TEACHING VOCABULARY BY USING GUESSING GAME TO THE SEVENTH GRADE STUDENTS OF SMP N 4 PUPUAN IN ACADEMIC YEAR 2012/2013

TEACHING VOCABULARY BY USING GUESSING GAME TO THE SEVENTH GRADE STUDENTS OF SMP N 4 PUPUAN IN ACADEMIC YEAR 2012/2013 BY I KETUT PURNATA NPM. 09.8.03.61.31.2.5.3473 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

TEACHING VOCABULARY BY USING GUESSING GAME TO THE SEVENTH GRADE STUDENTS OF SMP N 4 PUPUAN IN ACADEMIC YEAR 2012/2013 Thesis As partial fulfillment of the requirement for the sarjana pendidikan degree in English department, the Faculty of Teacher Training and Education of Mahasaraswati University Denpasar BY I KETUT PURNATA NPM. 09.8.03.61.31.2.5.3473 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

APPROVAL SHEET 1 This thesis entitled Teaching Vocabulary by Using Guessing Game to the Seventh Grade Students of SMP N 4 Pupuan in Academic Year 2012/2013 has been approved and accepted as partial fulfillment of the Sarjana Pendidikan degree in English Department the Faculty of Teacher Training and Education, Mahasaraswati University Denpasar. Advisor I Advisor II Dra. Ida Ayu Marthini, M. Hum I Gst Agung Putri Wirastuti, SS., M. Hum NIP. 19531231 198703 2 001 NPK. 82 7610 354 i

APPROVAL SHEET 2 This thesis has been examined by the committee on oral examination on August 15 th 2013. Chief Examiner Ni Nengah Dwi Handayani, S. Pd., M. Pd NPK. 82 8410 315 Examiner 1 Examiner 2 Dra. Ida Ayu Marthini, M. Hum I Gst Ayu Putri Wirastuti, SS., M. Hum NIP. 19531231 198703 2 001 NPK. 82 7610 354 Approved by Dean of the Faculty of Teacher Training and Education Head of English Department Prof. Dr. Wayan Maba I Komang Budiarta, S. Pd NIP. 19581231 19830303 1 032 NPK. 82 8208 306 ii

ACKNOWLEDGEMENTS First of all, the researcher would like to praise to the Almightily God, Ida Sang Hyang Widhi Wasa, for His gifts and blessing, so that the researcher could be able to finish this thesis in due course. The researcher would also like to express his thanks to Dra. Ida Ayu Marthini, M. Hum, as his first consultant and I Gst Agung Putri Wirastuti, SS, M. Hum, as his second consultant for their help and guidance during the process of the thesis writing. Beside, the researcher would also like to express his thanks to the Headmaster of SMP N 4 Pupuan, Drs. I Wayan Bukatiasa, M. Pd, who had permitted the researcher to do the research and get the required data and to all of the teachers at SMP N 4 Pupuan who were always willing to share their teaching experience. The researcher also wishes thank to the authors or writers and publishers of the books or materials in which the researcher had quoted some teaching and research theories in writing this thesis. At last, his thanks also go to his family and all of his friends, especially to his parents for their input, their praise, and their support. Denpasar, August 2013 The Researcher iii

TABLE OF CONTENT COVER APPROVAL SHEET 1... APPROVAL SHEET 2... ACKNOWLEDGEMENT... TABLE OF CONTENTS... LIST OF TABLE... LIST OF GRAPH... ABSTRACT... i ii iii iv vi vii viii CHAPTER I INTRODUCTION... 1 1.1 Background of the Study...... 1 1.2 Statement of Research Question...... 3 1.3 Objective of the Study...... 3 1.4 Limitation of the Study...... 4 1.5 Significance of the Study...... 4 1.6 Assumption...... 4 1.7 Hypothesis...... 5 1.8 Definition of Key Terms...... 5 1.9 Theoretical Framework... 6 CHAPTER II REVIEW RELATED OF LITERATURE... 8 2.1 Theory of Vocabulary... 8 2.2 Kinds of Vocabulary... 9 iv

2.3 The Importance of Vocabulary... 18 2.4 Guessing Game Teaching Technique... 19 2.5 Assessment of Vocabulary... 21 CHAPTER III RESEARCH METHOD... 23 3.1 Subject of the Study... 23 3.2 Research Design...... 23 3.3 Research Instrument... 26 3.4 Data Collection... 27 3.5 Data Analysis... 28 CHAPTER IV FINDING AND DISCUSSION... 30 4.1 Data...... 30 4.2 Data Analysis...... 33 4.3 Discussions of the Findings...... 40 CHAPTER V CONCLUSIONS AND SUGGESTIONS... 42 5.1 Conclusions...... 42 5.2 Suggestions...... 43 REFERENCES... 45 APPENDICES STATEMENT OF AUTHENCITY AUTOBIOGRAPHY v

LIST OF TABLES Table 1 Tabulation of Data Showing the Subjects Progressing Score in Vocabulary Mastery by Using Guessing Game... 30 Table 2 Tabulation of Data Showing the Subjects Changing Motivation and Attitudes in Learning Vocabulary by Using Guessing Game... 32 Table 3 Tabulation of Data Showing the Frequency Distribution of IR and Reflection Scores in Vocabulary Taught by Using Guessing Game..... 33 Table 4 Summaries of the Research Findings Showing the Mean of Each Session and the Grand Mean for Cycle I and Cycle II... 35 Table 5 Percentage Rate of the Options in Questionnaire.. 37 vi

LIST OF GRAPHS Graph 1 Graph Depicting the subjects Progressive Achievement in Vocabulary Taught by Using Guessing Game Cycle I... 38 Graph 2 Graph Depicting the Subjects Progressive Achievement in Vocabulary Taught by Using Guessing Game Cycle II... 38 Graph 3 Graph Depicting Grand Mean of the Subjects Progressive Achievement in Vocabulary Taught by Using Guessing Game..... 39 Graph 4 Percentage Rate of Questionnaire...... 39 vii

ABSTRACT Purnata, I Ketut, 2013. Teaching Vocabulary by Using Guessing Game to the Seventh Grade Students of SMP N 4 Pupuan in Academic Year 2012/2013. First Consultant: Dra. Ida Ayu Marthini, M. Hum; Second Consultant: I Gusti Agung Putri Wirastuti, SS, M.Hum. The present classroom action study dealt with teaching vocabulary by using guessing game to the seventh grade students of SMP N 4 Pupuan. The present classroom action study basically triggered by the fact that the subject under study still faced problem in vocabulary. Most of students ability in mastering vocabulary were poor. Teaching vocabulary by using guessing game was expected to be an effective way in improving the students mastery in vocabulary of seventh grade students of SMP N 4 Pupuan in academic year 2012/2013. The present classroom action study consisted of two cycles and each cycle there were two successive sessions. The present classroom action study was started with administering initial reflection in teaching vocabulary to the subject under study. The result of the IR clearly showed that pre-existing vocabulary mastery of the subjects were low with the mean score 46.6. The result of post-test showed the increasing mean figure of 57.4 and 67.2 in cycle 1 moreover, 76.6 and 85.6 in cycle 2. The grand mean score for cycle 1 and cycle 2 showed the figure of 62.3 and 81.1. There was difference mean figure of 18.8. These findings clearly showed the extent of improvement of seventh grade students of SMP N 4 Pupuan in studying vocabulary by using guessing game and teaching vocabulary by using guessing game was effective enough in helping seventh grade students especially class VII C of SMP N 4 Pupuan to increase their vocabulary mastery. The results of the analysis of the questionnaires scores showed that the comparative percentage figures of 58.07%, 32.98%, 8.97%, and 0% for the items of the questionnaires showing the total responses given for A, B, C, and D respectively. These resulted comparative percentage figures clearly showed the subjects attitudes and motivation in learning vocabulary by using guessing game changed positively. Based on the result of the study, it could be concluded that guessing game could improve the students mastery in vocabulary and the students to be more motivated in studying English. viii

CHAPTER I INTRODUCTION 1.1 Background of the Study In English there are four kinds of language skill; those are listening, reading, speaking and writing. The learners must be able to use the language either productively through speaking and writing or receptively through reading and listening. There are also some language components such as pronunciation, spelling, vocabulary, and grammar that should be taught to support the language skill development. All of those language skills and components must be learned and taught integrate in teaching and learning process. Vocabulary is a subject at school about words which studied by students. Vocabulary is one of linguistic features which influences the communicate competence. Teaching vocabulary is important to make students are able to communicate by using language that learnt. The learners have to master English vocabularies before mastering English. They will be not able to express themselves clearly and effectively if they do not master vocabulary before. McCarthy and O Dell (2001:6) state that English has a very large vocabulary, which adds greatly to our opportunities to express the meaning in different styles. The teachers must be able to choose good technique to improve the students vocabulary. The students will be easy to express all of in their mind if they have a very large vocabulary. Amy Rider (2003: 5) states helping students improve their vocabularies is a project with enormous benefits. When students improve their 1

2 vocabularies, they feel smarter. They find themselves understanding more of what they read and they hear. They find it easier to express themselves because they have a better command of their language. They feel more powerful because, indeed, they are more powerful. There are many ways to improve the learners vocabulary but as a teacher we must be able to choose good technique to teach them. Now days, we can see many learners or students are not serious in learning English. They feel bored when learn English because they think English is hard to learn. We can see it when the students find new words and they do not know the meaning of words, but they do not try to find the meaning of words, so they will never know the meaning of the words. It cause the teaching technique is not effectively, so that the students cannot learn English well. It will make them difficult to accept the explanation of teacher and improve their English especially in improving their vocabulary. To make the learners or students fun in studying, and make them be easy to improve their English especially in mastering vocabulary the teachers have to use good technique in teaching. Games are considered as the effective way in teaching vocabulary. Game will make the learners fun in studying because they will enjoy to study. Games will help the students to improve their motivation in learning English, so they will be more serious to learn. Jill Hadvield (1984: 4) states a game is an activity with rules, a goal and an element of fun. There are many games in teaching technique to teach students vocabulary. Guessing game is one of some game in teaching technique. Guessing game is a game in which the object is to guess some kind of

3 information, such as a word, a phrase, a title, or the location of an object. Guess the object is students guess vocabulary items from the definitions. The game will make the students trying to guess the words that wanted. It will make them to be more memorizing the words which have introduced. Guessing game will improve the students motivation in learning English and will improve their vocabularies. Therefore based on the above facts, the researcher is very motivated to improve the students vocabularies of the seventh grade students of SMP N 4 Pupuan by using guessing game in academic year 2012/2013. 1.2 Statement of Research Question Based on background above the research question can be formulated as follows: to what extent can the achievement of vocabulary of the seventh grade students of SMP N 4 Pupuan be improved by using guessing game in academic year 2012/2013? 1.3 Objective of the Study The present study intends to find out the extent of vocabulary mastery of seventh grade students of SMP N 4 Pupuan in studying vocabulary by using guessing game in academic year 2012/2013.

4 1.4 Limitations of the Study There are many kinds of technique in teaching English, and the researcher is very interested in conducting study that focuses on guessing game in teaching vocabulary of seventh grade students of SMP N 4 Pupuan. 1.5 Significance the Study The result of the present study is expected to give both theoretical and practical important as the following: 1. Theoretically, the finding of the presents study are hopped to give addition of information in teaching technique to improve the students mastery in English and support the existing similar studies which have already revealed the importance of mastering vocabulary by language learners who learn English. 2. Practically, the finding of the present investigation are intended to improve the students achievement in mastering English vocabulary, and they are expected to be more motivated in studying English. 1.6 Assumption In this study, the researcher thinks that it is necessary to formulate some assumptions because there are some independent variables which are beyond the researcher ability to directly control. The assumptions are as follow:

5 1. The students under study are assumed to have learnt English for the same period of time. 2. The students under study are assumed to have similar language experience and language exposure. 3. The English teacher of SMP N 4 Pupuan are assumed have taught vocabulary same level to the students. 4. The instruments that used for collecting the data are constructed in such a way that they are supposed to be valid and reliable. 1.7 Hypothesis On attempting to give a tentative solution to the problem, the hypothesis is stated as the following: guessing game can significantly improve the vocabulary mastery of seventh grade students of SMP N 4 Pupuan in academic year 2012/2013. 1.8 Definition of the Key Terms There are three terms, which need to be operationally defined so as to avoid miss understanding on the part of the readers, they are provided as follows: 1. Vocabulary Vocabulary is the teaching material that will be taught to the students by the researcher according to the topics. It is best to teach by giving

6 illustration of the meaning of the words. Vocabulary is knowledge the meaning of words that learnt by students at school. Vocabulary is a list of words that used to distribute communication with other people. So with vocabulary we can communicate more effective and clearly. Hiebert (2005: 6) states a clear perspective on vocabulary learning is useful. But without a similarly clear perspective on meaningful instruction, students learning in school will not be optimal. 2. Guessing Game Guessing game is a game in which the object is to guess some kind of information, such as a word, a phrase, a title, or the location of an object. Wright (1983: 169) states in guessing game someone knows something and the others must find out what it is. In teaching vocabulary the students have to guess the words that wanted. It can make the students memorizing the words which have already introduced by teacher. 3. SMP N 4 Pupuan SMP N 4 Pupuan is the junior high school where the subject of study is conducted. 1.9 Theoretical Framework There are many kind of theoretical conception will be discussed in chapter II in order to support this research. Those are: 1. The theory of vocabulary 2. The importance of vocabulary

7 3. Kinds of vocabulary 4. Guessing game teaching technique 5. Assessment of vocabulary

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher describes about theory of vocabulary, kinds of vocabulary, the importance of vocabulary, guessing game teaching technique, and assessment of vocabulary. 2.1 Theory of Vocabulary Vocabulary is one of language elements which important in English. Vocabulary is the main element for people, especially the students, in the process of learning, mastering and using language. Vocabulary is set of words in English that used to express our ideas, feeling and information to the others. Hiebert (2005:3) state Vocabulary is the knowledge of meanings of words. We must master vocabulary to be able using language. In learning vocabulary we have to know the meaning of words itself and can use it in sentences. Vocabulary is one of the major problems uncounted by teaching of English as a foreign language. Vocabulary is foundation or a basic of a language. Hiebert (2005: 3) suggest that words come in at least two forms: oral and print. Knowledge of words also comes in at least two forms, receptive that which we can understand or recognize and productive the vocabulary we use when we write or speak. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Print vocabulary consists of those words for which the meaning is known when we write or read silently. Productive 8

9 vocabulary is the set of words that an individual can use when writing or speaking. They are words that are well-known, familiar, and used frequently. Conversely, receptive, or recognition, vocabulary is set of words for which an individual can assign meanings when listening or reading. We use vocabularies to express our ideas, felling, motivation and information to the people clearly. Vocabulary is each one of English subject at school that learnt by students. In this study vocabulary means the students ability in mastering any kind of words or stock of words such as: noun, verb, adjective, adverb, and others in teaching and learning process and the students know how to use in a particular way and regularly in their daily life. Based on the explanation above, it can be concluded that vocabulary is knowledge the meaning of words which come in at least difference form to know the meaning of words when listening, speaking, reading and writing, vocabulary is used to express ideas, feeling, motivation and information to the people clearly, and it is each one of English subject at school that learnt by students. 2.2 Kinds of Vocabulary Thornbury (2002: 3) states that knowing how words are described and categorized can help us understand the decisions that syllabus planners, materials writers and teacher make when it comes to the teaching of vocabulary. There are some kinds of vocabulary:

10 2.2.1 Noun Nouns are words that used to name a person, animal, place, or thing. Seaton (2007: 5) states every name is called a noun. Azar (2006: 158) suggest that a noun is used as the subject of sentence, as the object of verb and a noun is also used as the object of a preposition. There are some kinds of nouns: 1. Countable nouns; are the nouns can be counted. Azar (2003: 313) states that countable nouns can be counted with numbers, can be preceded by a/an in the singular, has a plural form ending in -sor es. Ex: one pen, a cat, box, table, etc. 2. Uncountable noun; are the nouns can be not counted. Ex: milk, sugar, oil, etc. McCarty (1994: 52) states that uncountable nouns are not normally used with a(n) or the plural, e.g. information, not an information, or some information. 3. Singular nouns; are single nouns. Sargeant (2007: 11) states when you are talking about just one thing or person, use a singular noun. Ex: a car, a pen, an orange, etc. 4. Plural nouns; are nouns which more than one. Seaton (2007: 23) states that when you are talking about two or more people, animals, places, or things, use plural nouns. Ex: some books, many girls, two knives, etc. 5. Common nouns; are general words which show the class or type for people, animals, places or things. Sargeant (2007: 7) states that words for

11 people, places and things are called common nouns. Ex: water, teacher, city, etc. 6. Proper Nouns; are names for particular people, places or things. Sargeant (2007: 8) states that the names of particular people, places and things are proper nouns. They always begin with a capital letter. Ex: Lisa, America, Sunday, etc. 7. Concrete Nouns; are names for things that can be felt, groped or seen. Ex: sweet, water, noisy, etc. 8. Abstract Noun; are names for things that can be not felt, groped or seen. McCarty (1994: 22) suggest that an abstract noun is one which is used to mean an idea, experience or quality rather than an object. Ex: happiness, friendship, agreement, etc. 9. Collective Nouns; are words that used to name for group of peoples, animals or things. Sargeant (2007: 17) states that words for groups of people, animals or things are called collective nouns. Ex: family, a brood of chickens, a school of fish, etc. 2.2.2 Pronoun Pronoun is the words that used to replace the noun when we want to refer to people or things without continually repeating their names. Seaton (2007: 44) states pronoun is a word that takes the place of a common noun or a proper noun. Azar (2006: 164) suggest that pronoun has the same meaning as a noun. It is divided into some types as follow.

12 1. Personal pronouns; are the pronouns which function as subjects and object in the sentences. As subject, such as; I, you, they, we, she, he, it. And as object such as; me, you, them, us, her, him and it. Seaton (2007: 44) states that the words I, you, he, she, it, we and they are called personal pronouns. They take the place of nouns and are used as the subject of the verb in a sentence. Seaton (2007: 45) states that the words me, you, him, her, it, us and them are also personal pronouns. They also take the place of nouns. These pronouns are used as the object of the verb in a sentence. 2. Possessive pronoun; are the pronouns that show possession, such as: my, your, their, our, his, her and Its. 3. Reflexive pronouns; are the pronouns that refers to another noun or pronoun in the sentence. They are also show reflection of the pronouns themselves, such as: myself, yourself, themselves, herself, etc. Seaton (2007: 47) states that The words myself, yourself, himself, herself, itself, ourselves, yourselves and themselves are called reflexive pronouns. They refer to the person or animal that is the subject of the verb. 4. Demonstrative pronoun; are the pronoun that used as word change indicator. Seaton (2007: 49) states the words this, these, that and those are called demonstrative pronouns. They are showing words, such as; this, that, these, those, some, etc. 5. Interrogative pronoun; are the pronoun that used in question. Ex: what, where, when, etc. Seaton (2007: 48) states that the words who, whom,

13 whose, what and which are called interrogative pronouns. These pronouns are used to ask questions. 2.2.3 Verb Verbs are words that show an action or an event or being. Whatever we are doing can be expressed by using a verb. Jeremy Harmer (1998: 37) suggest that verb is a word (or group of words) which is used in describing an action, experience or state. Verb classified into three types such as: a. Transitive verb is a verb that needs an object. Redman (1997: 38) states that many phrasal verbs are transitive and need a direct object. Ex: catch, drive, eat, etc. b. Intransitive verb is a verb that does not need an object. Redman (1997: 38) states that some phrasal verbs are intransitive and do not need a direct object. Ex: cry, laugh, sleep, etc. c. Auxiliary verb is a verb that helps another verb or the principle verb to express action or condition or state of being. Sargeant (2007: 88) states that auxiliary, or helping verbs, are used before infinitives to add a different meaning. Ex: is, am, are, was, were, etc. 2.2.4 Adjective Adjective is word that used to explain noun by describing, identifying, or quantifying. Jeremy Harmer (1998: 37) suggests that adjective is a word that gives more information about a noun or pronoun. Ron Cowan (2008: 238) states that adjective describe the properties of an entity that a noun represents. Sargeant (2007: 32) states that adjectives describe nouns and pronouns. They give you

14 more information about people, places, and things. There are some types of adjective: 1. Qualitative adjective is used to explain the situation of things, people, place or animal. Such as; big, fat, far, brave, etc. 2. Proper adjectives; they describes a person or things with a certain name such as: Indonesian, Turkish, English and etc. 3. Quantitative Adjectives; they describes quantity of things (how much) such as; much, little, a lot of, some, any, enough. Etc 2.2.5 Adverbs Adverbs are the words that used to clarify verbs, adjectives and the whole sentences. Commonly an adverb will tell you when, where, how, in what manner or to what extent an action is performed. Jeremy Harmer (1998: 37) states adverb is a word (or group of words) that describes or adds to the meaning of a verb, adjective, another adverb or a whole sentence. Ron Cowan (2008: 251) states adverbs can modify adjectives, other adverbs, verbs, and clauses. There some types of adverbs: 1. Adverb of manner; are words that used to explain how something happen. In general adverbs of manner are formed by adding suffix LY at adjectives. It is used after or before object on a sentence. Such as; normal, fast, hard, etc. 2. Adverb of time; are words that used to explain the time when something happens, such as; now, today, tomorrow, everyday, etc. The adverbs are used on the first and the last of sentences.

15 3. Adverb of place; are words that used to explain the location where something happens, such as: here, there, around, beside, near, etc. It is placed on after verb, object, and adverb of manner. 4. Adverb of degree; are the adverb that clarifies the extent of something or event, such as: only, much, quite, almost, very, rather, etc. The adverbs are placed after To Be, before all of verb, and before adjective and adverb that explained. 5. Adverb of Frequency; are the adverb that used to explain often or seldom something done. The adverbs are placed after To Be, before or after verbs, after object, after auxiliary, before the first word of a verb phrase if we want to explain the adverbs. Such as: always, seldom, often, never, etc. 6. Interrogative adverb; are the adverbs that follow to form question on a sentence. The adverbs are placed on the first of questions. Such as: when, why, where, how. 7. Relative adverb; are the adverb that used to be as link on sentences or clause. The adverbs placed after the first sentence of clause. Such as: when, where, why, etc. 8. Inversion; are the adverb which have negative meaning followed by verb and subject. Such as: never again, neither, nowhere, etc. 2.2.6 Prepositions Preposition is words that used to connect one word with the others. Seaton (2007: 132) states preposition is words that connect one thing with another, showing how they are related. Sargeant (2007: 101) states that prepositions are

16 words that show a connection between other words. For instance: in, by, between, through, at, for, next to, up to, in front of, as well as, etc. There are some kinds of preposition: 1. Preposition of place are used to show where something happen. Sargeant (2007: 102) suggest that some prepositions show where something happens. They are called prepositions of place. Ex: under, inside, beside, etc. 2. Preposition of time are used to show when something happen. Sargeant (2007: 102) states that some prepositions show when something happens. They are called prepositions of time. Ex: at, on, in, during, etc. 3. Preposition of direction are used to show where something is going. Sargeant (2007: 103) states that some prepositions show where something is going. They are called prepositions of direction. Ex: along, towards, out of, etc. 2.2.7 Conjunctions Seaton (2007:135) write that a conjunction is a linking word such as and, or, but. Conjunctions are used to connect words or sentences. Sargeant (2007: 109) suggest that conjunctions are words used to link words, phrases or clauses. There are some types of conjunctions; 1. Coordinating conjunction is used to connect two equal sentences, such as: and, but, or, etc.

17 2. Subordinating conjunction; is used to join or connect two equal sentences they are dependent clause and independent clause. For example; because, although, however, since, unless, etc. 2.2.8 Determiner Seaton (2007: 71-75) states determiner are words such as this, those, my, their, which. They are special adjectives that are used before nouns. The words a, an, and the belong to this group of words called determiner. There are some types of determiner: 1. Demonstrative determiners are used to tell which thing or person you mean. Ex: this, that, those, these. Sargeant (2007: 46) states that the words this, that, these and those are also special pronoun called determiner. They are used to point out which thing or person you mean. They are called demonstrative determiners. 2. Interrogative determiners are used to ask about people or things. Ex: what, which, whose. Sargeant (2007: 49) states that the words what, which and whose are used before nouns to ask questions. Interrogative determiners appear just before nouns. 3. Possessive determiners are used to say who something belongs to. Ex: my, your, his, her, their. Sargeant (2007: 49) suggests that the words my, your, his, her, its, our and their are used before nouns to show ownership. They are called possessive determiners.

18 4. Quantifying determiners are used to tell quantity of things, animals, or people without giving an exact number. Sargeant (2007: 47) states that words such as many, much and several tell about quantity without giving an exact number. They are called quantifying determiners. Ex: a few children, both brothers, several friends, etc. 5. Numbers are used to tell how many people or things there are. Sargeant (2007: 50) suggest that numbers are determiners, too. Numbers are often used before nouns to tell you exactly how many people or things there are. Ex: two dogs, a hundred years, etc. 2.3 The Importance of Vocabulary As we know vocabulary is foundation or a basic of a language. Rasinski (2008: 13) suggests that vocabulary is knowledge of word meanings. We cannot improve our English without mastering vocabulary. Words mastery is not only to support the for skills namely: listening skill, speaking skill, reading skill, and also writing skill, but also the existence of words mastery is very crucial in learning English as a foreign language. Students with poor mastery of vocabulary cannot communicate in the target language well; consequently they will not be able to infer any ideas transmitted to them. In learning English as a foreign language, vocabulary as one of the aspects of foreign language components is seemed to be the big problem. If the learners vocabularies are poor, they will be difficult in expressing their ideas, feeling,

19 opinion, and they will not be able to grasp any expression addressed to them, and also they will be difficult to comprehend words that heard or content of reading. Rasinski (2008: 15) states an extensive vocabulary helps students read fluently, discuss what they have read and learn. Thornbury (2002: 13) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. This is how the linguist summed up the importance of vocabulary learning, his view is echoed in this advice to students from a recent course book. If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words. Based on the fact, it can be concluded that vocabulary is the most important in studying English. Mastering vocabulary make the learners be easy to understand the meaning of words when they listen, speak, read and write in English. 2.4 Guessing Game Teaching Technique As a teacher we have to be able to choose good technique to teach students especially in teaching vocabulary. We have to be able to make the activities which can make students improve their vocabulary. Wilga Rivers in Thornbury, (2002: 144) states that vocabulary cannot be taught. It can be presented, explained, included in all kinds of activities, and experienced in all manner of associations but ultimately it is learned by the individual. As language teacher, we must arouse

20 interest in words and certain excitement in personal development in this area. We can help our students by giving ideas on how to learn to them, but each will finally learn a very personal selection of items, organized into relationships in an individual way. As we know game is an activity with rules, a goal and an element of fun. Game is useful to present vocabulary to students. Teaching vocabulary through game will make the students be easy to memorize the words that found. The students will also be fun in studying. Wright (1983: 1) suggests that games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. Guessing game is one of some game in teaching technique. Guessing game is a game in which the object is to guess some kind of information, such as a word, a phrase, a title, or the location of an object. Hadfield (1984: 4) states guessing game are a familiar variant on this principle. The player with the information deliberately withholds it, while others guess what it might be. Philips (2003: 87) states that the children read a text that is mostly in their first language but has some English words mixed into it. They use the context to guess the meaning of the English words. It can be a tool to introduce, review and reinforce new vocabulary to students. It can make the students to be more memorizing the words. Philips (2003: 87) suggests that guessing game is used to present vocabulary, to

21 practice guessing meaning from context. Thornbury (2002: 144) states guessing from context is probably one of the most useful skills learners can acquire and apply both inside and outside the classroom. The rules of the game are: 1. Teacher introduces some words which related with topic. 2. Teacher gives to the student clues and blank words. 3. The students guess the clues by filling the blank words one by one. 4. If there is a student does not know or false about the correct words that should be on the blank words, so teacher must inform to the students the correct words. 2.5 Assessment of Vocabulary Assessment or test is important in teaching and learning at school. Assessment can be used as the instrument to know the achievement of student in learning. The students will have more motivation in learning if they know their achievement in school subject. Philips (2003: 14) suggests that even though formal assessment may not be a compulsory part of your work, it is always useful for the teacher to make regular notes about each child s progress. Thornbury (2002: 129) states testing has a useful backwash effect: if learners know they are going to be tested on their vocabulary learning, they may take vocabulary learning more seriously. The teachers will also know the effectiveness of their technique in teaching by using assessment or test. Thornbury (2002: 129) states without

22 testing, there is no reliable means of knowing how effective a teaching sequence has been. Assessment of vocabulary is not only to know the achievement of students in mastering vocabulary, but also useful to improve the memory of words that found. McCarty (2001:5) suggest that practice words and expressions that you have already encountered, is a useful way of helping yourself to fix the vocabulary you are working on in your long-term memory. Rider (2003: 7) states that test will be a positive experience, for they will know the words and do well. Multiple choice test is popular test to know the students achievement because multiple choice test is more easy to score. Thornbury (2002: 132) states multiple choice tests are a popular way of testing in that they are easy to score, and they are easy to design. The students will also be easy to answer the tests that given in form of multiple choice. It will be helped the teachers to find the students weakness and difficulties. In this research the researcher use multiple choice tests to know the effectiveness guessing game in teaching technique. There are some tests for students in this research. Those are pre-test that given to measure the pre exiting ability of the students in mastering vocabulary before the researcher start cycle I and Cycle II or teach them by using guessing game, post tests to know the students achievement in mastering vocabulary after the researcher teach vocabulary to the students by using guessing game, and questionnaire that used to know the motivation of students when the teaching and learning process.

CHAPTER III RESEARCH METHOD 3.1 Subject of the Study This study was conducted to the seventh grade students of SMP N 4 Pupuan. There were three classes of seventh grade students of SMP N 4 Pupuan, and the researcher selected class VII C as the subject of the study which consisted of 25 students, 13 males and 12 females. The students were selected as the subjects of the study because the students assumed their vocabularies were poor. 3.2 Research Design This study used Classroom Action Research. Kemmis and McTaggart in Cohen (2000: 227) suggest that action research is a form of collective selfreflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of their practices and the situations in which these practices are carried out. The approach is only action research when it is collaborative, through it is important to realize that the action research of the group is achieved through the critically examined action of individual group members. Kemmis and McTaggart in Cohen, (2000: 229) suggest that action research develops through the self-reflective spiral: a spiral of cycles of planning, acting (implementing plans), observing (systematically), reflecting and then preplanning, further implementation, observing and reflecting. Based on that concept, the researcher involved two cycles in this study and each cycle consisted 23

24 of two sessions in which it included planning, action, observation, and reflection. Pre-test was conducted before the researcher start the cycle I and cycle II. It was done to find out the real problem faced by the students and prepare the appropriate solution to solve the problem itself. IR Cycle I Cycle II Cycle I : P1 A1 O1 R1 Cycle II : RP A2 O2 R2 Where: IR P O R RP : Initial Reflection : Planning : Observation : Reflection : Revised Planning/Preplanning In order to give clear understanding of the figure above, the following is the explanation of each stage. 3.2.1 Initial Reflection The first session that the researcher gave the students pre-test, in order to measure the pre exiting ability of the students in mastering vocabulary before started cycle I and cycle II. 3.2.2 Planning Determining the steps of the action and preparing the instruments that used to collect data after the researcher found out the result of pre-test were low. The planning involved these following activities:

25 a. Preparing material for practicing vocabulary b. Making teacher s scenario or lesson plan c. Preparing teaching media d. Determining the schedule e. Preparing test item 3.2.3 Action Doing the activities as a teacher in classroom based on teacher s scenario or lesson plan. In this research, the action was divided into three activities namely: pre-activity, whilst activity, and post activity. 1. Pre-Activity In pre-activity the researcher acted the action before started to teach vocabulary to the students, such as: greeting the students and checking attendance of the students. 2. Whilst Activity The researcher gave the students some questions which related with topic and introduced some words then the researcher taught the students by using guessing game. 3. Post Activity The students were given test (post test) and asked them to do the test that related with topic. After the students finish in doing the test, the teacher asks the students the difficulties they might face during the learning process then the teacher conclude the lesson.

26 3.2.4 Observation Observing the effectiveness or not of guessing game as a teaching technique that used to teach the students. Observation was conducted both during and after the process, as follows: a. Observing the students attitudes toward the teaching learning process. b. Observing the students problem. c. Analyzing and interpreting the result of the score of the test. 3.2.5 Reflection The reflection was done in order to gain the best solution of every problem that might occur in the action and it would be implemented in the next action. For the reflection, the researcher set some activities: a. Finding some problems that occur during the first action. b. Finding out the alternative solution for the problem found. 3.2.6 Revised Planning Based on the result that the researcher found out in the first cycle, the researcher conducted the second cycle in this study in order to solve the students problem in learning vocabulary. The way which conducted in this cycle is similar with the one which has conducted in the previous cycle. 3.3 Research Instrument In collecting the data, there were several instruments such as test and questionnaire.

27 1. Test The test that used in this study, are namely: pre-test and post test. Pre-test was administered to measure the initial achievement of the students ability in mastering vocabulary. Post test 1 was administered to know the students achievement after action, and post test 2 was continued if the improvement was still not significant yet. Both pre-test and post test was in the form of completion. 2. Questionnaire Questionnaire is used to know general data to measure quantitatively the changing learning behavior of the subject in learning vocabulary by using guessing game. It consisted of ten questions in multiple choice items. 3.4 Data Collection The data in this study was collected by using test (pre-test, post test and questionnaire). The pre-test or IR was administered to the subject at the first meeting to show their ability in mastering vocabulary before the researcher taught them vocabulary by using guessing game. Post-tests or reflections were administered in order to find the result of the action. The questionnaire was administered at the end of cycle II to find out the motivation of students in studying vocabulary by using guessing game.

28 3.5 Data Analysis The researcher collected the data by comparing the result of the students work from the initial reflection (pre-test) and reflection (post test), looking at their mean scores. When the data had been gathered, then they were analyzed descriptively by using following formula: M= fx (Heaton, 1990: 176) N Where: M : Mean score of the average of the students achievement on mastering word. fx : The sum of total score. N : The total number of students. In order to get the mean score the researcher could determine the students qualification inspired by Brown (2004:294) and qualification score of achievement of national assessment test of SMP (Junior High School) produce by Kanwil, Depdikbud Provinsi Bali 2003, as follows: Qualification Score of Students Achievement Qualification Students Score Excellent 95 Very good 80 94.9 Good 65 79.9 Adequate 55 64.9

29 Inadequate 30.1 54.9 Unacceptable 30 The researcher also collected the data by administering questionnaire to the subject. The data resulted from questionnaire were analyzed as the following percentage of an item: Total score of each item chosen X = x 100% Total score of all item chosen Where: X = Total percentage of each items

CHAPTER IV FINDING AND DISCUSSION 4.1 Data The data needed in this study were collected by administering pre-test, post test and questionnaire to the seventh grade students of SMP N 4 Pupuan. There were two findings in this study, that were quantitative and qualitative findings. The quantitative findings were shown by the students score of pre-test and post test of cycle I and cycle II. The qualitative data was presented by the result of questionnaire toward the effectiveness of guessing game in teaching vocabulary to the seventh grade students of SMP N 4 Pupuan. The pre-test or IR was administered to the subject under study to obtain their pre-existing ability in vocabulary. Post test or reflection was administered for four times (two times in cycle I and two more times in cycle II). As a result, there were five sets of scores collected are tabulated as the following: Table 1 Tabulation of Data Showing the Subjects Progressing Score in Vocabulary Mastery by Using Guessing Game NO X0 SCORE X1 X2 S1 S2 S3 S4 1 50 50 70 70 85 2 50 55 65 80 90 3 50 70 85 90 95 4 50 55 55 80 90 5 50 50 55 70 80 6 55 55 60 75 85 7 40 50 55 70 75 8 50 70 85 90 95 30

31 9 50 70 75 80 80 10 45 55 80 80 90 11 40 60 70 70 80 12 45 50 50 65 75 13 40 55 65 80 85 14 40 45 65 75 80 15 50 60 65 70 85 16 50 50 60 75 85 17 40 70 80 90 95 18 50 50 75 75 80 19 50 75 75 75 90 20 50 55 60 75 90 21 55 70 75 85 95 22 50 55 75 80 85 23 40 70 80 85 95 24 45 50 50 65 80 25 30 40 50 65 75 Total 1165 1435 1680 1915 2140 On the other hand the qualitative findings showed the students motivation in learning vocabulary by using guessing game after the treatment given at the end of cycle II. The questionnaire was the simple one; it consisted of ten items and the answers were scored by using rating scale 0-3 (3 point for the answer A, 2 point for B, 1 point for answer C and 0 point for answer D. The data presented on the following table.

32 Table 2 Tabulation of Data Showing the subjects Changing Motivation and Attitudes in Learning Vocabulary by Using Guessing Game NO A B C D 1 9 8 3 0 2 15 4 3 0 3 21 4 1 0 4 12 8 2 0 5 6 10 3 0 6 15 10 0 0 7 6 12 2 0 8 18 4 2 0 9 12 10 1 0 10 15 4 3 0 11 15 10 0 0 12 6 12 2 0 13 15 6 2 0 14 12 6 3 0 15 15 6 2 0 16 12 8 2 0 17 18 6 1 0 18 15 4 3 0 19 18 4 2 0 20 12 10 1 0 21 21 4 1 0 22 9 12 1 0 23 15 4 3 0 24 9 6 4 0 25 3 12 3 0 TOTAL 324 184 50 0 GRAND TOTAL A+B+C+D = 558

33 4.2 Data Analysis As has been mentioned previously, there were five sets of raw score showing the subject s progress in English vocabulary after they were taught by using guessing game. These data were analyzed by computing the average score or the mean score for each session. Before the above data were analyzed, they were first tabulated as the following: Table 3 Tabulation of the Data Showing the Frequency Distribution of IR and Reflection Scores in Vocabulary Taught by Using Guessing Game IR CYCLE I CYCLE II SO S1 S2 S3 S4 Xo Fo X 1 F 1 X 2 F 2 X 3 F 3 X 4 F 4 55 2 75 1 85 2 90 3 95 5 50 13 70 6 80 3 85 2 90 5 45 3 60 2 75 5 80 6 85 6 40 6 55 7 70 2 75 6 80 6 30 1 50 7 65 4 70 5 75 3 45 1 60 3 65 2 40 1 55 3 60 1 50 3 Where: X = Score obtained by the students F = Frequency of score

34 Based on the data from the table above, the mean of the IR score (X0) and the mean of the post test for four sessions (X1, X2, X3, X4) could be computed as the following: 1. The X0 of IR scores = X 0 1165 = = 46.6 N 25 X1 1435 2. The X1 of S1 scores = = = 57.4 N 25 3. The X2 of S2 scores = X 2 1680 = = 67.2 N 25 4. The X3 of S3 scores = X 3 1915 = = 76.6 N 25 5. The X4 of S4 scores = X 4 2140 = = 85.6 N 25 The grand mean of the post test scores in cycle I was: X1 X 2 = 2 57.4 67.2 = 62.3 2 The grand mean of the post test scores in cycle II was: X 3 X 4 = 2 76.6 85.6 = 81.1 2 The result of the data analysis above which is considered as the findings of the present action study could be summarized as the following table:

35 Table 4 Summary of the Research Findings Showing the Mean of Each Session and the Grand Mean for Cycle I and Cycle II IR Xo = 46.6 Grand mean S 1 = 57.4 Cycle I S 2 = 67.2 XI = 62.3 S 3 =76.6 Cycle II S 4 = 85.6 XII = 81.1 Based on the table above the mean score in pre-test or IR (X0) obtained by the seventh grade students was 46.6. This mean figure clearly showed that the preexisting vocabulary mastery of the students were low. The result of post test or reflection scores in the cycle I (S1 and S2) obtained by the subject under study showed the mean figure of 57.4 and 67.2. The mean figure obtained by the subject for each session was comparatively higher than the mean figure of pre-test or IR scores. This phenomenon certainly showed as improvement of students in learning vocabulary through game that the researcher applied. The result of grand mean figure of cycle I (XI) was 62.3. Moreover this mean figure revealed that teaching vocabulary to the students class VII C of SMPN 4 Pupuan by using guessing game could aids in increasing their vocabulary mastery.

36 The mean of the reflection or post test score in cycle II (S3 and S4) obtained by the subject under study pointed out the mean figures of 76.6 and 85.6. The mean figure showed that each session of cycle II was higher than the mean figure of the pre-test or IR and reflection or post test in cycle I. The grand mean figure of the reflection or post-test scored obtained by the subjects under study in cycle II (XII) was 81.1 There was a strong difference of the mean figure suggested that the improving of vocabulary in cycle II (S 3 and S 4 ) using guessing game could be remarked to be more effective than cycle I (S 1 and S 2 ). From the table of qualification score the result of pre-test or IR score could be concluded as Inadequate (low), grand mean score of cycle I indicates Adequate (Enough), and the grand mean score on the cycle II could be concluded as Very Good Level. The additional supporting data were collected by means of administering questionnaires by the end of cycle II to the subject under study. The data from the questionnaires must be computed and then discussed. The percentages of the options in the questionnaires were computed by using the following formula: X = Total score of each item chosen Total score of all item chosen X 100% Therefore, the comparative percentages of the scores of the options in the questionnaires were tabulated on the following table:

37 Table 5 Percentage Rate of the Options in Questionnaire No Option 1 A 2 B 3 C 4 D Percentages 324 100% = 58.07% 558 184 100% =32,98% 558 50 100% =8,97% 558 0 558 100% =0% The result of questionnaire showed the information about respond, changing learning behavior and motivation of the students after applying guessing game. The comparative percentage showed that there were 58.07% for item A, 32.98% for item B, 8.97% for item C, and 0% for item D. These findings undoubtedly supported the major findings of the present classroom action study. Clearly, the obtained comparative percentages of the items of the questionnaires showed positive respond, changing learning behavior, and motivation of the students after they were taught by using guessing game. To make it clear, the main findings of the present action study showing the increasing comparative mean figures of IR scores and the post-test (reflection) scores obtained by students class VII C of SMP N 4 Pupuan for cycle I and cycle II could be graphically presented as the following:

Mean Score Mean Score 38 Graph 1 Graph Depicting the Subjects Progressive Achievement in Vocabulary Taught by Using Guessing Game 80 60 46.6 57.4 67.2 40 20 0 IR S1 S2 Cycle I Graph 2 Graph Depicting the Subject s Progressive Achievement in Vocabulary Taught by Using Guessing Game 100 80 76.6 85.6 60 46.6 40 20 0 IR S1 S2 Cycle II

Percentage Rate Mean Score 39 Graph 3 Graph Depicting Grand Mean of the Subjects Progressive Achievement in Vocabulary Taught by Using Guessing Game 100 80 60 40 20 46.6 62.3 81.1 0 IR Cycle I Cycle II Cycle I & Cycle II Graph 4 Percentage Rate of Questionnaire 60% 50% 40% 30% 20% 10% 0% 58.07% 32.98% 8.97% 0% A B C D Option Notes : A : Interest response B : Positive Response

40 C : Ordinary response D : Negative response 4.3 Discussion of the Findings The results of the data analysis that had been discussed previously had established the findings of the present class action study which investigated the effectiveness of Guessing Game to improve the vocabulary mastery of the students class VII C of SMP N 4 Pupuan. The mean of the IR (Initial Reflection) or pre-test score obtained by the subjects under the study in vocabulary was 46,6. This mean figure clearly showed that the prior knowledge in vocabulary of the students were low. The result of the data analysis of the reflection scores in cycle I showed the increasing mean figures of 57.4 and 67.2 for S1 and S2 respectively. The mean figures obtained of the students of each session in cycle I, was clearly much higher than the mean figure of IR or pre-test score. The result of grand mean figure of the reflection or post test in cycle I was 62.3. The grand mean figure of the reflection or post test scores obtained of the students were higher than the mean figure of IR or pre-test score. This increasing score showed that there was the improvement of students vocabulary when they were taught by using guessing game. The results of the reflections or post test score obtained by the students in cycle II turned out to show progressing mean scores of 76.6 and 85.6 for S3 and S4 respectively. The grand mean score of Cycle II was 81.1. There was difference

41 mean figure of 18.8 between cycle I and cycle II. This significant difference mean figure suggested that guessing game had been progressively improved the students achievement in vocabulary mastery. The results of the analysis of the questionnaires scores showed the comparative percentages of 58.07%, 32.98%, 8.97%, and 0% for item A, B, C, and D respectively. This figure proved that the subjects learning behaviors changed positively, that was their attitude and motivation heightened significantly. The findings of the present classroom action study explicitly revealed the improvement and progressing of the vocabulary mastery by seventh grade students, especially class VII C of SMP N 4 Pupuan, however, it rather limited in validity and reliability. The researcher had realized and admitted that the established findings have some weak versions. This is due to the fact that there are many aspects that could contaminate the validity and reliability of the established findings.

CHAPTER V CONCLUSIONS AND SUGESTIONS The discussion throughout the present action study could finally be concluded in this chapter. In addition some practical suggestions in reference into the research findings are also suggested. 5.1 Conclusions The present study dealt with teaching vocabulary by using guessing game to the seventh grade students especially VII C of SMP N 4 Pupuan in academic year 2012/2013. Based on the findings explained in the previous chapter, it could be concluded that guessing game could improve vocabulary mastery of seventh grade students of SMP N 4 Pupuan in academic year 2012/2013. The improvement of students in learning vocabulary could be seen clearly by comparing the students scores of pre-test, post tests in every cycle, and questionnaire. Initial reflection was administered to obtain data about the pre-existing vocabulary of the students. The reflection in form of post test was administered to obtain data about the extent of vocabulary mastery of the students after they taught by using guessing game. The questionnaire was administered to find data about respond and changing learning behavior of the students. The main score of pre-test was 46.6 and the grand mean score of cycle I was 62.3. This improvement score were obtained by calculating average scores in cycle I (57.4 and 67.2 then divided by 2. The grand mean score of cycle II was 81.1. This grand mean also calculated by adding the mean score in cycle II (76.6 and 85.6) then divided by 2. The score increased 18.8 42

43 point compared to the grand mean score of cycle I. Therefore, it could be concluded that the rising comparative figure of IR, X1, and X2 consecutively 46.6, 62.3, and 81.1 showed the extent of vocabulary mastery achievement of the subjects under study when they were taught by using guessing game. In the other word, guessing game could significantly improve vocabulary mastery of the students. The results of the analysis of the questionnaire scores clearly showed the comparative percentages figures of 58.07% for item A, 32.98% for item B, 8.97% for item C, and 0% for item D. These findings significantly proved that the subjects learning behavior had changed positive. It was showed by their participation and high motivation during learning vocabulary by using guessing game. These findings clearly suggested that teaching vocabulary by using guessing game could make the students to be more motivated in studying and significantly improve their vocabulary mastery. 5.2 Suggestions Based on the result of the study, the researcher would like to give some suggestion as follows; 1. The English teacher at SMP N 4 Pupuan are suggested to apply guessing game or the other game to the students in teaching vocabulary to make the students more motivated in learning English. 2. The English teacher at SMP N 4 Pupuan are suggested to modify the teaching technique that used, so the students do not feel bored when

44 teaching and learning process. By using the interesting activities, the students will be more motivated so that they can develop their vocabulary mastery and the other skill and components in English language. 3. The seventh grade students of SMP N 4 Pupuan are suggested to be more motivated and serious in learning English and also practice their English is not only in classroom but also extramural for the setting better so they can be more mastering English. 4. The other researcher are suggested to make further research especially concerning on teaching vocabulary through the other game or technique so that it could help the students in resolving their problem in learning vocabulary.

REFERENCES Azar, Betty Schrampfer. 2003. Fundamental of English Grammar, Third Edition. United States: Longman. Azar, Betty Schrampfer and Hagen, Stacy A. 2006. Basic English Grammar, Third Edition. United States: Longman. Brown, H. Douglas. 2004. Language and Assessment Principles and Classroom Practices. New York: Longman. Cohen, Louis., Manion, Lawrence., Morrison, Keith. 2000. Research Method in Education, 5 th Edition. London and New York: Routledge Falmer. Cowan, Ron. 2008. The Teacher s Grammar of English, A Course Book and Reference Guide. New York: Cambridge University Press. Hadvield, Jill. 1984. Elementary Communication Game, A Collection of Game and Activities for Elementary Students of English. Hong Kong: Nelson. Harmer, Jeremy. 1998. How to Teach English. New York: Longman. Hiebert, Elfrieda H and Kamil, Michael L. 2005. Teaching and Learning Vocabulary, Bringing Research to Practice. London: Lawrence Erlbaum Associates. McCarthy, Michael and O Dell, Felicity. 1994. English Vocabulary in Use, Upper-Intermediate and Advanced. United Kingdom: Cambridge University Press. McCarthy, Michael and O Dell, Felicity. 2001. Test Your English Vocabulary in Use, Upper-Intermediate. New York: Cambridge University Press. Philips, Sarah. 2003. Compiled Material, English for Young Learners. New York: Oxford University Press. Rasinski, Timothy., Padak, Nancy., Newton, Rick M and Newton, Evangeline. 2008. Greek & Latin Roots Keys to Building Vocabulary. United States: Shell Education. Redman, Stuart. 1997. English Vocabulary in Use, Pre-intermediate and Intermediate. United Kingdom: Cambridge University Press. 45

46 Rider, Amy., Benham, B., Larson, R., DiPrince, D., Malmstadt, S., Hosek, S., Thurston, C.M. 2003. Abra Vocabra, The Amazingly Sensible Approach to Teaching Vocabulary. United States: Cottonwood Press. Sargeant, Howard. 2007. Basic English Grammar for English Language Learner. United States: Saddleback Educational Publishing. Seaton, Anne and Mew, Y.H. 2007. Basic English Grammar for English Language Learner. United States: Saddleback Educational Publishing. Thornbury, Scott. 2002. How to Teach Vocabulary. England: Pearson Education Limit. Wright, Andrew., Betteridge, David and Buckby, Michael. 1983. Games for Language Learning, New Edition. Great Britain: Cambridge University Press.

APPENDICES

APPENDIX 1 THE NAME OF SUBJECTS UNDER STUDY VII C OF SMP N 4 PUPUAN NO SUBJECT 1. I Putu Adi Mahardika 2. I Kadek Agam Wilantana 3. I Gede Agus Buwana 4. I Kadek Agus Setiawan 5. I Gede Adi Palguna 6. Ni Luh Gede Anggreni 7. I Gede Arta Saputra 8. Ni Luh Dian Kristianti 9. Ni Kadek Gita Savitri 10. Ni Made Krisna Sastrawati 11. Ni Kadek Mia Handayani 12. I Made Mirtha Pangestu 13. Ni Luh Putu Novita Sari 14. I Gede Putra Astrawan 15. Ni Nyoman Rahayu Dewi 16. I Putu Redi Suherman 17. Ni Kadek Rusminiati 18. Ni Made Sania Mirah Swardhani 19. Ni Luh Gede Sri Widya Ningsih 20. I Gede Supadma Yasa 21. Ni Luh Gede Susi Anggreni 22. Desak Nyoman Uripasari 23. I Kadek Wahyu Semarandana 24. I Gede Yoga Dharma Susanta 25. I Wayan Roma Diputra

APPENDIX 2 PRE-TEST Choose A, B, C, or D for the correct answer! 1. What sport which plays in board using 16 pieces that can be moved in the board? It is A. chess B. football C. basketball D. swimming 2. What sport that fights in the ring wearing gloves? It is A. basketball B. football C. boxing D. swimming 3. It used a racket and small ball to play. It is called A. badminton B. tennis C. football D. basket ball 4. The place where the plane is landing called A. terminal B. airport C. cave D. library 5. Steven played football in yesterday. A. room B. hospital C. field D. temple 6. We can see antique things at A. museum B. cinema C. boutique D. hospital

7. What place that used to pray by Hindu in Bali? It is A. hospital B. school C. market D. temple 8. A place to buy daily needs is in A. market B. hotel C. restaurant D. school 9. My mother cooks something every day. She is.. A. a singer B. a dancer C. a chef D. a driver 10. My sister bring..to temples A. an offerings B. a book C. a chili D. an oranges 11. What sports can not be done indoor? It is A. table tennis B. badminton C. golf D. basketball 12. The gardener always cleans and sweeps the floor with A. stick B. broom C. rope D. peg 13. Mini always waters her flower by A. water B. coffee C. tea D. rice 14. Budi is a student. He always goes to school to A. teach B. study C. swim D. fight

15. Something we need to measure is... A. pen B. eraser C. book D. ruler 16. Ani always writes something by using her A. pen B. eraser C. book D. ruler 17. The students go to for studying. A. school B. hospital C. temple D. beach 18. The Christian place for praying is called A. church B. temple C. mosque D. forest 19. A building of ancient history, usually kingdom is A. cinema B. museum C. empire D. boutique 20. You can add...if you want your foods is hot. A. onion B. sugar C. chili D. garlic

APPENDIX 3 TEACHING SCENARIO AND LESSON PLAN FOR CYCLE I CLASS/SCHOOL SUBJECT TOPIC TIME ALLOTMENT : VII C SMP N 4 Pupuan : English (vocabulary) : Hobbies and Profession : 4 x 40 minutes I. Standard Competency - Understanding and memorizing some vocabularies which relevant to the topic and sub topic. The students develop their English vocabulary. II. Basic Competency - Developing vocabularies into new words based on the letters that build the vocabulary which has related to their daily life. III. Indicator - Mentioning new vocabularies - Memorizing some new words - Understanding the meaning of some new words IV. Objective of the Study In the end of teaching learning process, the students are able to: - Mention new vocabularies - Memorize some new words - Understand the meaning of some new words V. Teaching Media White board, clues, blank words and achievement test

VI. Learning Sources - Relevant book (MGMP KAB. TABANAN, Buku Pengayaan Bahasa Inggris) VII. Character - The Character building which is expected from the students to be care, honest, and creative. VIII. Teaching and Learning Material - Words which related with topic. - Clues which related with topic. - Blank words.

Teaching Scenario for Session 1 No The Teachers Activity The Students Activity Time 1 A. Pre-Activity 1. Greeting the students. 2. Checking the students attendance. 2 B. Whilst Activity Exploration 1. Asking the students some questions related to the topic. 2. Introducing some words that related to the topic to the students. Elaboration 3. Giving the students clues which there are in paper ball and blank words which written on white board. 4. Throwing the paper ball to the students and who get the paper ball must open one paper of the ball, and they will find a clue 1. Responding teachers greeting. 2. Keeping silent. 1. Answering the teacher s question based on their knowledge. 2. Paying attention to the teacher. 3. Paying attention to the teacher. 4. Accepting the paper ball, open one paper of the ball, then guess the clue by filling in blank words. 10 minutes 40 minutes

on the paper then ask the students to read the clue and guess the clue by filling in blank words which have already written on white board. 5. Asking the students to throw the paper ball to the others. 6. Asking the students to make some sentences by using the words that related with topic. Confirmation 7. Appreciating the students abilities in playing guessing game. 5. Throwing the paper ball to the others. 6. Making sentences by using the words. 7. Saying gratitude to the teacher. 3 C. Post Activity 1. Giving the students test (post test) and ask them to do the test. 2. Asking the difficulties they might face during the learning process. 3. Concluding the lesson. 4. Closing the class and 1. Doing the test 2. Depending on the situation and condition in class. 3. Paying attention. 4. Saying good bye to 30 minutes

saying good bye to the students. the teacher. Denpasar, 15 th May 2013 Researcher I Ketut Purnata NPM 09.8.03.51.3.1.2.5.3473

Teaching Scenario for Session 2 No The Teachers Activity The Students Activity Time 1 D. Pre-Activity 3. Greeting the students. 4. Checking the students attendance. 3. Responding teachers greeting. 4. Keeping silent. 10 minutes 2 E. Whilst Activity Exploration 8. Asking the students some questions related to the topic. 9. Introducing some words that related to the topic to the students. Elaboration 10. Giving the students clues which there are in paper ball and blank words which written on white board. 11. Throwing the paper ball to the students and who get the paper ball must open one paper of the ball, and 8. Answering the teacher s question based on their knowledge. 9. Paying attention to the teacher. 10. Paying attention to the teacher. 11. Accepting the paper ball, open one paper of the ball, then guess the clue by filling in blank 40 minutes

they will find a clue on the paper then ask the students to read the clue and guess the clue by filling in blank words which have already written on white board. 12. Asking the students to throw the paper ball to the others. 13. Asking the students to make some sentences by using the words that related with topic. Confirmation 14. Appreciating the students abilities in playing guessing game. words. 12. Throwing the paper ball to the others. 13. Making sentences by using the words. 14. Saying gratitude to the teacher. 3 F. Post Activity 5. Giving the students test (post test) and ask them to do the test. 6. Asking the difficulties they might face during the learning process. 7. Concluding the lesson. 5. Doing the test 6. Depending on the situation and condition in class. 7. Paying attention. 30 minutes

8. Closing the class and saying good bye to the students. 8. Saying good bye to the teacher. Denpasar, 17 th May 2013 Researcher I Ketut Purnata NPM 09.8.03.51.3.1.2.5.3473

APPENDIX 4 TEACHING SCENARIO AND LESSON PLAN FOR CYCLE I CLASS/SCHOOL SUBJECT TOPIC TIME ALLOTMENT : VII C SMP N 4 Pupuan : English (vocabulary) : Things Around Us and Public Place : 4 x 40 minutes IX. Standard Competency - Understanding and memorizing some vocabularies which relevant to the topic and sub topic. The students develop their English vocabulary. X. Basic Competency - Developing vocabularies into new words based on the letters that build the vocabulary which has related to their daily life. XI. Indicator - Mentioning new vocabularies - Memorizing some new words - Understanding the meaning of some new words XII. Objective of the Study In the end of teaching learning process, the students are able to: - Mention new vocabularies - Memorize some new words - Understand the meaning of some new words XIII. Teaching Media White board, clues, blank words and achievement test

XIV. Learning Sources - Relevant book (MGMP KAB. TABANAN, Buku Pengayaan Bahasa Inggris) XV. Character - The Character building which is expected from the students to be care, honest, and creative. XVI. Teaching and Learning Material - Words which related with topic. - Clues which related with topic. - Blank words.

Teaching Scenario for Session 3 No The Teachers Activity The Students Activity Time 1 A. Pre-Activity 1. Greeting the students. 2. Checking the students attendance. 1. Responding teachers greeting. 2. Keeping silent. 10 minutes 2 B. Whilst Activity Exploration 1. Asking the students some questions related to the topic. 2. Introducing some words that related to the topic to the students. Elaboration 3. Giving the students clues which there are in paper ball and blank words which written on white board. 4. Throwing the paper ball to the students and who get the paper ball must open one paper of the ball, and 1. Answering the teacher s question based on their knowledge. 2. Paying attention to the teacher. 3. Paying attention to the teacher. 4. Accepting the paper ball, open one paper of the ball, then guess the clue by filling in blank 40 minutes

they will find a clue on the paper then ask the students to read the clue and guess the clue by filling in blank words which have already written on white board. 5. Asking the students to throw the paper ball to the others. 6. Asking the students to make some sentences by using the words that related with topic. Confirmation 7. Appreciating the students abilities in playing guessing game. 3 C. Post Activity 1. Giving the students test (post test) and ask them to do the test. 2. Asking the difficulties they might face during the learning process. 3. Concluding the lesson. 4. Closing the class and words. 5. Throwing the paper ball to the others. 6. Making sentences by using the words. 7. Saying gratitude to the teacher. 1. Doing the test 2. Depending on the situation and condition in class. 3. Paying attention. 4. Saying good bye to 30 minutes

saying good bye to the students. the teacher. Denpasar, 20 th May 2013 Researcher I Ketut Purnata NPM 09.8.03.51.3.1.2.5.3473

Teaching Scenario for Session 4 No The Teachers Activity The Students Activity Time 1 D. Pre-Activity 3. Greeting the students. 4. Checking the students attendance. 3. Responding teachers greeting. 4. Keeping silent. 10 minutes 2 E. Whilst Activity Exploration 8. Asking the students some questions related to the topic. 9. Introducing some words that related to the topic to the students. Elaboration 10. Giving the students clues which there are in paper ball and blank words which written on white board. 11. Throwing the paper ball to the students and who get the paper ball must open one paper of the ball, and 8. Answering the teacher s question based on their knowledge. 9. Paying attention to the teacher. 10. Paying attention to the teacher. 11. Accepting the paper ball, open one paper of the ball, then guess the clue by filling in blank 40 minutes

they will find a clue on the paper then ask the students to read the clue and guess the clue by filling in blank words which have already written on white board. 12. Asking the students to throw the paper ball to the others. 13. Asking the students to make some sentences by using the words that related with topic. Confirmation 14. Appreciating the students abilities in playing guessing game. words. 12. Throwing the paper ball to the others. 13. Making sentences by using the words. 14. Saying gratitude to the teacher. 3 F. Post Activity 5. Giving the students test (post test) and ask them to do the test. 6. Asking the difficulties they might face during the learning process. 7. Concluding the lesson. 5. Doing the test 6. Depending on the situation and condition in class. 7. Paying attention. 30 minutes

8. Closing the class and saying good bye to the students. 8. Saying good bye to the teacher. Denpasar, 22 th May 2013 Researcher I Ketut Purnata NPM 09.8.03.51.3.1.2.5.3473

APPENDIX 5 POST TEST 1 CYCLE I IN SESSION 1 Choose A, B, C, or D for the correct answer! 1. The hobby that using haul to get fish is A. fishing B. singing C. swimming D. drawing 2. Playing football always in A. field B. garden C. room D. kitchen 3. A playing that consists of 6 players is A. football B. boxing C. chess D. volley ball 4. It used a racket and small ball to play. It is called E. badminton F. tennis G. football H. basket ball 5. A playing which needs rings and a ball is called A. baseball B. football C. badminton D. basketball 6. A playing that needs a stick and small balls is called A. basketball B. football C. billiard D. badminton 7. Ani likes to buy something because her hobby is A. singing B. dancing C. shopping D. swimming

8. My father is always at garden because his hobby is A. gardening B. fishing C. reading D. swimming 9. What hobby for somebody who likes to visit tourism place? It is A. traveling B. climbing C. shopping D. fishing 10. My mother always something at kitchen. A. washes B. cooks C. play D. listen 11. Budi likes...movies. A. listening B. singing C. watching D. reading 12. My uncle newspaper every morning. A. reads B. listens C. writes D. goes 13. Sinta enjoys...music on the radio. A. listening B. singing C. watching D. washing 14. Jhony like...guitar. A. listening B. singing C. playing D. washing 15. Susi is...a song. A. reading B. singing C. playing D. watching

16. My sister always this novel. A. listens B. sings C. reads D. writes 17. We always...news on the radio. A. read B. write C. speak D. listen 18. Ani can...fried rice. A. sing B. read C. listen D. cook 19. The tourists go to Kuta beach. A. make B. visit C. buy D. do 20. Their teacher asks them to...the text. A. listen B. speak C. read D. wash

APPENDIX 6 POST TEST 2 CYCLE I IN SESSION 2 Choose A, B, C, or D for the correct answer! 1. You study at school every day because you are a A. student B. thief C. dancer D. singer 2. You must if you want to be clever. A. fight B. be lazy C. study D. stole 3. Mr. Ramlan always goes to school to teach his students because he is a A. students B. writer C. boxer D. teacher 4. Messi plays football every time to get money because he is.. A. farmer B. football driver C. football supporter D. football player 5. My father works at garden every day. What is his profession? He is A. a farmer B. a driver C. a pilot D. a police 6. Budi goes to school to A. study B. climbing C. fight D. watch TV 7. My mother cooks something every day. What is her profession? She is E. a singer F. a dancer G. a chef H. a driver

8. Adi drives bus every day, because Adi is A. a pilot B. a driver C. a police D. a singer 9. He is a pilot. He drives A. a car B. a motorbike C. a plane D. a cycle 10. She writes a novel every day. What is her profession? She is A. a pilot B. a singer C. a dancer D. a writer 11. Ariel peterpan is a.. A. singer B. dancer C. police D. thief 12. Dedi plays volley ball every day. Dedi is volley ball A. pilot B. player C. cooker D. supporter 13. Sick peoples are cured by A. pilot B. doctor C. teacher D. merchant 14. The criminal man is arrested by A. a pilot B. a police C. a driver D. a teacher 15. The thief always cars to get much money. A. cooks B. eats C. steals D. drinks

16. Jhonny sells something at market because he is A. a thief B. a police C. a farmer D. a merchant 17. Alice dances everywhere. The profession of Alice is a A. singer B. chef C. dancer D. teacher 18. Any drives her...to go to work. A. car B. books C. bag D. wallet 19. The criminal man...budi s wallet. A. steals B. eats C. drinks D. goes 20. We can see Sule on TV every day because Sule is an A. artist B. farmer C. driver D. pilot

APPENDIX 7 POST TEST 3 CYCLE II IN SESSION 3 Choose A, B, C, or D for the correct answer! 1. Books are used to A. read B. listen C. put D. see 2. We write something by using A. books B. pen C. money D. paper 3. You can use to buy something at market. A. money B. paper C. books D. ruler 4. Ruler is used to make A. novel B. letter C. line D. number 5. Ani uses telephone to...budi. A. meet B. get C. phone D. make 6. My sister goes to work by a A. plane B. jet plane C. car D. sky

7. Kaka puts his books on his A. wallet B. glass C. cup D. bag 8. They drink a cup of...every morning. A. foods B. coffee C. sup D. fruits 9. Ayu always drinks after she eats something. A. rice B. orange C. water D. banana 10. We always see to know the time. A. o clock B. computer C. television D. radio 11. I listen music on the...everyday. A. radio B. books C. dictionary D. guitar 12. I always go to everywhere by A. plane B. motorbike C. sky D. guitar 13. We can watch soccer on... A. radio B. music C. television D. tape

14. The students always wear...when they go to school. A. uniform B. wallet C. car D. motorbike 15. You must read a lot of books if you want to be A. lazy B. smart C. diligent D. stupid 16. You will be stupid if you are...to learn. A. lazy B. smart C. diligent D. clever 17. You can use to know the meaning of words in English. A. table B. dictionary C. clothes D. chairs 18. My teacher always writes something on the when he teach me. A. board B. table C. chairs D. wall 19. Wallet can be used to save A. books B. bag C. money D. foods 20. My mother always waters her pea by everyday. E. water F. coffee G. tea H. rice

APPENDIX 8 POST TEST 4 CYCLE II IN SESSION 4 Choose A, B, C, or D for the correct answer! 1. Peoples in Bali go to...for praying. A. hospital B. school C. temple D. office 2. Students go to...for studying. A. factory B. field C. justice D. school 3. Many peoples buy something at A. office B. market C. airport D. hotel 4. A place that you need to pay for eating is called A. restaurant B. bank C. workshop D. temple 5. A building that you need to pay for sleeping is A. library B. hotel C. boutique D. showroom 6. A place to cut your hair is A. boutique B. airport C. barber D. cave 7. You can buy books at A. workshop B. zoo C. bank D. bookstore

8. The place where people buy medicine is called A. barber B. airport C. pharmacies D. church 9. Ani goes to to buy a car. A. dealer B. hotel C. post office D. bookstore 10. Place to repair motorbike or car is called A. bank B. museum C. mosque D. workshop 11. The place where people wait bus is called E. halt F. airport G. cave H. appeal 12. Budi goes to library to books. A. read B. throw C. steal D. buy 13. Place to send letter is called A. post office B. police station C. hospital D. school 14. I went to to see many animals. A. cave B. library C. home D. zoo 15. The place where peoples buy clothes is called A. butcher B. bakery C. boutique D. restaurant

16. A place for watching movies is. A. library B. cinema C. museum D. market 17. We can read books at A. post office B. pharmacies C. library D. terminal 18. We can see antique things at E. museum F. cinema G. boutique H. hospital 19. The place where is used for praying by Islam is called E. appeal F. museum G. temple H. mosque 20. Budi and his friends can see a football match or a concert is in A. stadium B. library C. museum D. market

APPENDIX 9 The Key Answer of the Pre-Test and Post Test Pre-Test: Post Test 1: Post Test 2: 1. A 1. A 1. A 2. C 2. A 2. C 3. B 3. D 3. D 4. B 4. B 4. D 5. C 5. D 5. A 6. A 6. C 6. A 7. D 7. C 7. C 8. A 8. A 8. B 9. C 9. A 9. C 10. A 10. B 10. D 11. C 11. C 11. A 12. B 12. A 12. B 13. A 13. A 13. B 14. B 14. C 14. B 15. D 15. B 15. C 16. A 16. C 16. D 17. A 17. D 17. C 18. A 18. D 18. A 19. C 19. B 19. A 20. C 20. C 20. A Post Test 3: Post Test 4: 1. A 11. A 1. C 11. A 2. B 12. B 2. D 12. A 3. A 13. C 3. B 13. A 4. C 14. A 4. A 14. D 5. C 15. B 5. B 15. C 6. C 16. A 6. C 16. B 7. D 17. B 7. D 17. C 8. B 18. A 8. C 18. A 9. C 19. C 9. A 19. D 10. A 20. A 10. D 20. A

APPENDIX 10 Questionnaire Petunjuk 1. Jawablah pertanyaan dibawah ini dengan sejujur-jujurnya sesuai dengan keadaan sebenarnya. 2. Berilah tanda silang (X) pada salah satu jawaban yang dipilih. 3. Jawaban anda tidak akan mempengaruhi penilaian terhadap bahasa inggris anda. 1. Apakah dengan guessing game bisa meningkatkan vocabulary anda? A. Sangat bisa. B. Bisa. C. Cukup bisa. D. Tidak bisa. 2. Apakah anda merasa suka pengajaran dengan teknik guessing game untuk meningkatkan vocabulary anda? A. Sangat suka. B. Suka. C. Cukup suka. D. Tidak suka. 3. Setelah diajar dengan teknik guessing game ini bagaimanakah pandangan anda tentang vocabulary? A. Sangat suka. B. Suka. C. Biasa saja. D. Tidak suka.

4. Apakah penjelasan tentang memahami vocabulary membantu meningkatkan kemampuan bahasa inggris anda? A. Sangat membantu. B. Membantu. C. Cukup membantu. D. Tidak membantu. 5. Bagaimanakah menurut anda jumlah kata-kata yang diajarkan? A. Sangat banyak. B. Banyak. C. Cukup banyak. D. Sedikit. 6. Menarikkah guru anda dalam membimbing anda dalam memahami vocabulary menggunakan teknik guessing game? A. Sangat menarik. B. Menarik. C. Biasa saja. D. Tidak menarik. 7. Bagaimana pendapat anda tentang test vocabulary yang diberikan guru anda saat diajar dengan menggunakan teknik guessing game? A. Sangat menarik. B. Menarik. C. Cukup menarik. D. Tidak menarik.

8. Bagaimana perasaan anda pada saat penjelasan vocabulary menggunakan teknik guessing game? A. Sangat senang. B. Senang. C. Biasa saja. D. Bosan. 9. Apakah anda termotivasi untuk belajar bahasa inggris saat diajar dengan teknik guessing game? A. Sangat termotivasi. B. Termotivasi. C. Cukup termotivasi. D. Tidak termotivasi. 10. Setelah belajar vocabulary dengan teknik guessing game, apakah kosakata anda meningkat? A. Sangat meningkat. B. Meningkat. C. Cukup meningkat. D. Tidak meningkat.

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, 3 Augusts 2013 The Researcher I Ketut Purnata NPM: 09.8.03.51.31.2.5.3473

AUTOBIOGRAPHY I Ketut Purnata, was born in pasut mundeh kangin selemadeg tabanan on February 5 th 1988 is the second child from Nyoman Tempo and Wayan Minyar. He graduated from Elementary School in SD N 2 Mundeh Kangin on 2000, and then continued his Junior High School in SMP N 1 Banjarangkan until 2003. He continued to Senior High School at SMA N 1 Banjarangkan and graduated on 2008. On 2009, he took a study in Mahasaraswati University Denpasar, The Faculty of Teacher Training and Education, and he graduated on 2013.