2.Side by side gazette book.

3. Simpati LKS

6.Assesment

a. technique : oral test

b. instrument form : giving the meaning of the words in Indonesian

c. example of instrument : What is nurse in Indonesian?

a. technique : written test

b. instrument form: answering the questions based on the text given

c. example of instrument : answer the questions base on the text given

5.6 Evaluation

Evaluation is the final component in a curriculum. Traditionally,

evaluation occurs at the final stage in the curriculum process. Evaluation is

identified with testing and assessment. The purpose of assessment is to determine

whether or not the objectives of a course of instruction have been achieved. Any

element within the curriculum may be evaluated. During the implementation,

elements to be evaluated may include materials, learning activities, sequencing,

learning arrangements, teacher‟s performance and learner achievement. From the

121

previous discussion, it could be drawn an evaluation for the seventh grade

students of SMP N 1 Payangan related to improving the students‟ ability in

mastering English vocabulary as follow :

Subject : English

Class/ Semester : VII/II

Time Allocation : 45 minutes

Choose the correct answer by crossing a, b, c, or d for the following items!

1. The person who can make a delicious cake the sick is ….

a. a nurse c. an engineer

b. a baker d. a teacher

2. A : Where are you going to go Rian?

B : I am going to go to the ..... I am going to buy some books for my cousin

a. restaurant c.stationary

b. clothing store d. gas station

3. My uncle is a teacher. He can….

a. make some cake c. teach the students

b. study matematics d. make some experiments

4. Mr Made Sanjaya is our headmaster. The synonym of the underline word is...

a. prime minister c. principal

b. television news reporter d. official

5. We can buy a cat in the….

a. department store c. vet

b. market d. pet shop

122

6. X : Can you help me Linda?

Y : Of course... What can I do for you?

X : Please send this letter as soon as possible.

Y : That‟s okey.

Where does linda have to go for helping X?

a. bank c. post office

b. mail carrier d. gas station

7. A : What is your mother ?

B : ...

a. She is beautiful c. She has three children

b. She is a nurse d. She studies English

8. Mr. Made is a doctor. Now he is in the hospital. He‟s helping.... people

a. sickness c. health

b. sick d. healthy

9. Mr Kardi is a machine operator. He works in ...

a. a post office c. a factory

b. a hospital d. a shop

10. Miss Amilia is a shop assistant. She works in ...

a. a restaurant c. a factory

b. a library d. a shop

11. A person who helps a pilot in a plane is called ...

a. a pilot c. a steward

b. a sailor d. a soldier

12. The woman works in a public heath centre. Her uniform is white. She helps the

doctor. She is a ...

123

a. stewardess c. nurse

b. carpenter d. principal

13. Every day my sister goes to the market. She is good at making soup and fried

tofu. She likes...

a. cooking c. to cooking

b. cook d. cooked

14. A : Do you like swimming?

B : .........

A : I do too

a. Yes, I do c. No, I don‟t

b. I like swimming d. Yes, I am

15. My aunt is a tailor. Now she has to buy all of the equipments below, except...

a. scisors c. knife

b. sewing machine d. thread

16. Brian is a student. The synonym of the underline word is ...

a. teacher c. pupil

b. soldier d. custodian

17. My mother buys a new scarve in the cloting store. The antonym of the underline

word is…

a. pays c. takes

b. sells d. puts

18. Ita likes collecting stamp. She is a ...

a. phylatelist c. postman

b. envelope d. librarian

124

19. X : What is your hobby?

Y : I like to go ...

a. swim c. swimming

b. swam d. swum

20. Mr Nyoman wants to buy a sofa, a cupboard and a rug. Where does he have to

go? He has to go to the....

a. fire station c. furiture shop

b. restaurant d. gas station

21. A teacher works in ....

a. an office c. a school

b. a bank d. a library

22. This person protects our country from the enemy. Who is he?

a. soldier c. superintendent

b. pilot d. construction worker

23. A : Is she your sister?

B : Yes, she always sings a song every night here

A : She must be a good...., mustn‟t she?

B : Yes, she is goot at singing

a. dancer c. driver

b. singer d. performer

24. I am a student. Andy and Rudy are my friends. So... too

a. They are students c. They are my friends

b. They are smart d. They were happy

125

25. A person who can act and sing is ...

a. an actress c. a custodian

b. a police officer d. an engineer

26. A... is a person who flies an aeroplane.

a. Soldier c.postman

b. Pilot d. secretary

27. A : What is your father profession?

B : He ... a farmer

a. is c. do

b. are d. does

28. A tailor is a person who...

a. Makes clothes c. paints and washes hair

b. Cuts and arranges hair d. washes clothes

29. What does a hairdresser do?

a. Makes clothes c. paints and washes hair

b. Cuts and arranges hair d. washes clothes

30. Arrange the sentences into a good paragraph.

1. She is very busy at the office now

2. She also has to answer the phone for his manager

3. Kitty is Mr. Sander‟s secretary

4. She has to open the mail and put the letters in the file

a. 1-4-3-2 c. 3-1-4-2

b. 2-3-1-4 d. 4-3-1-2

31. What is Kitty?

a. She is very busy at the office c. she has to open the mail

b. She is a secretary d. she is Mr. Sander‟s assistant

126

32. The person who always waters the flowers is a...

a. Gardener c. shopkeeper

b. Mechanic d. custo

33. A : I have to teach them this afternoon. They are my students

B : what grade are they in?

A : They are in grade seventh

The antonym of the underline word is...

a. Official government c. driver

b. Teacher d. librarian

34. My aunt is a policewoman. She can...

a. Start the car c. direct the traffic

b. Repair the taxi d. make a postcard

35. Mr Made is a custodian. What does he do?

a. Answer the phone c. clean the office

b. Type letters d. carry the mails

36. This person can use tools, operate equipment, build things. What is she?

a. She is a superintendent c. She is a construction worker

b. She is an actress d. She is a secretary

37. I have a long pencil. The antonym of the underline word is…

a. clean c. short

b. cheap d. dirty

38. The person who works in a company is....

a. A doctor c. an employee

b. An engineer d. a principal

127

39. This person can repair locks, fix stoves and refrigerator, and paint walls. What is

he?

a. He is a truck driver c. He is an actor

b. He is a construction worker d. He is a building

superintendent

40. This person can bake pies and cakes. What is his job?

a. He is a chef c. He is a baker

b. He is a teacher d. He is a waiter

41. Mr Summy is a good chef. He can make a very deliciuos food. What is the

synonym of the underline word?

a. pies c. good

b. cook d. delicious

42. Ms Ratna is good in speaking English. She can translate many words from

English to Indonesian or from Indonesian to English. She is a...

a. Singer c. translator

b. Lawyer d. writer

43. Chistian Gonzales is a famous football ...

a. player c. principal

b. rider d. goal keeper

44. Mr Smith is a carpenter. He can ...

a. Make statue c. Make tables

b. Paint a picture d. Sell furniture

45. I like singing very much. I am a ...

a. singer c. lawyer

b. dancer d. teacher

128

CHAPTER VI

CONCLUSION

6.1 Conclusion

Based on result and discussion held previously, it could be drawn a

conclusion. First, the main problem faced by the students of SMP Negeri 1

Payangan in mastering English vocabulary was in remembering the meaning of

the words, pronouncing the words and using the words in a sentence. It can be

seen from the result of the questionnaire that there were 20 (55,6 %) of the

students felt difficult in remembering the meaning of the words , 7 (19,4 %) of

the students faced difficulties in pronouncing the words, and 9 (25 %) of them

said that they faced difficulties in using the words in the sentence. During the

teaching and learning process on the session 1 in the first cycle, they often faced

difficulties when the teacher asked them about the meaning of one word. When

giving the reading text, most of them did mistakes in pronouncing the words. In

answering the questions of the reading text, they often did mistakes in arranging

the words. It means they faced difficulties in using the words in a sentence.

The implementation of Tic Tac Toe Game was really help the students in

mastering English vocabulary. The rule of the game is so simple and easy for the

student to understand it. The teaching and learning process started by presenting

the material. Asking the students to mention kinds of professions they already

know. Correcting the students‟ mistakes by modeling how to pronounce the

words several times. The students gave their attention to the teacher and listened

128

129

well to the correct pronunciation. Asking the students to pronounce the words

together. After all of them could pronounce the words correctly, the teacher then

asked students to make a note in their books and gave a few minutes to memorize

the words. The next activity is giving a reading text to the students. Identifying

the picture in the text. Reading the text loudly by the teacher. Asking if the

students have any difficult words. Then the students answered 10 questions from

the text. The teacher and the students discussed the answers of the questions

given. The next activity is giving Tic Tac Toe game. First, dividing the students

into two teams base on their seats. Telling the students what they had to do. After

all of the students understood, the activity is continued by giving X mark for

group A, and O mark for group B. Writing nine words that would become the

answer of the Tic Tac grid. Telling the students about the rule of the game. The

rule of the game is when the teacher said the question of no.1, each teams have to

compete each other and raise their hands to answer the question. The answers are

one of the nine words that wrote by the teacher on the board. If group A can

answer the question, so the mark of group A will be put on the first square. The

first team to mark out three boxes in a straight line vertically, horizontally, or

diagonally win the game. Concluding the lesson by asking the students to

mention the words that they have learnt related to the topic and write them in a

piece of paper. The last activity is asking whether they still face difficulties about

the lesson or not and saying good bye.

The use of Tic Tac Toe Game technique could improve the vocabulary

mastery of the eleventh grade students of SMP Negeri 1 Payangan in the

130

academic year 2010/2011. Before conducting the game, the students are only

familiar with the word headmaster as the leader or head of school. After they

learnt English through Tic Tac Toe Game, they know that there is another word

that has a same meaning which can replace the word headmaster as a leader or a

head of school, that is principal. The improvement also can be seen from the

comparison of the students‟ mean score from pre-test, post-test 1 to post-test 2.

The total mean score of students in the pre-test was 55.78. It was categorized into

poor level of mastery. After having treatment in the first cycle, the students‟

mean score improved to 76.33 which categorized into a sufficient level of

mastery. In the second cycle, the treatment finally resulted satisfactorily score in

which all students exceed the standard score (65). The students‟ mean score

improved to 85 in this last cycle and was categorized into good level of mastery.

What even more important, all of the students were already improved through the

implementation of Tic Tac Toe Game technique in mastering English vocabulary.

Moreover, the use of Tic Tac Toe Game technique also could effectively

improve the students‟ motivation and improve their interest in learning English.

Students were learning with fun that made them engaged positively in every

learning activity. This improvement had been proven by the result of observation

as well as the result of questionnaire for which 91.7 % out of the students were

really interested in learning vocabulary through the implementation of Tic Tac

Toe Game technique.

131

6.2 Suggestion

Based on the above conclusion, there were some suggestions that should

be taken into account. The use of Tic Tac Toe Game technique contributed

significant improvement to the students‟ vocabulary mastery, and then it is

suggested to be applied by the teacher in English class. However, in implementing

this technique the teacher may find problem in managing the class because in this

activity the students compete each other and it make the situation in the class

become crowded and sometimes disturb the other class. To solve this problem, the

teacher can ask the students to work calmly to make the teaching and learning

process runs smoothly without disturbing the other class. In addition, along with

the effort of improving students‟ vocabulary mastery, teacher is also expected to

give more consideration toward students‟ skill in pronouncing and spelling the

words.