PROPOSAL

IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING

RUN TO THE BOARD GAME FOR GRADE X OF MAN 2 KABUPATEN
GORONTALO 2018 / 20119 ACADEMIC YEAR

Presented to English Department

Letters and Culture Faculty

Composed by:

INDRI PERMATASARI BADJUKA

321 416 054

ENGLISH DEPARTMENT

LETTERS AND CULTURE FACULTY

UNIVERSITAS NEGERI GORONTALO

2018
 CHAPTER I

INTRODUCTION

This chapter presents the introduction of the general information of the study. It consists

of the background of the study, research question, research objective, and significance of the

research.

Background of Study

Vocabulary is one aspect of language that has to be taught by the teacher of

English as a foreign language. It is considered to be the most important aspect besides the

structure/grammar, pronunciation, and spelling because it will directly influence the

mastery of the four language skills.

Vocabulary is needed to improve the four language skills, namely listening,

speaking, reading, and writing. Simply, it can be said that by mastering vocabulary it will be

easier for us to master the four language skills.

Vocabulary is one of English sub skills that must be taught to the students

because vocabulary has an important role for all language skills. David Wilkins in Thornburry

(2002:13), without grammar very little can be conveyed, without vocabulary nothing can

be conveyed. In other words, the first thing that has to be mastered by language learners

in learning language is vocabulary.

Based on the observation that conducted in MAN 2 Kabupaten Gorontalo, the

researcher found some problems related to the vocabulary teaching and learning process. The

traditional method is usually used by looking for difficult words and finds the meaning in

the dictionary and students supposed to memorize the words. They were lazy to memorize
the unfamiliar words that they heard or read in the text. They had difficulties in

understanding or comprehending the meanings of unfamiliar words and memorizing new

words. They had low vocabulary mastery. The class activities depend on textbook and LKS

(Lembar Kerja Siswa), so that the lesson do not run effectively and often makes both

students and teacher get bored with the lesson and unmotivated to learn. Also, the students had

low participation in English class.

Those problems must be solved because it can be difficult for students to continue for

the next level or grade. They also may have low motivation in learning English because

they thought English was difficult. Furthermore, they will have boredom in English class.

Based on the phenomena above, the researcher tries to find the effective solution to

improve the students‟ vocabulary by using Run to the Board Game in the teaching

learning process. Run to the Board Game is a game for the whole class that encourages

students to study and review their vocabulary words. There are some reasons why I choose

Run to the Board Game as the media to improve their vocabulary mastery. First, Run to

the Board Game can be used as one of interesting activities to review their vocabulary during

the lesson. It can attract the students‟ attention and their involvement in the teaching and

learning process. Second, students can learn how to work and cooperate as a group and also

learn how to appreciate each other. Third, Run to the Board Game can create an enjoyable

environment. Students can enjoy fun and joyful learning. Fourth, Run to the Board Game

can help students revise their vocabulary and recalling something that happened in the

game. It may help students remember the language connected with it.

Based on the problems and the potentials of Run to the Board Game in improving

students‟ vocabulary mastery, the researcher intended to improve the students ‟vocabulary

mastery through Run to the Board Game. Therefore, this study was important for MAN 2
Kabupaten Gorontalo in order to improve the students‟ vocabulary mastery in the teaching and

learning process.

Research Question

In this study, how is the run to the board game improve the students’ mastery in

vocabulary?

Research Objective

This study aims to determine whether the influence of run to the board game to improve

students vocabulary mastery. Therefore, you can see whether the result of this research .

Significance of the Research

The significance of this research is the researcher expected it can helps the students to

improve their vocabulary, and their motivation to learn English. Moreover, for the English

teacher it gives the information about a wonderful way of teaching English vocabulary, then

they also can use this game or method to teach in order the students to improve students

vocabulary mastery and they will not bored.

 CHAPTER II

LITERATURE REVIEW

This chapter presents the theories related to this research. Therefore, the discussion in

this chapter will focus on the review of related theories underlying the study. This chapter also

provides some previous studies which support and relevant to this research.

Definition of Vocabulary

Learning language cannot be separated from learning vocabulary. Vocabulary

supports the speaker to express their opinions, ideas, and feelings. Talking about vocabulary,

there are some definitions by experts. According to Hatch and Brown (1995) vocabulary

refers to a set or a list of words for a particular language that individual speakers of language

might use. It means vocabulary is a list of words that used by people to communicate each

other.

Vocabulary is the most important component language because it affects the

four language skills, there are listening, speaking, reading, and writing. Related in to

the importance of vocabulary learning is central to language acquisition, whether the

language first, second, or foreign. Generically, vocabulary is the knowledge of meanings of

words.

Kridaklasana, as quoted by Zaenuri argued that "Vocabulary is a component of

language that contains all of information about meaning and using word in a language".

Moreover, Jack C. Richard and Willy A Renandya (2002) said that "vocabulary is a core

component of language proficiency and provides much of the basis for how well learners

speak, listen, read, and write". Meanwhile William Morris (in Miftahuljannah 2011, p.6)
stated that "Vocabulary is defined as a list of words and often phrases usually arranged

alphabetically and defined or translated; a lexicon or glossary".

According to their explanations, it can be concluded that vocabulary is the part of

language component that people use to communicate, and it is very essential. Furthermore,

vocabulary can be a basic for people to communicate, so without vocabulary we cannot give

our ideas in communication. Moreover, if people know a lot of vocabularies, they can

understand and communicate each other easily. Then they can be master the language skills,

grammar, and pronunciation.

The definition about vocabulary is clear enough that is almost cases of human

life, they use set of words. The use of words itself differentiated according to the field,

person, class, or profession. It means that beggar use set of words to ask for some money to

rich people, the teacher also use set of word when their students command. The writer has

opinion that vocabulary is one aspect of language which is important in learning language

because vocabulary carries meaning which is use in communication.

Kinds of Vocabulary

There are several kinds of vocabulary. Haycraft (in Hatch and Brown, 1995:370)

classifies vocabulary into two kinds. There are:

a. Receptive Vocabulary

Receptive Vocabulary is words that the learners recognize and understand when the words are

used in the context, but which they cannot produce. The learners found the word in reading text

but they do not use it in their speaking or writing.

b. Productive Vocabulary
Productive vocabulary is words that the student recognizes and understand, can pronounce

correctly and use in speaking and writing. In involves what is needed for receptive vocabulary

plus the ability to speak or write at the appropriate time. Therefore, productive vocabulary can

be addressed as an active process. The learners produce the words to express their thoughts to

others.

Based on the explanation above, the researcher concluded that learners can only find

receptive vocabulary but they can produce it however they can find and produce productive

vocabulary.

The Importance of Vocabulary

Vocabulary is the basic component to help the students in mastering language. They

will learn the language skill easily if they have enough vocabulary. In any foreign

language, learning vocabulary is one that is emphasized. Students have to develop their

vocabulary.

Developing a good vocabulary will help them to improve their ability in learning

vocabulary. Many of the vocabulary in English textbook have to be learned. Without it no

one can speak or understand the language. It means that people cannot write a word or

make a sentence well, when they do not master it.

There are some advantages when students can master the English vocabulary.

According to Diana Bonet here some advantages:

a. Students will be better improving their reading, writing, speaking and listening

vocabulary.

b. Students will think more clearly. Thoughts are limited by vocabulary.

c. Students will experience personal growth and greater confidence.

d. Students will understand other people idea and explanation easily.

e. Students will gain important survival tools for the new millennium.

f. Students‟ friend will think they are getting very smart

Those advantages show us how vocabulary determines on how students learn

language and their capability to build communication with others. Moreover, mastery in

vocabulary is more important than grammar. Like Thornburry stated that, “Without

grammar very little can be conveyed, without vocabulary nothing can be conveyed”

In other word, even without good grammar, people may able to speak and understand

a language if they know a lot of vocabulary. It can be a basis to master the language. While

vocabulary is largely a collection of words, grammar is a system. The more words we know,

the easier for us to master the language. It shows us how vocabulary determines on how people

learn language.

Vocabulary Mastery

Vocabulary is one of the language aspects which should be learnt. Learning it is

important because in order to be able to speak, write, and listen learners have to know

vocabulary first. A person said to „know‟ a word if they can recognize its meaning when

they see it (Cameron, 2001: 75). It means that in learning vocabulary learners have to

know the meaning of it and also understand and can use it in sentence context. According to

John (2000: 16), vocabulary is knowledge of knowing the meanings of words and therefore

the purpose of a vocabulary test is to find out whether the learners can match each word

with a synonym, a dictionary – tape definition, or an equivalent word in their own

language. In learning vocabulary automatically they have to know the meaning of words

themselves and can use it in sentences.

 In brief, vocabulary mastery can be defined as a number of vocabulary(words)

in a language which contains information about its meaning, form, and usage in context

of communication. It is the basic knowledge that students should master first before mastering

English. Vocabulary learning is a principal issue for English learning because it comprises

the basic building blocks of English sentences.

The vocabulary mastery is not a spontaneous process which is easy to be done. The

process of vocabulary mastery begins when someone is still an infant. Basically, the baby’s

first language comes from the mother tongue. They will master the vocabulary through

the simple words by listening to the words which are uttered by someone else. It is known

that English vocabulary learning cannot run successfully without English ability (English

skills) because both of them are very important in English teaching and learning process.

Games

1. Definition of Games

Hornby (1995: 486) defined game as an activity that you do to have some fun. Richard and

Schmidt (2002: 580) argue that game is an organized activity that usually has the following

properties such as: a particular task or objective, a set of rules, competition between players,

and communication between players by spoken or written language. Byrne in Deesri (2002:1)

gave the definition to games as a form of play governed by rules. They should be enjoyed and

fun. They are not just a diversion, a break from routine activities, but a way of getting

the learner to use the language in the course of the game. Similarly, Jill Hadfield in Deesri

(2002:1) defined games as "an activity with rules, a goal and an element of fun”. Deesri

(2002:2) added that games involve many factors: rules, competition, relaxation, and learning,

in particular. Here we know that a game is not a chaos maker if we can apply and conduct it

straight as its rules.

 Language games are games that are used in teaching learning activity to make the

students easy in learning English. The emphasis is on a successful communication rather

than on a concreteness of language. Games are an extremely effective way of motivating

the students in the classroom. The most important thing is the games are fun.

C. Run to the Board Game

Katie Butler (2010), A good way to see how student remember words learnt in previous

lessons is to do memory game such as run to the board. This game will really activate your

students brains as they will need to recall previously learnt words from memory.

1. Step one, split students into two teams and give each team a different color whiteboard

pen.

2. Divide the board into two halves one for each team.

3. Give students a topic that they have learnt in previous lesson for example holidays.

4. Instruct students that in their teams they must take it in turns to run up to the board and

white a word that is related to holidays, for example sun cream only one word per

person three minute.

5. Once person has written a word they must give the pen to the next player who must run

up to the board.

6. After 3 minutes count up the words and the team with the most wins.

This game works well at the star of a lesson to test how much students remember

from a previous lesson and improve students vocabulary mastery. Through this game,

students' problems will decrease, and this makes them begin to have interest in

learning vocabulary. For the winner of the games the researcher will give them a

present, so they will be happy and do not feel force to study harder than before.
 CHAPTER III

METHODOLOGY

In this chapter introduces a brief overview of research that begins with research

method, then moving on to the site and informant, technique of collecting data, and data

analysis.

Research Method

This research will be conducted at the students grade X of MAN 2 Kabupaten

Gorontalo. In conducting this research, researchers used quantitative method. In collecting

data, researchers used interviews, test, and document as instruments to determine the influence

of this game. Aliaga and Gunderson (2002), Quantitative research is an inquiry into a social

problem, explain phenomena by gathering numerical data are analysed using mathematically

based methods e.g. in particular statistics. According to the Creswell (2003), researcher

primarily uses post-positivist approach to develop knowledge when quantitative research is

selected (i,e cause and effect thinking, use of measurement and observations, and test of

theories), employs strategies of inquiry such as experiment and surveys, and collects data on

predetermined instruments that yield statistical data.

Population and Sample

Population

The site of this study is students grade X of MAN 2 Kabupaten Gorontalo . This site chosen

as the appropriate site because of some considerations. The strongest reason is the result of

preliminary study shows that many students in this school still have poor vocabulary mastery

of English language and it affects them to produce errors four language skills. Thus, this site
can be an appropriate site with the characteristic of this study. Therefore, the participants also

were taken from this site.

Sample

The informant of this study were students grade X of MAN 2 Kabupaten Gorontalo

grade X , as many as 23 students. Every student will be interviewed by the researcher regarding

matters relating to the research topic. Thus, the chosen participants are appropriate to take part

in this study.

Data Collection

The researcher uses interview, test, and document to collect the data.

Interview

Interview give an useful and detail information. The interview in this research is

categorized into informational interview, because this research is aim to get information about

the method that their teacher give in the school. And the researcher will ask them about some

question related to this study. the researcher will use individual interview.

Test

The test in this research, the researcher will give a reading material to student, and

they will discuss with the group about the reading material that given by teacher. In test

section, the researcher will asks them about some question in the reading material. After that,

researcher asks the participants to play the game and write the words in the whiteboard.

Documents
 During the interview until the test time the researcher will ask some help to a friend

for taking a video recorder. Takes a video by using audio-visual recorder can helps the

researcher to documented the activities in the class when the student play the game.

Data Analysis

Hasan (2006), analysis quantitative is analysis that using statistic instruments, the

instrument that use models like mathematic model. The result was given in numerical form

then was explained and interpret in a descriptively. Analysis data quantitative also called

statistic analysis. Statistic analysis is method to organize and analysis data quantitative or data

that to need as data quantitative.

The analysis quantitative data used in this study is the observation students’ activities

during teaching learning process, and the interview before and after play the game. The first

step is by collecting all the data such as interview. The second step is test. In this step, the

researcher will give the vocabulary material. Then, the last step is making conclusion. The

conclusion will be gained based on the results about of all of the answer from the participants.
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