power point cag

7/28/2019 Power Point CAG

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ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2010

THESIS

ENHANCING STUDENTS VOCABULARY ACQUISITION

USING COMPUTER ASSISTED GAMES (CAG)

(A CLASSROOM ACTION RESEARCH AT THE FOURTH

GRADE OF SD NEGERI KALIMACAN IN ACADEMIC YEAR

2009/2010)

MAS SULIS SETIYONO

X2206045


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Problem : students

vocabulary acquisition islow

Indicators :

a. Competence

b. Class situation

Could not pronounce thewords correctly

Could not spell the words

correctly

Did not know the meaning

of the word dealing the

topic

Could not differ plural

and singular form

Did not do homework Paid little attention to

the teacher Often asked permission to

the bathroom at the sametime

Talked with other duringthe lesson

Proposed solution

= CAG

What is

CAG

Reason

Problem

statements

Objectives

Implementation

BACKGROUND OF STUDY

The teacher teaches students by

text book

There is no media used in

teaching and learning process

There is no effective technique

to teach students

Causes :


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A. Background of the Study

B. Problem Statements

C. Objectives of the Study

D. The Benefits of the Study

CHAPTER I

INTRODUCTION


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b. For situations :

1. THE PROBLEMS

a. Vocabulary acquisition

The students could not pronounce the words correctly

The students could not spell the words correctly

The students did not know the meaning of the word

dealing the topic The students could not the differ plural and singular

form

b. Class situation The students did not do the homework

The students paid little attention to the teacher The students often asked permission to the bathroom at

the same time The students talked with other during the lesson


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Causes : The teacher teaches students by

text book

There is no media use in

teaching and learning process

There is no effective technique

to teach students

2. CAUSE OF THE PROBLEMS


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CAG

(Computer Assisted Games)

3. PROPOSED SOLUTION


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Form - Activities

Before Research After Research

- Doing task in LKS

- Translate the

meaning on the

blackboard

- Learning vocabulary

by playing computer

games


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CAG is more interested because it providesvisual, audiovisual, and sounds students have achance to speak up.

CAG can provide contextual environment.

CAG also allows students to become active

learners in teaching and learning process.

learning English using computer games attractstudents attention because games is fun andenjoyable.

REASON FOR USING CAG


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enjoyable

independent student.

self confident.

passiveness to activeness.

SOME POSITIVE CONSIDERATION OF CAG


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Does and to what extent CAG

improve students vocabulary

acquisition?

How is the class situation when CAG

implemented in the classroom?

B. PROBLEM STATEMENTS


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CHAPTER IIREVIEW OF RELATED THEORIES


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Computer-assisted games

is fun activities operating

with computer. The games

are played when one or

more players compete or

co-operate for playoffsaccording to a set of rules

and goals.

ACTIVITIES IN CAGStudents listen the correct simple of pronunciation .Students repeat the pronunciation from computer games.Students see the pictures.Students do the game in computer.


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CHAPTER IVRESEARCH FINDINGS

AND DISCUSSIONS


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a. Openingb. Main activity

Teacher asks students to mention name of

food which they eat before go to school.

Teacher introduce computer to students.

Some students are asked to operate the

computer.

Students are asked to do the hangman game.

c. Closing

IMPLEMENTATION

c. Closing


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Research Findings Before Action Research After Action Research

1. The

improvement

of Students

vocabulary

acquisition

The students vocabulary acquisition was low with

the pre-test score is 5.45.

The students vocabulary acquisition

got better than theirs before

research. It is proven by the cycle 1

test mean score 6.89 and the cycle 2

test mean score 7.62.

a. The students

comprehension of

vocabulary aspects

The students had difficulty in meaning aspect.

They find difficulties in finding the meaning of

some English words.

When the teacher asked the meaning of the

word chalk, nobody could answer the

question.

The students have fewer difficulties

in finding the meaning. They still

remember what the teacher

explained in the previous meeting.

Mr, sekarang aku tau,

ternyata itu gambar keju to!

The students had difficulty in spelling aspect. They

found it difficult the English words because

sometimes the written and the spoken of English

words is different.

The teacher could not answer the teacher

asked to spell TABLE

The students have fewer difficulties

in finding some English words.

They still remember what the

teacher explained in the previous

meeting.

Most students could mention

the spelling of the word burgercorrectly.

The Students had difficulty in pronunciation

aspect. It was difficult for the students to

pronounce some English words correctly

The students pronounce the word eraser

inappropriate way.

The students are able to pronounce

the English words according to the

topic correctly.

Most of the students pronounce

the word potato correctly.


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The students make mistakes in simple grammar. In the

fourth grade, the students are taught singular and plural

form.

Most students do not know when they have to add

s/a/an before/after English words.

The students reduce their mistakes in

singular and plural form

Ternyata kalau bendanya banyak

ditambah s atau es.

2. The

improvement ofclassroom

situation during

teaching and

learning process

by using

computer

assisted games

The students talked to each other in teaching and learning

process. The topic discussion does not have correlation with

the material given by the teacher. It makes the class so

noisy.

Most of the students talked to each other during

teaching and learning process.

The students talked to each other when they

have to discuss with their group dealingwith the material given by the teacher. The

class is noisy but under control.

Most students gave less complaint.

The students do not do the homework;

Every the teacher gave homework to students; they

often did not do the homework.

The students are able to do homework

correctly.

Pak, saya sudah mengerjakan PRlho!

The students paid little attention to the teachers

explanation. They looked busy with own activities.

Some students looked drawing in her book, the other

students looked play with his pairs.

The students pay more attention to the

teacher; they do not look bored or make

noise.

They looked serious listened to the

teacher when he explained the rule of

the games.Many students ask for permission to the teacher to go to the

bathroom. When the writer checks them, they do not really

go to the bathroom. They just want to get out of the class

because they are easily get bored.

Some students asked for permission to go to the

bathroom in the same time.

Nobody ask for permission to the teacher to

go to the bathroom as the reason to get out

of the class. When a student ask to go to the

bathroom, he really go to the bathroom and

it does not take a long time

Nobody asked for permission to go to

the bathroom in the same time.


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CHAPTER V

A. Conclusions

B. ImplicationC. Suggestion


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A. Conclusions

1. CAG can improve students vocabularyacquisition.

(improvement of pronunciation, spelling,meaning and grammar)

2. Computer Assisted Games is able toimprove classroom situation

3. Various communicative activities in CAG canchange the English class toward a student

centered class


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