CHAPTER I INTRODUCTION

1.1.

BACKGROUND OF THE STUDY

English is not only a foreign language but have become a second language in Indonesia. The government directly and indirectly recognize the importance of English. In Indonesia, English has started to be taught since junior high school, and continued until high school and college equivalents. In fact, now English, in elementary schools has also been introduced and taught. English is not only used as one of the subjects at school, but also considered as one of the important subjects. In fact, English is one of the subjects tested in national examinations that the question of national standards and serve as one of the student graduation requirement. According to Pennycook (1995:40) that English has become a crucial instrument for the continuation of education, employment and social status of the community. In learning English, basically the students have difficulty in memorizing words. it makes a lack of vocabulary. One causes of students' lack of vocabulary is students are lazy to read the dictionary

and do not want to memorize

the new vocabulary that they have

learned. Students still have problems in learning English because English sentence structure is different from that of Indonesian. They get bored in learning English, because the technique used by the teachers is not interesting. Therefore the writer use games to improve students' ability in learning vocabulary. By using games it is expected students can easily understand and memorise the vocabulary given to them. According to cuririculum in 1996 the amount of vocabulary that must be achieved by students is 1000 vocabulary. However, most students are not able to reach the target of mastering vocabulary, especially students in the MTs Tarbiyah Tondano. Based on the background above, the writer felt need to do this research entitled Improving Students Mastery of Vocabulary through games conducted at MTs Tarbiyah Tondano. 1.2. FORMULATION OF THE PROBLEM Is teaching vocabulary by using games more effective to improve students mastery of vocabulary ?

1.3.

REASON FOR CHOOSING THE TOPIC

There were several reasons for choosing the topic, they are: - Teaching vocabulary through games is an effective technique. - Using games bring so many advantages for students and teacher. - The researcher is interested using games when teaching in the classroom.

1.4.

PURPOSE OF THE STUDY

The purpose of this study was to find out whether the using games can improve the students mastering of vocabulary.

1.5.

BASIC ASSUMPTION

- Games activities can increase the students mastering of vocabulary. - If the teacher is using games in the classroom, the student mastery of vocabulary will be automatically increased. - Mastery of vocabulary is very important because without mastery of vocabulary, student cannot increase their English competence in listening, speaking, writing, and reading. 1.6. HYPOTHESIS

In teaching and learning vocabulary through games can improve students mastery of vocabulary.

1.7.

SIGNIFICANCE OF THE STUDY

This study is expected to get the result that will be useful for readers, in terms of: 1. As an input data for the English teachers about the using games in the classroom and the importance of vocabulary in teaching English. 2. To motivate students to increase their vocabulary.

3. It is hoped that this study will contribute or would be of any value to other students in conducting further research of the similar topic. 4. Directly, the writers knowledge can be developed by investigating the topic.

1.8.

DELIMITATION OF THE STUDY

This study was delimited to the applying of three kinds of games namely Hang man Game, Guessing Game and Word Card Game to improve the students mastery of vocabulary in the second grade of students at MTs Tarbiyah Tondano. Clearly the writer only discussed the role of game in helping students learn vocabulary.

1.9.

DEFINITION OF TERMS

- Game activities : Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. - Vocabulary : acording to Huyen and Nga (2003) : In

order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately.

CHAPTER II REVIEW OF LITERATURE AND THEORITICAL BASIS

2.1.

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

teaching English as a foreign language the teacher need to vary way of teaching in order to get the students interest and attention to the lesson. In teaching learning process there are some factors, which can influence the successful goals in the school. They are curriculum, materials, method, teachers, students and the technique. Richey (1912:1) stated that : teaching may be considered to be basic to all the other professions are made possible through the work of teachers in elementary and secondary school, college, and university. Furthermore Brown (1980:7) stated that : teaching is showing or helping someone how to do something, given instruction, guiding in the study of something providing with knowledge, causing to know or to understand. Teaching is building and facilitating learning, enabling the learner to learn, setting the conditions for learning. It means teaching is a systematic way, teacher as an organizer should be creative to make learner interested in following the subject. Teaching may be said to cover not only activities of guiding students activities but also those which aim at helping students develop themselves and be able to adapt themselves in the group to which

theyre belong. At the result of teaching the students should be able to interest in their group. Theyre learning to think, feel, and act in harmony through social groups of which they are a part. 2.2. Vocabulary Vocabulary is one important aspect in learning a foreign language. Without a proportional amount of vocabulary anyone will get trouble in her speaking, reading, listening, and writing. Without a shred of doubt, the writer said that the acquisition of vocabulary would help people in gaining, understanding, and also enhancing the process of knowledgeable transfered for a better life. Indisputably the chances for progress or success in any kind of fields, like computers, technology, economy, politics, tourism, and educational increase with the size and applications of vocabulary. Vocabulary can be defined as a collection of words and it contains a meaning of word. Nault (1984:337) stated : Vocabulary is the total number of words in a language. It is also a collection of words a person knew and used in all the aspects of language.. According to Harimukti Kridalaksana, vocabulary is a

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

Here are some techniques for teaching vocabulary, especially new words: 1. 2. 3. 4. 5. 6. 7. Say the words clearly and write it on the board. Get the class to repeat the word in chorus. Translate the word into the students own language. Ask the students to translate the word. Draw a picture to show what the words mean. Give an English example to show the word is used. Ask a question by using the new word

The first step to take in improving your vocabulary is to recognize that it is not possible for you to know the meaning of every word you see. In the short run, not paying attention to words you dont know may save you some work. But in the long run, you just wont know as much as you should. Here are some ways to find the meaning of difficult words - Learn to use the context that is, clues that surrounding sentences sometimes give about the meanings of new words. - In a word you dont know, look for parts within the word, parts whose meanings you might know. - Learn the difference between what a word means and what a word suggests or make you feel. - Learn the difference between words that mean almost the same thing but have different shades of meaning.

- Learn to use a dictionary so you can find meanings easily. - Keep a list of words you want to add to your vocabulary. Once youve found the meaning the new word and think you understand it, try to make sure that you dont forget it. To remember new words : - Write the word and its definition often, just for practice. - Say the word. Learn to pronounce it correctly by using the pronunciation clues in your dictionary. - Try to learn the word and its meaning the first time you see it. - Use index cards to study vocabulary. Write the word on one side of the card and its definition on the other side. - Make up the phrase or a sentence that uses the word in a way you understand. - Use the word when you talk - in class, on a job, at home. - Use the word whenever you can in your writing assignments. - Say the words and its meaning over and over again in your mind. - Dont try to learn long list of new words. Study just a few words each day several days so that you can learn by repeating.

2.3.

Games Games also help the teacher to create contexts in which the

language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.' According to Jeremy Harmer, games are a vital part of a teachers equipment, not only for the language practice they provide, but also for the therapeutic effect they have. They can be used at any stage of a class to provide an amusing and challenging respite from other classroom activity about their English class. Learning a foreign language is a hard work, one must make an effort to understand and to repeat words accurately. English teacher has to have a good plan to motivate the children, to enrich vocabulary mastery by using drills and exercise. But, in reality the children fell bored with these techniques because the process is monotonous. Is teacher keep using these techniques, the children cannot improve their English to solve this problem, the English teacher has to create his teaching with certain technique that enables him to avoid the technique which is boring.

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English teacher needs to find out good techniques that can make the children interested in learning English. In this case Julia Khan stated: Children play and children want to play. Children learn through playing. In playing together, children interact and in interacting they develop language skills. Games provide context for play, reasons for playing and routine for playing. According to Jeremy Harmer, games are a vital part of a teachers equipment, not only for the language practice they provide, but also for the therapeutic effect they have. They can be used at any stage of a class to provide an amusing and challenging respite from other classroom activity about their English class. Stephen Mark Silvers said that: Most of you who have experimented with language games as a teaching device will be, I am sure, as enthusiastic about their use as I am. Unfortunately, many teachers still feel that game is only for a short time, to give a class break from the monotony of drilling, and some teacher consider games merely frivolous activity

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Sandra J. Savignon has three reasons why games have to be used in learning foreign language, they are: a. The very structure of games provides an opportunity for learners to practice vocabulary and grammar, specific functions, and other language art skills. The task orientation of the games requires that the students use rather than merely practice language for real and immediate communicative goals on the other hands require constant, meaningful interaction among the players. b. They created relaxed atmosphere. This lower the anxiety level or effective filter that often keeps students from learning. Games accomplish this in two ways. First, games focus the learners attention on the immediate goal, that is, succeeding at the same itself, rather than in the responsibility of language learning (Stoic, 182). Second, whether the game is competive or not, it requires cooperation. This contributes to the development of a sense group that led in turn to feeling of support and security among the group members. As the result, the learners are less anxious and more open and able to communicate. c. Games offer strategy for dealing with problems that may arise from code implication. Teacher to provide communication at a level the learners can understand often uses code implication.

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And according to Rebecca L. Oxford and David Crookal game can encourage good strategy in learning foreign language. They are: a. Games embody the communicative approach; they provide active involvement of the whole person (intellectual, physical, social and emotional). b. Games change the roles and relations of learners to take more active role in their own learning process. This has two effects: 1. It gives learners much more opportunity to communicate in the language. 2. It places more responsibility on learning to direct their own learning. 3. Game provide language quantities of input, which can be understood because of meaningful, and engaging context f the activity. 4. Game allows attention to be given to language form as well as to content. 5. Game has additional effective advantages, such as education of anxiety increase in positive feelings and improve self confidence. 6. Game can make the participant encouraged to communicative even when their knowledge and competence in the language is less than they would wish. 7. Games have the learners to identify more closely with the target culture. 8. Game encourages adolescents and adult to once a gain. Play with symbols. From the explanation above, we know that game is form of play and can be used as a vital part of a teachers equipment in English teaching.

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2.4.

The Types of Games

2.4.1. Hang Man Game Game is one of the interesting activities that make students enjoy learning English. According to Tony Augarde (1994) "The origins of Hangman are obscure, but it seems to have arisen in Victorian times," How to play the game ? - Students are given a story in which there is a new vocabulary. After that students are divided into two groups. - The mission of this game is that the students have to rescue someone who has hanged by guessing the letters of certain words - teacher draw a gallows on the board and a few lines that represent words which must be guessed for example apple. Means the line is made of the letters in the word apple is 5 lines.

- students must guess the word is meant, by mentioning the

letters one by one.

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If the students guess the wrong letter (because it does not represent the word in question), the teacher will draw a circle like a human head.

If students still guess wrong letter, the teacher continues to draw the body.

If the guess is still wrong, the teacher will continue by drawing both hands followed by both feet. It is a sign that the students in one group cannot save their friend who get punishment.

15

- If the students can guess the right letter, the teacher writes the letter on the lines that has been prepared on the board. For example they say A the letter A should be put on the first line, for APPLE. The guessing word will be continued with for example the letter E. This E should be put on the right line as can be seen below :

- This game will be done continuously until the other the other group of students can guess what the word is.

16

- The game ends when the students are not able or able to complete the line with the correct letters, the winners is the group who can guess the word correctly. In this case the correct word is APPLE

2.4.2. Guessing Game According to Klippel (1994), The basic rule of guessing games is eminently simple; one person knows something that another one wants to find out. Wright and Buck say, Essentially, in guessing and speculating games, someone knows something and the others must find out what it is. Based on the definition above , it can be concluded that guessing games is a game in which a person or participant knows something and competes individually or in a team to identify or to find it out. How to play the game? - Teacher divides the students into two groups.

17

- The group thinks an object that exists in the class. For

example Chair. Then the students give clues by using body language

- The other groups ask question.

For example : Group A Is it desk? Is it window? Group B No No No No No Yes Yes No No Yes No No No Yes

Is it black? Is it white ? Is it big? Is it small ? Is it brown ? Is it on the wall? Is it circle? Is it square? Is it on the table ? Is it bag ? Is it red? Is it Chair ?

- If the group guess correct they get the score, and if they false they get the punistment.

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2.4.3. Word Card Game According to Wikipedia Word games are generally engaged as a source of entertainment, but have been found to serve an educational purpose as well. For instance, young children can find enjoyment playing modestly competitive games. Students are given a story in which there is a new vocabulary. After that students are divided into five groups of four to five students. The students in each group are assigned to look for new words in the story and write them in a list . then they have to prepare cards as many as the new words they get from the story. Twenty new words must be written in the twenty cards which are called English word cards. After that they have to write the meaning of the new words in the other twenty cards that are called Indonesian word cards . So each group will have 40 word cards. How to pay the game? - Shuffle or scramble all the word cards on the table. ( English word cards and Indonesian word cards) - Each students has to find out English word cards and its meaning. The more they get, the better. - They have to race. The one who gets the most pairs of cards will be the winner. -

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2.5.

Why game activities There is some reasons why activities in teaching learning

process game are very important in teaching English as a foreign language. According to Andrew Wright, David Betteridge and Michael Buckby in their books Games for language learning: 'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'

'The need for meaningfulness in language learning has been accepted for some years. A useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered. Aydan Ersoz (2000) state that 'Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore,

20

they employ meaningful and useful language in real contexts. They also encourage and increase cooperation.' Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Furthermore from 'Creative Games for the Language Class' by Lee : 'There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games.' 'There are many advantages of using games in the classroom: 1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills- speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use.

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2.6.

The use of game in developing mastery of Vocabulary Many experienced textbook and methodology manuals writers

have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (1995). He also says that games should be treated as central not peripheral to the foreign language teaching programmed. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching. There are many advantages of using games. "Games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato 1988:147). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen 1994:118). They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato, they, "add diversion to the regular classroom activities," break the ice, "[but also] they are used to introduce new ideas" (1988:147). In the easy, relaxed atmosphere which is created by using games, students remember things faster and better (Wierus and Wierus 1994:218). S. M. Silvers says many teachers are enthusiastic about using games as "a teaching device," yet they

22

often perceive games as mere time-fillers, "a break from the monotony of drilling" or frivolous activities. He also claims that many teachers often overlook the fact that in a relaxed atmosphere, real learning takes place, and students use the language they have been exposed to and have practised earlier (1982:29). Further support comes from Zdybiewska, who believes games to be a good way of practicing language, for they provide a model of what learners will use the language for in real life in the future (1994:6). It means that Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming. Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (1995). Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen.'

Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors

23

referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency. According to Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga in Asian EFL Journal learning vocabulary through games - December 2003 'Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way.' Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.

24

It means learning vocabulary through games is one effective and interesting way that can be applied in any classrooms. The results of this research suggest that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners communicative competence.

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2.7.

Teaching and Learning Activity Teaching and Learning Activity

No 1

Teaching Stages Pre- Activity

Teacher Activity Greeting Good Morning, Students How are you Today? Im Fine too / oh, what a pity, hope you are healthy and happy again Praying Before staring the lesson, I want us to pray first and one of you to lead it, please? Checking attendance Now, I will check your presence by order, if I call your names, raise your hand and say Present its means that you are attend. Warm out / review Ok now I will start the lesson today Today we will study about professions. Did you know what kinds of profession?

Students Activity
Good Morning maam Fine, Thank You / Im Not well today. How about you maam?

Before we begin the lesson lets say a prayer according to our respective faith. Lets Pray Cease Pray

One by one, students raise his/her hand and say present if they are attend.

2.

Yes/ No

While Activity The teacher show the picture about kinds of profession. For example : Teacher,

All students look at the picture.

26

Doctor, Sales Man, driver, Pilot, Nurse, etc. Teacher reads the kinds of profession Teacher uses games to make students memorize the new words. Now I want to divide you into two groups. After that, teacher explains the rules of the games. Teacher gives example how to play the game. Hang man Games : teacher gives clue to students about the profession, and than students must guest than say the words one by one. If the answer false, teacher drawn on the board people hang. 3. Teacher gives exercise the students write sentences about the new words they have found this day. Teacher ends the days activities. O.K. I think enough for today and see you next week Bye-bye

All Students Repeat after teacher

O.K Maam

Students listen

students try the games

See you maam

Closing Activity

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CHAPTER III RESEARCH METHODOLOGY

3.1.

Research Design

In this research, the writer would like to collect; process; analyzes the data to get conclusion of the research. This research is called quantitative research because it will use numbers or statistics. In this research preexperimental design with one group pre-test and post-test design will be used. Pre-test is the test which given to the students, before the treatment. The posttest is given to the students after the treatment to find out the students achievement. Butler (1985:65) stated that experimental studies are those in which the investigator deliberately manipulates some factors or circumstances in order to test the effect on some other phenomenon. So there were two test: T1- the pre-test and T2- the post test. X is used to symbolize the treatment in the representation of the design: T1 X T2

The design above means that the teacher gives them pre-test before using games then gives them post-test after teaching several times using games.

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3.2.

Population and Sample

Population Population is the area in which you are trying to get information from. According to Burns (1990 : 62) Population is an entire group of people or objects or events which all have at least one characteristics one common, and must be defined specially and unambiguously. In this study, the population is the students of MTs Tarbiyah Tondano

Sample Sample is a section of your population that you are actually going to survey. McMillan and Schumacher (1984:32) say that: Sample is a group of subjects selected from the population. The sample of this research is the second grade students at MTs Tarbiyah Tondano. They consist of 21 students.

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3.3.

Data Collection The writer gave the students the pre-test and post-test used to

test the students' ability. Pre-test and post-test were same in form as well as its content but the time and aim are different. So, students' were given the pre-test before the lesson is begun to know the students knowledge of the material that has been taught. after that, students' were given the materials about games. The last step in the experiment gave the post-test to students' . post-test giving after the lesson is finished, to know students taught. Instrument The data has been collected through a test. The test in form of written test, the essay test. There are pre-test and post-test. The test is arranged according to the material given. 3.4. Data analysis

In analyzing the obtained data, the writer used mean score formula :

30

Hatch and Farhady (1082 : 30) stated that ;

X
N

= Mean score N = All score of the sample = Total number of students

The data presented in frequency distribution, computation or mean score X and standard deviation and the entire test can be presented on frequency polygon.

31

CHAPTER IV DATA ANALYSIS In this chapter one class was chosen by writer as a sample of this research. The students was taught vocabulary by using games, and the purpose of this study was to find out wheather games can improve students mastery vocabulary. The data were collected by pre-test and post test that given to the students. This chapter was also to organize the data collected. The data are presented in the matrix and in the table of frequency distribution. To analysis the data the writer followed this steps: 1. Checking the result of pre-test ( X 1 ) 2. Checking the result of post-test ( X 2 ) 3. Calculating the result of mean score and standard deviation of pre test ( X1 ) 4. Calculating the result of mean score and standard deviation of post test ( X2)

32

Table 1. the scores of the students in pre-test. Students Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Score 7 7 7.5 6.5 6 6 6.5 7 7.5 6 6 5 5 6.5 7.5 7 7.5 6 4 7 7.5

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Table 2. The score of the students in Post-Test Students Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Score 8.5 8.5 9 8.5 9 9 8 8 9 9.5 9 8 8 9 9 8 8.5 9 8 9.5 9.5

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Table 3. The scores of the students in Pre-Test (first test), Post-test (second test) and Gain. Students number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Pre-test 7 7 7.5 6.5 6 6 6.5 7 7.5 6 6 5 5 6.5 7.5 7 7.5 6 4 7 7.5 Post-test 8.5 8.5 9 8.5 9 9 8 8 9 9.5 9 8 8 9 9 8 8.5 9 8 9.5 9.5 Gain 1.5 1.5 1.5 2 3 3 1.5 1 1.5 3.5 3 3 3 2.5 1.5 1 1 3 4 2.5 2

35

Based on table 3, there were 21 students that took part in the test. And from 21 students, there was 1 student that got increased 4 point, there was 1 student that got increased 3.5 point, there were 6 students that got increased 3 point, there were 2 students that got increased 2.5 point, there were 2 students that got increased 2 point, there were 6 students that got increased 1.5 point and there were 3 students that got increased 1 point. According to data collected, writer compared the scores of students from pre-test and post-test. So this research shows that there were increased scores of every students because scores of post-test were higher that scores of pre-test and proved that Using games can improving students mastery of vocabulary. Based on the checking the result of data on table 1 and table 2, frequency distribution and frequency percentage of the students scores of pretest and post-test were computed. And the result are presented in table 4 and table 5.

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Table 4. Frequency Distribution and percentage of students scores of pre-test ( X 1 ) Score 7.5 IIII 7 III 6.5 IIII 6 II 5 I 4 The result of pre-test ( X 1 ) on the table 4, from 21 students there were 5 students got 7.5 or 23.80% and that the highest score in pre-test. And five students got 7 or 23.80%, three students got 6.5 or 14.28%, five students got 6 or 23.80%, two students got 5 or 9.52% and one students got 4 or 4.76%. 1 1 4.76 2 3 9.52 5 8 23.80 3 11 14.28 5 16 23.80 Tally IIII Frequency Cum- Freq5 21 Frequency % 23.80

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Table 5. Frequency Distribution and percentage of students scores of post-test ( X 2 ) Score Tally Frequency CumFreq9.5 9 8.5 8 III IIII III IIII IIII I 3 8 4 6 21 18 10 6 14.28 38.09 19.04 28.57 Frequency %

The result of post-test ( X 2 ) on the table 5, from 21 students there were three students got 9.5 or 14.28% and they got the highest score in second test (post-test). And eight students got 9 or 38.09%, four students got 8.5 or 19.04% and six students got 8 or 28.57%. In the first test or pre-test, there was no students got 9.5, 9, 8.5, and 8. Because the highest score is 7.5 and just five students the got the score. And the lowest score is 4 that achieved by one student. While in the post-test, there were three students got 9.5 or the highest score in post-test. And eight

students got 9, four students got 8.5 and six students got 8. It means that after compared the score of per-test and post-test showed that scores of post-test are better than pre-test. Because scores of post-test are higher than pre-test.

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Table 6. Computation of Mean Score and Standard Deviation of PreTest Students number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Pre-test 7 7 7.5 6.5 6 6 6.5 7 7.5 6 6 5 5 6.5 7.5 7 7.5 6 4 7 7.5 136
X2

49 49 56.25 42.25 36 36 42.25 49 56.25 36 36 25 25 42.25 56.25 49 56.25 36 16 49 56.25 899

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Computing the Mean score and standard deviation of Pre-Test.

Computing the mean score of pre-test:

X

X
n

136 21

X 6.47

Computing the standard deviation of pre-test;

S

X
n

X2

899 6.47 2 21

S 42 .80 41 .86
S 0.94

S 0.96

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Table 7. Computation of mean score and standard deviation of Post-test Students number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 8.5 8.5 9 8.5 9 9 8 8 9 9.5 9 8 8 9 9 8 8.5 9 8 9.5 9.5 182.5 72.25 72.25 81 72.25 81 81 64 64 81 90.25 81 64 64 81 81 64 72.25 81 64 90.25 90.25 1591.75 Post-test
X2

41

Computing the Mean score and standard deviation of Post-Test.

Computing the mean score of post-test:

X

X
n

182.5 21

X 8.69

Computing the standard deviation of post-test;

S

X
n

X2

1591 .75 8.69 2 21

S 75 .79 75 .51
S 0.28

S 0.52

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Table 8. Frequency Poligon of Pre-Test

PRE-TEST
6 5 FREQUENCY 4 3 2 1 0 4 5 6 6.5 7 7.5 SCORE 8 8.5 9 10

Table 9. Frequency Poligon of Post-test

9 8 7 FREQUENCY 6 5 4 3 2 1 0 7.5 8 8.5 SCORE 9 9.5 10

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Table 10. Frequency Poligon of Pre-Test and Post-Test

PRE-TEST and POST -TEST

9 8 7 6 FREQUENCY 5 4 3 2 1 0 4 5 6 6.5 7 7.5 SCORE 8 8.5 9 9.5 10 Pre-Test Post-test

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CHAPTER V CONCLUSION And SUGGESTION 5.1. Conclusion

Based on discussion above, writer at last arrived at the conclusion that the mean score of the second test or after the treatment was higher than the first test or before the treatment ( T2.. T1 8,69 6,47 ). This meant that the using games as a teaching technique in improving students mastery of vocabulary was effectived. This also meant using games as a teaching technique in improving students mastery of vocabulary was an effective, because it would created conductive and active learning condition which then motivated students to improving their vocabularies. This had answered the question whether the technique was effective or not in order to make students easier to remember the words that had tough before. So this experimentation was successful in improving students mastery of vocabulary.

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5.2.

Suggestions

Bassed on conclusion above lead the research to put foward these suggestions: 1. Teachers or prospective teachers have to know that this is one of many techniques suitable to apply when teaching English in classroom to make easier for students to understand the material. 2. Teachers or prospective teachers who have same problem, are suggested to use this technique when teaching English as a foreign language in improving students mastery of vocabulary.

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BIBLIOGRAPHY

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McMillan and Schumaker. 1984. Research in Education. Boston: Little Brown and Company. Michael . J . Wallace. 1982 . Teaching Vocabulary. English Language book society. Nault, W.H. 1984. The world book encyclopedia. Usa:Worldbook. Richard-Amato and Patricia A. 1988. Making It Happen. London: Longman Inc. Sandra .J. Savignon and Magie S Bern .1987. Initiatives in Communicative Language Teaching II. Wesley Publishing Company. Stephen Mark Silver.1982. Games for the Classroom and the English Club English Teaching Forum. Richey, R. W. 1912. Planning for teaching an introduction to education. California: department of education Saint Marys College. Wiener, Harvey S. & Bazerman, Charles. 1991. Reading skill handbook. MA: Houghton Mifflin. Wright Andrew, and david B and Michael B. 1990. Games for language learning. Cambridge : University press Zdybiewska, M. 1994. One hundred language games. Warsawa : WSIP. Wesley: Addison Oxford :

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