improving vocabulary mastery through linking words...

IMPROVING VOCABULARY MASTERY THROUGH LINKING WORDS

GAME TO THE FIFTH GRADE STUDENTS OF SDN 2 PETULU IN

THE ACADEMIC YEAR 2012/2013

BY

I MADE SUKRISNA

NPM: 09.8.03.51.31.2.5.3161

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

ii

IMPROVING VOCABULARY MASTERY THROUGH LINKING WORDS

GAME TO THE FIFTH GRADE STUDENTS OF SDN 2 PETULU IN THE

ACADEMIC YEAR 2012/2013

THESIS

As Partial fulfillment of the requirements for the

Sarjana PendidikanDegree in English Department

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

BY

I MADE SUKRISNA

NPM: 09.8.03.51.31.2.5.3161

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

iii

APPROVAL SHEET

1

This thesis entitled “Improving Vocabulary Mastery through Linking

Words Game to the Fifth Grade Students of SDN 2 Petulu in the Academic Year

2012/2013”has been approved and accepted as Partial Fulfillment for the Sarjana

Pendidikan degree in English Department, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar University.

Advisor I Advisor II

I B Nyoman Mantra, SH.,S.Pd.,M.Pd.Drs. I Made Badrawan, M.Hum.

NPK. 82 6410 347 NIP. 19520412 197512 1 013

iv

APPROVAL SHEET

2

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

August 12th

2013

Chief Examiner

Dra. Ida Ayu Marthini, M.Hum.

NIP. 19531231 198703 2 001

Examiner I Examiner II

I B Nyoman Mantra, SH.,S.Pd.,M.Pd.Drs. I Made Badrawan, M.Hum.

NPK. 82 6410 347 NIP. 19520412 197512 1013

Approved by

Dean of the Faculty of Teacher Head of the English Department

Training and Education

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

NIP. 19581231 198303 1 032 NPK. 82 8208 306

v

ACKNOWLEDGEMENT

First and foremost, he would like express his deepest thanks to Almighty

God, Ida Sang Hyang Widhi Wasa, for His blessing and power so that he could

accomplish this thesis project on time.

Many people have given him support directly or indirectly. His grateful is

expressed to I Komang Budiarta, S.Pd. as the head of English Department the

Faculty of Teacher Training, and Education, I. B. N. Mantra, S.Pd., S.H., M.Pd.

and Drs. I Nengah Astawa, M.Hum. as the lectures of Seminar on Proposal who

always give their suggestions and information concerning of the process in

making this thesis.

Special acknowledgements are addressed to I. B. Nyoman Mantra, SH.,

S.Pd., M.Pd. as the first advisor and Drs. I Made Badrawan, M.Hum. as the

second advisor for their patience, motivation, enthusiasm, and immense

knowledge. Their guidance helped him in all the time of research and writing of

this thesis. He could not have imagined having a better advisor and mentor as

them.

By this writing, he also would like to thanks to I Nyoman Riana, S.Pd. the

headmaster of SDN 2 Petulu, who has allowed him to conduct the study in SDN 2

Petulu. Furthermore, a special thank is expressed for the fifth grade students

especially for the class VB, who showed high motivation and achievement during

the study.

vi

He also dedicates his pleasant and his best appreciation especially to his

beloved parents, I Ketut Mendra and Ni Wayan Darti, and also his older brother, I

Wayan Maeda Redika who have already given their endless assistance and

encouragement so that he could finish this thesis on the time.

In addition, his thanks is also presented to all of his friends who cannot be

mentioned one by one and especially to all of the members of FKIP English D’

Class ‘09” for their high motivation and team work, love and wishes, all lecturers

who had helped him during the study and also the staffs of English Department

Faculty of Teacher Training and Education Mahasaraswati Denpasar University

for their help in accomplishing this thesis.

In summary, he deeply realizes that this thesis is certainly far from the

word that we call as “perfect”, therefore any criticisms and suggestions are needed

to develop and make this thesis a high appreciation.

Denpasar, August12th

2013

The Researcher

I Made Sukrisna

vii

TABLE OF CONTENTS

Page

COVER 1 ...................................................................................................... i

COVER 2..................................................................................................... . ii

APPROVAL SHEET 1 ................................................................................. iii

APPROVAL SHEET 2 ................................................................................. iv

ACKNOWLEDGEMENT ............................................................................ v

TABLE OF CONTENTS .............................................................................. vii

LIST OF TABLES ........................................................................................ ix

LIST OF GRAPHS……………………………………………………… ... x

ABSTRACT .................................................................................................. xi

CHAPTER I INTRODUCTION

1.1 Background of the Study 1

1.2 Statement of Research Question 2

1.3 Objective of the Study 3

1.4 Limitation of the Study 3

1.5 Significance of the Study 3

1.6 Assumptions 4

1.7 Hypothesis 5

1.8 Definition of Key Terms 5

1.9 Theoretical Frameworks 6

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Conception of vocabulary 7

2.2 Kinds of Vocabulary 9

2.3 The Importance of Vocabulary 11

2.4 Conception of Teaching Vocabulary 12

2.5 Teaching Vocabulary through Linking Words Game 17

viii

2.6 Assessment of Vocabulary 18

CHAPTER III RESEARCH METHOD

3.1 Subjects of the Study 20

3.2 Research Design 20

3.2.1 Initial Reflection 21

3.2.2 Planning 22

3.2.3 Action 23

3.2.4 Observation 25

3.2.5 Reflection 26

3.2.6 Point of Revision 26

3.3 Research Instruments 27

3.4 Data Collection 28

3.5 Data Analysis 28

CHAPTER IV THE PRESENTATION OF THE FINDINGS

4.1 Data Tabulation 31

4.2 Data Analysis 34

4.3 Discussion of the Findings 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion 41

5.2 Suggestions 42

REFERENCES 44

APPENDICES

ix

LIST OF TABLES

Page

Table 1

Tabulation of Data Showing the Subjects’ Progressing by Using

the Linking Words Game in Teaching Vocabulary 32

Table 2

Tabulation of Data Showing the Subjects’ Changing Motivation

and Attitudes in Vocabulary through Linking Words Game 33

Table 3

Tabulation of Data Showing the Frequency Distribution of Initial

Reflection (IR) and Post-Test (R) in Vocabulary through Linking

Words Game 34

Table 4

Summary of the Research Findings Showing the Mean of Each

Session and the Grand Mean of Cycle 1 and Cycle 2 36

x

LIST OF GRAPHS

Page

Graph 1

Depicting the Subjects’ Progressing Ability in Vocabulary through

Linking Words Game in Cycle 1 38

Graph 2


Linking Words Game in Cycle 2 39

Graph 3

Showing the Subjects’ Progressing Grand Mean Taught of Cycle 1

and Cycle 2 39

Graph 4

Showing Changing Behavior of Students’ After Administering

Questionnaires 40

xi

ABSTRACT

Sukrisna, I Made. 2013. Improving Vocabulary Mastery through Linking

Words Game to the Fifth Grade Students of SDN 2Petulu in the

Academic Year 2012/2013. First Advisor: I B Nyoman Mantra, SH.,

S.Pd., M.Pd and Second Advisor: Drs. I Made Badrawan, M.Hum.

Key Words: Improving, Vocabulary, Linking Words Game

This present study used Linking Words Game to improve the students’

vocabulary to the fifth grade students of SDN 2 Petulu in the academic year

2012/2013. The present study was a classroom action research which was

conducted in two cycles and each cycle consisted of two sessions. Absolutely, this

study was intended to find out the solution of learning problems faced by the

students. Data was collected by applying the research instruments such as: pre-

test, post-test and questionnaires. The present classroom action research was

started by giving the initial reflection or pre-test to find out the pre-existing ability

of the students before applyinglinking words game. After knowing the students’

ability,linking words game was applied in the class. To figure out the achievement

of the students, they were given post-test in each session then continue to give the

questionnaires to find out the students’ changing motivation and behavior in

learning vocabulary through linking words game. The result of the pre-test score

showed 45.55 which meant that the ability of the students was still low or in the

“poor” level. The result of data analysis after applying linking words game

showed satisfying scores where the mean scores of session 1 was 49.72, session 2

was 57.22; furthermore, session 3 was 66.38 and at last session 4 was 75.00. The

grand mean scores of cycle 1 was 53.47 and increased into 70.69 in cycle 2. In

addition, it was found the positive changing motivation and behavior of the

students by analyzing the questionnaires where the result showed that the

comparative percentages figures of 60% for item A, 38% for item B, 2%for item

C and 0% for items D. It meant the students already had motivation in learning

English and they felt more fun in learning English especially in vocabulary. Those

findings above automatically showed that linking words game was very effective

in helping the fifth grade students of SDN 2 Petulu to improve their vocabulary in

English. Linking words game also could be used as the way for the English

teachers in teaching vocabulary to get a better result.

CHAPTER I

INTRODUCTION

1.1 Background of the 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, 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.

Takac (2008: 4) states that vocabulary can be defined intuitively, as a dictionary

or a set of words that we teach in a foreign language. In learninga second language or a

foreign language the students have to know what words mean by learning vocabulary.

But in fact, the students usually find problems and difficulties in learning English. The

students sometimes have trouble in memorizing the English vocabulary from time to

time. Based on the observation conducted in SD Negeri 2 Petulu, it could be concluded

that the students found many difficulties in learning English. This fact causes the students

often feel afraid of learning English because they don’t have enough understanding of the

meaning of words. They are usually not able to catch the point of knowledge which is

delivered by the teacher. From the interview of the English teacher, it was also known

that the students then become passive students in the classroom. They sometimes feel

bored in learning English vocabulary through the traditional technique. Finally, the pre-

test result also showed that the students’ abilities in English were quite low. Even, most

of the students could not reach the minimum standard of students’ score achievement in

English class. This problem forces the English teacher to find new and fresh technique to

be applied in teaching English vocabulary to the students.

There are so many ways that can be used in teaching vocabulary to the students.

One of the ways to improve the students’ vocabulary mastery is by using games in order

to build an interesting teaching learning process. The teaching learning process will be

more fun and enjoyable with games in it (Tsui, 2003: 152). Linking Words Game is one

of the interesting games which can be used in teaching vocabulary. This game trains the

students to find new vocabularies by linking words to each other through common shared

letters. Furthermore, this technique also helps the students to be able to work

cooperatively in a team or group.

Therefore, in accordance with the above facts, the researcher is highly motivated

to find out the effectiveness of Linking Words Game in improving the vocabulary

mastery of the fifth grade students of SD Negeri 2 Petulu in the academic year

2012/2013.

1.2 Statement of Research Question

Based on the background of the study above, the problem to be under focused on

this study can be stated as follows: to what extent can the vocabulary mastery of the fifth

grade students of SD Negeri 2 Petulu in the academic year 2012/2013 be improved

through Linking Words Game?

1.3 Objective of the Study

The objective of this study basically intended an attempt to find out the

effectiveness of Linking Words Game to be applied in improving the English vocabulary

mastery of the fifth grade students of SD Negeri 2 Petulu in the academic year 2012/2013

1.4 Limitation of The Study

On account of this fact, challenges related to vocabulary mastery faced by the

subjects of this study are definitely too broad and complex to be dealt with in a single

study. In this study, the researcherwould focus on teaching English vocabulary through

Linking Words Game to the fifth grade students of SD Negeri 2 Petulu in the academic

year 2012/2013.This research on vocabulary would also be limited to those vocabularies

as suggested by the English syllabus of Elementary School used in the school where the

research would be conducted.

1.5 Significance of The Study

The findings of the present research study are expected to have both theoretical

and practical importance to the teaching and learning process in English especially in

teaching Vocabulary.

1. Theoretically, the result of this study aims at providing evidence that there is a

significant influence of the students’ vocabulary mastery in context to their

mastery to comprehend English. Vocabulary mastery has an important role in

learning English. The more vocabulary the students own, the more knowledge

they are able to understand. Besides that, vocabulary mastery helps the students

to be able to communicate in English both in oral and written forms.

2. Practically, the result of this study also aims at making the students’ aware of the

essential role of vocabulary mastery, so that they can make some evaluation on

how they have learnt vocabulary and decide the effective and efficient technique

to be adopted in their upcoming study. Furthermore, the present research study is

also extended to be used as reference in planning a better teaching strategy in

teaching vocabulary. Teachers are expected to improve their teaching strategy to

increase the students’ vocabulary mastery by using the right technique.

1.6 Assumption

Because of the limitation of time, finance, and the researcher’s ability, not all

variables can be controlled. In order to neutralize the compounding variables, it is

essential to state some assumption as follows:

1. All subjects under investigation are assumed to have already studied English

for the same period of time.

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

that they are assumed to be valid and reliable.

3. The subjects under study are assumed to have the same level of knowledge

and to be qualified enough.

4. The researcher is assumed to be qualified enough in conducting the

research.

5. The students are assumed to do the task/assignment well.

1.7 Hypothesis

In attempting to give a tentative solution of the problem, the hypothesis is stated as

the following: the students’ vocabulary mastery can be improved by applying Linking

Words Game into the teaching learning process.

1.8 Definition of Key Terms

In order to avoid the misunderstanding and confusion on the parts of the readers

concerning, the key terms used in the context of the present study, the researcher needs to

operationally define the following terms: vocabulary mastery and Linking Words Game.

a. Vocabulary mastery

Vocabulary can be defined as a set of words which is taught in teaching a foreign

language (Takac, 2008:4). Mastery can be defined as having the skill or

knowledge, which in this study refers to the students’ mastery in finding the

meaning of unfamiliar words. Therefore, in accordance with this study the word

‘vocabulary mastery’ refers to the quality or the level of understanding of the

words used in context after they are taught through Linking Words Game and the

new vocabulary items are taken from the English syllabus of SDN 2 Petulu.

b. Linking Words Game

Linking Words Game is a game in which the students are trained to find new

words or vocabularies by linking words to each other through common shared

letters (Molinsky& Bliss, 1994:3). In the application of this game, the students

will be divided into several groups. This game trains the students to work

cooperatively in groups in order to find other words to be linked with the word on

the board. Moreover, it also helps to build an interesting teaching learning

process which can attract the students’ interests in studying English vocabulary.

c. SD Negeri 2 Petulu

SD Negeri 2 Petulu is a state Elementary School which is located in Gianyar

regency, Bali province where the present research will be conducted.

1.9 Theoretical Framework

A scientific study should be based on some theoretical backgroundsand empirical

evidences and should contribute practical significance. Therefore, the present research

study will be based on the following theoretical framework.

(1) Conception of Vocabulary

(2) Kinds of Vocabulary

(3) The Importance of Vocabulary

(4) Conception of Teaching Vocabulary

(5) Teaching Vocabulary through Linking Words Game

(6) Assessment of Vocabulary

All the above headings will be further discusses in chapter II which deals with the

discussions of the review of related Literature.

CHAPTER II

REVIEW OF RELATED LITERATURE

Through the following pages, the researcher describes some important

relevant points of views quoted from experts whose arguments and opinion about

related literature under investigation may support this study. The description

includes (1) Conception of Vocabulary, (2) Kinds of Vocabulary, (3) The

Importance of Vocabulary, (4) Conception of Teaching Vocabulary, (5) Teaching

Vocabulary through Linking Words Game, and (6) Assessment of Vocabulary.

2.1 Conception of Vocabulary

Vocabulary is very important in learning foreign languages especially in

learning English; moreover, it can be use in doing communication both spoken

and written. Hiebert&Kamil (2005: 3) state that vocabulary is the knowledge of

meanings of words. Knowing a meaning of words is one way to understand the

whole meaning of sentences or paragraphs. Vocabulary can be used to express

ideas, feeling, think or information to people clearly and accurately. Even though

it is not only done by using words but also using body language or gesture.

According to Hackman (2008: 3) states that vocabulary is more than a list of

words, and although the size of one’s vocabularymatters, it knows how to use it

which matters most.

Meanwhile, Hiebert&Kamil (2005: 14) write that vocabulary is set of

words for which an individual can assign meanings when listening or reading.

These are words that are often less well known to students and less frequent in

use. Individuals may be able assign some sort of meaning to them, even though

they may not know the full subtleties of the distinction.

Vocabulary is a foundation or a basis of a language. It is a vehicle for

thought, self expression, interpretation and communication. The more words we

learn the more ideas we should have, so we can communicate the ideas more

effectively. Thornbury (2002:2) states that learning the vocabulary of a foreign

language presents the learner with the following challenges. The first is making

the correct connections when understanding the second language between the

form and the meaning of words, including discriminating the meanings of closely

related words. The second is when producing language the learners are able to use

the correct form of a word for the meaning intended.

In line with the explanation above, Hiebert&Kamil (2005:3) state that

vocabulary can be classified as receptive and productive vocabulary. Receptive

vocabulary is a word that we can understand the meaning from reading and

listening. Meanwhile, productive vocabulary is a word that we use when we write

or speak something. In receptive vocabulary, learners look like a passive, it’s

caused they can only use their knowledge in vocabulary just understand the

meaning. Moreover; productive vocabulary it seems in active learners. It’s caused

by the learners can use that knowledge in their daily life in speaking and writing.

According to Benjamin and Crow (2010: 4), that vocabulary development

has to take its place at the center of the curriculum because it is foundational to all

academic achievement. It makes English as a foreign language that they learned

since elementary school and as one of language that must the learners learn in

school. It is very fundamental in the interaction.Vocabulary is a language element

of language as important means of communication person; vocabulary is usually

achieved through oral language. Many students especially adults student likely

deliver their mind using oral language in asking question or explaining something.

More words give your mind more ways to think about something and more tools

to plan and solve the problem especially in communication and solve the problem

especially in communication. Words are combination of letter that meaningful

unit of nouns, verbs, adjective and adverb. The students should know how to use

in particular and regularly in their daily life to support their knowledge.

2.2 Kinds of Vocabulary

English vocabulary is classified grammatically according to terminological

traditionally (Angela, 2006:16). There are two classification of word classes or

part of speech, as open class and close class.The open class included as follow;

noun, verb, adjective, and adverb otherwise the close class include as follow;

preposition, conjunction, pronoun, and determiner. Similarly, Thornbury (2002: 3)

states that English word fall in to of eight different word classes. They are: noun,

verb, adjective, adverb, pronoun, preposition, conjunction, and determiner.

However, the researcher limits his explanation only in open classes which are

divided into four groups, namely: nouns, verbs, adjective, and adverb, even

though this research only limits in using noun and verb.

Ruth (2005: 8) states noun is a word that names something, a thing or a

person, or a place, or even a feeling or a state of mind. For the example; man,

conference, book, work, coffee, Saturday, Jessica, office, girl, boy, bed, etc. Noun

can be divided into four kinds of noun, such as common noun, proper

noun,collective noun, and count noun. First, common noun is the names of

ordinary things than can we see or touch, for the example: house, chicken, people,

stone, book, table, eraser, pillow, banana, boy, girl, etc. Second is proper noun, it

is the name of particular or special things or person or place or capitalized, for the

example: Indonesia, Malaysia, Singapore, Michael,Christmas, Australia, etc.

Third is collective noun that refers to a group of person or things that is generally

thought of as one unit, for example: class, gang, bunch, family, animal, group,

plan etc. And the last is count noun that refers to name ofperson, things, places, or

ideas that can be counted, for example: books, two tables, boys, etc.

Verb is a word that expresses action, events, process activities, etc.

DeCapua (2008:121) states that verb express what the subject does or describes

something about the state or condition of the subject. Verb is seriously important;

it caused by there is no way to have a sentence without them. There are several

kinds of verbs, such as transitive verb, intransitive verb and auxiliary verb. First,

transitive verb is a verb that followed by object, for example: I borrow a book.

Second, intransitive verb is a verb that does not need followed by object, for

example: I am cry. The last is auxiliary verb is a verb that helps another verb or

the principle verb to express action or condition or state being. For example: is,

am, are, do, does, have.

Huddleston &Pullum (2005:112) state that adjective is a word typically

denotes property of object, person, places, etc. An Adjective can be divided into

three types based on their meaning, such as physical qualities of color or shape

(small, green, black, white, oval), psychological qualities of emotion (angry, sad,

happy, worry, brave), evaluating qualities (good, bad, excellent, lucky,

ugly).Altenberg & Vago (2010:103) state that adverb provide extra information

about the action in a sentence, adjective and about other adverb. For example: I

live here. There are some types of adverb as follows: (1) adverb of manner, (2)

adverb of place, (3) adverb of direction, (4) adverb of time, (5) adverb of duration,

(6) adverb of frequency, and (7) adverb of degree.

2.3 The Importance of Vocabulary

Vocabulary is the basic components in learning language; therefore,

vocabulary plays the most important role in learning English. There would not be

possible if someone communicate with other people and have some diversity in

sounds, pronunciation or in grammar because we can accept what the vocabulary

that is being used. Mastering more vocabulary items can help us to know more

meanings of words that he or she used to communicate. One of the main purposes

of learning a foreign language is in order to be able to use it in communication.

Therefore, learners firstly has to recognize, understand the meaning and master

the vocabulary of the target language. Vocabulary items carried out different

meanings where language learners can communicate their messages and meaning

more effectively to the others. So, they can communicate and share idea to the

other more easily.

Generally, vocabulary has a main function are to support the four major skills

namely listening, speaking, reading and writing. Pikulski and Templeton (2004: 1)

state that the vital importance of vocabulary for success in life, a large vocabulary

is more specifically predictive and reflective of high levels of reading

achievement. It means that by studying reading people can increase their

vocabulary mastery which can be used in their daily life.

Vocabulary has often been viewed as a basic element in language teaching.

It is considered to be the most important aspect because it can widen the students’

intellectual development. In learning a foreign language the students have to know

what words mean. To get the meaning of words, the students should learn

vocabulary.Wilkins in Thornbury (2002:13) states that without vocabulary

nothing can be conveyed. Most improvement in language will be seen by learning

more words. Almost anything can be expressed with words. In addition, the more

vocabulary (words) a person masters the more ideas can be expressed. Besides

that, it will also be easier to understand other people’s ideas. In order to be able to

speak, read, listen and write well, the mastery of vocabulary is absolutely needed.

Moreover, Hiebert and Kamil (2005:2) state that vocabulary holds a special

place among the language components. Vocabulary is not a developmental skill or

one that can be seen as fully mastered. The expansion and elaboration of

vocabulary is something that extends across a lifetime. Meanwhile, Daller,

Milton, and Treffers-Daller (2007:1) write that vocabulary is now considered to

just about every aspect of language knowledge. Moreover, it plays an important

role in the lives of all language users, since it is one of the major predictors of

school performance, and successful learning. The use of new vocabulary is also

key to membership of many social and professional roles.

2.4 Conception of Teaching Vocabulary

Vocabulary is supported by their four skills that are listening, speaking,

reading and writing but the existence of mastering vocabulary is very crucial in

learning English. Students that have a low ability in mastering vocabulary cannot

communicate using English well, effect of those is they cannot express their ideas

or infer any information transmitted to them. Hence, it is important for the

students to master vocabulary accurately, so that they will surely be success in

learning English. In mastering English vocabulary, some strategies are used by the

teachers to approach the subject to the students. The teachers should be able to

select the most appropriate way and tool to ensure the improvement of the

student’s ability. In addition, strategy is a tool that is used to encourage student’s

confidence and motivation. Using a strategy can help the students to learn

something. Moreover, it is concern in action that conductsto the students’ ability

to be better. In the classroom a teacher always tries the best strategy or method to

motivate the students in mastering the subject. There are many strategies and

questions that must be answered and prepared by the teachers before they come

into the class to teach vocabulary.

According to August (2005: 51), that knowing a word implies knowing many

things about the word its literal meaning, its various connotations, the sorts of

syntactic constructions into which it enters, the morphological options it offers

and a rich array of semantic associates such as synonyms and antonyms. We

would make the students aware about that and it is important to build up their

knowledge about word (vocabulary). Beside of statement above, we should also

encourage students to look at learning the various meanings of an item of

vocabulary as a gradual, incremental process, and show them how they can come

back to a word they have previously “learned” to add more information about it,

such as other meanings, or how to create an opposite meaning using a prefix.

In the other hand, McCarten (2007:19) states that there is a lot to learn about

vocabulary in terms of its range, the sheer number of words and phrases to learn,

and the depth of knowledge students need to know about each vocabulary item.

Materials can help students in two broad areas: First, they need to present and

practice in natural contexts the vocabulary that is frequent, current, and

appropriate to learners’ needs. Second, materials should help students become

better learners of vocabulary by teaching different techniques and strategies they

can use to continue learning outside the classroom.

The acquisition of vocabulary is arguably the most critical component of

successful language learning (McCarten, 2007: 26). In addition; vocabulary as

one aspect of foreign language components is considered to the big problem in

learning English as a foreign language. There are several ways in improving

vocabulary. The first step is to focus on vocabulary. McCarten (2007:20) states

that give vocabulary is a high profile in the syllabus and the classroom so that

students can see its importance and be able to understand that learning a language

is not just about learning grammar. One of the first vocabulary learning strategies

for any classroom is how to ask for words you do not know in English and the

meaning of English words that you do not understand, as the students’ progress.

Teachers can help learners get into the habit of noticing by making clear in

classroom instruction and homework assignments: which items should be

learnedand for what purpose (active use or passive recognition). Materials can

help teachers in this in the following ways: providing clearly marked vocabulary

lessons, making the target vocabulary set stand out, including focused practice and

regular review, giving lists of vocabulary to be learned for the lesson structured

vocabulary notebook exercises which are designed to make students focus on a

particular vocabulary set or feature are a good way of developing this noticing

strategy. The second part is offer variety. Tomlison in McCarteen (2007:20)

suggest that a number of principles for developing successful materials, teachers

can use different ways to present vocabulary including pictures, sounds, and

different text types.

Using those ways, learners would be more interested in learning process.

Topics should be relevant to students’ interests. Similarly, practice activities

should vary and engage students at different levels. These should range from

simple listen and repeat type of practice through controlled practice of

opportunities to use the vocabulary in meaningful, personalized ways. The third is

repeating and recycling. Learning vocabulary is largely about remembering, and

students generally need to see, say, and write newly learned words many times

before they can be said to have learned them (McCarten, 2007 : 21). Repetition is

an important aid to learning and that having to actively recall or “retrieve” a word

is a more effective way of learning than simple exposure or just seeing a word

over. Seen about that, repetition would be helping the learners in remembering a

word that has been the learned in studying English as a foreign language.

Another area of research is how long students can remember the words after

first learning them, and again researchers agree that forgetting mostly occurs

immediately after we first learn something, and that the rate of forgetting slows

down afterward. The implications for the vocabulary classroom are self evident:

review vocabulary as often as possible in activities that have students actively

recall words and produce them rather than merely see or hear them.Provide

opportunity to organize vocabulary is the next way in improving

vocabulary.McCarteen (2007:21) states that organizing vocabulary in meaningful

ways makes it easier to learn. Textbooks often present new vocabulary in thematic

sets as an aid to memory, but there are other types of organization and these can

be described under three broad headings: real-world groups, language-based

groups, and personalized groups. There are many different ways of practicing

newly presented vocabulary in class, from repeating the words, controlled

practice, or reacting to the content in some way, to using the vocabulary to say

true things about oneself. Students often write translations above new words in

their textbook and these can be spread around the page an organizing activity. The

next step ismake vocabulary learning personal.

The materials should provide opportunities for students to use the vocabulary

meaningfully, to say and write true things about themselves and their lives

(McCarten, 2007: 23). Students should be encouraged to add vocabulary that

theywant to learn and the experience of learning is also enjoyable, so much the

better in learning process. Then, use strategic vocabulary in class. McCarteen

(2007:23) also states that since the classroom may be the main or only place that

students hear or use English, it is important to include in lessons the strategic

vocabulary. As it makes up so much of spoken vocabulary, if the textbook does

not include this as part of the syllabus or contain presentation and practice

activities, it will be up to the teacher as the most experienced user of English to

find the ways to introduce this type of vocabulary in class.

Helping Students Become Independent Learners in and out of class is the

other way in improving vocabulary.McCarteen (2007:25) states that a lot of

vocabularies learning research points to the relative success of learners, who are

independent, devote time to self-study, use a variety of learning strategies, and

keep good vocabulary notes. We can help students be better learners and acquire

good learning habits by setting structured learning tasks that can be done out of

class. The last step is everyday usage,McCarteen (2007:25) states that materials

can also provide students with ideas to activate and practice vocabulary in their

everyday life, which is especially useful for students who live in non-English-

speaking environments. Activities might include labeling items of furniture in

English in a room, or trying to remember the English name for all the items they

see in a clothing store. As mentioned earlier, the act of retrieving vocabulary

seems to be an effective way of learning, and such activities can take place at any

point in the day not just at times designated for studying English.

2.5 Teaching Vocabulary Through Linking Words Game

Linking words game is a game in which the students are trained to find new

words or vocabularies by linking words to each other through common shared

letters (Molinsky& Bliss, 1994:3). The teacher procedure is explains the rule of

Linking Words Game. First, the teacher divides students into several groups.

Second, the teacher gives a certain word and writes it on the board. The words can

be the things in the classroom, specific to a place, or the other topics as long as the

topics are still matched with the English syllabus used in the school. Third, the

students in each group try to think of another related word that begins with the last

letter of the word on the board and link that word onto the word on the board in

stair fashion. This game trains the students to work cooperatively in group in

order to find other words to be linked with the word on the board. Moreover, it

also helps to build an interesting teaching learning process which can attract the

students’ interests in studying English vocabulary.

2.6 Assessment of Vocabulary

The assessment is part of our research study in finding the object of data.

Many of the traditional vocabulary tests were also objective as far as their making

was concerned.Johnson and Johnson (2002: 6) state assessment is collecting

information about the quality or quantity of a change in a student, group, teacher

or administrator. The purposes for assessing maybe to diagnose students’ present

level of knowledge and skills; monitor toward learning goals to help form the

instructional program and provide data to judge the final level of students’

learning. Furthermore, assessment is an ongoing process that encompasses a much

wider domain. According to Brown (2004: 4), he states that whenever a student

responds to a question, makes offers a comment, or tries out a new word or

structure, the teacher subconsciously an assessment of the student’s performance.

Moreover, there are two assessments which are informal and formal

assessment (Brown, 2004: 5). Informal assessment can take a number of forms,

starting which incidental, unplanned comments and responses, along with

coaching and other impromptu feedback to the students. In the other hand, formal

assessments are exercises or procedures specific planned sampling technique

constructed to give teacher and students an appraisal of students achievement. All

of tests are formal assessment, but not all of formal assessment is testing.

Dudley-Evans and John (2009: 210) state that assessment is a process of

measuring, and one formal method of measuring is to test. It can be done by

carrying out a series of test during teaching learning process, as a good teacher

never ceases to assess students. Brown (2004:4) states that test are a subset of

assessment, they are certainly not the only form of assessment that a teacher can

make. Assessment can be for feedback to aid learning and for comparable

competence. There are two functions of an assessment, Formative and Summative

Test(Brown, 2004:6). Formative test is evaluating students in the process of

“forming” their competencies and skills with the goal of helping them to continue

that growth process. And, summative test aims to measure or summarize what

students have grasped, and typically occurs at the end of a course or unit

instruction.

In this learning process, assessment is used to measure student’s achievement

toward the material that has been taught and how far the students grasp the

material during teaching and learning process by giving a test. The test is

administered on every section along investigation. In relation to this study, the

researcher used objective test and productive test to measuring the student’s

vocabulary. Objective test (multiple choice items) assesses students’ passive

vocabulary, and productive test is applied to measure students’ active vocabulary.

In this test the students should choose one the right answer of the four alternative

answers provided in the test. There are several kinds of test that will be used in

this class action study such as, multiple-choice test, fill the blank and matching

words. Meanwhile, in productive test related to this research the students should

to think of another related word that begins with the last letter of the word on the

board and link that word onto the word on the board in stair fashion. The kind of

this test is expected to change students’ learning behavior and motivation

especially in mastering vocabulary in English. Besides, some conventional

techniques used by some teachers could lead to boredom for the students when

they are learning in the subject.

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This study was conducted to the fifth grade students of SDN 2 Petulu.

There are 2 classes of the fifth grade students of SDN 2 Petulu with the total of

the students are 42 students. The chosen subject was focused on VB which

consists of 18 students, 8 males and 10 females. The total subject of the study

whose comprises of 18 students was considered to be representative enough for

the purpose of this study. The students of class VB were selected because based

on the preliminary study and the result of pre-test or initial reflection showed their

skill in vocabulary mastery is needed to be developed.

3.2 Research Design

Classroom action research design was used in this study. Therefore, this

classroom action study was concerned with improving vocabulary mastery

through Linking Words Game of the fifth grade students of SDN 2 Petulu in the

academic year 2012-2013 by using two kinds of tests, that were, initial reflection

or pre-test and reflection or post-test. Initial reflection (IR) is intended to assess

the pre-existing students’ skill in vocabulary mastery while reflection (R) which is

administered at the end of each session, intended to reveal the expected increase

in the students’ ability in vocabulary masteryafter they have been taught

vocabulary mastery through Linking Words Game.

Cohen (2000: 229) states action research establishes self-critical

communities of people participating and collaborating in all phases of the research

process: the planning, the action, the observation, and the reflection. Based on the

concept, teachingandlearningprocessis dividedinto twocycleswhere

eachcycleconsistsoftwosessions. Each cycle consists of four interconnected

activities, namely: planning (P), action (A), observation (O), and reflection (R). It

is necessary to note that IR is a term normally used in a classroom action study,

which refers to a pre-test in vocabulary mastery. The IR administered to the fifth

grade students of SDN 2 Petulu in the academic year 2012-2013, in order to

measure the real pre-existing students’ ability in vocabulary mastery. The average

value ofIRcompared with the corresponding average valueRwas providedat the

endof each sessionin order to buildincreasinglevels ofthe subject in vocabulary

mastery. The discussion concerning the steps of action above can be gradually

described in each session below from the initial reflection to the point of revision.

3.2.1 Initial Reflection

The initial reflection was intended to measure the real pre-existing

vocabulary mastery of subjects in English. In the initial reflection the subjects

were requested to answer twenty multiple choice items. The subjects or students

were given 20 minutes to finish their test. In this step, the researcher observed the

pre-existing ability of the subjects in finding ideas, developing and organizing it;

furthermore, to measure students’ ability in using a correct punctuation and

spelling. Moreover, the researcher emphasizes on students’ ability in identifying

and finding the meaning of English vocabulary.

3.2.2 Planning

Planning refers determining steps of the action and the instrumentthat used

in collecting the data. Before the present action study could be successfully

undertaken, the researcher had to make instructional planning for the whole

sessions. As previously mentioned, the subjects of present class action study were

class VB of SDN 2 Petulu. The undertaking of the present study was substantially

based on the fact of the subjects under study still had low ability in vocabulary.

Through Linking Words Game Technique the researcher hopes the student’s

vocabulary mastery can be developed and progressively enhance the student’s

vocabulary ability. In order to achieve the objective of the present class action

study, the researcher planned the instructional activities thus:

1. Determination of the subject under study was compulsory in making

preliminary study to fifth grade students of SDN 2 Petulu. In this

preliminary study, some questions were asked to English teacher in

charge, if the students had crucial difficulties in vocabulary such as

identifying and finding meaning of unfamiliar words.

2. Preparation of the material which could be appropriately used in teaching

and learning process, related to the problem being faced.

3. Application of IR was intended to measure the real pre-existing

vocabulary skill of the subject in English. In this pre-test, the subject was

requested to apply their knowledge of vocabulary. The test contained of

twenty multiple choice items.

4. Designing of teaching scenarios for present classroom action study was

planned in reacting the result of the pre-test and activities of teaching and

learning could be focused on the weaknesses of students’ vocabulary

ability through byLinking Words Game Technique to overcome the

difficulties in identifying and finding the meaning of words.

5. The researcher design two cycles. There were two lesson plans for each

cycle. Time allotment for every meeting was two times for about 40

minutes.

6. Construction of post-test as the end of each meeting on the basis of

student’s interview was used to measure the degree of understanding about

technique under study of the efforts improve their vocabulary mastery.

7. Delivery of the questionnaire to the students was finally intended to

measure quantitatively the changing learning behaviors of the subject in

developing their participation and achievement in vocabulary ability which

had been taught through Linking Words Game Technique, the

questionnaire was administered at the end of cycle II, the basis of

observation data.

3.2.3 Action

In line with the objective of the study, action or classroom activities

referred to what the researcher really did in the classroom settings during the

process of teaching Vocabulary through Linking Words Game Technique. In the

light of actualizing communicative teaching, the researcher tried to manage and

conduct the classroom activities which had been planned preciously in the

teaching scenarios. What the researcher did successively in every classroom

session was principally based three-phase technique. Thus, the communicative

activities were classified into main parts that were pre-activities, whilst-activities,

and post-activities. The description of each activity was aimed to achieve the goal

of strategy applied there are concisely described below:

1. Pre-activity

In pre-activity, greeting and calling the roll briefly conducted in

every meeting. The researcher who acted as the teacher activated the

subject’s mutual interest and attention by giving some stimulus in the form

of questioning and answering on coming topics to direct their attention to

the main point that would be immediately discussed. However, in the pre-

activity, the researcher focused the students’ attention and feeling.

2. Whilst-activity

In whilst-activity, the researcher carried out the process of teaching

and learning activity through Linking Words Game Technique. First, the

researcher explains about the rule of Linking Words Game. Second, the

researcher divides the students into several groups. Third, the researcher

gives a certain word and writes it on the board. Fourth, the researcher

chooses group by group to link the word on the board begin with the last

letter in form of stair fashion; moreover, the word should be different with

the other groups.

3. Post-activity

Post-activity was filled with reviewing the discussed topic through

conclusion briefly to remind the subject’s memory about what they have

learned, and the researcher asked the students if they had difficulties to

link the word. Furthermore, in this activity the researcher administered

reflection or post test at the end of teaching vocabulary through Linking

Word Game technique.

3.2.4 Observation

The observation conducted by the researcher was intended to establish

whether the teaching and learning process through Linking Words Game in

improving student’s vocabulary mastery had been well. The researcher who acted

as a teacher and an observer attracted the subject participation and involvement

with vocabulary activities. It was also meant to perceive, whether the subject had

any positive changing behavior, motivation and attitudes on the part of the

subjects.

The researcher made use of questionnaires to measure the degrees of

change in the subject’s learning behaviors; attitude and motivation after the

teaching and learning process in cycle II. The questionnaires were written in

Bahasa Indonesia. The questionnaire’s items were scored by using the rating scale

0-3 and the results of the questionnaire, which were descriptively analyzed in the

form of comparative percentages. This figures showed the subject’s different

degree of changing behavior toward learning and practicing improving vocabulary

mastery through Linking Words Game to the students of SDN 2 Petulu and the

data from the questionnaire used informative feedback and based to make

remedial revisions for the meeting in cycle II by adjusting and emphasizing some

certain topics.

3.2.5 Reflection

Reflection was given at the end of each session, it means that reflection

refers to the activity that reflects the teaching and learning process and know

students’ problems and to find the solution and solve the problems. The term of

reflection has the similar meaning with evaluation through post-test activities

which was done by the researcher during the action study. Furthermore, reflection

conducted the post-test that the students should answer the questions that prepared

by the researcher. By this step, the researcher examined the students’ weaknesses

and failures underlined most common problems faced by student by giving

emphasized and more exercise in the next cycle.

3.2.6 Point of Revision

Point of revision conducted based on the pre-test, post-test and

questionnaire in cycle 1. The researcher conducted the revision after he got the

data of the test and can be conducted if the students were not yet as expected in

linking the words. Revising means editing, looking back and correcting the

existed mistakes or errors some of revision made for the sessions of cycle II

included following activities:

a. Emphasizing the way to link the words in order to add the students’ ability

in vocabulary mastery.

b. Giving more serious attention to the students who were passive by giving

the gradually easier task to relatively harder assignment.

c. Maximizing student talking time can add their skill in linking the words.

3.3 Research Instrument

The research instruments could be defined as all instruments or media

teaching aids, which were by a teacher as vehicles to simulate, active or encourage

the teaching learning process in others to achieve the teaching learning objectives.

The valid and reliable of research instrument is a very important step of a

scientific investigation, because the reality is only valid and reliable research

instrument can be used to collect the required data valid and reliable for the

study. Deals with the study of the research question: to what extent can the

vocabulary mastery of the fifth grade students of SDN 2 Petulu in the academic

year 2012/2013 be improved through the linking words game. These research

questions logically suggest that there are three sets of raw data which are

needed for research. They are the pre-test, post-test and a questionnaire.

a. Pre-test

Pre-test was conducted to find out the initial problems faced by the

students and to measure the existing linguistic knowledge writing skill.

From this pre-test the researcher anticipated the assumption about the

participation and motivation.

b. Post-test

Post-test was conducted to measure whether and change was

significantly done after the treatment of Linking Words Game applied to

accomplish the goal both quantitatively and qualitatively.

c. Questionnaire

These subjective answers were gathered to find out the students’

problems in responding towards the action or condition given. This was

also used to support the reflection components. The questionnaire

enables the researcher to estimate the frequency with certain even and

activities occurred.

3.4 Data Collection

There are three types of instruments used to collect the data of this

classroom action study; they are pre-test, post-tests and questionnaires. In this

study, there were two kinds of data collected used by the researcher namely

quantitative and qualitative data. The quantitative data were collected through the

administration of pre-test on the initial reflection (IR) and also post-tests or

reflection (R) in each cycle I and II. Meanwhile, the qualitative data were

collected through the administration of the questionnaire at the end of the cycle I.

3.5 Data Analysis

The data obtained in the present classroom action study will be analyzed

descriptively so as to reveal the extent of the subjects’ progress or increasing

ability in vocabulary. The most important data required to answer the research

question under study will be collected through administering IR and post-tests.

Moreover, some additional supporting data will be gathered through administering

questionnaires to the subjects under study. There will be three kinds of raw scores

obtained for the present classroom action study, such as:

1. Scores indicating the subjects’ pre-existing mastery in vocabulary,

2. Scores showing the subjects’ progress achievement in vocabulary, and

3. Scores showing the subjects’ changing learning behaviors.

The data was calculated through mean that consist of the average score of

students’ achievement in vocabulary, the sum of total score was divided by the

number of the students data analysis can be formulated as follows:

1. Mean:

Mean = N

X

Notes:

Mean : The mean of the test scores / the average score of the

students’ achievement in writing.

ΣX : The sum of total score of the students.

N : The total number of the students.

2. Percentage of Questionnaire:

∑X

X = x 100 %

N

The mean scores obtained by the subjects in IR will be compared with its

corresponding mean scores in reflections or post-tests for both cycle I and cycle II.

The scores showing the subjects’ positive changing behaviors will be computed in

the form of percentages which refer to the respective items on the questionnaires.

The means of IR scores and post-test scores will be calculated and computed. The

grand mean of the cycle I and cycle II will finally be computed and compared. The

grand mean of both cycles, cycle I and cycle II, will be calculated by totaling the

means of the score in each cycle and then divided by four. The amount of the

difference between the two means will show the increasing effectiveness of the

cycle I and cycle II. It occurs because cycle II is the revise version of cycle I.

According to “Panduan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan

Dasar dan Menengah” (2006: 12) the criteria of the score qualification will be

presented in following score qualification below:

Score Qualification of Students’ Achievement in Vocabulary

Level Qualification

Excellent

Very Good

Good

Sufficient

Insufficient

Those students who are able to answer the test items

between 90% - 100% correctly.









CHAPTER IV

THE PRESENTATION OF THE FINDINGS

The discussion, which is involved in this chapter concerns with the

presentation of the findings of the present action study. The present investigation

is based on the following research methodology such as (1) data tabulation, (2)

data analysis, and (3) discussion of the findings. Each of those headings is briefly

discussed below.

4.1 Data Tabulation

The data of this research was collected from fifth grade students of

SDN2Petulu in the academic year 2012/2013. The data needed in this present

classroom action study was collected by administering three kinds of instruments,

they were pre-test (IR), post-test (R), and a questionnaire. On April 26th

2013, the

pre-test was administered to the subject under study in order to obtain their pre-

existing ability. The post-test in this present study was administered for four

times, those were two times in cycle 1 (May 3rd

2013 for session 1 and, May

10th

2013 for session 2) and two times in cycle 2 (May 17th

2013 for session 3 and,

May 24th

2013 for session 4) . This was due to the fact that each session ended

with the administration of reflection.

The purpose of giving the post – testat the end of each session was to find

out the improvement of the subjects under study in vocabulary after they had been

taught vocabulary through Linking Words Game. Therefore, there were five sets

of raw scores showing the improvement of vocabulary through Linking Words

Game. As the result, the five sets of scores which was collected in this present

study were tabulated as follows.

Table 1

Tabulation of Data Showing the Subjects’ Progressing by Using the Linking

Words Game in Teaching Vocabulary

Subjects

IR Cycle 1 Cycle 2

NO X0 X1 X2 X3 X4

1 Ayu Sagitarini Ni Kadek 40 45 50 65 75

2 Apriani Ni Kadek 40 40 55 60 70

3 Agus Mahendra I Komang 45 45 50 65 70

4 Agus Muliawan Eka Putra I Putu 50 55 60 75 80

5 Apriana I Kadek 40 50 50 60 75

6 Ayu Diah Pradnyawati Ni Gusti 55 60 65 65 75

7 Bintang Ari Widnyana A. A. Gede 55 50 65 70 70

8 Cahyani Ni Putu 50 65 70 75 90

9 Januarta I Wayan 45 50 55 60 75

10 Lelia Suryandewi Ni Putu 40 40 50 60 70

11 Laksmi Savita Desi Ni Kadek 55 65 75 80 90

12 Novit Anariska Ni Putu 50 50 60 75 85

13 Nada Friyanti Dewi Ni Putu 40 40 55 60 75

14 Pandu Maswinata I Gede 45 50 50 65 70

15 Ratna Yanti Ni Luh Ayu 40 45 55 60 75

16 Sri Astuti Ni Luh Ayu 45 50 60 70 70

17 Yoga Raditya I Kadek 45 50 55 65 70

18 M Yusuf Sutarya 40 45 50 65 75

Total 820 895 1030 1195 1350

Further additional data needed for the present investigation was collected

through administering the questionnaire to the subjects under study on May

31st2013 at the end of cycle 2. The answers of the questionnaire were qualitatively

scored using the rating scale 3–0 (A=3, B=2, C=1, D=0). The scores gathered

from administering the questionnaire showed the subjects’ changing attitudes and

motivation in vocabulary through Linking Words Game. The obtained data

showing the subjects’ total scores for items of the questionnaire are tabulated as

follows.

Table 2

Tabulation of Data Showing the Subjects’ Changing Motivation and

Attitudes in Vocabulary through Linking Words Game

NO A(3) B(2) C(1) D(0) Total

1 18 8 - - 26

2 15 10 - - 25

3 21 6 - - 27

4 15 8 1 - 24

5 15 10 - - 25

6 18 8 - - 26

7 21 6 - - 27

8 9 14 - - 23

9 9 12 1 - 22

10 18 6 1 - 25

11 2 16 - - 18

12 12 8 2 - 22

13 15 10 - - 25

14 18 8 - - 26

15 15 10 - - 25

16 15 8 1 - 24

17 12 10 1 - 23

18 18 6 1 - 25

Total 266 164 8 - 438

4.2 Data Analysis

Based on the research instruments of this study where the administration

of pre-test as preliminary observation and post-test in each session as the

measurement of students’ vocabulary, consequently there were five sets of raw

scores to know how the students’ progress in vocabulary through Linking Words

Game. The data showing the frequency of achievement of initial reflection and

post-test onthe vocabulary through Linking Words Game which all tabulated as

the following table.

Table 3

Tabulation of the Data Showing the Frequency Distribution of Initial

Reflection (IR) and Post-Test (R) in Vocabulary Through Linking Words

Game

IR Cycle 1 Cycle 2

X0 F0 X1 F1 X2 F2 X3 F3 X4 F4

100 - 100 - 100 - 100 - 100 -

95 - 95 - 95 - 95 - 95 -

90 - 90 - 90 - 90 - 90 1

85 - 85 - 85 - 85 - 85 1

80 - 80 - 80 - 80 1 80 2

75 - 75 - 75 1 75 3 75 7

70 - 70 - 70 1 70 2 70 7

65 - 65 2 65 2 65 6 65 -

60 - 60 1 60 3 60 6 60 -

55 3 55 1 55 5 55 - 55 -

50 3 50 7 50 6 50 - 50 -

45 5 45 4 45 - 45 - 45 -

40 7 40 3 40 - 40 - 40 -

Where:

X: score

F: frequency

Based on the tabulation of the data as it presented in table 3, then the mean

of the initial reflection (X0) and the mean of post-test (X1, X2, X3, X4) obtained

by the fifth grade students of SDN 2 Petulu could be computed as follows.

1. The X0 of IR score = N

X 055.45

18

820

2. The X1 of S1 score = N

X172.49

18

895


X 222.57

18

1030


X 338.66

18

1195


X 400.75

18

1350

The grand mean (X1) of the post-test scores in cycle 1 was:

2

21 XX

2

22.5772.49 = 53.47

The grand mean (X2) of the post-test scores in cycle 2 was:

2

43 XX =

2

00.7538.66 = 70.69

The summary of the data analysis was made to make the reader easier to

understand in reading and learning this present study. The summary of data

analysis from the initial reflection, Cycle 1 and Cycle2 can be seen in the

following table.

Table 4

Summary of the Research Findings Showing the Mean of Each Session and

the Grand Mean of Cycle 1 and Cycle 2

Cycle Mean Score Grand Mean

IR S0 X0 = 45.55 X0 = 45.55

Cycle 1 S1 X1 = 49.72

S1 X2 = 57.22 X1 = 53.47

Cycle 2 S2 X3 = 66.38

S2 X4 = 75.00 X2 = 70.69

The data obtained from the questionnaire should be computed and then

discussed in the light of the present class action study. This computation of the

comparative percentages for the scores of the item of the questionnaire showing

the subject’s total responses for perspectives of A, B, C, D were shown as follows.

1. Total percentages of A = 438

266x 100% = 60%

2. Total percentages of B =438

164x 100% = 38%

3. Total percentages of C =438

8x 100% = 2%

4. Total percentages of D =438

0x 100% = 0%

The result of questionnaire indicated that the students positively responded

to the application of linking words game in vocabulary class. It showed that 60%

of the total students were completely interested in the linking words game, 38% of

the total students were completely interested in the linking words game, 2% of the

total students were completely interested in the linking words game, and 0% of

the total students were completely interested in the linking words game.

4.3 Discussion of the Findings

The data analysis which was the establishment of the finding of the present

classroom action study that was the mean pre-test obtained by the subject under

study in vocabulary pointed out the mean figure 45.55. This mean figure clearly

showed that the ability of the subject under study was relatively “poor”.

The result of the data analysis of the reflection scores in cycle 1 showed

the increasing mean figures 49.72 and 57.22 for session 1 and 2 respectively, and

the differences between those two mean figures was 7.50. The mean figure

obtained by the students of each session in cycle 1was 53.47. It is clearly much

higher than the figure of pre-test score. The gap between mean figures of pre-test

and cycle 1 was 7.92. This grand mean figure for cycle 1 showed the obvious

improvement of the students’ in vocabulary mastery through linking words game.

Move to cycle 2, in which of this investigationwas prepared everything

about the more various treatments than in cycle 1, for the weakness of the students

had been known. Similar to cycle 1, there were two sessions in this cycle 2. The

result of the data analysis showed the increasing mean figure, there were 66.38

and 75.00 for session 3 and session 4 respectively. Those two mean figures have

8.62 as differences. The mean figure obtained by the students of each session in

cycle 2 was 70.69. The difference between mean figures in cycle 1 and cycle 2

was 17.22. This satisfying result was found by the new plans which were applied

in cycle 2 which was more interesting and interactive; furthermore, it made the

students enjoy studying vocabulary mastery through the linking words game.

The development of the subject under study was also followed by the

positive changing behavior, attitudes and motivations in learning English

vocabulary through the linking words game. It could be seen in the comparative

percentage figures of the total response of the questionnaire for item A = 60%, B

= 38%, C = 2%, and D = 0% respectively. This figure confirmed that the subjects’

learning behaviors changed positively, that is, their attitude and motivation

heightened considerably. This additional data from the questionnaire revealed that

the vocabulary achievement, learning behavior, problems, and difficulties of the

subjects under study have changed and improved positively and significantly after

they had been taught by the linking words game in vocabulary mastery.

To make the findings more understandable,four graphs which areshowing

the comparative increasing mean figures of pre-test scores and the post-tests

scores for cycle 1 and cycle 2 and also the students’ total response of the

questionnaires obtained by the fifth grade students of SDN 2Petulu could be

graphically presented as follows.

Graph 1


Linking Words Game in Cycle 1

45.55 49.72

57.22

0

10

20

30

40

50

60

70

X0 X1 X2

= Score

Graph 2


Linking Words Game in Cycle 2

Graph 3

Showing the Subjects’ Progressing Grand Mean

Taught of Cycle 1 and Cycle 2

45.55

66.38

75.00

0

10

20

30

40

50

60

70

80

X0 X3 X4

45.55

53.47

70.69

0

10

20

30

40

50

60

70

80

IR Cycle 1 Cycle 2

= Score

= Score

Graph 4

Showing Changing Behavior of Students After

Administering Questionnaires

The data analysis of this investigation of the mean score in pre-test

indicates that the students’ vocabulary was low. Based on the observation has

conducted, there were many problems faced by the students in mastering

vocabulary in this present study, such as: how the students organize their

vocabulary, remembering vocabulary, and memorizing the meaning of words. The

linking words game took a place as a treatment in this study which was expected

to fix those student’s major problems in vocabulary mastery gave a new chance

for the students in learning English, especially in vocabulary. The result of the

post-test scores of those cycles pointed out the increasing mean figures compared

with the mean figure of pre-test in improving students’ vocabulary. The findings

of the present classroom action study are in accordance with the existing research

findings which have shown the effectiveness of vocabulary teaching through the

linking words game.

60%

38%

2% 0%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D

A. Intense Response

B. Positive Response

C. Ordinary Response

D. Negative Response

= Score

CHAPTER V

CONCLUSION AND SUGGESTION

The discussion throughout the present classroom action study whichdeals

with teaching vocabulary through the linking words game of fifth grade students

of SDN 2Petulu in the academic year 2012/2013 could finally be concluded in this

chapter. Some suggestions are also recommended in this chapter so that the

findings of this study essentially could give some benefits for the English teachers

and the fifth grade students of SDN 2 Petulu.

5.1 Conclusion

Based on the findings explained in the previous chapter, it is concluded

that the teaching of vocabulary through the linking words game could improve the

vocabulary mastery of the fifth grade students of SDN 2 Petulu in the academic

year 2012/2013. The application of this strategy also improved the students’

motivation in learning vocabulary. Their learning motivation effectively led them

to a better achievement. In teaching vocabulary through the linking words game,

students got much support to expand their abilities in vocabulary and

understanding the meaning of unfamiliar words in sentences or texts. When the

strategy was applied, the students’ motivation and behavior in learning English,

especially in vocabulary teaching and learning activity was created.

Mean data required for the present classroom action study was gathered

through administrating initial reflection (IR) and reflection (R) or post-test to the

subjects under study. This investigation found the pre-ability of the students in

vocabulary mastery using the initial reflection and that was 45.55. However, there

was a difference of students’ ability between Cycle 1 and Cycle 2, which showed

a high improvement of students’ ability in mastering vocabulary. In session 1, the

mean score was 49.72 and session 2 was 57.22. Furthermore, the mean score of

session 3 was 66.38 and session 4 was 75.00. There was a satisfying grand mean

cycle 1 and cycle 2 which was 53.47 in cycle 1 and 70.69 in cycle 2. The

established mean score for each session was much higher than the pre-test mean

score from session 1 to session 4 and the result mean score progress increased

significantly.

The result of data analysis of the questionnaire scores showed the

comparative percentages of A = 60%, B = 38%, C = 2% and D = 0%. The result

comparative percentage figures obtained for the present class proved that the

subjects’ learning behavior changed positively, and their attitude and motivation

heightened significantly.

The additional data from the questionnaire revealed that the vocabulary

achievement, learning behaviors, problems, and difficulties of the subjects under

study have changed and improved positively and significantly after they had been

taught vocabulary through the linking words game.

From the discussion above, finally the hypothesis of the classroom action

research was convincingly proved that the vocabulary of the fifthgrade students of

SDN 2 Petulu in the academic year 2012/2013 can be improved by using the

linking words game.

5.2 Suggestions

According to the discussion of the results of this study, some suggestions

are addressed to the teacher, students, school and also the other researcher.

1. The teachers are suggested to use the linking words game in teaching

English, especially in teaching vocabulary, since it could improve the

students’ ability; furthermore, it also could increase the students’

motivation in learning because the media which are used were attractive

and innovative. In addition, for the all English teachers of SDN2Petulu

are suggested to use this technique as one of a good alternative technique

in teaching English, especially invocabulary.

2. For the students who still have low achievement in vocabulary are

suggested to be more concentratedon learning and be active in the

classroom when the teacher is teaching English using the technique. The

students also need to practice their knowledge more than before because

one language would be mastered by practicing in our daily activities.

Using dictionary is also suggested to help the students to enrich their

vocabulary.

3. For the school is suggested to have more teaching media which could be

used by the teacher for teaching and learning process. The students will be

interested more in studying if the teachers use a media in teaching activity

such as Liquid Crystal Display (LCD) set.

4. For the other reseachers, it is suggested that the teacher should be more

active and creative in implementing different techniques and may use the

modification and finding an optimal way in teaching vocabulary. Its

purpose is to make student interested and improve their vocabulary

mastery.

REFERENCES

Altenberg, Evelyn P. 2010. English Grammar: Understanding the Basics.New

York: Cambridge University Press.

Benjamin and Crow. 2010. Vocabulary at the Centre. New York: Eye On

Education, Inc.

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

Practices. New York: Pearson Education.

Cohen, Louis et al. 2000. Research Method in Education. New York: Routledge.

Daller, Helmut, Milton, James, and Treffers_Daller, Jeanine. 2007. Modelling and

Assesing Vocabulary Knowledge. UK: Cambridge University Press.

DeCapua, Andrea. 2008. Grammar for Teachers. New York: New Rochelle.

Dudley-Evans, Tony. 2009. A multi-disciplinary approach. New York:

Cambridge University Press.

Hackman, Sue. 2008. Teaching Effective Vocabulary. Nottingham: Department

for Children, Schools and Families.

Hiebert, E.H. & Kamil, M.L. 2005. Teaching and Learning Vocabulary: Bringing

Research to Practice. Mahwah, New Jersey: Lawrence Erlbaum

Associates.

Huddleston, Rodney and Pullum, Geoffrey. 2005. A Student’s Introduction to

English Grammar. New York: Cambridge University Press.

Johnson, David W. and Johnson, Roger T. 2002. Meaningful Assessment: A

Manageable and Cooperative Process. Boston: A Pearson Education

Company.

McCarten, Jeanne. 2007. Teaching Vocabulary: lesson for the classroom. New

York: Cambridge University Press.

Pikulski, J.J. & Templeton, Shane. 2004. Teaching and Developing Vocabulary:

Key to Long-Term Reading Success. Litho, USA: Houghton Mifflin

Company.

Ruth, Gairns & Stuart, Redman. 2005. Test Your English Vocabulary in Use.


Steven J. Molinsky. Bill Bliss, 1994. Handbook of Vocabulary Teaching

Strategies; Comunication Activities with the Word by Word. Englewood

Cliffs, New Jersey.

Takac, Visnja Pavicic. 2008. Vocabulary Learning Strategies and Foreign

Language Acquisition. Canada: Multilingual Matters Ltd.

Templeton, Shane & John J. Pikulski. 1999. Building the Foundations of Literacy:

The Importance of Vocabulary and Spelling. Downloaded from:

http//www.eduplace.com/rdg/hmsv/expert/research.html.

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

Limited.

Vago, Robert M. 2010. English Grammar: understanding the basic. New York:


APPENDICES

LIST OF APPENDICES

Appendix 1 Name of the Students

Appendix 2 Pre-Test

Appendix 3 Cycle I Session 1 (Lesson Plan & Post-Test)

Appendix 4 Cycle I Session 2 (Lesson Plan & Post-Test)

Appendix 5 Cycle II Session 3 (Lesson Plan & Post-Test)

Appendix 6 Cycle II Session 4 (Lesson Plan & Post-Test)

Appendix 7 Questionnaire

Appendix 8 Key Answer

Students’ Name List of Class VB SD Negeri 2 Petulu

in Academic Year2012/2013

NO NAMA Gender

1 Ayu Sagitarini Ni Kadek female

2 Apriani Ni Kadek female

3 Agus Mahendra I Komang male

4 Agus Muliawan Eka Putra I Putu male

5 Apriana I Kadek male

6 Ayu Diah Pradnyawati Ni Gusti female

7 Bintang Ari Widnyana A. A. Gede male

8 Cahyani Ni Putu female

9 Januarta I Wayan male

10 Lelia Suryandewi Ni Putu female

11 Laksmi Savita Desi Ni Kadek female

12 Novit Anariska Ni Putu female

13 Nada Friyanti Dewi Ni Putu female

14 Pandu Maswinata I Gede male

15 Ratna Yanti Ni Luh Ayu female

16 Sri Astuti Ni Luh Ayu female

17 Yoga Raditya I Kadek male

18 M Yusuf Sutarya male

Male : 8

Female : 10

Total : 18

PRE-TEST

Choose the correct answer by crossing (X) A, B, C or D

1. The most famous Japanese’s drink is…

A. wine

B. sake

C. beer

D. coke

2. What do you have for your breakfast?

A. Bread and milk

B. Pizza and beer

C. Ice cream

D. Soda

3. What do we need if we want to make meatballs?

A. fruit

B. milk

C. meat

D. bread

4. The taste of sugar is…

A. sweet

B. bitter

C. mint

D. acid

5. My friend gives me … on Valentine days.

A. wine

B. rice

C. sauce

D. chocolates

6. John always … up at 6 in the morning.

A. stands

B. wakes

C. catch

D. breaks

7. Before I go to school, I always … my bedroom.

A. break

B. study

C. clean

D. wash

8. Anton goes to school …… for his health every day.

A. by taxi

B. by bus

C. on foot

D. by train

9. My sister …… every day, so she is called a smart student.

A. drives

B. studies

C. washes

D. plays

10. My mother ……. rice every day.

A. cleans

B. sweeps

C. washes

D. cooks

11. Christiano Ronaldo is a … player.

A. badminton

B. basketball

C. football

D. volleyball

12. A sport needs rackets and shuttlecock. What is this sport?

A. billiard

B. table tennis

C. football

D. badminton

13. This sport is usually done by using a gun. What is this sport?

A. canoes

B. shooting

C. archery

D. swimming

14. A sport of fighting with the fists.

A. boxing

B. diving

C. jogging

D. volleyball

15. A game played with long thin sticks and balls on a table.

A. golf

B. tennis

C. billiard

D. badminton

16. My … is barking when I come home.

A. cat

B. dog

C. fish

D. hen

17. It is a kind of bird. It cannot fly but it can swim. Its habitat is in cold

places. What is this animal?

A. camel

B. shark

C. penguin

D. bear

18. The … likes to eat carrot.

A. rabbit

B. goat

C. cow

D. owl

19. The … can climb up the trees.

A. elephant

B. giraffe

C. rhino

D. monkey

20. This animal is an insect. It has eight legs and can spin a web. What is this

animal?

A. dragonfly

B. butterfly

C. grasshopper

D. spider

LEARNING ACTION PLAN

Cycle 1 Session 1

School : SDN 2 Petulu

Subject : English

Class/Semester : VB / 2

Skill/Component : Vocabulary

Topic : Food, Drink and Taste

Time Allocation : 2 x 30 minutes

A. Standard Competence

Having the ability to understand the meaning of various new vocabularies

related to the topic used in daily life context.

B. Basic Competence

Identifying the meaning of new vocabularies which are related to thetopics

used in communicating in daily life context.

C. Indicators:

1. Mentioning the meaning of the new words that they make from the

last letter of the first word.

2. Making a new word from the last letter of the first word.

3. Finding and linking new words from the last letter.

4. Using the new vocabulary in sentences.

D. Character Value:

Creativity, responsibility, discipline, curiosity, democratic, tolerant, and

friendly.

E. Instructional Objectives:

At the end of study, students are able to:

1. Make a new word from the last letter of the first word.

2. Mention the meaning of the new word that they make from the last

letter of the word.

3. Use the new vocabulary in sentences.

F. Learning Materials:

Vocabulary related to the topic; Food, Drink and Taste.

G. Approach/Strategy/Method:

Approach : Student Centered Approach

Strategy : Active Learning

Method : Linking Words Game

H. Learning Activities:

Teacher’s Activities Students’ Activities Time

Pre-activities:

1. Greeting the students

and checking the

students’ attendance

list.

2. Focusing on

students’ attention

by asking some

questions related to

the topic.

1. Responding to the

teachers and raising

their hand.

2. Answering the

questions based on

their knowledge.

10

minutes

Whilst-activities:

Exploration.

1. Introducing the last

letter (linking words

game) to the

students.

2. Dividing the

students into several

groups.

3. Introducing the topic

by writing the title of

the topic “Food,

Drink and Taste” on

the black board and

giving the certain

word.

4. Asking the students

to make sentences by

using new words

have been discussed.

1. Paying attention to the

teacher’s explanation.

2. Dividing themselves

into several groups.

3. Looking at the black

board.

4. Trying to make

sentences by using new

words.

40

Minutes

Elaboration.

1. Asking one group to

write a new word

from the last letter of

the first word given

by teacher.

2. Asking the next

group to write a new

word from the last

letter of the word

written by the first

group.

3. Asking the rest of

groups to continue

the rules of the

game.

Confirmation.

1. Checking every

word and giving

corrections and

suggestions of

students’ answers on

the black board.

Post-activities:

1. Giving time to learn

and memorizing the

words that have been

discussed.

2. Giving a post-test

related to the topic.

3. Ending the class by

saying “good bye…”

1. Writing a new word by

the first group to

continue the last letter

of the first word given

by teacher.

2. Writing a new word

from the last letter by

the next group of a

new word written by

the first group.

3. Continuing the game

by rest groups.



1. Learning and

memorizing the words.

2. Doing the test

seriously and

individually.

3. Saying “good bye…”

10

minutes

I. Learning Resources

1. Blackboard

2. Board marker

J. Assessment:

Competency

Achievement

Indicators

Technique

Form

Example

Knowing the

meaning and

pronouncing the

new words

correctly.

Written Test

Written

Matching the

word to its

definition.

Scoring Rubrics

Part A.

1. Each number was given a score of 10

2. Maximum score: 10 x 10 = 100

3. Maximum Value: 100

Part B.




Students’ value: Score Acquisition

M = N

PartBPartAx )(

Where:


students’ achievement in vocabulary.

X : The sum of total score of the students.


Ubud, 3rd

May 2013

Researcher

I Made Sukrisna

NPM: 09.8.03.51.31.2.5.3161

POST TEST

CYCLE 1 SESION 1

A. Match these definitions to appropriate words. (Cocokkandefinisi di

bawahinidengan kata yang tepat)

Example: When food is eaten is calledmeal.

1. A meal eaten in the afternoon is called ____ a. tasty

2. Flat round cake of minced meat is called____ b. good

3. White grain that is cooked and eaten is called____ c.delicious

4. Slices of bread, cooked under a grill until brown____ d. hamburger

5. The opposite of bad is____ e. tea

6. Having a pleasant taste called____ f. rice

7. Tasting like sugar ____ g. toast

8. Synonym of delicious ____ h. milk

9. White liquid, produced by cows____ i. lunch

10. Kinds of drink with a brown or green color____ j. sweet

B. Write simple sentences by using the following words.(Buatlah kalimat

sederhana dengan menggunakan kata-kata di bawah ini!)

Example: My mom makespancake in the kitchen.

1. cake

2. vegetables

3. rice

4. juice

5. milk

6. bitter

7. apple

8. burger

9. bread

10. cheese


Cycle 1 Session 2


Subject : English



Topic : Daily activity





B. Basic Competence



C. Indicators:






D. Character Value:


friendly.





letter of the word.



Vocabulary related to the topic; Daily activity.







Pre-activities:


and checking the


list.

4. Focusing on


by asking some


the topic.



their hand.

4. Answering the

questions based on

their knowledge.

10

minutes

Whilst-activities:

Exploration.



game) to the

students.

6. Dividing the


groups.



the topic “Daily

activity” on the

black board and

giving the certain

word.



using new words







board.

8. Trying to make


words.

40

Minutes

Elaboration.


write a new word



by teacher.

5. Asking the next


word from the last

letter of the word


group.


groups to continue

the rules of the

game.

Confirmation.

2. Checking every

word and giving

corrections and

suggestions of


the black board.

Post-activities:


and memorizing the


discussed.






the first group to



by teacher.



the next group of a

new word written by

the first group.


by rest groups.



4. Learning and


5. Doing the test

seriously and

individually.


10

minutes


3. Blackboard

4. Board marker

J. Assessment:

Competency

Achievement

Indicators

Technique

Form

Example

Knowing the

meaning and

pronouncing the

new words

correctly.

Written Test

Written

Matching the

word to its

definition.

Scoring Rubrics

Part A.




Part B.





M = N

PartBPartAx )(

Where:





Ubud, 10th

May 2013

Researcher

I Made Sukrisna

NPM: 09.8.03.51.31.2.5.3161

POST TEST

CYCLE 1 SESION 2

A. Match these kinds of daily activity to the correct synonyms in Indonesian.

(Cocokkanlah jenis-jenis kegiatan sehari-hari ini dengan sinonim dalam

Bahasa Indonesia yang benar.)

1. wake up a. tidur

2. breakfast b. mengerjakan PR

3. going to school c. belajar di sekolah

4. study at school d. bangun tidur

5. going home from school e. makan malam

6. lunch f. pergi ke sekolah

7. watching TV g. sarapan pagi

8. dinner h. pulang sekolah

9. doing homework i. makan siang

10. go to sleep j. menonton TV

B. Complete the blanks by using correct answers which are provided in the

box. (Isilah titik-titik di bawah ini dengan jawaban yang benar yang sudah

disediakan di dalam kotak.)

go to sleep watch TV

do my homework have lunch

wake up have breakfast

study go home

take a bath go to school

My Daily Activity

My name is Nitya, I am a student. I ___________ at half past six in the

morning. After that, I _________ and get dressed. Then, I __________ . I usually

have fried rice and a glass of milk for breakfast. I ___________ at half past six on

foot. At school, I _________ a lot of lessons. At half past twelve, I _________. At

home, I ________with my family. We usually have lunch in the dining room.

After that, I _________ and take a nap. Before taking a bath, I usually

__________ , my favorite TV show is a cartoon. In the evening I have dinner with

my family and finally _________.


Cycle 2 Session 3


Subject : English



Topic : Sports





B. Basic Competence



C. Indicators:






D. Character Value:


friendly.





letter of the word.



Vocabulary related to the topic; Sports.







Pre-activities:


and checking the


list.

6. Focusing on


by asking some


the topic.



their hand.

6. Answering the

questions based on

their knowledge.

10

minutes

Whilst-activities:

Exploration.



game) to the

students.

10. Dividing the


groups.



the topic “Sports” on

the black board and

giving the certain

word.



using new words







board.

12. Trying to make


words.

40

Minutes

Elaboration.


write a new word



by teacher.

8. Asking the next


word from the last

letter of the word


group.


groups to continue

the rules of the

game.

Confirmation.

3. Checking every

word and giving

corrections and

suggestions of


the black board.

Post-activities:


and memorizing the


discussed.






the first group to



by teacher.



the next group of a

new word written by

the first group.


by rest groups.



7. Learning and


8. Doing the test

seriously and

individually.


10

minutes


5. Blackboard

6. Board marker

J. Assessment:

Competency

Achievement

Indicators

Technique

Form

Example

Knowing the

meaning and

pronouncing the

new words

correctly.

Written Test

Written

Matching the

word to its

definition.

Scoring Rubrics

Part A.




Part B.





M = N

PartBPartAx )(

Where:





Ubud, 17th

May 2013

Researcher

I Made Sukrisna

NPM: 09.8.03.51.31.2.5.3161

POST TEST

CYCLE 2 SESSION 3

A. Complete the blanks by using correct answers which are provided in the

box. (Isilah titik-titik di bawah ini dengan jawaban yang benar yang sudah

disediakan di dalam kotak.)

mountain hiking football

basketball golf

tennis badminton

volleyball long jumps

cycling swimming

1. ___________ is played by eleven people for each team.

2. We use racket and shuttlecock to play ___________.

3. The ___________ activity is done in the pool.

4. We play ___________ on the basketball court.

5. ‘Smash’ is the technique in playing ___________.

6. In __________, we should move a ball into the hole by using a stick. It

is usually played in a special yard.

7. We use racket and ball to play ___________.

8. Jumping on a track or field to reach certain distance is called

___________.

9. A sport which is done by riding a bicycle is called ___________.

10. Walking and climbing to get to the top of the mountain is called

___________.

B. Match the pictures with the correct words. (Cocokkan gambar-gambar di

bawah ini dengan kata yang benar)

a. Cycling f. Baseball

b. Archery g. Karate

c. Basketball h. Billiard

d. Chess i. Boxing

e. Bowling j. Football

1.

……………………

2.

……………………

3.

……………………

4.

……………………

5.

……………………

6.

……………………

7.

……………………

8.

……………………

9.

……………………

10.

……………………


Cycle 2 Session 4


Subject : English



Topic : Animals





B. Basic Competence

Identifying the meaning of new vocabularies which are related to the

topics used in communicating in daily life context.

C. Indicators:






D. Character Value:


friendly.





letter of the word.



Vocabulary related to the topic; Animals.







Pre-activities:


and checking the


list.

8. Focusing on


by asking some


the topic.



their hand.

8. Answering the

questions based on

their knowledge.

10

minutes

Whilst-activities:

Exploration.



game) to the

students.

14. Dividing the


groups.



the topic “Animals”

on the black board

and giving the

certain word.



using new words







board.

16. Trying to make


words.

40

Minutes

Elaboration.


write a new word



by teacher.

11. Asking the next


word from the last

letter of the word


group.


groups to continue

the rules of the

game.

Confirmation.

4. Checking every

word and giving

corrections and

suggestions of


the black board.

Post-activities:


and memorizing the


discussed.






the first group to



by teacher.



the next group of a

new word written by

the first group.


by rest groups.



10. Learning and


11. Doing the test

seriously and

individually.


10

minutes


7. Blackboard

8. Board marker

J. Assessment:

Competency

Achievement

Indicators

Technique

Form

Example

Knowing the

meaning and

pronouncing the

new words

correctly.

Written Test

Written

Matching the

word to its

definition.

Scoring Rubrics

Part A.




Part B.





M = N

PartBPartAx )(

Where:





Ubud, 24th

May 2013

Researcher

I Made Sukrisna

NPM: 09.8.03.51.31.2.5.3161

POST TEST

CYCLE 2 SESSION 4

A. Answer these questions by guessing what animals they are. (Jawablah

pertanyaan di bawah ini dengan menebak binatang apakah yang di

maksud)

a. owl f. camel

b. kangaroo g. frog

c. elephant h. rabbit

d. bat i. horse

e. lion j. fish

1. I am big. I am gray. I have a long trunk and big ears.

2. I am a bird. I have big eyes. I like to go out at night.

3. I can live on land and also in the water. I move from ne place to another by

jumping. I like to sing when it is raining.

4. I live in the desert. I can keep water in my back so that I can live in the

desert without drinking.

5. I can be found in Australia. My front legs are shorter than my back legs. I

put my baby in my pocket.

6. I am the king of the jungle. I am a wild animal. I eat meat.

7. I can fly I go out at night. I sleep with my legs hang up and my head down.

8. I can swim. I have fins and tail. I usually live in the sea, lake,pond, or even

in the aquarium.

9. I have four legs and a long tail. I can run fast. People usually use me to

pull the cart. Sometimes, they ride on me.

10. I have long ears. I like to jump. My favorite food is carrot.

B. Match the pictures with the correct words. (Cocokkan gambar-gambar di

bawah ini dengan kata yang benar)

f. rabbit f. tiger

g. horse g. kangaroo

h. butterfly h. cat

i. bear i. dog

j. monkey j. eagle

11.

……………………

12.

……………………

13.

……………………

14.

……………………

15.

……………………

16.

……………………

17.

……………………

18.

……………………

19.

……………………

20.

…..……………….

Appendix 7

QUESTIONNAIRE

Petunjuk :

1. Jawablahsemuapertanyaankuisionerdibawahinidenganmemberikantandasil

angpadasalahsatuhuruf A, B, C atau D.

2. Semuajawabanadalahbenarsesuaikeadaananda,

karenaitujawablahsemuapertanyaandengansejujurnya.

Pertanyaan

1. Menurutanda, apakahBahasaInggrisitumenarikuntukdipelajari?

A. Sangatmenarik

B. Menarik

C. Kurangmenarik

D. Tidakmenarik

2. Menurutanda, apakahBahasaInggrisitumudahuntukdipelajari?

A. Sangatmudah

B. Mudah

C. Sulit

D. Sangatsulit

3. ApakahmenurutandaBahasaInggrisitupenting?

A. Sangatpenting

B. Penting

C. Kurangpenting

D. Tidakpenting

4. ApakahandasenangbelajarBahasaInggris?

A. Sangatsenang

B. Senang

C. Kurangsenang

D. Tidaksenang

5. ApakahandasetujujikaLinking Words

Gamedibiasakandalamkegiatanbelajarmemahamikosa kata?

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

6. Menurutpendapatanda, bagaimanakahteknikpengajarankosa kata

(vocabulary)denganLinking Words Game?

A. Sangatmenarik

B. Menarik

C. Kurangmenarik

D. Tidakmenarik

7. Apakahandasetujuapabila guru menggunakanLinking Words

Gameuntukmengajarkankosa kata?

A. Sangatsetuju

B. Setuju

C. Kurangsetuju

D. Tidaksetuju

8. DenganLinking Words Game, sayadapatmeningkatkankosa kata dengan

….

A. Sangatmudahsekali

B. Mudah

C. Kurangmudah

D. Tidakmudahsamasekali

9. MelaluiLinking Words Game, saya …… untukmemperkayakosa kata

BahasaInggris.

A. Sangattermotivasi

B. Termotivasi

C. Kurangtermotivasi

D. Tidaktermotivasisamasekali

10. Bagaimanamenurutandajumlahkosa kata yang diajarkanmelaluiLinking

Words Gametechnique?

A. Banyak

B. Cukup

C. Sangatsedikit

D. Sedikit

Key Answer

Pre-test

1. B 11. C

2. A 12. D

3. C 13. B

4. A 14. A

5. D 15. C

6. B 16. B

7. C 17. C

8. C 18. A

9. B 19 D

10. D 20. D

Cycle 1 Session 1

Part A

1. Lunch

2. Hamburger

3. Rice

4. Toast

5. Good

6. Delicious

7. Sweet

8. Tasty

9. Milk

10. Tea

Part B

1. My mother made me a special cake for my birthday party last week.

2. The shop across the street sells some vegetables for food.

3. Indonesian farmers well-known as one of rice suppliers in South East

Asia.

4. Oranges are very good to make fresh juice.

5. I have a glass of milk and toast for breakfast.

6. I lost of sugar, so the coffee tastes a bit bitter.

7. My uncle is an apple farmer.

8. Americans usually eat aburger for their party.

9. I go to the minimarket to buy some breads and jam.

10. Mice like to eat cheese.

Cycle 1 Session 2

Part A

1. Bangun tidur

2. Sarapan pagi

3. Pergi ke sekolah

4. Belajar di sekolah

5. Pulang sekolah

6. Makan siang

7. Menonton TV

8. Makan malam

9. Mengerjakan PR

10. Tidur

Part B

1. Wake up

2. Take a bath

3. Have breakfast

4. Go to school

5. Study

6. Go home

7. Have lunch

8. Do my home work

9. Watch TV

10. Go to sleep

Cycle 2 Session 3

Part A

1. Football

2. Badminton

3. Swimming

4. Basketball

5. Volleyball

6. Golf

7. Tennis

8. Long jumps

9. Cycling

10. Mountain hiking

Part B

1. Billiard

2. Karate

3. Archery

4. Chess

5. Bowling

6. Boxing

7. Cycling

8. Football

9. Baseball

10. Basketball

Cycle 2 Session 4

Part A

1. Elephant

2. Owl

3. Frog

4. Camel

5. Kangaroo

6. Lion

7. Bat

8. Fish

9. Horse

10. Rabbit

Part B

1. Dog

2. Cat

3. Rabbit

4. Tiger

5. Bear

6. Eagle

7. Kangaroo

8. Butterfly

9. Horse

10. Monkey

STATEMENT OF AUTHENTICITY

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

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

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

of academic writing.

Denpasar, August 12th

2013

Researcher

I Made Sukrisna

NPM: 09.8.03.51.31.2.5.3161

AUTOBIOGRAPHY

My name is I Made Sukrisna. I live on Jalan Raya

RsiMarkandya No 20, Br. Payogan, Kedewatan, Ubud,

Gianyar. I was born on July 19th

1991 and grew up in Hindus

family. I live in a simple family and I am a second child in the

family. My father’s name is I KetutMendra and my mother is

Ni WayanDarti. I have an older brother; his name is I Wayan

Maeda Redika.He is an owner in his little jewelry company

which does export to Australia.When I was six years old I attended the elementary

school at SD Negeri 2 Kedewatanfor six years (1997 – 2003). Afterward, I studied

in the junior high school inSMP Negeri 1 Payangan for three years (2003 – 2006).

When I was there, I was very interested in learning the English language. As I

graduated in 2006, I entered the vocational tourism high school of SMK

PariwisataKertayasa for three years (2006 – 2009). During the study, I learned a

lot of things like being a competent receptionist, room service and serving guests

in the restaurant; moreover, I have also been carried out training at Warwick

IBAH Luxury Villas & Spa as a Room Boy for three months. As I like English

very much then I decided to continue my study atDenpasar Mahasaraswati

University in 2009 and I chose English Department the Faculty of Teacher

Training and Education. During the study, I got a lot of knowledge how to be a

good teacher such as how to manage classroom activities, how to apply teaching

strategies, how to compose language tests, having direct practices to a school

through PPL Program, and so on. Since I studied there I became more interested

in learning English and my ability developed step by step. In addition, through

studying in English Department, I hope my vision will be raised up into a bright

future.

improving vocabulary mastery through linking words...

Documents