Chapter 1

Introduction

Background

Mastering vocabulary is one of the most important components to achieve

proficiency in learning language. This is because it makes possible for students to

achieve the four major English skills. How well the students’ mastery in listening,

reading, writing, and speaking depends on how far they master vocabulary. According

to Hồng(2008) vocabulary is a crucial thing because it is a core part of language

proficiency for students in providing the four major skills as a foreign language

learners. Furthermore, in Webster Dictionary (2014) vocabulary is defined as a

collection of words, terms, or phrases that are used by individuals, groups, or science to

explain something or define something.

However, in this case the writer focuses on how to enrich students’ vocabulary.

This is because based on the observation at MTs Al-MaktabWonosari, there are many

obstacles faced by the writer in teaching vocabulary. Some of those obstacles are when

the teacher asked them to give an example of vocabulary in adjective form most of them

could not do what the teacher’s order. Besides, the writer found that they even did not

know the name of the things around them in English. On the other hand, some of those

students at class VIIMTs Al-Maktab, said that they have difficulty to distinguish

vocabulary among noun, adjective, and verb.It could be seen from the situation of the

class. Someof those were indigent in expressing their opinion, feelings, and no

response.

Moreover, another problem in teaching English at MTs Al-

1

MaktabWonosariclassVIIwas that teaching English to students who just graduated from

the elementary school was not easy to do because they tend to get bored. This is because

they were hard to understand the materials. They only followed the class, re-wrote the

words of vocabulary from the board to their own book, but they got nothing until the

end of the class. In another case, the problem that was faced by the students appeared

when they could not do what the teacher instructed. They could not pronounce the

vocabulary words, they even could not remember when the teacher required their ability

to re-wrote few words of vocabularies that have been taught by the teacher. Otherwise,

they were just quiet and they were ashamed to expose their knowledge of vocabulary

words in front of their classmates. Besides, some of them were just more interested to

all of the things around them just than focus on the lesson that is taught by the teacher.

It may happen because of the weakness of the teacher’s way in teaching English.

Therefore, the writer considers that this is one of the issues that need to be studied.

The lack of students’ interest in learning vocabulary makes teacher think

creatively to create an interesting learning way as strategy to attract the students’

interest in learning vocabulary. In this case, the writer assumes that game is one of the

strategies that effective to be applied in teaching vocabulary such as “what do you

have?” game. It is part of activities based on five general goals of communicative games

which very useful for the students to learn English and strategy for the teacher in

teaching language (Nation & Thomas in Shameem&Tickoo, 1999).

“What do you have?” game has been selected as a treatment that will be applied

to the class VIIMTs Al-MaktabWonosari in this study because it can attract students’

attention to the lesson. Therefore, it motivates them in expanding their vocabulary.

Besides, this game is very helpful for shy students to be brave and explore their ability

2

about vocabulary by a competitive game. Furthermore, the important one is this activity

teaches students to be competent and capable to solve problem in game by working in

group or team. In addition, the students are able to become more sociable getting

involved at each other in this activity that interested them.

In this game, the students are required to form small groups consisting of 5

students. They are asked to draw 15 letters from the bag and form the letters into verb,

adjective, noun related to the lesson topic. Then they must write the words on their work

sheet. However, they need to cooperate or get involved with their group members and

communicate in English. The winner of this game depends on how many words the

group finds because the more words they make, the more points they get. Further, by

doing this activity, the students train themselves to differentiate between verb, adjective,

and noun. Furthermore, particularly in this activity, the students are able to give

response and make clarification to their group members when they get involved in a

game and it also motivates students to enrich the vocabulary through communicative

cooperation. So that it can develop the quality of learning English and it supports the

teacher to achieve the learning goals.

By looking on the description above, the writer conduct a study entitled “The

use of “What do you have?” game as strategy in teaching vocabulary”

Research Question

Can “What do you have?” game enrich students’ vocabulary?

The Objective of Study

To find out whether “What do you have?” game can give a significant

enrichment of students’ vocabulary or not.

3

The Significance of the Study

Theoretically, the result of this study will provide more information to all of the

readers that “what do you have?” game is a best part of communicative games in

teaching English and vocabulary in particular. In addition, the practical significance of

this study for the English teacher“What do you have?” game is expected to encourage

the ways of teacher in teaching vocabulary. The teacher can apply this game in the class

as an easy strategy to achieve the learning goal, because teacher make every students

get involved through this game. Furthermore, especially for the students “What do you

have?” game is intended to assist students to enrich their vocabulary because this

activity teaches students to solve problems together as a team work in playing the game.

The last, all of the things in this study can increase the knowledge about teaching field

to the other researcher.

Hypothesis

The hypothesis of this study is “there is a significant enrichment of students’

vocabulary by using “What do you have?” game.

Delimitation of the Study

This study is only focus on enrichment students’ ability in vocabulary at class

VII of MTs Al-MaktabWonosari. Besides, the writer is delimited this study on the

activities of “what do you have?” game to build students’ vocabulary mastering dealing

with materials about noun, adjective and verb.

4

Chapter 2

Literature Review

The Importance of Vocabulary

Vocabulary has become one element that plays in important role in English

learning. According to Huyen and Nga (2003) who said that vocabulary is an important

role for the learners who learn English as a foreign language. It is one element that

supports the four skills of English such as: listening, speaking, reading, and writing.

Moreover, Seda (2010) argues that vocabulary plays in significant role in mastery of

listening, speaking, reading, and writing. Teaching vocabulary is purposed to the four

English skills. Teaching vocabulary is one of important aspect in English as a foreign

language. In teaching, vocabulary should be interactively to the English skills.

That statement is strengthened by Nilawati (2009) who states that vocabulary is

very important for second language learners. Learners can express their ideas

effectively. The learners should know how to expand their vocabulary that can increase

their interest in learning. Furthermore, the English teachers should have a skill of how

to manage their classroom so the students can gain success in vocabulary learning.

Vocabulary is a set of words that is owned by any language which consist of basic

vocabulary, common vocabulary, specialized vocabulary, concrete vocabulary, abstract

vocabulary, popular vocabulary, original vocabulary, absorbing vocabulary, standard

and non-standard vocabulary, local context vocabulary, vocabulary by field, and

vocabulary by word classes (Pateda: 1995, p.82-103)

Based on statement above, it can be concluded that vocabulary is one important

5

aspect in English because it holds students’ ability to be competent in communication.

Vocabulary is a key for the learners who want to master English.

Teaching Vocabulary

Teaching vocabulary to the English learners is very important one. The

successful of students to mastering vocabulary depends on teacher strategies in

teaching. The best ways of teaching of vocabulary to be effective should be mastered by

the teacher. According to Michael Graves (2000), there are four components of an

effective vocabulary program:

Wide or extensive independent reading to expand word knowledge

Instruction in specific words to enhance comprehension of texts containing those

words.

Instruction in independent word-learning strategies, and

Word consciousness and word-play activities to motivate and enhance learning

On the other words, According to Pateda (1995, p.203) teaching vocabulary is

necessary and should be arranged, organized, and programmed as effectively as possible

in advance.

Therefore, by looking the explanation above, it can be stated that teaching

vocabulary is one that must be considered by the language teacher. This is because

students’ interest of learning vocabulary depend on how the teacher’s way in teaching

so that it takes a powerful strategy to make students more active and have desire to

develop their vocabulary skill and to achieve the goal of learning.

Word Classes

Essentially, In English, words can be classified into variouscategoriesaccording

to the grammaticalpurpose.They are often called word classes or parts of speech.

6

According to Haspelmath (2001) as a technical term, word classes are divided into two

main types. They are content words (noun, adjective, verb, and adverb) and function

words (pronoun, preposition, conjunction, interjection, numeral and article). In addition,

according to Schachter&Wierzbicka (in Haspelmath, 2001) defines word classes on a

language-particular basis, the word that is called ‘noun’ is the word class that includes

most words for things and persons, the word that is called ‘verb’ is the word class that

includes most words for actions and processes, and ‘adjective’ is the word class that

includes most words for properties.Here, this research mainly focuseson the major word

classes noun, adjective, and verb.

Noun

Nounis the wordthatbelongs to thecategoryoflexicaland refers to the

person, things, and place.In English, there aredifferentformsofnounsuch as

concrete and abstract nouns. It was supported by Morley (2000) states that noun

is a word which denote ‘entities’. They are concrete and abstract noun. If

concrete,the entities referred two are made of materials. Physical substance and

‘animate’ (human and animal) or inanimate. If abstract, they are intangible.

The example of noun:

Concrete noun Abstract noun

Girl Beauty

Gorilla Depth

Chair Congratulation

Water Happiness

7

Adjective

Adjective is wordthat denotes quality, features or property. It is a word

that describes a noun to give extra information about the noun. It is strengthened

by Morley (2000) who states that an adjective in traditional grammar is as a 'de-

scribing' word, the adjective has the role of describing an attribute or feature to a

noun. It may occur in two positions in a phrase either attributively or predica-

tively.

Example of adjective:

New Beautiful

Different Handsome

Simple Interesting

Black Important

Verb

According to Morley (2000) verbs may be said to express processes

which can be classified in one of three broad ways.Firstly,they can denoteac-

tion.Secondly, they can record event. And lastly, they can refer to states.

Example of verb:

Action verb Non-action verb

Cook Know

Work Love

Walk Hate

Draw Forget

8

Therefore, based on the explanation above, it can be state that the vocabularies

such as noun, adjective, and verb are the most important parts that must be learned be-

cause all of these terms are the major word classes that indispensable for the practical

purpose.

The Advantages of Using Games in the Classroom

Games bring some advantages in learning and teaching. It support byMclellanon

(2011) who examined that games did not make students to monotonous with the lesson,

but games make students to think creative way, requires students to work

collaboratively or competitively, games also make students to learn about how to solve

problem, and be a good team work. Many students can happily engage in games. They

are as a vehicle for students to experience success or winning helps to engage them in

other classroom activities, helping shy students to express their feelings or their peers.

Moreover, Huyen and Nga (2003) reported in their study that apply games in any

classroom can be an effective and interesting way in learning English. In the conclusion,

they said that games have many advantages because it is not only for mere fun, but

more necessary, for improving learners' communicative competence by utilizing of

language lessons.

In addition, Diana (2010) has formulated the advantages of games as follows:

the first advantage of applying games in the leaning process was it made students more

interested in materials of learning. It got students attention to the lesson given. The

second advantage of applying games was teacher did not need to waste more time to

explain the materials. According to Schuna (2010) defines there are some advantages of

learning games for kids that made kids enjoy challenge and participating in games, and

made them smarter and capable. They are motor skills, social development, focus, self-

9

esteem, memory, and creativity.

Games give students motivation. According to (Partisius, 2010) who said that

games help teachers create context. Games can motivate the learners to express thought

in the language learning by participating. When the learners in games, they will have a

motivation to participate and it also motivate them to win the game. So games can be

innovative approach for teaching English language. That statement is supported by

Seda(2001) confirms that teaching vocabulary by game can improve vocabulary

achievement. The students in experimental class had better score than in control class. It

means that teaching vocabulary through game as a treatment in English class is better

than class that is did not apply games as a treatment. There is a difference between

experimental class and control class in students’ vocabulary achievement. It is about the

score, the students’ score of post-test in experimental class is higher than control class.

Games are also the best way to introduce students of new words. According to

Muse (2011) points out that to teach the new words to the students, the teachers can use

the vocabulary games as a very effective way. By applying vocabulary games, student is

involved in learning vocabulary. Games will assist students to keep the words for a long

time, Even it will still persist in their memory. The students will active in learning

process when games are used in the class. They will concentrate to the words that is

often use in games. Besides, vocabulary games will bring students better than

monotonous. In other hand, Vossoughi (2009) argues that games are an effective

technique in learning. That can be evidenced by the word-puzzle games that give the

significant result between the students in a control group and experimental group. The

experimental group has a better performance because of the role of games. Learning

vocabulary becomes very pleasing because at the same time the students play games in

10

a class. Games can change the atmosphere of the class, making students have passion of

learning vocabulary. The English students have a chance to use the language to convey

the meaning and use their knowledge in learning process by using games. Furthermore,

Huyen and Nga (2003) state that games have advantages, effectiveness, bring students

to the relaxation and fun situation, retain students interest, and motivate students to be

active in process of learning vocabulary. Besides, the role of games cannot be denied in

learning and teaching vocabulary.

Based on the statement above, it can be states that educational games are useful

for students to build their selves confident, courage, diligence, and motivation. Teaching

vocabulary by using games has been implemented by teachers in their class. Games also

help teachers to get students interest and attention to the learning process because games

can provide a lot of fun in learning.

What is Communicative Games?

Communication has become a necessary in teaching-learning process inthe class.

So that, the goal of teaching English is depends on how the teacher apply the

communicative game as strategy to make the students to be successfull in performing

English. Communicative games is a part of educational games that give the students a

chance to make social interaction at each other in performing English by in pairs or

teams. According to Nation and Thomas (in Shemeem and Tickoo, 1999) state that the

involve of challenges in teaching English makes the learning proccess to be effective.

The Goals of Communicative Games

Communicative games is one of strategies in teaching language which

has many activities of learning based on its goals. According to Nation and

Thomas (in Shameem and Tickoo, 1999) there are five general goals of

11

communicative games which are really useful for the students in learning

English. They are Learning Communication Strategies, Learning Content

Matter, Learning From One Another, Developing Skill in Discource, and

Developing Fluency. Each of these classification, have different activities or

games in each part based on its key areas. One of those interesting games is

“What do you have?” game, is taken from one of five general goals of

communicative games or activities, it is Learning From One Another.

Communicative games will help people in language teaching and

learning. The primary goal of these communicative activities are to bring

students in a funny learning situation. Besides, communicative activities can

motivate studentsto be competitive to finish, even the difficult task in a limited

time and got the satisfactory outcome.

Learning communication strategies is a main part of the goals of

communicative games. Mastering communication strategies will truly help

students to explore their ability and to communicate at each other. Primarily, on

students who have a lack of language skills in a new environment. Moreover,

communicative activities change the shy people to make response and

relationships with other people. According to Kesler and Nunan (in Shameem

and Tickoo, 1999) language learning will be more effective when students work

in teams or groups, it help students in learning language by working with more

capable students.

Learning skill in discource, students are able to use gramatical form in

written and spoken English. These five goals of communicative activities are

strategies as guide in language teaching and learning. Furthermore, as the last

12

section of the goals, in Developing fluency, self confident is one that learners of

English should have. These self motivating activities can encourage a self

confident to each students' selves. It allows students to develop their fluency by

talking about any topics without worrying about gramatical.

“What do you have?” Game

“What do you have?” game is one of the communicative activities that motivates

students to expand their ability in enriching vocabulary by creating a funny learning

situations.

The aims of “what do you have?” game are to enrich and internalize vocabulary

through communicative cooperation, discriminate between verbs, adjectives, and nouns.

Although this game is aimed at expanding students’ ability to manipulate effectivelly

adjective, verbs, and nouns, it also works as a beneficial tool for speaking in the target

language. The teacher asks students to communicate in English while working on the

production of words in a small groups. This activity motivate students to enrich their

vocabulaty in a communicative way and engages them in funny and competitive game

(Shameem&Tickoo: 1999).

Procedure of “What do you have?” Game

According to Shameem and Tickoo(1999) in their book New Ways in Using

Communicative Games in Language Teaching point out that this game is a part of

communivative games that encourage students to be competent or capable working in

groups or pairs like a teamwork and the important one is they have a powerful learning

resource also.There are seven steps in doing this activity are as follows:

Write each letter in the English alphabet on a card and put them into a bag.

Create groups of three students.

13

Give each group a work sheet with assigned collumns for adjective, verbs, and

nouns.

Get one students from each group to draw 15 letters from the bag.

Ask students to form verbs, adjectives, and nouns from their letters; they must

write these words under the proper column of their work sheet. The more words

they make, the more points they earn. They need to cooperate with their group

members and communicate in English.

Set a time limit for the activity and write the finish time on the chalkboard or

whiteboard.

Write each groups’s words lists under the group names on the chalkboard or

whiteboard when time is up.

Caveats and Option

This game may be played as a follow-up activity after teaching nouns,

adjectives, and verbs, or you may focus on specific parts of speech.

When final lists of words are writen on the chalkboard, students can exchange

their words with classmates.

If the students’ communicative ability is not sufficient to carry on the game in

English, you may teach some words or structures that students might use in

group work.

This activity may be used to teach words for situational language use. For

instance, you may ask students to form adjective, nouns, and verbs, related to an

airport or library situation. When you have written the final lists on the

chalkboard or whiteboard, ask the class for any additional associated words.

14

Relevance of Study

The writer found that there are several previous study that used game as strategy

in teaching English. One of the relevan of studies shows that games have some great

effectivenes: such as creating a relaxed and interesting atmosphere, stimulating

motivation and competition, creating more chances for shy students to express their

opinions in English and to learn new words from their classmates as well that can brings

students to the interesting technique for vocabulary acquiring.  According to Hồng

(2008) He found in his questionnaire and observation that most of students of Lac Hong

were really eager, exited and felt good and could many words from games

technique, games is an healthy competition that can brings students in learning

process,and86% of students thought that shy students have more opportunity to explore

their feelings in english by using games.

That study has been good, because it has studied about the effectiveness of

games, and has dicovered whether games can provide motivation, interesing

atmosphere, and give the opportunity for all vietnemes students. Unfortunatly, that

study only set up an interview, questionnaire and observation to collecting those data.

Those are the weakness of that study. Therefore, in this study, thewriter applied the

communicative game. It is “what do you have?”game directly in the class as a treatment

to know the the effectiveness of communicative game and how far the game can

influence students in enriching vocabulary. It can be proved to the readers that game is a

real inovative way in learning vocabulary.

15

Chapter 3

Methodology of Research

Method

In this study, the writer used the Quantitative approach. Quantitative research is

a formal, objective, systematic process in which numerical data are used to obtain

information about the world. The writer selected Quantitative aproach because it needs

sample and population in conducting this study. In this studythe writer usedQuasi-

experimental design. Quasi-experimental design involves selecting groups, upon which

a variable is tested, without any random pre-selection processes. Experimental methods

are commonly applied to determine causal relationships or to quantify the magnitude of

response of a variable. So one group pre-test post-test design was used in this study

because the writer want to know the outcome of students’ achievement of vocabulary

enrichment after given the treatment“What do you have?” game.

Setting

The seventh grades of MTs Al-MaktabWonosari was used as a setting for this

study. This school is located at Jl. MerdekaNo. 61, Desa Bongo 2.Kec.Wonosari. Kab.

Boalemo. This school was used as an object of the study because the writer have done

an observation in this school before.

16

Population

The population is generalized form of the subject area or object to be studied

andresearched to draw the conclusion. The population of this study is all the seventh

gradestudents in the regular of MTs Al-MaktabWonosari.

Sample

The sample is part of the population. The sample is one part of the number and

characteristics possessed by the population. Sample can describe the state of a

population on the specific population units only. There are a variety of sampling

techniques. Purposive sampling was used as technique sampling in this study because

purposive sampling or judgmental sampling is usually used to determine specific

criteria for sample.

The sample of this study was17 students who still active as students in class VII.

The writer took class VII as an experimental group because the writer has analyzed that

the vocabulary enrichment of students in class VIIwere still weak. For instance, they

could not give a response if the teacher asksthem.Sothis class needs a fun learning

situation in learning vocabulary.

Variable of research

In this study, there are variable x and y. They are students’ ability in vocabulary

is the variable y which is dependent and “what do you have?” game as strategy in

teaching English is the variable x which is independent variable.

17

Research Design

This study used one group pretest posttest design. The design of the study that

used in this study as follow:

01 X 02

(Sugiyono, 2012, p. 77)

Where:

O1 : Pre-test

X : Treatment

O2 : Post-test

a. Pre test

The first section, the writer gave a test to the students which related to the

materials or topics such as “A new school year”, “Going to school”, and “Around the

school”with the total items are 29 items and the students have 45 minutes to answer the

test. It is used to know how far the ability of students in mastering vocabulary before

gives the treatment.

b. Treatment

In this section, the writer set out “what do you have?” game in class VII as a

treatment to enrich their vocabulary. The writer taught the students with the different

material or topic based on that school such as “Around me, “A big clean school, and

“My favorite star” for the four meetings. The writer used them in practice:

Firstly, the teacher brought students to the pleasant situation and introduced the

students about vocabulary such as noun, verb, and adjective related to the materials that

have been taught by the teacher before in a briefly explanation. Then, the teacher

18

motivates students with a game. It was “what do you have?” game to attract students’

attention and explain the game’s rules first. Secondly, teacher divided them into several

groups and asked each groups start to play the game. They work in group or team by

doing what the game instruct and discuss to solve the game at each other. Thirdly,

teacher checked the progressing and performance by looking at their responds and

answer during the game. After the game is over and the students already find the letter

and make the words, the teacher measured students’ understanding of words that they

already make. Next, at the end of the treatment the teacher corrected anything that have

been made by the students, in pronunciation and writing. The last one, teacher let them

to finish some exercises.

c. Post-test

In the last section, the writer gave students post-test in the class VII to

investigate the result of students’ vocabulary enrichment after given the application of

“what do you have?” game as a treatment in several times can enrich or not.

Technique of Collecting the Data

The data of this study are obtained from vocabulary test. The test was form in

multiple choices and related to the materials or topics that consisting of three indicators,

they are “A New School Year”, “Go to School” and “Around the School”. Therefore,

the score of this test are the highest score is 29 and the lowest score is 0. This is because

the each item of the test will get score 1 (one) for the correct answer and get 0 (zero) for

the incorrect answer.

19

Table 1. Blue print of Try out test

Indicators of

Vocabulary

Number of Items Distribution of

Items

Score

Noun 10 6, 11, 13, 15, 16,

24, 25, 27,31, 40

0 – 1

Adjective 20 2, 3, 7, 8,10, 14,

18, 19, 20, 21, 23,

26, 32, 34, 37, 38,

42, 43, 46, 48

0 – 1

Verb 20 1, 4, 5, 9, 12, 17,

22, 28, 29, 30, 33,

35,36, 39, 41, 44,

45, 47, 49, 50

0 - 1

Total Items 50 50

After got the data of students’ result, the writer calculated the test validity by

using product moment correlation pearson formula. The writer calculated that there

were 29 items were valid. It means that there were 29 items of questions could be tested

to the students as a pretest and posttest. Here is the description of the pretest and

posttest items.

Table 2.Blue print of Pre-test and Post-test

20

Indicators of

Vocabulary

Number of Items Distribution of

Items

Score

Noun 8 5, 9, 10, 11, 15, 16,

18, 23

0 – 1

Adjective 11 1, 2, 6, 7,12, 14, 17,

21, 25, 26, 29

0 – 1

Verb 10 3, 4, 8, 13, 19, 20,

22, 24, 27, 28

0 - 1

Total Items 29 29

Test Validity

Validity is a condition that describes the level of the relevant instrument capable

of measuring what will be measure (Arikunto:1995).The validity test of this study will

be used Product Moment Correlation formula. It is used as follows:

2222 YYnXXn

YXXYnrxy

rxy = correlation coefficient of an item

N = number of subjects

X = score of an item

Y = total score (Arikunto, 2005: 72)

Reliability

In book of “How to Design and Evaluate Research in Education” According to

Fraenkel, Wallen & Hyun (2012) ”Reliability refers to the consistency of scores or

answers from one administration of an instrument to another, and from one set of items

21

to another”. in testing realibility, the test was used formula as follow:

(K-R 21) Kuder Richardson (Sugiyono, 2012, p. 186) :

ri=¿ k

(k−1)M (k−M)

kst2

¿

ri = Instrument Reliability

k = The number of items

M = The average of the score

st2

= Total Variants

Data Analysis

The data required in this study is the result of students learning in class VII of

Junior High school of MTs Al-MaktabWonosari. Data collection in this study is a result

of pre-test and post-test in class VII. The data obtained after the class was treated by the

instrument. Instrument of this study is a vocabulary test which is in multiple choices.

This data look whether game can enrich students’ vocabulary or not. Therefore, those

data have been analyzed by using the t-testformula:

t = Md

√∑ X 2 dn(n−1)

Md = ∑ dn

Where :

Md : The difference means score between pre test and post test

Xd : The deviation of each sample (d – Md)

∑ x2d : The total of square deviation

N : The number of samples

Dk : The degree of freedom (N-1)

(Arikunto, 2010, p. 350)

22

Hypothesis Verification

H0 = Number head together strategy cannot raise the students’ reading comprehension

H1 = Number head together strategy can raise the students’ reading comprehension

H0 will be accepted if tobservation≤ ttable, α = 0,05

H1 will be accepted if tobservation≥ ttable, α = 0,05

Chapter IV

23

Research Finding and Discussion

Research Finding

In this the research finding, the writer will discuss about the result of study

which is found by the writer during the study in the school. The result of studyconsists

of the data description of pre-test, the data description of post-test, and the description

result of analysis data to prove whereas the hypothesis is accepted or not.

The Data Description of Pre Test

This data description of pre-test aimed to show the students result of pre-test

before given the treatment. This study took class VII that consist of 17 students as the

sample of the study. Furthermore, the data description of the pre-test in this study shows

that the students’ lowest score was 10, the students’ highest score was 21, the range of

interval class was (R) was 11, the amount of interval class (K) was 5, and the wide of

interval class (P) was 2 (see appendix ).Here is the interval relative frequency of

students’ vocabulary in pre-test

Table 3. The Result of Students’ Score in Pre Test

Interval Class F absolute F relative

10-12 3 18 %

13-15 7 41 %

16-18 4 23 %

19-21 3 18 %

Total 17 100 %

By looking the table above, it showed that the results of students’ score in pre-

test were distributed into fourclasses of interval. The number of students that was also

distributed to the interval classes was explained in F absolute and the number of

24

students in F absolute can be shown as percentage in F relative.

By looking the table above, it showed that the results of students’ score in pre-

test were distributed into four classes of interval. There are students who got the range

score10-12 were 3 students or 18%, the range score 13-15 were 7 students or 41%, the

range score 16-18 were 4 students or 23%, the range score 19-21 were 3 students or

18%.

The data in detail also can be seen in the following polygon graphic.

Students’ score in Pre Test

10-12 13-15 16-18 19-210

1

2

3

4

5

6

7

8

18 %

41%

23%

18%Students' score

Based on the polygon graphicabove, it can be seen that the highest score of

students vocabulary mastering is in the range score 13-15 or 41 %, and the lowest score

of students vocabulary mastering are available in the range score 10-12 and 19-21 or

18%. (The total number of the questions that could be answered by the students was

available in the range score 13-15 or 41%). On the other words, the students’

vocabulary mastering in pre-test is categorized in a low level. Thus, it can be conclude

that most of the students have difficulty to answer the test of vocabulary.

The Data Description of Post Test

25

In the last meeting, the writer gave the students post-test. It aimed to know the

students vocabulary enrichment after applied “What do you have?” game as a treatment.

Based on the result of post-test data, it was found that students’ lowest score was 15, the

students’ highest score was 26, the range of interval class was (R) was 11, the amount of

interval class (K) was 5, and the wide of interval class (P) was 2 (see appendix ). Here is

the interval frequency of students’ vocabulary in post-test.

Table 4. The Result of Students’ Score in Post Test

Interval Class F absolute F relative

15-17 3 18 %

18-20 4 23 %

21-23 9 53 %

24-26 1 6 %

Total 17 100 %

The table showed that the resultsof students’ score in post-test were also

distributed into four classes of interval. There are students who got the range score 15-

17 were 3 students or 18%, the range score 18-20 were 4 students or 23%, the range

score 21-23 were 9 students or 53%, the range score 24-26 were 1 student or 6%.

26

The data in detail also can be seen in the following polygon graphic.

Students’ score in Post Test

15-17 18-20 21-23 24-260

1

2

3

4

5

6

7

8

9

10

18 %

23%

53%

6%

Students' score

Based on the polygon graphic above, it can be described that the data finding in

post-test is categorized in a high level. It was seen the highest score of students

vocabulary mastering was available in the range score 21-23 or 53 %, and the lowest

score of students vocabulary mastering are available in the range score 24-26 or 6%.

(The total number of questions that could be answered by the students was available in

the range score 21-23 or 53%). On the other words, the students’ enrichment of

vocabulary in post-test was higher than the students’ enrichment of vocabulary in pre-

test.

Therefore, by comparing these both result of pre-test and post-test, it was

concluded that there was a difference score of students’ result after given the treatment.

On the other words, the students’ability of vocabulary had enriched by using “what do

you have?” game and it was very beneficial to apply in the class as a strategy in

enriching students’ vocabulary ability.

27

However, to get the accurate of the data this study did a hypothesis verification

to prove whereas “what do you have?” game can enrich the students’ vocabulary

significantly.

Hypothesis Verification

In this early chapter, it has been stated that the hypothesis of this study was

“there is a significant enrichment of students’ vocabulary by using “what do you have?”

game to verify the hypothesis was accepted or not, the writer used the level of

significance

Discussion

This study discussed about the use of “what do you have?” game as the strategy

in teaching vocabulary. In applying this game, the writer acted as the teacher for the

four meetings in the class. Moreover, in this study the writer took the students of class

VII in MTs Al Maktab Wonosari as the sample of this study.

However, to get the accurate of the data, the writer gave the students pre-test as

the evaluation of their basic ability of vocabulary before giving the treatment. The

question of the test consist of 29 item of multiple choices with the categories such as

noun (test items number 5, 9, 10, 11, 15, 16, 18, & 23), adjective (test items number 1,

2, 6, 7,12, 14, 17, 21, 25, 26, & 29), and verb (test items number 3, 4, 8, 13, 19, 20, 22,

24, 27, & 28). By the test, it was found that there are many students have difficulty to

answer the question correctly. The students score in pre test was categorized in low

level. It was proved by the students’ result in pre test indicates that students’ score (10-

12) were 3 students or 18%, the students’ score (13-15) were 7 students or 41%, the

students’ score (16-18) were 4 students or 23%, and students’ score 19-21 were 3

28

students or 18%. It means that the students’ mastering of vocabulary were still lack. It

could be seen from the situation of the class that some of them cheated at each other

during the class. They were hard to understand the vocabulary in the test. Many of them

could not distinguish the vocabularies about noun, adjective, and verb. By looking at

this case, it became something that should be noticed by the teacher considering the

vocabulary is the most important aspect for students to master the language target. In

solving this case, the teacher had to apply a good method such as “what do you have?”

game to expand their vocabulary. Therefore, after getting the students’ knowledge of

vocabulary in pre test, the writer gave treatments to the class in teaching vocabulary.

The treatment was conducted as many as four meetings by using “what do you

have” game as strategy in teaching vocabulary. The writer applied “what do you have”

game with the difference topics based on the material which is applicable in that school.

In the first meeting, the study was held on April 14, 2015. In this meeting, the

writer taught the students about the topic of “My favorite star”. In this topic, firstly the

writer explained about noun, gave the information, and also asked the students to be

able to give example of adjectives related to the topic that have been taught. In this

situation most of students felt bored, they even did not interest with the lesson. To solve

this problem, then, the writer brought the students to play the game which is called

“what do you have?” game. According to Shameem and Tickoo (1999) what do you

have game is a part of communicative games that encourage students to be competent or

capable working in groups or pairs like teamwork and the important one is the students

has a powerful learning resource. This statement was proved when the writer begun to

introduced the students about the game. The writer divided them into some groups or

team and starts to convey the instruction of how to play the games firstly. In this

29

situation, there are some students were fearful in playing the game, they were afraid in

exposing their capability, and they even could not express the vocabulary of adjectives

related to the topic. However, it did not take long time because in the middle of the

process the writer found that the students started so enjoy the game, they became

enthusiastic, and they were fun and happy. Besides, most of them wanted to get

involved in playing the game by form the alphabet into vocabulary of adjectives.

It the second meeting, the study was held on April 15, 2015 . In this meeting, the

writer taught the topic about “A big clean school”. The writer explained about and gave

example of adjective related to the topic of this meeting. In this meeting, every students

tried to give examples of adjective that they already know. They became enjoy the

lesson. When the explanation was done, then, the students played “what do you have”

game based on the rules of the game. In this second meeting, they became very

interested to play the game. Each of them joined and get involved during the game.

They finished the game by formed and expressed many vocabularies about adjective.

The third meeting was held on April 21, 2015. Verb with the topic of “A big

clean school” was being the lesson of this meeting. Such as the previous meetings, the

writer introduced the topic and vocabulary. In this lesson, firstly the writer asked the

students to make a simple dialog in pairs based on the topic by using verb as many as

possible in front of the class. It wanted to know how far the students’ vocabulary

enrichment of verb. Then, when the explanation of the topic was done the writer let the

students to play “what do you have” game by making some vocabularies from the letters

and wrote them in their worksheet. After the game was over, the writer measured the

students’ understanding of words that they already make. Next, at the end of the class,

the writer corrected to all of the words in their worksheet. It could be described that the

30

students could make the vocabularies of verb even if there was still a little mistake in

pronunciation and writing on their worksheet.

On the fourth meeting, the study was held on April 22, 2015. In this meeting, the

writer provided the topic of “Around me” in teaching vocabulary to the students. In the

beginning of the lesson, there was a brief explanation and some examples about noun

related to the topic. After the students understood, the writer asked the students to play

“what do you have” game. In this last meeting of the treatments, every students of the

group competed with other groups to form nouns as many as possible. Besides, they

worked together at each other to find many nouns from the letters they took related to

the topic and wrote those words on the group’s worksheet. This was because the more

words they made, the more points they gain. So, in this game, students learned noun

directly by making many words of noun. Additionally, they looked more active in the

class and also the atmosphere of the classroom became lively in playing the game.

Therefore, after evaluate the students’ understanding and work. It could be described

that most of students could form the various vocabulary of noun according to the topic.

Thus, the students’ vocabulary was enriched after passing some treatments because the

game was motivated every student in making vocabulary.

Based on the all of the treatments it was seen that treatments made all students

get involved in the learning process, and it changed the learning process to be more

effective. At the same time, this activity helped students who are less active had the

same opportunity as other students to get involved in playing this game. This is suitable

with the statement of Kesler and Nunan (in Shameem & Tickoo, 1999) language

learning will be more effective when students work in teams or groups. It helps students

in learning language by working with more capable students.

31

In addition, n applying “what do you have” game as many as for times in the

class gave many advantages for the students. They could develop their vocabulary by

making new words that could be taken to learned, memorized, and used in daily life.

The first advantages of applying games in learning process was it made students more

interested in materials. It got students attention to the lesson given. The second

advantage of applying games was teacher did not need to waste more time to explain the

materials (Diana: 2010). It was supported by Huyen and Nga in their study (2003)

reported that apply games in any classroom can be an effective and interesting way in

learning English. In the conclusion, they said that games have many advantages because

it is not only for mere fun, but more necessary, for improving learners' communicative

competence by utilizing of language lessons.

After the treatment was given, the writer gave the post test to know the students

vocabulary enrichment after getting the treatments. The post test was the similar test

with the pre test that consists of 29 items of questions. The result of students score in

post test was compared with the result of students’ score in pre test. As the result, it was

found that the students’ score in post test were higher than the students’ score in pre

test. It means that the students score’ in post test were increased after getting the

treatment “what do you have” game. This activity motivates students to enrich their

vocabulary in a communicative way and engages them in funny and competitive game

(Shameem and Tickoo: 1999)

In the same way, the students result was analyzed by using hypothesis test.

Based on the data of t-test formula (see appendix ), the hypothesis verification showed

that the hypothesis (H1) was received and the hypothesis (H0) was rejected. The result of

tcount was higher than tlist with the value 10.042 > 2,12 by using level significance α =

32

0.05. Therefore, the use of “what do you have?” game can enrich the students’ ability of

vocabulary in the grade VII of MTs Al Maktab Wonosari.

On the other words, the students are challenged and motivated to learn vocabulary in

this game.

Thus, it could be concluded that by challenging the students with “what do you have?”

game made their vocabulary were enriched.

Chapter V

33

Conclusion and Suggestion

Conclusion

Based on the result of the analysis about the use of “what do you have game as

strategy in teaching vocabulary that was conducted in the seventh grade students of

Madrasah Tsanawiyah Al-MaktabWonosari, the writer would like to take some

conclusions as follows:

Firstly, the appropriate technique or strategy was very helpful in teaching

English process and game is one of the best innovative way or strategy that could be

applied in the class because it could help teacher to make the class to be more active.

Secondly, by applying “what do you have? Gamecould help teacher to attract the

students’ interest in learning vocabulary because this activitycould bring students to the

fun learning situation. Besides, through apply “what do you have? gamein the class, the

students learn to solve the problem by a team work. They became more sociable getting

involved at each other in learning process. This is because this activity can give a

motivation and make the students to be brave to explore their ability of vocabulary. So,

the students could develop their vocabulary enrichment.

Thirdly, the result of students’ vocabulary enrichment could be seen from the

students, score of pretest and posttest. After applied “what do you have” game the

students’ score was high. The total students’ score in pre-test was about 262 and the

post-test was 349. Therefore, the students’ ability of vocabulary was increased.

The last one, the hypothesis of this study was the use of what do you have game

can enrich the students’ vocabulary significantly with the result of the calculation that is

iftcount≥tlistor10.042 ≥ 2.12. It means that the hypothesis was accepted. On the other

words, the students’ ability of vocabulary was enriched by using “what do you have”

34

game.

Suggestion

Based on the conclusion above, the writer suggested to all of the English

teachers who want to achieve the objectives of learning English should have the

appropriate strategy or method in teaching English in the class. This is because using

the right method in teaching English and vocabulary in particular can provide the good

results in the teaching learning process and game is one of the best strategies that could

be used by the teacher in the class.

Therefore, the game such as “what do you have” has been selected by the writer

because this game is one of the best activities in communicative game which is very

useful for the teacher in teaching English and vocabulary because this game teaches

students to be able to differentiate the vocabulary among noun, adjective, and verb. It

can expand the students’ vocabulary. Besides, this activity engages them in funny

learning situation and to be competitive. So, the function of this game is not only for

educating, but also for entertaining.

Thus, this what do you have game can be considered as a reference for the others

teacher who want to applythe game as a strategy or method in teaching English in the

classroom because what do you have game can be used to teach other skills of English.

35

References

Ahyan, S.(2012).RealibilitasInstrumen. Retrieved Desember 16, 2012

fromhttp://shahibul1628.wordpress.com/2012/04/09/reliabilitas-instrumen/

Arikunto, Suharsimi. (2010). ProsedurPenelitian.Jakarta:RinekaCipta

ArikuntoSuharsimi. 2005. ManajemenPenelitian. Jakarta:RinekaCipta.

Arikunto, Suharsimi. 1995. ManajemenPenelitian. Jakarta: RinekaCipta.

Carpi, A.& Egger, A. E. (n.d). Research Methods: Experimentation. Retrieved from

http://www.visionlearning.com/library/module_viewer.php?mid=150

Definition of Quantitative Research. (n.d). Retrieved from

http://www.researchproposalsforhealthprofessionals.com/definition_of_quantit

ative_resea.htm

Diamond, L.&Gutlohn, L.(n.d) Teaching Vocabulary. Retrieved February 21, 2014

fromhttp://www.readingrockets.org/article/9943

Diana, N. P. R. (2010). The Advantages and Disadvantages of Using Games in

Teaching Vocabulary to the Third Graders of Top School Elementary School.

Retrieved fromhttp://eprints.uns.ac.id/336/1/166750209201011411.pdf

Elqorni, A. (n.d). PopulasidanSampel (Population and Sample).Retrieved November 25,

2012fromhttp://elqorni.wordpress.com/2010/02/01/populasi-dan-sampel-

population-and-sample/

Haspelmath, M (2001). Word Classes and Parts of Speech. Retrieved February 26, 2015

from http://wwwstaff.eva.mpg.de/~haspelmt/2001wcl.pdf

36

Hồng, L (2008). Do Games Help Students Learn Vocabulary Effectively? (DUONG

NGOC CHAU 03AV3). Retrieved November24,

2012fromhttp://ed.lhu.edu.vn/?CID=139&NewsID=664

Huyen&Nga.(2003). Learning Vocabulary through Games. Retrieved from

http://www.gsedu.cn/tupianshangchuanmulu/zhongmeiwangluoyuyan/learning

%20vocabulary%20through%20games.pdf

McLellanon, J. (2011). The Benefits of Playing Games. Retrieved November 25,

2012from http://suite101.com/article/engage-students-by-using-games-in-the-

classroom-a334691

Morley, G. D. (2000). Syntax In Functional Grammar. Retrieved February 26, 2015

fromhttp://staff.uny.ac.id/sites/default/files/pendidikan/Lusi%20Nurhayati,

%20S.Pd.,%20M.Appl.Ling%20%28TESOL%29/SYNTAX%20IN

%20FUNCTIONAL%20GRAMMAR.pdf

Muse (2011).Games for Teaching Vocabulary in the Classroom. Retrieved November

24, 2012 from http://www.helium.com/knowledge/151148-games-for-teaching-

vocabulary-in-the-classroom

Nilawati, S. C. (2009). The Effectiveness of Teaching Vocabulary by Using Puppet at

the Elementary School Students. Retrieved

fromhttp://lib.unnes.ac.id/852/1/2185.pdf

Pateda, M. (1995).Kosakata&Pengajarannya.Gorontalo. Nusa Indah

Patrisius (2012).Games for Language Teaching. Retrieved from

http://www.youtube.com/watch?v=su_WD35Mvv0

Populasidansampel. (n.d).Retrieved

fromhttp://teorionline.wordpress.com/2010/01/24/populasi-dan-sampel/

37

Schuna, S. (2010).The Advantages of Learning Games for Kids. Retrieved November

25, 2012 from http://www.livestrong.com/article/214084-the-advantages-of-

learning-games-for-kids/

Seda, A. (2010). Using Game in Improving Vocabulary Achievement at the third year

student of sdn. Retrieved November, 24, 2012

fromhttp://amilseda12.blogspot.com/2012/06/normal-0-false-false-false-en-us-

x-none.html

Shameem, N & Tickoo, M. (1999). New Ways in Using Communicative Games in

Language Teaching. Bloomington. Pantagraph Printing

Shuttleworth, M (2008). Quasi-Experimental Design. Retrieved Desember 18, 2012

fromhttp://explorable.com/quasi-experimental-design.html

Siregar, Syofian. (2013). StatistikParametrikuntukPenelitianKuantitatif. Jakarta:

BumiAksara

Sri, R.(2012). Nomina. Retrieved 21 February 21, 2014 from

http://rosyantisriwakatobi.blogspot.com/2012/06/nomina.html

Sudjana.(2002). MetodaStatistika. Bandung: PT. Tarsito

Sugiyono, Prof. Dr. (2012). MetodePenelitianPendidikan.Bandung :Alfabeta

Vossoughi, H. (2009). Using Words Search Puzzle Games for Improving Vocabulary

Knowledge of Iranian EFL Learners. Retrieved from

http://www.sid.ir/en/VEWSSID/J_pdf/1018220090106.pdf

Webster Dictionary (2014). October 24th 2014.Retreived from :http://www.merriam-

webster.com/dictionary/vocabulary

38