IMPROVING VOCABULARY MASTERY THROUGH LINKING WORDS GAME TO THE FIFTH GRADE STUDENTS OF SDN 2 PETULU IN THE ACADEMIC YEAR 2012/2013

Transcription

1 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: ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

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3 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: ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013 ii

4 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 NIP iii

5 APPROVAL SHEET 2 This thesis has been examined by the committee on oral examination on August 12 th 2013 Chief Examiner Dra. Ida Ayu Marthini, M.Hum. NIP Examiner I Examiner II I B Nyoman Mantra, SH.,S.Pd.,M.Pd.Drs. I Made Badrawan, M.Hum. NPK NIP Approved by Dean of the Faculty of Teacher Training and Education Head of the English Department Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd. NIP NPK iv

6 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. v

7 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, August12 th 2013 The Researcher I Made Sukrisna vi

8 TABLE OF CONTENTS Page COVER 1... COVER APPROVAL SHEET 1... APPROVAL SHEET 2... ACKNOWLEDGEMENT... TABLE OF CONTENTS... LIST OF TABLES... LIST OF GRAPHS... ABSTRACT... i ii iii iv v vii ix x xi CHAPTER I INTRODUCTION 1.1 Background of the Study Statement of Research Question Objective of the Study Limitation of the Study Significance of the Study Assumptions Hypothesis Definition of Key Terms Theoretical Frameworks 6 CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Conception of vocabulary Kinds of Vocabulary The Importance of Vocabulary Conception of Teaching Vocabulary Teaching Vocabulary through Linking Words Game 17 vii

9 2.6 Assessment of Vocabulary 18 CHAPTER III RESEARCH METHOD 3.1 Subjects of the Study Research Design Initial Reflection Planning Action Observation Reflection Point of Revision Research Instruments Data Collection Data Analysis 28 CHAPTER IV THE PRESENTATION OF THE FINDINGS 4.1 Data Tabulation Data Analysis Discussion of the Findings 37 CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion Suggestions 42 REFERENCES 44 APPENDICES viii

10 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 ix

11 LIST OF GRAPHS Page Graph 1 Depicting the Subjects Progressing Ability in Vocabulary through Linking Words Game in Cycle 1 38 Graph 2 Depicting the Subjects Progressing Ability in Vocabulary through 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 x

12 ABSTRACT Sukrisna, I Made 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: pretest, 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 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 and at last session 4 was The grand mean scores of cycle 1 was and increased into 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. xi

13 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 pretest 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

14 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/ 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

15 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.

16 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.

17 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.

18 (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.

19 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.

20 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

21 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

22 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,

23 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

24 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.

25 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

26 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

27 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

28 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

29 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-englishspeaking 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

30 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

31 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

32 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.

33 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 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.

34 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 , 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 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.

35 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

36 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 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

37 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 preactivity, 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

38 reflection or post test at the end of teaching vocabulary through Linking Word Game technique 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.

39 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 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.

40 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.

41 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:

42 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.

43 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 Excellent Very Good Good Sufficient Insufficient Qualification Those students who are able to answer the test items between 90% - 100% correctly. Those students who are able to answer the test items between 80% - 89% correctly. Those students who are able to answer the test items between 70% - 79% correctly. Those students who are able to answer the test items between 60% - 69% correctly. Those students who are able to answer the test items between 0% - 59% correctly.

44 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 26 th 2013, the pre-test was administered to the subject under study in order to obtain their preexisting ability. The post-test in this present study was administered for four times, those were two times in cycle 1 (May 3 rd 2013 for session 1 and, May 10 th 2013 for session 2) and two times in cycle 2 (May 17 th 2013 for session 3 and, May 24 th 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

45 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 IR Cycle 1 Cycle 2 Subjects NO X0 X1 X2 X3 X4 1 Ayu Sagitarini Ni Kadek Apriani Ni Kadek Agus Mahendra I Komang Agus Muliawan Eka Putra I Putu Apriana I Kadek Ayu Diah Pradnyawati Ni Gusti Bintang Ari Widnyana A. A. Gede Cahyani Ni Putu Januarta I Wayan Lelia Suryandewi Ni Putu Laksmi Savita Desi Ni Kadek Novit Anariska Ni Putu Nada Friyanti Dewi Ni Putu Pandu Maswinata I Gede Ratna Yanti Ni Luh Ayu Sri Astuti Ni Luh Ayu Yoga Raditya I Kadek M Yusuf Sutarya Total Further additional data needed for the present investigation was collected through administering the questionnaire to the subjects under study on May

46 31 st 2013 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 Total

47 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 F Where: X: score F: frequency

48 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. X 0 1. The X0 of IR score = N X1 2. The X1 of S1 score = N X 2 3. The X1 of S2 score = N X 3 4. The X2 of S3 score = N X 4 5. The X2 of S4 score = N The grand mean (X1) of the post-test scores in cycle 1 was: X1 X = The grand mean (X2) of the post-test scores in cycle 2 was: X 3 X 4 = = 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.

49 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 = X0 = Cycle 1 Cycle 2 S1 X1 = S1 X2 = S2 X3 = S2 X4 = X1 = X2 = 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 Total percentages of A = x 100% = 60% Total percentages of B = x 100% = 38% Total percentages of C = x 100% = 2% Total percentages of D = x 100% = 0% 438 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.

50 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 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 and for session 1 and 2 respectively, and the differences between those two mean figures was The mean figure obtained by the students of each session in cycle 1was It is clearly much higher than the figure of pre-test score. The gap between mean figures of pre-test and cycle 1 was 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 and 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 The difference between mean figures in cycle 1 and cycle 2 was 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

51 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 X0 X1 X2 = Score Graph 1 Depicting the Subjects Progressing Ability in Vocabulary through Linking Words Game in Cycle 1

52 X0 X3 X4 = Score Graph 2 Depicting the Subjects Progressing Ability in Vocabulary through Linking Words Game in Cycle IR Cycle 1 Cycle 2 = Score Graph 3 Showing the Subjects Progressing Grand Mean Taught of Cycle 1 and Cycle 2

53 70% 60% 50% 40% 60% 38% A. Intense Response B. Positive Response C. Ordinary Response D. Negative Response 30% 20% 10% 0% 2% 0% A B C D = 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.

54 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 However, there

55 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 and session 2 was Furthermore, the mean score of session 3 was and session 4 was There was a satisfying grand mean cycle 1 and cycle 2 which was in cycle 1 and 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.

56 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.

57 REFERENCES Altenberg, Evelyn P English Grammar: Understanding the Basics.New York: Cambridge University Press. Benjamin and Crow Vocabulary at the Centre. New York: Eye On Education, Inc. Brown, H. Douglas Language Assessment Principles and Classroom Practices. New York: Pearson Education. Cohen, Louis et al Research Method in Education. New York: Routledge. Daller, Helmut, Milton, James, and Treffers_Daller, Jeanine Modelling and Assesing Vocabulary Knowledge. UK: Cambridge University Press. DeCapua, Andrea Grammar for Teachers. New York: New Rochelle. Dudley-Evans, Tony A multi-disciplinary approach. New York: Cambridge University Press. Hackman, Sue Teaching Effective Vocabulary. Nottingham: Department for Children, Schools and Families. Hiebert, E.H. & Kamil, M.L Teaching and Learning Vocabulary: Bringing Research to Practice. Mahwah, New Jersey: Lawrence Erlbaum Associates. Huddleston, Rodney and Pullum, Geoffrey A Student s Introduction to English Grammar. New York: Cambridge University Press. Johnson, David W. and Johnson, Roger T Meaningful Assessment: A Manageable and Cooperative Process. Boston: A Pearson Education Company. McCarten, Jeanne Teaching Vocabulary: lesson for the classroom. New York: Cambridge University Press. Pikulski, J.J. & Templeton, Shane Teaching and Developing Vocabulary: Key to Long-Term Reading Success. Litho, USA: Houghton Mifflin Company. Ruth, Gairns & Stuart, Redman Test Your English Vocabulary in Use. Cambridge University Press.

58 Steven J. Molinsky. Bill Bliss, Handbook of Vocabulary Teaching Strategies; Comunication Activities with the Word by Word. Englewood Cliffs, New Jersey. Takac, Visnja Pavicic Vocabulary Learning Strategies and Foreign Language Acquisition. Canada: Multilingual Matters Ltd. Templeton, Shane & John J. Pikulski Building the Foundations of Literacy: The Importance of Vocabulary and Spelling. Downloaded from: http// Thornbury, Scott How to Teach Vocabulary. England: Pearson Education Limited. Vago, Robert M English Grammar: understanding the basic. New York: Cambridge University Press.

59 APPENDICES

60 LIST OF APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Name of the Students Pre-Test Cycle I Session 1 (Lesson Plan & Post-Test) Cycle I Session 2 (Lesson Plan & Post-Test) Cycle II Session 3 (Lesson Plan & Post-Test) Cycle II Session 4 (Lesson Plan & Post-Test) Questionnaire Key Answer

61 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

62 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

63 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

64 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

65 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.

66 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. 1. Paying attention to the teacher s explanation. 2. Dividing the students into several groups. 2. Dividing themselves 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. 3. Looking at the black board. 40 Minutes 4. Asking the students to make sentences by using new words have been discussed. 4. Trying to make sentences by using new words.

67 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. 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. 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. Paying attention to the teacher s explanation. 1. Learning and memorizing the words. 2. Doing the test seriously and individually. 3. Saying good bye 10 minutes

68 I. Learning Resources 1. Blackboard 2. Board marker J. Assessment: Competency Achievement Indicators Knowing the meaning and pronouncing the new words correctly. Technique Form Example Written Test Written Matching the word to its definition. Scoring Rubrics Part A. 1. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Part B. 1. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Students value: Score Acquisition M = x ( PartA PartB ) N Where: Mean X N : The mean of the test scores / the average score of the students achievement in vocabulary. : The sum of total score of the students. : The total number of the students. Ubud, 3 rd May 2013 Researcher I Made Sukrisna NPM:

69 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

70 School : SDN 2 Petulu Subject : English Class/Semester : VB / 2 Skill/Component : Vocabulary Topic : Daily activity Time Allocation : 2 x 30 minutes LEARNING ACTION PLAN Cycle 1 Session 2 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: 5. Mentioning the meaning of the new words that they make from the last letter of the first word. 6. Making a new word from the last letter of the first word. 7. Finding and linking new words from the last letter. 8. 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: 4. Make a new word from the last letter of the first word. 5. Mention the meaning of the new word that they make from the last letter of the word. 6. Use the new vocabulary in sentences. F. Learning Materials: Vocabulary related to the topic; Daily activity.

71 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: 3. Greeting the students and checking the students attendance list. 4. Focusing on students attention by asking some questions related to the topic. 3. Responding to the teachers and raising their hand. 4. Answering the questions based on their knowledge. 10 minutes Whilst-activities: Exploration. 5. Introducing the last letter (linking words game) to the students. 5. Paying attention to the teacher s explanation. 6. Dividing the students into several groups. 6. Dividing themselves into several groups. 7. Introducing the topic by writing the title of the topic Daily activity on the black board and giving the certain word. 7. Looking at the black board. 40 Minutes 8. Asking the students to make sentences by using new words have been discussed. 8. Trying to make sentences by using new words.

72 Elaboration. 4. Asking one group to write a new word from the last letter of the first word given by teacher. 5. Asking the next group to write a new word from the last letter of the word written by the first group. 6. Asking the rest of groups to continue the rules of the game. 4. Writing a new word by the first group to continue the last letter of the first word given by teacher. 5. Writing a new word from the last letter by the next group of a new word written by the first group. 6. Continuing the game by rest groups. Confirmation. 2. Checking every word and giving corrections and suggestions of students answers on the black board. Post-activities: 4. Giving time to learn and memorizing the words that have been discussed. 5. Giving a post-test related to the topic. 6. Ending the class by saying good bye 2. Paying attention to the teacher s explanation. 4. Learning and memorizing the words. 5. Doing the test seriously and individually. 6. Saying good bye 10 minutes

73 I. Learning Resources 3. Blackboard 4. Board marker J. Assessment: Competency Achievement Indicators Knowing the meaning and pronouncing the new words correctly. Technique Form Example Written Test Written Matching the word to its definition. Scoring Rubrics Part A. 4. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Part B. 4. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Students value: Score Acquisition M = x ( PartA PartB ) N Where: Mean X N : The mean of the test scores / the average score of the students achievement in vocabulary. : The sum of total score of the students. : The total number of the students. Ubud, 10 th May 2013 Researcher I Made Sukrisna NPM:

74 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 do my homework wake up study take a bath watch TV have lunch have breakfast go home 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.

75 School : SDN 2 Petulu Subject : English Class/Semester : VB / 2 Skill/Component : Vocabulary Topic : Sports Time Allocation : 2 x 30 minutes LEARNING ACTION PLAN Cycle 2 Session 3 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: 9. Mentioning the meaning of the new words that they make from the last letter of the first word. 10. Making a new word from the last letter of the first word. 11. Finding and linking new words from the last letter. 12. 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: 7. Make a new word from the last letter of the first word. 8. Mention the meaning of the new word that they make from the last letter of the word. 9. Use the new vocabulary in sentences. F. Learning Materials: Vocabulary related to the topic; Sports.

76 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: 5. Greeting the students and checking the students attendance list. 6. Focusing on students attention by asking some questions related to the topic. 5. Responding to the teachers and raising their hand. 6. Answering the questions based on their knowledge. 10 minutes Whilst-activities: Exploration. 9. Introducing the last letter (linking words game) to the students. 9. Paying attention to the teacher s explanation. 10. Dividing the students into several groups. 10. Dividing themselves into several groups. 11. Introducing the topic by writing the title of the topic Sports on the black board and giving the certain word. 12. Asking the students to make sentences by using new words have been discussed. 11. Looking at the black board. 12. Trying to make sentences by using new words. 40 Minutes

77 Elaboration. 7. Asking one group to write a new word from the last letter of the first word given by teacher. 8. Asking the next group to write a new word from the last letter of the word written by the first group. 9. Asking the rest of groups to continue the rules of the game. 7. Writing a new word by the first group to continue the last letter of the first word given by teacher. 8. Writing a new word from the last letter by the next group of a new word written by the first group. 9. Continuing the game by rest groups. Confirmation. 3. Checking every word and giving corrections and suggestions of students answers on the black board. Post-activities: 7. Giving time to learn and memorizing the words that have been discussed. 8. Giving a post-test related to the topic. 9. Ending the class by saying good bye 3. Paying attention to the teacher s explanation. 7. Learning and memorizing the words. 8. Doing the test seriously and individually. 9. Saying good bye 10 minutes

78 I. Learning Resources 5. Blackboard 6. Board marker J. Assessment: Competency Achievement Indicators Knowing the meaning and pronouncing the new words correctly. Technique Form Example Written Test Written Matching the word to its definition. Scoring Rubrics Part A. 7. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Part B. 7. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Students value: Score Acquisition M = x ( PartA PartB ) N Where: Mean X N : The mean of the test scores / the average score of the students achievement in vocabulary. : The sum of total score of the students. : The total number of the students. Ubud, 17 th May 2013 Researcher I Made Sukrisna NPM:

79 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 basketball tennis volleyball cycling football golf badminton long jumps 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

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81 School : SDN 2 Petulu Subject : English Class/Semester : VB / 2 Skill/Component : Vocabulary Topic : Animals Time Allocation : 2 x 30 minutes LEARNING ACTION PLAN Cycle 2 Session 4 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 the topics used in communicating in daily life context. C. Indicators: 13. Mentioning the meaning of the new words that they make from the last letter of the first word. 14. Making a new word from the last letter of the first word. 15. Finding and linking new words from the last letter. 16. 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: 10. Make a new word from the last letter of the first word. 11. Mention the meaning of the new word that they make from the last letter of the word. 12. Use the new vocabulary in sentences. F. Learning Materials: Vocabulary related to the topic; Animals.

82 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: 7. Greeting the students and checking the students attendance list. 8. Focusing on students attention by asking some questions related to the topic. 7. Responding to the teachers and raising their hand. 8. Answering the questions based on their knowledge. 10 minutes Whilst-activities: Exploration. 13. Introducing the last letter (linking words game) to the students. 14. Dividing the students into several groups. 15. Introducing the topic by writing the title of the topic Animals on the black board and giving the certain word. 13. Paying attention to the teacher s explanation. 14. Dividing themselves into several groups. 15. Looking at the black board. 40 Minutes 16. Asking the students to make sentences by using new words have been discussed. 16. Trying to make sentences by using new words.

83 Elaboration. 10. Asking one group to write a new word from the last letter of the first word given by teacher. 11. Asking the next group to write a new word from the last letter of the word written by the first group. 12. Asking the rest of groups to continue the rules of the game. 10. Writing a new word by the first group to continue the last letter of the first word given by teacher. 11. Writing a new word from the last letter by the next group of a new word written by the first group. 12. Continuing the game by rest groups. Confirmation. 4. Checking every word and giving corrections and suggestions of students answers on the black board. Post-activities: 10. Giving time to learn and memorizing the words that have been discussed. 11. Giving a post-test related to the topic. 12. Ending the class by saying good bye 4. Paying attention to the teacher s explanation. 10. Learning and memorizing the words. 11. Doing the test seriously and individually. 12. Saying good bye 10 minutes

84 I. Learning Resources 7. Blackboard 8. Board marker J. Assessment: Competency Achievement Indicators Knowing the meaning and pronouncing the new words correctly. Technique Form Example Written Test Written Matching the word to its definition. Scoring Rubrics Part A. 10. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Part B. 10. Each number was given a score of Maximum score: 10 x 10 = Maximum Value: 100 Students value: Score Acquisition M = x ( PartA PartB ) N Where: Mean X N : The mean of the test scores / the average score of the students achievement in vocabulary. : The sum of total score of the students. : The total number of the students. Ubud, 24 th May 2013 Researcher I Made Sukrisna NPM:

85 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

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87 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

88 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

89 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

90 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

91 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.

92 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

93 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

94 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

95 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 12 th 2013 Researcher I Made Sukrisna NPM:

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98 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 19 th 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 ( ). Afterward, I studied in the junior high school insmp Negeri 1 Payangan for three years ( ). 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 ( ). 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.