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FACILITATING STUDENTS LEARN ENGLISH VOCABULARY

(A Classroom Action Research in the Eighth Grade of SMP Negeri 3

Kebakkramat in Academic Year 2015/2016)

THESIS

Submitted to Fulfill One of the Requirements

to Obtain the Undergraduate Degree in English Education

FIRMAN ADI SETYO NUGROHO

K2211034

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2016


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PRONOUNCEMENT

I would like to certify that the thesis entitled “FACILITATING STUDENTS

LEARN ENGLISH VOCABULARY (A Classroom Action Research in the

Eighth Grade of SMP Negeri 3 Kebakkramat in Academic Year 2015/2016)” is

really my own work. It is not a product of plagiarism or made by others. Everything

related to others’ works is written in quotations, the sources of which are listed on the

bibliography.

If then this pronouncement proves wrong, I am ready to receive any academic

punishment.

Surakarta, April 2016

Firman Adi Setyo Nugroho

K2211034


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FACILITATING STUDENTS LEARN ENGLISH VOCABULARY

(A Classroom Action Research in the Eighth Grade of SMP Negeri 3

Kebakkramat in Academic Year 2015/2016)

THESIS

Submitted to Fulfill One of the Requirements

to Obtain the Undergraduate Degree in English Education

FIRMAN ADI SETYO NUGROHO

K2211034

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2016


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APPROVAL OF CONSULTANTS

This thesis is approved by the consultants to be examined by the Board of The

Examiners of Teaching Training and Education Faculty of Sebelas Maret University.

On :

By :

First Consultant

Dr. Suparno, M.Pd.

NIP 19511127 198601 1 001

Second Consultant

Teguh Sarosa, S.S, M.Hum

NIP. 19730205 200604 1 001

NAME : Firman Adi Setyo Nugroho

NIM : K2211034

TITLE : FACILITATING STUDENTS LEARN ENGLISH

VOCABULARY (A Classroom Action Research in the Eighth

Grade of SMP Negeri 3 Kebakkramat in Academic Year

2015/2016)


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APPROVAL OF THE EXAMINERS

This thesis has been examined by the Board of the Examiners of Teacher

Training and Education Faculty of Sebelas Maret University and accepted as partial

fulfillment of the requirements for the Undergraduate Degree of Education in English.

Day :

Date :

The Board of Examiners:

1. Chairperson

Hefy Sulistyawati, S.S., M.Pd. (……………………..)

NIP. 19781208 200112 2 002

2. Secretary

Dewi Cahyaningrum, S.Pd. M.Pd. (……………………..)

NIP. 19880323 201302 01

3. Examiner 1

Dr. Suparno, M.Pd (……………………..)

NIP. 19511127 198601 1 001

4. Examiner 2

Teguh Sarosa, S.S, M.Hum (……………………..)

NIP. 19730205 200604 1 001

The Dean of

Teacher Training and Education Faculty of

Sebelas Maret University

Prof. Dr. Joko Nurkamto, M.Pd

NIP. 19610124 198702 1 00


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ABSTRACT

Firman Adi Setyo Nugroho. K2211034. FACILITATING STUDENTS LEARN

ENGLISH VOCABULARY (A Classroom Action Research in the Eighth Grade

of SMP Negeri 3 Kebakkramat in Academic Year 2015/2016). Thesis. Surakarta :

English Education Department. Teacher Training and Education Faculty. Sebelas

Maret University.

This research is an action research aimed at finding out how the use of ”What

is it game and Kim’s game” improves students’ vocabulary mastery and describing the

class situation when ”What is it” game and ”Kim’s game” are implemented in class.

The classroom action research was conducted to the eighth B grade students of

SMP Negeri 3 Kebakkramat in academic year 2015/2016. In this study, 30 students

consisting of 17 males and 13 females participating. The research consisted of two

cycles with four meetings in cycle 1 and three meetings in cycle 2. Each cycle

consisted of planning, acting, observing and reflecting. The research data were

collected through observation, interview, assessment, and photographs. The qualitative

data were analyzed by assembling the data, coding the data, comparing the data,

building interpretation, and reporting the outcomes. Meanwhile, quantitative data were

analyzed by comparing the mean scores of pre-test and post-tests.

The data analysis reveals that the use of “What is it” game and “Kim’s game”

as teaching techniques is able to facilitate the improvement of the students’ vocabulary

mastery, the situation during the teaching and learning process, and the students’

behavior. Before being treated by using this technique, the students’ mean score was

44.44. Finishing the first cycle, in post-test 1, the students’ mean score increased to

58.89. Then, in post-test 2, the students mean score achieved 70.00. The students’

improvement covers all of the indicators of vocabulary mastery including (1) Meaning

of words, (2) Pronunciation, (3) Spelling, and (4) Grammar. “What is it” game and

“Kim’s game” also improve the classroom climate to be more conductive. The

students are courage and confidence in asking and answering questions, they are

motivated to join the English class, and students’ noisiness and boredom significantly

decrease. Therefore, it is highly recommended techniques that can be chosen to

implement in the teaching vocabulary.

Keywords: vocabulary mastery, games.


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ABSTRAK

Firman Adi Setyo Nugroho. K2211034. MEMFASILITASI SISWA

BELAJAR KOSAKATA BAHASA INGGRIS (Penelitian Tindakan Kelas pada

Kelas Delapan dari SMP Negeri 3 Kebakkramat pada tahun ajaran 2015/2016).

Skripsi. Surakarta : Pendidikan Bahasa Inggris. Fakultas Keguruandan Ilmu

Pendidikan. Universitas Sebelas Maret.

Penelitian ini adalah penelitian tindakan yang bertujuan untuk mengemukakan

bagaimana penggunaan permainan “What is it” dan “Kim’s game” dalam

meningkatkan kemampuan kosakata siswa dan mengemukakan situasi kelas saat

permainan “What is it” dan “Kim’s game” diterapkan dalam kelas.

Penelitian tindakan kelas dilaksanakan pada kelas VIII B pada SMP Negeri 3

Kebakkramat di tahun pelajaran 2015/2016. Dalam penelitian ini, 30 siswa yang

teridiri dari 17 laki-laki dan 13 perempuan berpartisipasi. Penelitian ini terdiri dari dua

siklus dengan empat pertemuan di siklus 1 dan tiga pertemuan di siklus 2. Setiap

siklus terdiri atas perencanaan, tindakan, pengamatan, dan refleksi. Data penelitian di

peroleh dari pengamatan, wawancara, penaksiran, dan fotografi. Kualitatif data

dianalisis dengan mengumpulkan data, member kode, membandingkan data,

menginterpretasikan data, dan melaporkan hasil. Sementara itu, kuantitatif data

dianalisis dengan membandingkan skor rata-rata hasil pre-tes dan pos-tes.

Analisis data menyatakan bahwa pengunaan dari permainan “What is it” dan

“Kim’s game” sebagai teknik pengajaran dapat memfasilitasi peningkatan kemampuan

kosakata siswa, situasi selama proses belajar mengajar, dan kebiasaan siswa. Sebelum

diajar menggunakan teknik ini, nilai rata-rata siswa adalah 44.44. Setelah selesai siklus

1, pada pos-tes 1, nilai rata-rata siswa naik menjadi 58.89. Lalu, pada pos-tes 2, siswa

mendapat nilai rata-rata 70.00. Peningkatan siswa telah meliputi semua aspek dari

kemampuan kosakata yang terdiri (1) Arti kata, (2) Pelafalan, (3) Pengejaan, dan (4)

Struktur. Permainan “What is it” dan “Kim’s game” juga meningkatkan situasi kelas

menjadi lebih kondusif. Siswa menjadi berani dan percaya diri dalam bertanya dan

menjawab pertanyaan, mereka juga termotivasi dalam mengkuti kelas bahasa Inggris,

dan kebisingan siswa serta kebosanannya menurun derastis. Oleh karena itu, teknik ini

sangat dianjurkan untuk dapat dipilih untuk di terapkan dalam mengajar kosakata.

Keywords: kemampuan kosakata, permainan.


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MOTTO

“Everything will be okay in the end. If it’s not okay, it’s not the end”

(John Lennon, self quotes)


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DEDICATION

I lovingly dedicated this research paper to:

My beloved mother and father

My beloved sisters


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ACKNOWLEDGEMENT

Alhamdulillahirabbil ‘alamin

Praise be to Allah SWT for His blessing to the writer so he can finish this

thesis as a partial requirement for achieving the undergraduate degree in English

Education Department, Teacher Training and Education Faculty, Sebelas Maret

University. In this occasion, the writer would like to express his gratitude and

appreciation to the followings:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University.

2. The Head of English Department of Teacher Training and Education Faculty of

Sebelas Maret University for his permission of this thesis.

3. Dr. Suparno, M. Pd., the first consultant, for all his consistent guidance,

suggestion, kindness and his patience in guiding the writer during the writing

process of this thesis.

4. Teguh Sarosa, S.S., M.Hum., the second consultant, for his assistance, valuable

advice, meaningful comments, and encouragement to make this thesis better.

5. The Headmaster of SMP Negeri 3 Kebakkramat, for allowing and facilitating

the writer to conduct the research.

6. The English teacher of class VIII B of SMP Negeri 3 Kebakkramat, for helping

the writer to do the research.

7. The eighth grade students of class B of SMP Negeri 3 Kebakkramat, for their

participation and cooperation as the subject of the research.

8. All the lecturers, administrative staff, and friends in English Education

Department of Sebelas Maret University for the assistance so the writer could

all the things during his learning in English Education Department.

9. His beloved mother and father, for their great love, prayer, and all supports that

they give for the entire writer’s life.

10. His family, de Tika and mba Annisa for the never ending prayer and supports.


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11. All members of English Education Department, especially the A Team of

English Education Department 2011, thanks for the wonderful time we have

spent.

Realizing that this thesis is far from being perfect, the writer would be very

pleased for all the suggestions, criticisms, and comments for this thesis better. The

writer hopes that his thesis will give some knowledge to everyone who reads it.

Surakarta, April 2016

Firman Adi Setyo Nugroho


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TABLE OF CONTENTS

PRONOUNCEMENT .......................................................................................... ii

TITLE .................................................................................................................. iii

APPROVAL OF CONSULTANTS .................................................................... iv

ABSTRACT ......................................................................................................... v

ABSTRAK .......................................................................................................... vi

MOTTO ............................................................................................................. vii

DEDICATION .................................................................................................. viii

ACKNOWLEDGEMENT .................................................................................. ix

TABLE OF CONTENTS .................................................................................... xi

LIST OF APPENDICES ................................................................................... xiv

LIST OF TABLES ............................................................................................. xv

LIST OF FIGURES .......................................................................................... xvi

LIST OF CHARTS .......................................................................................... xvii

CHAPTER I. INTRODUCTION

A. Background of Study ............................................................... 1

B. Problem Statements ................................................................. 6

C. Objectives of the Study ............................................................ 6

D. Benefits of the Study ............................................................... 6

CHAPTER II. REVIEW ON RELATED LITERATURE

A. Review of Vocabulary .............................................................. 8

1. The Nature of Vocabulary ................................................. 8

2. Vocabulary Mastery .......................................................... 8

3. Kinds of Vocabulary ......................................................... 9

4. Learning Vocabulary and Its Importance ....................... 11

5. Teaching Vocabulary ...................................................... 12

6. The Aspects of Teaching Vocabulary ............................. 14

7. Vocabulary Teaching Technique .................................... 16

B. Review of Games ................................................................... 17

1. The Nature of Games ..................................................... 17


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2. Types of Games .............................................................. 18

3. The Construction of Games ............................................ 19

4. The Benefits of Using Games in Language Learning ..... 21

5. Roles of Games in Learning Vocabulary ........................ 22

6. The Selected Games ....................................................... 23

C. Rationale ................................................................................ 26

D. Action Hypothesis ................................................................. 28

CHAPTER III. RESEARCH METHODOLOGY

A. Context of The Research ....................................................... 29

1. Place and Time of Study ................................................ 29

2. Subject of the Research .................................................. 30

B. Method of The Research ........................................................ 31

1. Definition of Action Research ....................................... 31

2. Type of Action Research ................................................. 32

3. The Characteristics of Classroom Action Research ....... 32

4. The Model of Classroom Action Research .................... 32

5. The Procedures of Action Research ............................... 34

C. Techniques of Collecting Data .............................................. 35

D. Techniques of Analyzing Data .............................................. 37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Research Results .................................................................... 40

1. Prior Situation ................................................................ 40

2. Summary of “What is it” game and “Kim’s game”

Implementation .............................................................. 44

3. Research Finding ............................................................. 48

B. Discussion .............................................................................. 52

1. Games Can Improve Vocabulary Mastery ..................... 52

2. Games Can Build Positive Classroom Climate ............... 54


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CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ............................................................................. 57

B. Implication ............................................................................. 58

C. Suggestion .............................................................................. 59

BIBLIOGRAPHY ............................................................................................... 61

APPENDICES ................................................................................................... 65


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LIST OF APPENDICES

Appendix 1 : List of Student Names ………………………………………….. 65

Appendix 2 : Transcripts of Interview (Pre-research) ………………………... 66

Appendix 3 : Field Notes (Pre-research) ……………………………………… 76

Appendix 4 : Lesson Plans ……………………………………………………. 83

Appendix 5 : Full version of Teaching Implementation ……………………... 157

Appendix 6 : Test Items ………………………………………………………. 192

Appendix 7 : Students’ score …………………………………………………. 204

Appendix 8 : Sample of Students’ Work…….………………………………… 207

Appendix 9 : Transcript of Interview (After Research) ………………………. 233

Appendix 10 : Photograph ……………………………………………………… 237

Appendix 11 : Legalizations ……………………………………………………. 245


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LIST OF TABLES

1. Table 2 : Aspect of Teaching Vocabulary …………………………. 16

2. Table 3 : Research Activities ………………………………………. 30

3. Table 4.1 : The result of pre-test …………………………………...... 43

4. Table 4.2 :Summary of Research Implementation in Cycle 1 ……..... 44

5. Table 4.3 : Summary of Research Observation in Cycle 1 ………...... 45

6. Table 4.4 : Summary of Research Reflection and Revision in Cycle .. 46

7. Table 4.5 : Summary of Research Implementation in Cycle 2………. 47

8. Table 4.6 : Summary of Research Observation in Cycle 2 ………….. 48

9. Table 4.7 : Summary of Research Reflection in Cycle 2 ……………. 49

10. Table 4.8 : Summary of Research Findings …………………………. 49


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LIST OF FIGURES

Figure 3.1 : The Model of Action Research ………………………………. 33


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LIST OF CHARTS

Chart 4.1 : The Improvement on Students’ Vocabulary Mastery ………………… 51

Chart 4.2 : The Improvement of Students’ Vocabulary Mastery of Each Aspect ... 51

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