Prima Yanti SIregar

CHAPTER IINTRODUCTIONA. Background of the Study Language is a great part in our life. Language and human beings are two inseparable components. Whenever, wherever and whoever can express feeling and thoughts with language. It is a way, perhaps the most important of language in which human beings interact in social situations. Each language has its own norms, including grammar and structure. Accordingly when message which is transferred from a certain language into others.English is one of foreign languages that are more popular that any other languages in the world. It means that language is humans tool to communicate to each other and their way to express or say the idea and thinking. An Indonesian person does not use English language commonly in a daily life. Therefore, to consider the important role of English, English is taught from the elementary till university, furthermore English itself Indonesian as second language. English is introduced into curriculum and it is a compulsory subject in kindergarten, elementary school, junior high school, senior high school and university. The Indonesian government always makes effort to improve the quality of education by improving the quality of the teachers and other teaching components, which are involved in the educational processes (Rachmadie, 1985:54) the quality of someones English skill is obviously depending on the quality and quantity of the vocabulary he or she has. Besides, every learning process will go on well if there is motivation. It is expected that each student come to school having the motivation to study. Therefore, teacher has to make students productively involved using the work in the class. This step requires teachers creativity to create the most appropriate ways for their students. Teaching English is always oriented to master the four language skills: Listening; Speaking, Reading, and Writing. All the four skills are very important in teaching English. The language components, such as structure, vocabulary, spelling, and pronunciation are taught to support developing of the four language skills. Generally, in learning language, vocabulary always becomes the first aspect that must be mastered before the other component of language that supports one skill of English competences learning English vocabulary takes an important position . It means that when people lack of vocabulary in English, they could not speaking English well, write a sentence well, comprehend a text well, and absolutely could not understand about what the other people say. Vocabulary is very crucial in language learning and one of the important factors in learning English especially in teaching elementary school students. Hornby (1974:954) states that vocabulary is total number of words which with rules for combining them make up a language. According to Manzo and Sherk (1971:72) Vocabulary is central of formation, acculturation, reticulation apparently all learning. Therefore, it is important for teaches to study methods and techniques in improving students vocabulary so that they can learn as effectively as possible.As a teacher, it is necessary to find new teaching media to overcome the problems and not to forget to motivate the students. Some teachers have used games, pictures, songs, real object and cartoon as their teaching media to grow the student creativity in learning process. Based on writer`s experience in Field Teaching Practice 2012 in MAM 1 Medan, the writer found some common problems in mastering vocabulary faced the students as follows:1. They have many difficulties to master the vocabulary, given verbally by the teacher.2. The teaching material do not motivate the learners to learn.There are several techniques in teaching vocabulary proposed by pedagogues. One of them is Maley (1989:168), who propose seven different ways working to acquire vocabulary, they are : a). using dictionary, b) Text- based vocabulary word , c). word building( affixes, etc), d). idiomatic language ( idiom, proverbs, etc), e). games. Wright (1989:1) stated that games help encourage many learners to sustain their interest. It means that teaching- learning process cannot be done only in a serious manner, but it can be done in a relaxing manner as well, especially in teaching vocabulary. Who am I game as a part of the games can be use in teaching vocabulary who am I game can make the teaching condition would be relax, fun and successful. Because who am I games is very effective to increase students achievement in learning vocabulary.Consideration the statement and the reason above, the important vocabulary, students` problem in vocabulary and strategy of teaching vocabulary the researcher feel that is important to observe the students ability in vocabulary. So the researcher tends to choose : Applying game who am I on learning vocabulary by the students of MAM 1 Medan

B.The Identification of Problem Based on the background of the study, the researcher formulates the research question of this study as: The effect of who am I game method in teaching vocabulary.

C. Scope and Limitation This study focused on increasing students achievement in vocabulary. The applying would be used to increasing students achievement in vocabulary was applying who am I game. The limitation of the study was only to investigated whether the application of who am I game was effective to increasing students achievement vocabulary. The researcher only focuses this study on who am I game to develop students` vocabulary and the vocabularies only focuses on the teenager life, entertainment and the season as the topics.

D. Formulation of the problemsThe problems of this study will be formulated as follows: Did the who am I game significantly in increasing students achievement vocabulary?

E. Objective of the studyThe objectives of the study would be formulated as follows: to find out whether increasing by applying who am I game in students achievement in vocabulary

F. The significance of the study The result of this study are expected that:1. The findings are expected to be useful as input for English teachers in increasing the students` achievement in vocabulary by using who am I games 2. Students, to encourage them to be more active and high motivated students, especially in vocabulary skill by using who am I games3. Those who are interested and concern to teaching learning process and for the interest of doing futher research.

CHAPTER IIREVIEW LITERATUREA. Theoretical FrameworkThis study is planned to investigate the applying a game who am I on the students achievement in increasing vocabulary In conducting a research theories are needed to explain some concepts or terms applied in the research Concerned. Theoretical framework of this research will be presented and discussed as the following 1. Description of Teaching and Learning In teaching and learning process, a teacher should have strategy and method , so that his students can learn effectively and efficiently. Brown (1980:5) stated that teaching is a task like hunting or fishing not an achievement like warning. It means that teacher should make some efforts in teaching the material Linton stone (1974;6) says, Teaching is not monologue but it is analogue. Based on the statement we can say that teaching is more than giving information or lesson to the students but it is how to give it. Teacher should have certain method and strategy in teaching. Hornsby (1988:16) stated that teach can mean give instruction to somebody to know or able to do something, give to somebody skill and give a lesson.Teaching English in senior high school have four language skills namely listening, speaking, reading, and writing. The components of language such as vocabulary, structure, spelling and pronunciations are taught and integrated with the teaching of four language skills. In order to teaching English in senior high school appropriately, there are many things that the teacher should pay attention to. They are among others the English curriculum in senior high school school, purpose of teaching English, and the materials of teaching English.

2. Description of vocabulary Vocabulary as one of the language aspects have to be learned when people are learning a language. Good mastery of vocabulary is important for anyone who learns the language used in listening, speaking, writing, and reading besides grammar. Vocabulary profeciency affects to the four language skills in speaking , the words students chooses affect how well they are understand and how people react to them. In writing, there is vocabulary determines how clearly and accurately they can express idea to others. In listening, their vocabulary influences how much they understand in class lectures, speeches and class discussion and in reading, they can get information given by the writer clearly. Burton (1982:98) said : without a large vocabulary, it is impossible to use English language precisely and vividly.Longman Dictionary of Contemporary English ( 1987:1177) defines vocabulary means all the words that someone know, learn of uses, or a list of words that are typically used when talking about particular subject or a list of words with the explanations of their meanings in a book for learning foreign language. In some literature, we found the meaning of vocabulary . there are some definitions of vocabulary, Hornby in Oxford Advance Learner`s Dictionary of Current English (1995:1331), states that vocabulary are:1. Total number of words which ( with rules for combining them) male up a language.2. (rage of) words known to, or used by , a person, in a trede, profession , etc3. A list of words with their meanings, especially one that companies a textbook.Based on the difiniton above, vocabulary is defined as a large number of words that students have to know ; not only memorizing the form of the word but also understands its meaning. According to Huckin an Olsen ( 1983: 462) there are some principles to expand one`s vocabulary and they are :1) Whenever you come across a new word, first try to find an informal difinition of it somewhere in immediate context.2) If you encounter an unfamiliar word that is not defined in the text, try to guess or at least narrow down its meaning by using contextual clues.3) If an unfamiliar word seems to be particularly important and you can not determine its meaning from contextual clues, consult an authority.4) Try to get to know words well, especially important words. This means learning what they mean, how they are used, how they are pronounced, and what the related forms are. Alexander (1988:10) said that the vocabulary is central to formation is accuulturation, articulation, and apparently all learning, very important for someone to be able to communicate competently.Vocabulary is not only words. When we talk about vocabulary, it means that we talk the words. There are some different ways to think about vocabulary : meaning, pronunciation, collocation, expression, synonym, antonym, and homonym.1) MeaningWhen we meet words, the first thing we want to know is what it means. If we do not know the meaning of the word, we can not understand what we read and listen. The meaning of unfamiliar word can be find by seeking them in dictionary.2) PronounciationWhen we learn a new word, we have to make sure that we can say it. Make sure we know which syllable is stressed. It is important when we speak because the stress of the syllable can bring different meaning3) CollocationCollocation is the way to combine the word with other words. There are many particular words that have special combination in English. For example: Take medicine, do home work, different form , and disappointed in, etc. Its incorrect if we say I have to eat medicine Because collocation of medicine in English is take.4) Expression Expressions are groups of two, three, four or more words which always go together. It is semantic unit having a meaning which often differs from the sum of meanings of it is saparate parts. It usually consist of verb followed by preposition, e.g. look over, carry out, turn down, etc. It is often used in spoken form5) Synonym Synonym is a word that means the same, or nearly the same as another word. For example:Smart= clever,high= tall, Big= large, allow = permitOral = verbal,deny = refuseSteal = rob,answer= replay Banish = exile, custom = habitVacant = empty, redress = relief 6) AntonymAntonym is a word that has a meaning opposite to that or another. In other words two words are said to be antonym when they are in contrary to each other in meaning. For example : Buy >< sell,dark >< lightHot >< cold,inteligent >< stupidhard >< soft,beautiful >< uglyBest >< worst, early >< lateJoy >< grief,sweet >< bitter7) Homonym Homonym is a relation that holds between two lexemes that have the same form but unrelated meanings. Homonyms are the words that have same phonetics form ( homophones) or orthographic form ( homographs) but different unrelated meanings.For example : Pale and pail, male and mail,week and weak, meat and meet,crews and cruise, dear and deer,die and dye,dual and duel,fair and fare, blew and blue,brake and break, cent and sent,

3. Types of vocabularyTeaching vocabulary is important in language acquisition. Vocabulary is one element that links the four skills of listening, speaking, reading, and writing all together. One of the requirements to communicate well in a foreign language, students should have an adequate number of words. According Celca-Murcia (2000:76) there are two kinds of vocabulary, as follows: productive and receptive

3.1 Productive vocabularyProductive vocabulary is the lexical terms which the students can remember and use appropriately in speaking and writing. Receptive vocabulary in the lexical items which the students familiar and understand when they meet them in the context of reading and listening materials. Productive vocabulary is used to speaking and writing, the stage of teaching and learning must end with vocabulary practice, where the students get an opportunity to try to use the vocabulary in context. Different from productive vocabulary, receptive vocabulary is only presented until the students know the meaning to understand the context of reading or listening.

3.2 Receptive vocabularyReceptive vocabulary is that set of words for which individual can assign meanings when listening or reading. These are words that are often less well known to students and less frequent in use.Meanwhile Aebersold and Field (1997:139) classify into active and passive.1. Active vocabulary refers to put item which the learner can use appropriately in speaking or writing, and it is also called as productive vocabulary, although in fact it is more difficult to put into practice, its means that to use the productive vocabulary, the students must to know how to pronounce it well, they must be familiar with collacation and understand the connotation meaning of the word. This type is often used in speaking and writing skill.2. Passive vocabulary refers to language items that can be recognized and understood in the context of reading or listening and also called as receptive vocabulary.From the explanation above, we can conclude that active vocabulary or productive is all the words used in daily activities, partly while, passive vocabulary or receptive is all the words recognized and understood, and not necessarily used. In general, recognition or receptive vocabulary is larger than productive vocabulary.

4. Teaching Vocabulary Vocabulary is number of words of language which is based on native speaker experiences. Because each experience, even thing and idea has name which is called word. Every language has many words. According to Webster new International Dictionary, a language has 450.000 words. Therefore, it is impossible that someone be able to master all the words a certain language although in language himself. Teaching vocabulary is seen as incidental to the main language teaching namely the acquisition of grammatical knowledge about the language.Vocabulary is necessary to give the students to hang on it self though the two are obviously interdependent and the teachers should be the some kinds of expertise in the teaching communication as they do in teaching of structure.The goals of vocabulary teaching must be more than simply covering a certain number of words or the word list. The teacher must look to how teaching technique numbers can help realize their concept of what it means to know a word. As in all areas of the syllabus, on understanding the nature of what they are teaching should be reflected in the way about teaching it. Brumpit (1984:15) said that vocabulary has been one area of the syllabus while the link between method and technique has been developedKustari (1988:15) says, Teaching vocabulary is guiding students to define the meaning of words and arrange words in correct sentences. In other words ,teaching can be defined as lead the students to identify the meaning of the target language and in this case is English. Than , the teaching vocabulary does mean teaching word has different meaning depending on context. They a los change the meaning of the words form changes.While in the oxford advanced Dictionary (1986:959) the meaning of vocabulary is a total number of words which ( with rules for combining team) make up a language. But as learners of English as a foreign language, our aim of learning English is to unable us to master the vocabulary more closely to the native speaker.Based on the explanation above, it can be said that teaching vocabulary is a set of work done by a teacher to enable the students to master the total amount of words (vocabulary) presented in the vocabulary test.

5. Who am I game Who am I game as parts of the game are always seen in our daily life. People these games to spend their leisure time to be relaxing, sometimes they do just for fun. According to Klippel (1994:13). the basic rule of who am I game is eminently simple, one person knows something that another one wants to find out. Wright and Buck say ( 1990:169), essentially, in who am I and speculating games, someone knows something and the others must be find out what it is. In addition, according to Webster (1986:1008). Who am I game is game in which the participates compete individually or team in the identification of something indicate obscurely ( as riddles or charades).Based on the definition , it can be conclude that who am I game in which a person or participant knows something and competes individually or in team to identify or to find out it.

6. Teaching Vocabulary Through who am I gameTeaching vocabulary sometimes is really notice realize by teachers or they even ignore it. They just pay a very little attention to vocabulary teaching they regard that vocabulary can be gained by students automatically in the process of language teaching that while having a lesson. Some regard that it can be done simply learning the language skill such as listening, speaking, reading and writing.Games can be applied in teaching learning english . This idea is supported by Wright, Betteridge and Buckby (1989:2) games can be found to give practice in all skills ( reading, speaking, listening, and writing) in all stages on teaching- learning sequences... Besides on the statements above, it is clear that all skill can be applied in teaching, one of them is vocabulary.There are many reasons a teacher uses games in teaching vocabulary, games give students chance to use English orally, it means that students can practice and develop their ability to speak English. Games provide fun and relax while remaining very much within framework of language learning. It is expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in the foreign language.It says that who am I game give students do not feel bored during learning process. Nevertheless, the most important thing is to give the students in practicing their English. the teacher can teach many kinds of topics such as about animals, profession or people.Based on the statement above, we can conclude that who am I game give attendents more chance in formulating question. But we know that language classes are spend answering questions put forth by teacher or text book. So, by using this game students are ask to practice in formulating questions.There are several steps to apply who am I game according to Wright and Buck (1990: 73), the procedures are:1. The teacher gives the card to the students which have a word related to the topic2. The teacher asks the students to describe the word that they get3. After preparations teacher asks the students to write or to speak in front of the class4. The rest of the class has to guess the word5. The one who describes the word gets the point if the class can guess the wordFor example:I am a kind of primateI like climbing the three and also have long tailMy favorite fruit is bananaWho am I?

6.1 The Role of TeacherThe teacher role is central as an active judge. She dominates the teaching learning process. She is available to provide assistance if required, makes correction sand offers extra clues. She controls the direction, monitors and corrects the students` performance and answers. The teacher must judge the correctness of the students` response .

6.2 The Role of StudentsStudents pay a reactive role by responding so stimuli. They should contribute as much as they gain in the classroom. If the students are successfully doing the who am I games, they will apply the new vocabulary which has just been learnt into the lesson. It is needed for recalling the vocabulary

B. Conceptual Framework The quality of language skills depends on the quality and quantity of vocabulary . it affects the ablity and skills in expressing ideas of aright teacher. Teaching vocabulary is a very important task in teaching English. By using good method or technique to present and revise new vocabulary items used in text book, student will find words easier to remember and will become more motivated in class so that they can increasing their vocabularies achievement.Who am I game is consider as an effective and enjoyable technique to teach vocabulary because it enables students to practice, express their idea and discuss the meaning of new vocabulary.Who am I game is a technique that can be used in speaking and writing. Students can generate their ideas and write them into W-H question. Than, they think more about other words in sentence to describe the secret words. This process teaches students to be accustomed to have a critical thinking. Therefore, it is expected by using Who am I game to generate the better result in increasing students `vocabulary achievement

CHAPTER IIIMETHOD OF RESEARCH

A. LocationThis Research was conducted at MA Muhammadiyah 1 Jl. Mandala by pass No. 4 Medan. This location was choosen because the same research has never been conducted in this school.

B. Population and SampleThe population was the students in tenth grade of 2013/2014 academic year which consisted of 28 students. There were one singgular classes in MA Muhammadiyah 1 Jl. Mandala by pass No.4 Medan the study namely students of class X. The class consisted of 28 students. They were 13 boys and 15 girls. All the population were taken as the sample. This subject was choosen because during the researcher as English teacher in MA Muhammadiyah 1 Medan, it was found that many students difficulties to mastering the vocabulary and the teaching materials do not motivate the learners to learn.

C. Research Design This study was designed as classroom action research. Action research is learning by doing it is conducted by the teacher as classroom participant. As teacher , he/she needs to know what is actually happening in classroom, collecting data and evaluating her/his own teaching, do something to solve it, see how succesfull his/her effort were, and if it is not satisfying, try again until showing the increasing of changing.The action research was started at pre-test meeting,the researcher distributed the questionnaire of personality and did the interview to find out the inrovert students and their difficulties in vocabulary and the resarcher gave the pre-test item to know their vocabulary ability.the procedure of this research was conducted within two cycles. Each cycle consist of three meetings. So, there were seven meeting in this research.

D. The Instrument of ResearchIn Collecting the data, the following instrument were used1. In vocabulary test, it was used to assess studnts` vocabulary. In this case, vocabulary test is multiple choice test. The student will be answer the questions in the multiple choice test about teenagers life, entertaiment an season that they have learned by applying who am I game.2. Observation sheetThe researcher choose English teacher of class X Senior High School as observer3. Interview sheet The interview sheet was conducted to get informatiom related to the students` English ability background which included their opinion about English, their interest in English, and their difficulties in learning English. The interview sheet was done by asking some questions to the students and the form teachers as the object interviewed. The result of interview indicated that Who Am I Game really helped both the teacher and the students in learning vocabulary. The students were interested in learning vocabulary by applying the technique.4. Diary NoteThe diary notes were used to record whatever was happening in the class when the research took place. And the diary notes indicated that the students were respect and responsive to learn vocabulary by using Who Am I Game. Besides, this technique situated them into group where the students could fulfill one to another in their learning .

E.The Techniques for Collecting DataThe techniques for collecting data will be conducted by administrating 2 cycles. The first cycle will consist of three meetings and the second cycle will consist three meetings. Each cycle have four stage, they are: Planning, Action, Observation, and Reflection.

The Process of Action Research (Adapted from Hopkins, 2009: 150)PlanCycle 1

ReflectiveAction/observationRevised Plan Cycle 2

Reflective Action/observationRevised PlanCritical process of action research continues1. The First CycleIn this cycle, the students vocabulary skill was measured and their problem in vocabulary skill was analyzed.

1.1 Planning In planning, first of all the researcher prepared 3 lesson plan for three meeting, which applying who am I game and media would be used in teaching learning process, in this phase, the researcher also prepared the diary notes and observation sheets to be used during the teaching learning process.

1.2 ActionIn this phase, the researcher as the teacher applied the lesson plan had been arranged before. Next, the researcher asked the students about their prior knowledge and mentions all the words that related to the topic then write all the students` words in blackboard/whiteboard. Dividing the students in to pairs or group and gave them the cards or piece of paper which had a word related to the topic. And then, guiding the students to describe all the words into several questions, each group have to chooses one person as a leader to talked about without letting anyone in other group overhead. After that, asked the leader from one group to tell about their discussion, the rest of the group have to guess what the leader mean. And the reseracher as the controller was to make sure that the students does not break the rulesof the game.

1.3. Observation The observation was done by a student of English department. It was done to observe the teacher`s and students` attitudes during the teaching learning process. Based on the result of observation, the teacher had tried to teach them as written in the lesson plan. Most of students were enthusiast and enjoyable the writing class even though there were some students who made the noisy during teaching learning process.

1.4. ReflectionThe reflection was done to evaluate the teaching learning process. The success level of teaching learning process in cycle I increased before teaching vocabulary through who am I game. Students who were success in learning ( students who get score 70 ) in vocabulary test I were just 50%( students). Based on the data from writing test I, the teaching learning could not be called success because the class was called success if 80% had reached score 70. It happened because the students still found problem to construct the sentences in good grammar. From the data, the researcher decided to continue cycle II in order to get the better result.

2. The Second CycleThe cycle II was conducted in three meetings. The first cycle has showed that the use of who am I game in teaching vocabulary improved their scores in test but because only 50 % students got point70, the class could not be called success in learning. The researcher wanted the class to success in learning. Therefore the second cycle was done by the researcher so that the class was called success in learning . similiar to the first cycle, the researcher also conducted this cycle same four phases as follows:

2.1 Planning a. Preparing and designing the lesson plan and media will be used during this cycleb. Preparing research instrument, such as observation sheet to observe the teaching learning processc. Giving more motivation to the students, the researcher motivates the students the important of vocabulary in studying English.d. Having seen first cycle that many students were inactive in teaching and learning process. The researcher would control every group by asking, everything they did not understand about the process.e. Redesigning the procedure of teaching vocabulary by applying who am I game.f. Preparing the test to measure the result of the study.

2.2 ActionIn this phase, the researcher still used who am I game as a technique. The first steps, the researcher explained about the topic and order to the students to mentions the words that related to the topic. The second steps, the researcher devided the students in to pairs group and distributed to them the card or piece of paper which had a word related to the topic. The third steps, guiding the students to describe all the words inti several questions and order one from them to come in front of class and the rest of the group have to guess that word. The one who can guess it got the point and if the class can not guess the word the one who describes got the point.

2.3 ObservationThe observation which was done in the second cycle showed that most students were more active and enthusiastic than that in the first cycle. After knowing the result of their test in the first cycle, the students tried to give their attention to teacher`s explanantion fully and did what the teacher instructed to do. They were nore enjoyable play the game. The teacher always monitored them carefully either when teacher was explaining about the topic or when the test was done. The teacher was able to manage the class so the student participated in teaching learning process.

2.4 ReflectionAfter evaluating the students` vocabulary test, the researcher found that the students` score improved and most students got score 70.based on the observation and test score showed that most students had understand about the topic and got a lot vocabulary.it could be proved from the percentage of the students who get score 70 in cycle II was 100% . The class is called success in learning if 80% students have got score 70.it means that the class called success in learning and there was the score improvement from the cycle I until cycle II. Therefore, the researcher decided to stop the research until this cycle.

F. Techniques for Analyzing DataThis study applied qualitative and quantitative data. The qualitative data analyzed from interview sheet, observation sheet, and diary note. The quantitative data was used to describe data was not enabling to being counted or measured in an objective way, and therefore subjective.The quantitative data was used to analyze the score of the students`, the researcher observed their activities by using who am I game that is given to the students. To know the development of the students` score for each cycle, the mean of the students were computed and to catagorize the master students.

x 100%Where:X = the mean of the students

= the total score N = the number of the studentsTo categorize the number master of students, the researcher continues it by applying the formula:

x 100%Where: P = the percentage of the students who got the point 70R = the number of students who got up the point 70T = the total number of students who did the test

CHAPTER IVTHE DATA AND ANALYSIS

A. The DataThis study applied quantitative and qualitative data. The quantitative data were taken from the mean of the students score in vocabulary test- multiple choices. The qualitative data were taken questionere, observation and diary note. This research was conducted in one class exactly to 28 students. It was accomplished in two cycle. Every cycle consisted of steps action research. They are (planning, acting, observing, and reflecting). The first cycle including pre-test was conducted in four meetings. The second cycle was conducted in three meetings all together.

1. The Quantitative DataThe quantitative data were analyzed by scoring students` vocabulary tests carried out two cycles of classroom action research. The researcher took 30 vocabulary test-multiple choices scores to show the effect of applying who am I games on the students learning in vocabulary.

Table 4.1.Table of students score in Pre-Test, Cycle I and Cycle IINoStudents InitialPre TestCycle ICycle II

123Mean123Mean

1Aida Fitri4456647264.0076889285.33

2Ansor Maulana Lubis4056727668.0080929689.33

3Ayu Wandira5264728072.0084889288.00

4Badaruddin5268727672.00849210092.00

5Bella Nia7276808078.67889610094.67

6Dinda Anggina S.Lbs3656727668.0080929689.33

7Fitrah Riadoh Lubis4464728072.0084889689.33

8Guntur Maulana5660727669.33889210093.33

9Hanif Maulana4056687666.6784889288.00

10Irham Bunayya Lubis7276768478.67929610096.00

11Khairani7272768878.67929610096.00

12Maisyarah5264687669.33889210093.33

13Marhamah Safitri7276768077.33929210094.67

14Mas Aditya3652687665.3384889689.33

15Maya Lestari Sitorus7276808078.67929610096.00

16Muhammad Rezeki4052727666.6788929692.00

17M.Ulul Azmi4052606860.0076889285.33

18Nuraisyah Dewi5260728873.33929610096.00

19Pipin Papanji7276768077.33849610093.33

20Rani Rabbaina6068727672.0084889689.33

21Rizki Sabana7276808078.67929610096.00

22Siti Masitah3648687262.6776889686.67

23Siti Maulana Nst4460727669.33809210090.67

24Syahnen Ain6072808478.67929610096.00

25Yogi Sukmana4856647264.0076889686.67

26Yudi Brampu5260687668.00849610093.33

27Yumnia Rianti T4856607664.0084889288.00

28Muhammad Sandi5664727670.67808810089.33

Tabel 4.2.Table of Students Score from the First Until Last MeetingTestStudents Score Got 70Precentage

Pre- Test725%

First Cycle1450%

Second Cycle28100%

2. The Qualitative DataThe qualitative data were analyzed from the diary notes, interview and observation sheet. The diary note were used to record whatever was happening in the class when the research took place. And the diary notes indicated that the students were respect and responsive to learn vocabulary by using who am I game. Besides, this technique situated them into group where the students could fulfill one to another in their learning. The interview sheet was conducted to get information related to the students` English ability background which included their opinion about English, their interest in English, and their difficulties in learning English. The interview sheet was done by asking some questions to the students and the form teachers as the object interviewed. The result of interview indicated that who am I game really helped both the teacher and the students in learning vocabulary. The students were interested in learning vocabulary by applying the technique.The questionaire showed their good response after teaching t and giving this model during teaching and learning process, from the observation sheet was done by the grade students of Muhammadiyah Universty of North Sumatra as the collaborator in order to evaluate the two cycles of classroom action with research with who am I game done by researcher, so the weakness found in cycle one could be resolved in cycle two.The example of the qualitative data can be seen below

Table 4.3Table of Activities Observed: Teaching Learning ProcessFocusTopicCycle ICycle II

YesNoYesNo

Self/ the researcher as the Teacher The teacher explains the lesson about who am I game

The teacher give the students a chance to ask about who am I game

The teacher give an interested question

The teacher observes the discussion process

The teacher motivates students to active in studying who am I game

Students

context

The students listen/ pay attention to the teacher explaining about who am I game in front of the class

The students deliver question when the teacher gives them chance

The students ask the teacher about the question actively and seriously

The students ask the teacher about who am I game steps which is unclear for them

All the students come to follow the test

The student use dictionary to help them to speak English

The students feel intrested in the question provided

The students always get out and get in classroom during teaching learning process

All of the students collect questionnaire test

The classroom is far from crowded

The classroom is comfortable

The classroom is noisy

The classroom is pleasant

The classroom is peaceful

Table 4.4Table of Questioner Sheet Score(A) Very easy (B) Easy (C) DifficultNoQuestionsABCNumberWord

1Before you know the Who am I game, how do you think about vocabulary in English?044650Difficult

2Before you know the who am I game how do you find 064450Difficult

3After you know the who am I game, how do you think of vocabulary in English?3812050Very Easy

4After you know the who am I game how to find the clue from the question?418150Very Easy

5What do you think of the who am I game in English?437050Very Easy

B. The Data Analysis1. The Analysis of the Quantitative DataSeven meeting were conducted in this research and one of them was for the pre-test. The researcher gave vocabulary test in each meeting. It was decided to take the result of test in the third meeting as the sample of the students vocabulary test in the first cycle and the second cycle until the end of the second cycle of this research, students` vocabulary scored improved.

Table 4.5Table of the Improvement Students ScoreNoStudents Initial NamePre-TestCycle ICycle IIImprovement Score

1AF44.0064.0085.3321.33

2AM40.0068.0089.3321.33

3AW52.0072.0088.0016.00

4BA52.0072.0092.0020.00

5BN72.0078.6794.6716.00

6DAS36.0068.0089.3321.33

7FR44.0072.0089.3317.33

8GM56.0069.3393.3324.00

9HM40.0066.6788.0021.33

10IB72.0078.6796.0017.33

11KR72.0078.6796.0017.33

12MS52.0069.3393.3324.00

13MSF72.0077.3394.6717.34

14MA36.0065.3389.3324.00

15ML72.0078.6796.0017.33

16MR40.0066.6792.0025.33

17MUA40.0060.0085.3325.33

18NDP52.0073.3396.0022.67

19PP72.0077.3393.3316.00

20RRA60.0072.0089.3317.33

21RS72.0078.6796.0017.33

22SM36.0062.6786.6724.00

23SMN44.0069.3390.6721.34

24SA60.0078.6796.0017.33

25YS48.0064.0086.6722.67

26YB52.0068.0093.3325.33

27YRT48.0064.0088.0024.00

28MS56.0070.6789.3318.66

x1492.001984.012557.31

X53.28570.85791.33

1. The highest and the lowest score of the first cycle were 78.67 and 60.00 points2. The highest and the lowest score of the second cycle were 96.00 and 85.33 points3. The total score of the first cycle was1984.01 and in the second cycle were 2557.31 So, the total score of the second cycle was higher than the first cycle.The improvement the students` score in vocabulary by applying who am I game could be seen from the mean of the students` score during the research, the researcher applied the following formula:

x 100%Where:X = the mean of the students

= the total score N = the number of the studentsIn pre-test, the total score of the students was 1524.00 and number of the students was 28, so the mean was:

In test of cycle I, the total score of the students was 1984.01 and the number of the students was 28, so the mean was:

In test of the cycle II, the total score of the students was 2557.31 and number of the students was 28, so the mean was:

The mean of the students`score in the cycle II was the highest of all meeting, so it could be said that the students` vocabularyby used who am I game increased from 53.285 to 91.33 the number of master students was calculated by applying formula

x 100%Where :P= the percentage students who get the point 70R= the number of the students who get the point up 70 pointT= the total number of students` who do the testP1= the percentage of the students who got point 70 to 100 in pre testP2= the percentage of the students who got point 70 to 100 in cycle IP3= the percentage of the students who got point 70 to 100 in cycle IIThe percentage of the improvement of students` vocabulary could be seen as follows:

The result showed the improvement of the students score from the pre-test to second cycle. The pre- test only 25%( seven students) who got 70 points. The first cycle was 50 %( fourteen students) who got 70 points it means there was an improvement about 25 %.In the second cycle there was 100%( students) who got 70 points the improvement was 50%. it can be concluded that who am I game could apply in teaching learning vocabulary.

2. Analysis of Qualitative Data2.1 The Situation and BackgroundBefore conducting the first cycle, the pre test was given in the first meeting. The pre test was vocabulary test while doing the pre test, there were few students who were complaining because they have many difficulties to answer the vocabulary test. It seemed most of students did not answer the question. They were very busy to look for the meaning in the dictionary ,and many of the cheated their friend for got the correct answer.the mean of the pre test was 53.285

2.2 The Data of First CycleThe first cycle was done in three meeting, as follows

1. PlanningThe plan was arranged before doing the research. First of all, the researcher prepared the lesson plan which applied who am I game in teaching vocabulary and media.2. ActionThe following is the procedure of the action in cycle I1. First, the researcher reviewed the students whether they have ever learned about teenagers life, entetaiment and season vocabulary. The researcher motvated the students by teaching them the importance of learning vocabulary.2. Next, the researcher introduces the topic like the Teenagers life, Entertaiment and Season. Some example: 1. It is a reptile it is green or brown and it has long body and no legs some of them are poisonous who am I? Answer : snake 3. After giving the students explanations the researcher dividing the students in to pairs or group and gave them the cards or piece of paper which had a word related to the topic. 4. And then, guiding the students to describe all the words into several questions, each group have to chooses one person as a leader to talked about without letting anyone in other group overhead. After that, asked the leader from one group to tell about their discussion, the rest of the group have to guess what the leader mean. 5. And the reseracher as the controller was to make sure that the students did not break the rules of the game.

3. Observation The obeserver of the action was one of the teacher in that school. The teacher obeserved the students while they were learning by applying who am I game and also investigated the situation and the problems during teaching learning process in the classroom. The observation was put on the questionnaire sheet of the teacher.

4. Reflection In this stage, the researcher reflected on everything taht she had done and made conclusion. The result of the first cycle did not reach the goal determined. It happened because the students still found problem to construct the sentences in good grammar. From the data, the researcher decided to continue cycle II in order to get the better result.

2.3 The Second Cycle1. Planning In this stage, the researcher prepared lesson plan, media and emphasized the teaching learning process and teaching vocabulary by applying who am I game . the researcher tred to make process of teaching and learning more interesting. So that the students fell enjoyable, happy and interested in learning vocabulary. Beside, researcher also prepared vocabulary test- multiple choices.

2. Action In this stage, the researcher motivates the students before applying lesson plan for cycle II. The researcher still used who am I game as a technique to the students. The researcher as a teacher gave more examples of who am I game was still related to the lesson material.

3. Observation The observation was still done for the last time, the actively of the students was observed and it showed that most of the students wwre interset in vocabulary learning about teenagers life, job and season. They could get the best score in answering the question.

4. Reflection Having evaluated the students` vocabulary test multiple choice, the researcher found that the students` score shoewed the improvement. Based on the observation and the result of their vocabulary test, the reseracher concluded that the students had successed improve their vocabulary by applying who am I game. The students` score in second cycle had increased than in first cycle.The percentage of the students who had successed to improve their vocabulary by applying who am I game in first cycle only 50% while in the second cycle the percentage was 100% this improvement made the researcher stop the research until this cycle.

C.The Research FindingThe result of the research indicated that there was an imrovement on the students` vocabulary by applying who am I game. After collecting data, the mean of the pre-test was still low ( 53.285) and then it was done cycle I. After dooing the action by applying who am I game in cycle I, the result of the first had increased from the pre-test (70.857) . Then, after giving action in cycle II, the result of the second competence test had increased significantly from cycle I (91.33) . it implied that applying who am I game in teaching vocabulary was effective as it could improve the students vocabulary and also helped teacher to teach reading,writing,listening and speaking in English.The qualitative data that were taken from questionnaire sheet also showed that the students` interest in English learning because they could share their knowledge in answer the question in English subject.

CHAPTER VCONCLUSION AND SUGGESTIONSA. ConclusionAfter doing the research and analyzing the data, the writer could conclude that Who Am I game had significantly improved the students` achievement in vocabulary. It was found out that students` score increased from pretest until the test of cycle 1 and test of cycle 2. It is shown from the improvement of the means of students` score namely the mean of test of cycle I (70.857) was higher than the mean of the students`score in pre-test (53.285)and the mean of cycle II (91.33) was higher than the mean of the students` score in test I (63.285). it can be stated that the score continuously improved from the pretest until the test of cycle 2. Who am I game can make the learners be active in learning English and also to show their ability in communicating in the foreign language. In other words, teaching vocabulary by who am I game is succesfully done and brings good improvement to the students` achievement.B. SuggestionsIn relation to the conclusions above, suggestions were put forward as followed:1. English teacher , it is useful as one of the alternative technique to teach vocabulary2. The teacher also can active their mind by using the technique of ask and answer to teach vocabulary to the senior high school students.3. For the students, students feel more intrested and motivated in increasing their vocabulary4. For the reader, it is very useful as information for those who are interested in conducting research related to this study.