RESEARCH PROPOSAL

IMPROVING THE STUDENTS’ MASTERY OF VOCABULARYTHROUGH GAMES

( A STUDY WILL BE CONDUCTED AT MTS TARBIYAH TONDANO )

Disusun Oleh : Nama : SulistionoNo. Absen : 23Kelas : XII MP

PEMERINTAH KABUPATEN MAGETANDINAS PENDIDIKAN

SMK PGRI 1 MAGETANTahun Pelajaran 2012/2013

CHAPTER I

INTRODUCTION

1.   BACKGROUND OF THE STUDY

Learning English is very important, because English has become an

international language, which is used by most communities in the world. Many

countries use English as their second language. In spite of the difficulties in

studying English, it is worthwhile to study the language because it plays a very

important role in almost all fields of life such as: communication, commerce,

economy, politics, education, science, technology and so on.

In Indonesia English is not considered as a second language but English is

a foreign language. English is also called as the target language that has to be

taught teach in schools in today’s Indonesian curriculum. Therefore the student is

hoped to increase  their ability in English.

Increasing the students’ ability in mastering English the teachers have to

think how to make students mastery English for their own purposes. There are so

many approaches, methods, and techniques that can be used by the teacher.

One technique that was used by the teacher to increase the students’ ability

in English is Games. Through games there are so many advantages for students

and teachers in learning process. The students can be more motivated and

challanged. Games provide language practice in various skills of speaking,

listening, writing, and reading. Games also encourage students to interact and

communicate.

This study examines the students mastering of vocabulary through games

because Games have been shown to have advantages and effectiveness in learning

vocabulary in various ways. Therefore, the role of games in teaching and learning

vocabulary cannot be denied. However, in order to achieve the most important

from vocabulary games, it is essential that suitable games are chosen. Whenever a

game is to be conducted, the number of students, proficiency level, cultural

context, timing, learning topic, and the classroom settings are factors that should

be taken into account.

One of the aims of teaching English  is to enhance students to be able to

understand English words which they might find in their environment. In fact,

students often find problems in learning the words. So it needs more teacher’s

attention to make the transfer of the vocabulary process easier to grasp and more

fun to learn. To do this hard job, teachers are hoped to have ingenuity in teaching

by using any kind of teaching aids that already exist in their environment. One of

those aids is using games. The writer chooses games because games help and

encourage many learners to sustain their interest and work. With games student

can have a lot of fun and get rid off their tiresome during the lesson.

Based on the background above the research entitled Improving Students’

Mastery of Vocabulary  will be conducted to see if games can improve the

mastery of vocabulary.

2.   RESEARCH PROBLEM

The students cannot master English well, because they are lack of

vocabulary, the lack of motivation. Games are one effective and interesting

technique that can motivate and challenge the student interest to improving the

student communicative competence. Through games can improve the student’

mastery of vocabulary because vocabulary is one of the language components that

have to be taught to the students in learning a foreign language.

3.   REASON FOR CHOOSING THE TOPIC

There are several reasons for choosing the topic, they are:

Teaching vocabulary through games is effective technique.

Using games bring so many advantages for student and teacher.

The researcher interested using games when teaching in the classroom.

4.   PURPOSE OF THE STUDY

This study is done under the following purpose :

-   To find out whether the using games can improve the students mastering of

vocabulary.

5.   BASIC ASSUMPTION

Games activities can increase the students’ mastering of vocabulary.

If the teacher is using games in the classroom, the student mastery of

vocabulary will be automatically increased.

Mastery of vocabulary is very important because without mastery of

vocabulary, student cannot increase their English competence in listening,

speaking, writing, and reading.

6.   RESEARCH QUESTION

Can teaching vocabulary through games improve the students’ mastery of English

vocabulary?

7.   HYPOTHESIS

In teaching and learning vocabulary through games can improve students’ mastery

of vocabulary.

8.   SIGNIFICANCE OF THE STUDY

This study is expected to get the result that will be useful for readers, in terms of:

a. As an input data for the English teachers about the using games in the

classroom and the importance of vocabulary in teaching English.

b. To motivate students to increase their vocabulary.

3. It is hoped that this study will contribute or would be of any value to

other students in conducting further research of the similar topic.

c. Directly, the writer’s knowledge can be developed by investigating the

topic.

9.   SCOPE DELIMITATION OF THE STUDY

This study is delimited of the use of games in improving the students’ mastery of

vocabulary in the second grade of students at MTs Tarbiyah Tondano. Clearly the

writer will only discuss the role of game in helping students learn vocabulary. The

writer delimited games into english games such as Hang man game, Guessing

Games, Word-Focus Games, Treasure Hunts

10. DEFINITION OF TERMS

Game activities : Games also help the teacher to create contexts in which the

language is useful and meaningful. The learners want to take part and in order

to do so must understand what others are saying or have written, and they

must speak or write in order to express their own point of view or give

information.

Vocabulary                : acording to Huyen and Nga (2003)  : “In order to

communicate well in a foreign language, students should acquire an adequate

number of words and should know how to use them accurately”

CHAPTER II

REVIEW OF LITERATURE

1.   Teaching

Teacher plays an important role in teaching learning process. In teaching

English as a foreign language the teacher need to vary way of teaching in order to

get the students interest and attention to the lesson. In teaching learning process

there are some factors, which can influence the successful goals in the school.

They are curriculum, materials, method, teachers, students and the technique.

Richey (1912:1) stated that : “teaching may be considered to be basic to all

the other professions are made possible through the work of teachers in

elementary and secondary school, college, and university.”

Furthermore Brown (1980:7) stated that : “teaching is showing or helping

someone how to do something, given instruction, guiding in the study of

something providing with knowledge, causing to know or to understand. Teaching

is building and facilitating learning, enabling the learner to learn, setting the

conditions for learning.”

It means teaching is a systematic way, teacher as an organizer should be

creative to make learner interested in following the subject. Teaching may be said

to cover not only activities of guiding students’ activities but also those which aim

at helping students develop themselves and be able to adapt themselves in the

group to which they’re belong. At the result of teaching the students should be

able to interest in their group. They’re learning to think, feel, and act in harmony

through social groups of which they are a part.

2.   Vocabulary

Vocabulary is one important aspect in learning a foreign language.

Without a proportional amount of vocabulary anyone will get trouble in her

speaking, reading, listening, and writing. Without a shred of doubt, the writer said

that the acquisition of vocabulary would help people in gaining, understanding,

and also enhancing the process of knowledgeable transfered for a better life.

Indisputably the chances for progress or success in any kind of fields, like

computers, technology, economy, politics, tourism, and educational increase with

the size and applications of vocabulary.

Vocabulary plays important roles in mastering English. Rivers in

Nunan(1992: 17) stated that vocabulary is essential for successful study on the

secondlanguage. Wilkins in Thornbury (2002: 13) summed up that without

vocabularynothing can be conveyed. Vocabulary refers to all words in the whole

languageused in a particular variety.

According to Harimukti Kridalaksana, vocabulary is a component of a

language that maintains all of information about meaning and using word in a

language.

3.   Games

‘Games also help the teacher to create contexts in which the language is

useful and meaningful. The learners want to take part and in order to do so must

understand what others are saying or have written, and they must speak or write in

order to express their own point of view or give information.'

According to Jeremy Harmer, games are a vital part of a teacher’s

equipment, not only for the language practice they provide, but also for the

therapeutic effect they have. They can be used at any stage of a class to provide an

amusing and challenging respite from other classroom activity about their English

class.

4.   The Types of Games

a. Hang Man Games

Hang Man Games is game that the student played on groups. Before start

the games, teacher explain how to play the game. The student must memorise the

word about everything. For Example about Animal, the student must memorise

the name of animal.  After that, teacher devided rthe student into two groups, the

student must guess the word. “ Is that A,I,U, etc”  and if the word they guess false,

teacher make on the board the picture people hang.

b. Guessing Games

Guessing games can be painless ways to develop or reinforce any number

of concepts. “Guess What I am” or “Guess Who I am” for example, can be used to

teach about animals, professions, or people in different age groups (baby, child,

teenagers, young adult, middle-age adult, elderly person). “Guess What I’m

doing” can be used to teach recognition in the target language of activities such as

taking a bath, go finishing, doing homework, and so forth.

Various sources for game ideas are mentioned, but teachers are reminded

that one of the best sources is the students themselves.

c. Word-Focus Games

Games that using word to see how many other words they can make from

them. For example, the following words can be made from the word teacher: ear,

her, teach, reach, cheer, each, hear, here, arch, tea, eat, and so forth.

D

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An alternative activity is to have teams of students see how many words they can

make from a letter grid such as the example:

Student must move along the connecting lines without skipping any

letters. A single letter cannot be used twice in succession but can be returned to if

there is an intervening letter. For example, regret is acceptable but great is not.

d. Treasure Hunts

A treasure hunt is a favorite game among second language learners. It

allows them to work cooperatively in a group effort to find the items required.

The following steps are taken in organizing a treasure hunt.

(1) Divide the class into groups of from three to six members.

(2) Give an identical list of treasure to each group.

(3) Read the items a loud for children or less proficient students to make sure

they understand the vocabulary.

(4) A time limit should be given.

(5) Say “go” to indicate when the groups can begin their search.

(6) At the end of the time limit, or when the first group returns, everyone gets

together to check each item, giving points (five points are suggested) for

each completed item points are taken away for uncompleted ones.

5.   Why game activities

There is some reasons why activities in teaching learning process game are

very important in teaching English as a foreign language.

According to Andrew Wright, David Betteridge and Michael Buckby in their

books ‘Games for language learning’ Cambridge University Press, 1984 :

'Language learning is hard work ... Effort is required at every moment and must

be maintained over a long period of time. Games help and encourage many

learners to sustain their interest and work.'

'The need for meaningfulness in language learning has been accepted for

some years. A useful interpretation of 'meaningfulness' is that the learners respond

to the content in a definite way. If they are amused, angered, intrigued or

surprised the content is clearly meaningful to them. Thus the meaning of the

language they listen to, read, speak and write will be more vividly experienced

and, therefore, better remembered.

If it is accepted that games can provide intense and meaningful practice of

language, then they must be regarded as central to a teacher's repertoire. They are

thus not for use solely on wet days and at the end of term!' (from Introduction, p.

1)

Aydan Ersoz state in The Internet TESL Journal, Vol. VI, No. 6, June

2000 that 'Language learning is a hard task which can sometimes be frustrating.

Constant effort is required to understand, produce and manipulate the target

language. Well-chosen games are invaluable as they give students a break and at

the same time allow students to practice language skills. Games are highly

motivating since they are amusing and at the same time challenging. Furthermore,

they employ meaningful and useful language in real contexts. They also

encourage and increase cooperation.'

Games are highly motivating because they are amusing and interesting.

They can be used to give practice in all language skills and be used to practice

many types of communication.

Furthermore from 'Creative Games for the Language Class' by Lee Su Kim

'Forum' Vol. 33 No 1, January - March 1995, Page 35 defined 'There is a common

perception that all learning should be serious and solemn in nature, and that if one

is having fun and there is hilarity and laughter, then it is not really learning. This

is a misconception. It is possible to learn a language as well as enjoy oneself at the

same time. One of the best ways of doing this is through games.'

'There are many advantages of using games in the classroom:

1. Games are a welcome break from the usual routine of the language class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort. Games help students to

make and sustain the effort of learning.

4. Games provide language practice in the various skills- speaking, writing,

listening and reading.

5. They encourage students to interact and communicate.

6. They create a meaningful context for language use.'

6.   The use of game in developing mastering of Vocabulary

Many experienced textbook and methodology manuals writers have

argued that games are not just time-filling activities but have a great educational

value. W. R. Lee holds that ‘most language games make learners use the language

instead of thinking about learning the correct forms’ (1979:2). He also says that

games should be treated as central not peripheral to the foreign language teaching

programmed. A similar opinion is expressed by Richard-Amato, who believes

games to be fun but warns against overlooking their pedagogical value,

particularly in foreign language teaching. There are many advantages of using

games. "Games can lower anxiety, thus making the acquisition of input more

likely" (Richard-Amato 1988:147). They are highly motivating and entertaining,

and they can give shy students more opportunity to express their opinions and

feelings (Hansen 1994:118). They also enable learners to acquire new experiences

within a foreign language which are not always possible during a typical lesson.

Furthermore, to quote Richard-Amato, they, "add diversion to the regular

classroom activities," break the ice, "[but also] they are used to introduce new

ideas" (1988:147). In the easy, relaxed atmosphere which is created by using

games, students remember things faster and better (Wierus and Wierus 1994:218).

S. M. Silvers says many teachers are enthusiastic about using games as "a

teaching device," yet they often perceive games as mere time-fillers, "a break

from the monotony of drilling" or frivolous activities. He also claims that many

teachers often overlook the fact that in a relaxed atmosphere, real learning takes

place, and students use the language they have been exposed to and have practised

earlier (1982:29). Further support comes from Zdybiewska, who believes games

to be a good way of practicing language, for they provide a model of what

learners will use the language for in real life in the future (1994:6).'

It means that Games encourage, entertain, teach, and promote fluency. If

not for any of these reasons, they should be used just because they help students

see beauty in a foreign language and not just problems that at times seem

overwhelming.

Games are often used as short warm-up activities or when there is some

time left at the end of a lesson. Yet, as Lee observes, a game "should not be

regarded as a marginal activity filling in odd moments when the teacher and class

have nothing better to do" (1979:3). Games ought to be at the heart of teaching

foreign languages. Rixon suggests that games be used at all stages of the lesson,

provided that they are suitable and carefully chosen.'

Games also lend themselves well to revision exercises helping learners

recall material in a pleasant, entertaining way. All authors referred to in this article

agree that even if games resulted only in noise and entertained students, they are

still worth paying attention to and implementing in the classroom since they

motivate learners, promote communicative competence, and generate fluency.

According to Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga in Asian

EFL Journal ‘learning vocabulary through games’ - December 2003 'Games have

been shown to have advantages and effectiveness in learning vocabulary in

various ways. First, games bring in relaxation and fun for students, thus help them

learn and retain new words more easily. Second, games usually involve friendly

competition and they keep learners interested. These create the motivation for

learners of English to get involved and participate actively in the learning

activities. Third, vocabulary games bring real world context into the classroom,

and enhance students' use of English in a flexible, communicative way.'

Therefore, the role of games in teaching and learning vocabulary cannot be

denied. However, in order to achieve the most from vocabulary games, it is

essential that suitable games are chosen. Whenever a game is to be conducted, the

number of students, proficiency level, cultural context, timing, learning topic, and

the classroom settings are factors that should be taken into account.'

It means learning vocabulary through games is one effective and

interesting way that can be applied in any classrooms. The results of this research

suggest that games are used not only for mere fun, but more importantly, for the

useful practice and review of language lessons, thus leading toward the goal of

improving learners’ communicative competence.

CHAPTER III

RESEARCH METHODOLOGY

1.   Research Design

In this research, the writer would like to collect; process; analyzes the data

to get conclusion of the research. This research is called quantitative research

because it will use numbers or statistics. In this research pre-experimental design

with one group pre-test and post-test design will be used. Pre-test is the test which

given to the students’, before the treatment. The post-test is given to the student’s

after the treatment to find out the student’s achievement.

Butler (1985;65) stated that “experimental studies are those in which the

investigator deliberately manipulates some factors or circumstances in order to

test the effect on some other phenomenon”.

So there are two test: T1- the pre-test and T2- the post test. X is used to

symbolize the treatment in the representation of the design:

                            

                             T1      X       T2

          The design above means that the teacher gives them pre-test before using

games then gives them post-test after teaching several times using games.

2.   Population and Sample

Population

Population is the area in which you are trying to get information from.

According to Burns (1990 : 62) “Population is an entire group of people or

objects or events which all have at least one characteristics one common, and

must be defined specially and unambiguously”.

In this study, the population is the students of MTs Tarbiyah Tondano

Sample

Sample is a section of your population that you are actually going to

survey.

McMillan and Schumacher (1984:32) say that: “Sample is a group of

subjects selected from the population.” The sample of this research is the second

grade students at MTs Tarbiyah Tondano. They consist of 21 students.

3.   Data Collection

The writer gives the students the pre-test and post-test used to test the two

groups of student. Pre-test and post-test are the same in form as well as its content

but the time and aim are different.

Firstly, both the experiment class and controlled class were given the pre-test

before the lesson is begun to know the students knowledge of the material that

will be taught. Secondly, both the experiment class and control class were given

the same materials but with the different techniques of presentation. The

experiment class was given the games technique and the control class without

games. The last step in the experiment is giving the post-test to the two classes,

class A and class B. post-test giving after the lesson is finished, to know students

taught

4.   Instrument

The data will be collected through a test. The test will be in form of

written test, they are objective and essay test. There are pre-test and post-test. The

test is arranged according to the material given.

5.   Data analysis

In analyzing the obtained data, the writer will use mean score formula :

Hatch and Farhady (1082 : 30) stated that ;        

        = Mean score

     = All score of the sample

N       = Total number of students

The data presented in frequency distribution, computation or mean score X and

standard deviation and the entire test can be presented on frequency polygon.

BIBLIOGRAPHY

Brown, H. D. (1980). Principle of language learning and teaching. New York: Prentice

Hall.

Butler, C. 1985. Statistics in linguistics. New York: Basil Blackwell.

Ersoz, A. 2000. Six Games for the EFL/ESL Classroom. The Internet TESL Journal, Vol.

VI, No. 6. Juny.

Hatch, E. & H  Farhady. 1982. Resarch design and sttistics for applied linguistics.

Cambrirdge : Newbury House Publisher

Lee Su Kim. 1995. Creative Games for the Language Class. ‘Forum’ vol. 33 No. 1.

January-March.

McMillan and Schumaker. 1984. Research in Education. Boston: Little Brown and

Company.

Richey, R. W. 1912. Planning for teaching an introduction to education. California:

department of education Saint Mary’s College.