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By :
LAURINA DIMPUDUS
07 311 748
CHAPTER I
INTRODUCTION
2. RESEARCH PROBLEM
The students cannot master English well, because they are lack of
vocabulary, the lack of motivation. Games are one effective and interesting
technique that can motivate and challenge the student interest to improving
the student communicative competence. Through games can improve the
student’ mastery of vocabulary because vocabulary is one of the language
components that have to be taught to the students in learning a foreign language .
5. BASIC ASSUMPTION
- Games activities can increase the students’ mastering of vocabulary.
- If the teacher is using games in the classroom, the student mastery of
vocabulary will be automatically increased.
- Mastery of vocabulary is very important because without mastery of vocabulary,
student cannot increase their English competence in listening, speaking,
writing, and reading.
6. RESEARCH QUESTION
Can teaching vocabulary through games improve the students’mastery of
English vocabulary?
7. HYPOTHESIS
In teaching and learning vocabulary through games can improve students’
mastery of vocabulary.
1. As an input data for the English teachers about the using games in the classroom
and the importance of vocabulary in teaching English.
CHAPTER II
REVIEW OF LITERATURE
1. Teaching
Teacher plays an important role in teaching learning process. In teaching
English as a foreign language the teacher need to vary way of teaching in order
to get the students interest and attention to the lesson. In teaching learning
process there are some factors, which can influence the successful goals in the
school. They are curriculum, materials, method, teachers, students and the
technique.
Richey (1912:1) stated that : “teaching may be considered to be basic to
all the other professions are made possible through the work of teachers in
elementary and secondary school, college, and university.”
Furthermore Brown (1980:7) stated that : “teaching is showing or helping
someone how to do something, given instruction, guiding in the study of
something providing with knowledge, causing to know or to understand.
Teaching is building and facilitating learning, enabling the learner to learn,
setting the conditions for learning.”
It means teaching is a systematic way, teacher as an organizer should be
creative to make learner interested in following the subject. Teaching may be
said to cover not only activities of guiding students’ activities but also those
which aim at helping students develop themselves and be able to adapt
themselves in the group to which they’re belong. At the result of teaching the
students should be able to interest in their group. They’re learning to think,
feel, and act in harmony through social groups of which they are a part.
2. Vocabulary
Vocabulary is one important aspect in learning a foreign language.
Without a proportional amount of vocabulary anyone will get trouble in her
speaking, reading, listening, and writing. Without a shred of doubt, the writer
said that the acquisition of vocabulary would help people in gaining,
understanding, and also enhancing the process of knowledgeable transfered for
a better life. Indisputably the chances for progress or success in any kind of
fields, like computers, technology, economy, politics, tourism, and educational
increase with the size and applications of vocabulary.
Vocabulary plays important roles in mastering English. Rivers in
Nunan(1992: 17) stated that vocabulary is essential for successful study on the
secondlanguage. Wilkins in Thornbury (2002: 13) summed up that without
vocabularynothing can be conveyed. Vocabulary refers to all words in the whole
languageused in a particular variety.
According to Harimukti Kridalaksana, vocabulary is a component of a
language that maintains all of information about meaning and using word in a
language.
3. Games
‘Games also help the teacher to create contexts in which the language is
useful and meaningful. The learners want to take part and in order to do so
must understand what others are saying or have written, and they must speak
or write in order to express their own point of view or give information.'
Various sources for game ideas are mentioned, but teachers are
reminded that one of the best sources is the students themselves.
c. Word-Focus Games
Games that using word to see how many other words they can make
from them. For example, the following words can be made from the word
teacher: ear, her, teach, reach, cheer, each, hear, here, arch, tea, eat, and so
forth.
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An alternative activity is to have teams of students see how many words they
can make from a letter grid such as the example:
Student must move along the connecting lines without skipping any
letters. A single letter cannot be used twice in succession but can be returned
to if there is an intervening letter. For example, regret is acceptable but great is
not.
d. Treasure Hunts
A treasure hunt is a favorite game among second language learners. It
allows them to work cooperatively in a group effort to find the items required.
RESEARCH METHODOLOGY
1. Research Design
In this research, the writer would like to collect; process; analyzes the
data to get conclusion of the research. This research is called quantitative
research because it will use numbers or statistics. In this research pre-
experimental design with one group pre-test and post-test design will be used.
Pre-test is the test which given to the students’, before the treatment. The post-
test is given to the student’s after the treatment to find out the student’s
achievement.
Butler (1985;65) stated that “experimental studies are those in which the
investigator deliberately manipulates some factors or circumstances in order to
test the effect on some other phenomenon”.
So there are two test: T1- the pre-test and T2- the post test. X is used to
symbolize the treatment in the representation of the design:
T1 X T2
The design above means that the teacher gives them pre-test before
using games then gives them post-test after teaching several times using
games.
Population
Population is the area in which you are trying to get information from.
According to Burns (1990 : 62) “Population is an entire group of people
or objects or events which all have at least one characteristics one common,
and must be defined specially and unambiguously”.
In this study, the population is the students of MTs Tarbiyah Tondano
Sample
Sample is a section of your population that you are actually going to
survey.
3. Data Collection
The writer gives the students the pre-test and post-test used to test the two
groups of student. Pre-test and post-test are the same in form as well as its
content but the time and aim are different.
Firstly, both the experiment class and controlled class were given the pre-
test before the lesson is begun to know the students knowledge of the material
that will be taught. Secondly, both the experiment class and control class were
given the same materials but with the different techniques of presentation. The
experiment class was given the games technique and the control class without
games. The last step in the experiment is giving the post-test to the two
classes, class A and class B. post-test giving after the lesson is finished, to
know students taught
4. Instrument
The data will be collected through a test. The test will be in form of
written test, they are objective and essay test. There are pre-test and post-test.
The test is arranged according to the material given.
5. Data analysis
In analyzing the obtained data, the writer will use mean score formula :
= Mean score
= All score of the sample
N = Total number of students
Brown, H. D. (1980). Principle of language learning and teaching. New York: Prentice
Hall.
Butler, C. 1985. Statistics in linguistics. New York: Basil Blackwell.
Ersoz, A. 2000. Six Games for the EFL/ESL Classroom. The Internet TESL Journal,
Vol. VI, No. 6. Juny.
Hatch, E. & H Farhady. 1982. Resarch design and sttistics for applied linguistics.
Cambrirdge : Newbury House Publisher
Lee Su Kim. 1995. Creative Games for the Language Class. ‘Forum’ vol. 33 No. 1.
January-March.
McMillan and Schumaker. 1984. Research in Education. Boston: Little Brown and
Company.
Richey, R. W. 1912. Planning for teaching an introduction to education. California:
department of education Saint Mary’s College.
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