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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Vocabulary skill is one of linguistic features, which influences the
communicative competence. Paulston et al (1976: 55) state that the one thing that
interferes most with our students communicative competence is pitiable
vocabulary and we have recently come to accept the fact that our student have
been right all these years when they complained about not knowing and not being
taught sufficient words.
The above statement reveals that vocabulary skill is very important but
students are very weak in it. Furthermore, Hammer (1991: 23) assets that for
many years that vocabulary was seen as supplementary to the main purpose of
language teaching, namely the acquisition of grammatical knowledge about the
language. Vocabulary was necessary to give student something to suspend on
learning structures, but was frequently not a main focus for learning itself. Words
are basic structure blocks of language, in fact survival level of communication
can take quite comprehensibly when people simply link words together without
any grammatical rules applied at all. So if we interested in being communicative,
words are among the first order of business.
In line with the above statement Carter and Nunan (2001: 42) write the
English teachers learn to ignore the significance of vocabulary in their teaching of
speaking or communication performance. In fact the use of suitable vocabulary
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can cancel out structural incorrectness. Based on this authenticity, recently,
methodologist and linguist have increasingly turned their attention to vocabulary,
learning stressing their importance in language teaching and reassessing some of
the ways it is thought and learn. It means that vocabulary plays a very essential
task in language teaching. As the objective of language teaching is to develop
students‟ skill, namely listening skills, speaking skills, reading skills and writing
skills. The acquisition of meaning also influences the performance of students on
those skills.
Some research findings also disclose that students who have acquired
more vocabulary items, they will be more likely to articulate and communicate the
massage. Therefore, as a result their achievement in speaking skills is better that
those who are short of vocabulary understanding or have acquired less
vocabulary items.
Unfortunately many teachers keep teaching and learning as a monotonous
process. They speak formally in front of the class, give some explanations, read
some informations from the books, show the materials, and students keep
watching and listening to the teacher. Students do less partipation in the class
activities and do not have wide chance to call out what they have learnt.
Larsen and Freeman (2000:126) stated that games are important because
they have certain feature in common with real communicative events- there is a
purpose to the exchange. Also, the speaker receives immediate feedback from the
listener on whether or not he or she has successfully communicated. In this
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way,they can negotiate meaning. Finally having students work in a small groups
maximizes the amount of communicative practice their receive.
The emphasis in the game is successful communication rather than on
correctness of language. They provide in many cases, as much concentrated
practice as a drill and more importanly, they provide an opportunity for real
communication and thus constitute a bridge between the classroom and the real
world. This suggest that the most useful place for these games is at the free stage
of the traditional progression from presentation through practice to free
communication of the lesson, as a chance for the students to use the language they
have learnt freely and they can also serve a diagnostic tool for the teacher, who
can note the areas of difficulty and take an appropriate remedial action (Hatfield,
Jill.1990)
Based on the statement above it was seen the fact that the seventh grade
students of SMP Negeri 1 Payangan who found that they had poor achievement in
vocabulary, which result in their poor perfomance in English language skills.
Poor mastery of English vocabulary causes them to find English learning hard and
unattractive.
This phenomena can be explained by the condition that there are many Junior
High School teachers who still encounter problems in presenting English in their
classess. The English teachers should always try to make or use of different
strategies and technique of teaching vocabulary. The media they usually use are
already familiar to the students such as flash cards and pictures.
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Considering the importance of the above fact, therefore the research is highly
motivated in investigating conductly a research on improving the vocabulary
mastery of the Seventh Grade Students through Tic Tac Toe Game at SMP
Negeri 1 Payangan Gianyar
1.2 Problems of Study
The problems are formulated as follows:
1 What is the main problem faced by the seventh grade students of SMP
Negeri 1 Payangan in mastering English vocabulary ?
2 How is the implementation of using Tic Tac Toe game in improving the
students‟ ability in mastering English vocabulary?
3 How is the comparison of the students‟ work before and after treatment?
1.3 The Objectives of the Study
In view of the formulating problems, the objectives of this study are:
1. To find out the main problem faced by the seventh grade students of SMP
Negeri 1 Payangan in mastering English in academic year 2010/2011.
2. To describe the implementation of using Tic Tac Toe game in improving the
students‟ ability in mastering English vocabulary
3. To find out the comparison of the students‟ work before and after treatment
I.4 Scope of Discussion
This research focused on the use of Tic Tac Toe game to improve students‟
ability in mastering English vocabulary at the seventh grade students of SMP
Negeri 1 Payangan Gianyar in academic year 2010/2011. The scope of discussion
was limited only to the main problem faced by the seventh grade students in
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vocabulary mastery, the implementation of using Tic Tac Toe game in improving
students‟ ability in mastering English vocabulary, the result of the students‟ work
before and after treatment.
For the main problem faced by the students,the data was got from the pre-test
and questionnaire. It was analyzed descriptively in other to find a best strategy of
the implementation of Tic Tac Toe game.
The implementation of using Tic Tac Toe game in this research was
described the best technique in teaching vocabulary in improving the vocabulary
mastery of the students.
The comparison of the result of the students‟ work before and after treatment
shown the effectiveness of the implementation of using Tic Tac Toe game in
improving the students‟ ability in mastering English vocabulary.
I.5 Significance of The Study
The significance of this study can be viewed from both theoretical and
practical aspects, as describe below:
1. Theoretically, conducting a pedagogical research is of use in developing the
theories of language teaching and learning. With respect to this consideration,
it is expected that this study will be able to contribute to the application of
linguistic theories especially to the teaching of English as a foreign language
for Indonesian students.
2. Practically, the result of this study will be expected to give benefit for the
students, teacher and another research himself, as follows.
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(a) For students;. this study is expected to help the students learn vocabulary
in a good and enjoyable way through Tic Tac Toe game.
(b) For teacher; the result of this study will be directly in tended to provide
them with more understanding of the effectiveness of teaching vocabulary
through Tic Tac Toe Game.
(c) For other researcher, hopefully this can be used as a reference in
conducting the some study for obtaining better result.
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CHAPTER II
LITERATURE REVIEW, CONCEPT,
THEORETICAL FRAME WORK AND RESEARCH DESIGN
2.1 Literature Review
The research was done by testing three papers concerning vocabulary from
the previous students.
Ramiani (2010) in her study “Assessing Vocabulary Mastery Through
Pictures and Sentences Matching of The Seventh Grade Students of SMP Widya
Sakti Penatih in Academic Year 2009-2010”. The subject in this research was
seventh grade students, which consists of 50 students. In this study only 50
students were determined as the samples by means of purposive quota random
sampling method with lottery system. The use of random sampling method
suggest that all population have the same independent probability to be chosen
and included as the samples of the study. Her study is based on the statement of
Ary et al., ( 1979:135 ) who argues that there is in fact no precise and fixed single
rule of concerning the determintion of representative sample of any students. The
determination of the sample of any study whatever involves some degrees of
subject judgement. Here she stated that the use of pictures and sentences
matching is a technique to improve student‟s ability in mastering vocabulary. The
method that was used in her research is observation research by taking the data
only in one meeting. We have to do more research because it is an observation
research.
7
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Putrawan (2008) in his study “Teaching Vocabulary through Total
Physical Response (TPR) Technique to the Fourth Grade Students of SD No. 4
Ubud “Tegallantang” in academic year 2007-2008”. The data source in this
reaearch was the fourth grade students of SD No.4 Ubud „Tegallantang‟ which
consists of 22 students altogether in class. In this research, he wants to find out
the effectiveness of TPR in improving the students‟ ability in memorizing
vocabulary. He stated that the use of TPR has a big effect in teaching vocabulary.
The lack of this study is the students often find difficulty in expressing the word
into the proper action.
Wiyanjani (2009), in title “Teaching Vocabulary Through Cooperative
Learning with Puzzle Technique to the Eight Grade Students of SMP N 2
Sidemen Academic Year 2008/2009”. In this paper she explained the learning
process of vocabulary through cooperative learning with puzzle technique which
encourage the students to find the words as many as they can diagonally
horizontally and vertically. The subject in this study is the eight grade students of
SMP N 2 Sidemen which consists of 34 students altogeher with 14 females and
20 males. She offers this technique to solve the problem faced by the students in
order it can improve their vocabulary mastery. The learning process will not be
interesting for the students who have a fair achievement in memorizing
vocabulary, so it is hard for them to find the words in the puzzle frame.
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2.2 Concept
2.2.1 Vocabulary
Vocabulary is all of the words that a person knows or uses (Oxford
Advanced Learner‟s Dictionary of Curent English, 1995 : 1331).
2.2.2 Tic Tac Toe Game
Tic tac toe, also spelled tick tack toe, or noughts and crosses as it is known
in the UK, Australia, New Zealand, is a pencil and paper game for two players, O
and X, who take turns marking the spaces in a 3 x 3 grid, usually X going first.
The player who succeeds in placing three respective marks in a horizontal,
vertical, or diagonal row wins the game.
The simplicity of tic tac toe makes it ideal as a pedagogical tool for
teaching the concepts of combinatorial game theory and the branch of artificial
intelligence that deals with the searching of game trees.
2.2.3 Improve ability
To improve means to become or make something better (Oxford Advance
Learner‟s Dictionary of Current English: 1995: 598). Improve ability in this study
is an action which is conducted to make students‟ achievement in vocabulary
better.
2.2.4 Mastering
Master is to gain complete knowledge of or skill in something (Oxford
Advance Learner‟s Dictionary of Current English, 1995: 721). While mastering in
this study means an action which is shown the ability of using and understanding
vocabulary well.
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2.3 Theoretical Framework
2.3.1 The Acquisitions of Vocabulary
In recent years, second language vocabulary acquisition has become an
increasingly interesting topic of discussions for researchers, teachers, curriculum
designers, theoritists and other involved in second language learning. Vocabulary
has long had synergistic asosiation with reading, each activity nourishes the other.
According to Laufer (in Coady and Huckin‟s book) there are three serious
problems that may seriously impede reading comprehension in second language
acquisition. First, the problem of insufficient vocabulary, the second is
misinterpretations of deceptively transparent words and the last is inability to
guess unknown words correctly. She claimed that by far the greatest lexical
factors in a good reading is the number of the words in the learners‟ lexicon. A
vocabulary of 3000 word families or 5000 lexical items is needed for general
reading comprehension, as this would cover 90-95% of any text. Below this
threshold, reading strategies become ineffective.
A large vocabulary is also claimed to solve the other two problems:
deceptive transparency and guessing ability. Deceptive transparent words are the
words that look familiar to the learner even though they are they are unfamiliar.
These are words with deceptive morphological structure ( e.g. nevertheless =
never less ), idiom false friend, words with multiple meaning and synforms ( cute
/ acute). Laufer argues that missing interpretation of such words are widespread
among second language learner. Guessing words meaning by use of contextual
clue is far more difficult , according to Laufer than is generally realized. Guessing
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can be impaired by any of the following factors ; nonexistence of clues, lack of
familiarity with the word in which the clues are located, presence misleading or
partial clues, and incompatibility between the reader schemata and text content.
Methodologists and linguists have increasingly been turning their attention
to vocabulary, stressing their importance in language teaching and reassessing
some of the ways it is taught and learnt It means that vocabulary plays a very
important role in language teaching. As the objective of language teaching is to
cultivate students‟ skill, namely listening skills, speaking stills, reading skills and
writing skills. The acquisition of meaning also influences the performance of
students on those skills. The acquisition of meaning here is considered as the
readers prior knowledge and learning (Carter and Nunan, 2001:44).
2.3.2 The Basic of Vocabulary
Pikulski and Templeton (2004: 1) point out that there are some
differences in the number of words that are used by and understood by the
students.
a. Receptive Vocabulary
It is the words that the students understand when they listen to speech and
when they read. The term receptive vocabulary is used to refer to listening
and reading vocabularies.
b. Expressive Vocabulary
It is the words that the students use when they speak and write. The term
expressive vocabulary is used to refer to both since these are the
vocabularies they use to express themselves.
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Meaning/Oral
Vocabulary
Literate/Written
Vocabulary
Receptive
Vocabulary
Expressive
Vocabulary
Listening
Reading
Speaking
Writing
c. Oral Vocabulary
It is the words that the students understand when they hear them and they
can use in their speech. The term oral vocabulary refers to the combination
of listening and speaking vocabularies
d. Written Vocabulary
It is the words that the students understand when they read and they can
use in their writing. The term written vocabulary refers to the combination
of reading and writing vocabularies.
To make it clear, the relationship of the eight different terms can be
seen in the following figure:
Figure 2.1: The Relation of Vocabulary through Language Skills
(Pikulski and Templeton, 2004: 2)
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According to Chall (1987) in Cooper (2000: 228), to develop their
vocabulary, the students need to learn two aspects about words, namely:
recognition and meaning vocabularies.
a. Vocabulary Recognition
The students‟ vocabulary recognition consists of that body of words they
are able to pronounce or read orally.
b. Vocabulary Meaning
The students‟ vocabulary meaning consists of that body words whose
meanings they understand and can use.
Those two aspects, however, are not separate from each other.
Beginning literacy learners focus much of their attention on recognizing
words, even though their primary focus is on meaning.
Furthermore, Hatch and Brown (2001: 218) classify the vocabularies
(words) into two based on their functional categories, they are: major classes
and closed classes. They are explained as follows with examples.
a. Major Classes
1) Noun: it refers to a person, place or thing, i.e. Maria, teacher, book,
etc.
2) Adjective: it refers to the words that give more information about a
noun or pronoun, i.e. kind, bad, smart, beautiful, ugly, etc.
3) Verb: it refers to the words that denote action, i.e. walk, read, eat,
run, smile, etc.
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4) Adverb: it refers to the words that describe or add to the meaning
of a verb, adjective, another adverb or a whole sentence, i.e.
carefully, diligently, honestly, etc.
b. Closed Classes
1) Pronoun: it refers to nouns that have already been mentioned, i.e.
she, they, her, etc.
2) Preposition: it refers to the words that help locate items and actions
in time and space, i.e. at, on, beside, under, between, etc.
3) Conjunction: it refers to the words that connect sentences, phrases
or clause, i.e. and, so, but, etc.
4) Determiner, it refers to the words that used before a noun to show
which particular example of the noun you are referring to, i.e. the,
a, an, my, your, that, this, those, etc.
2.3.3 Kinds of Vocabulary Meaning
The characterizing of the word meaning of a word not in terms of its
component features, but in terms of its relationship to other word is treated as the
analysis of lexical relation (Yule : 2010). The types of lexical relations which are
usually appealed to can be briefly defined and exemplified thus:
1. Synonymy. Synonymy is a word which has the same or nearly the same
meaning as another word ( Richard et al,1985;7). Thus synonyms are two
or more forms with very closely related meaning, which are often but not
always, intersubstitutable in sentences. Example of synonyms are the pairs
: applaud-cheer, brief-short, bold-brave.
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2. Antonymy. Antonymy is a word which is opposite in meaning to other
word. Hence, two forms opposiite meaning are called antonyms.
Antonyms are futher distinguished into two type via, gradable and non
gradable antonyms. The pairs bad-good and dry-wet are examples of the
gradable and non-gradable antonym respectively. A thing is not bad must
be good, but the season which is not wet must be dry.
3. Hyponymy. Hyponymy is the relationship between two words, in which
the meaning of one words includes the meaning of the other. Typical
examples of such pairs are : dog-animal, carrot-vegetable. The concept of
inclusion involved here is the idea that if any object is a dog, it is
necessarily an animal. So, the animal is included in the meaning of dog, or
dog is hyponym of animal.
4. Homophony. Homophony is used to describe the relationship between two
more different forms (written) which have the same pronounciation like
the pairs : die-dye, curb-verb, key-quay, fore-four, gait-gate.
5. Homonymy. The term homonymy is used when one form (written or
spoken ) has two or more unrelated meaning. Examples of homonyms are
the pairs : lead (first palce of position) – lead (of water pipes), sow (adult
female pig) – sow (plant).
6. Polysemy. Polysemy is defined as one form (written or spoken) having
multiple meaning which are all related by extension (Richard et al,1985:
15). Polysemy is a property of a single lexeme (lyons,1984:67). Example
of polysemous words are „head‟ which can be used to refer the object on
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top of our body, on the top of company, and foot which can be used to
refer a person, of bed,of mountain and so forth. The difficulties of learning
as aquiring new word is likely to convey when it is put in different
sentences contexts. Indeed the essence of learning vocabularies are
learning the meanings they conveyed, otherwise the learning and
aquisition of words are simply nothing.
2.3.4 Teaching Vocabulary
Nowdays, it is widely accepted that vocabulary teaching should be part of
the syllabus and taught in a well planned and regular basis. Some authors, led by
Lewis in Wijayani (2009: 15) argue that vocabulary should be at the centre of
language teaching, because language consist of grammaticalized lexis, not
lexicalized grammar. There are several aspects of lexis that need to be taken into
account when teaching vocabulary. The list below is based on the work of
Redman (2001: 98) :
1. Boundaries between conceptual meaning; knowing not only what lexis
refers to, but also where the boundaries are that separate it from words of
related meaning (e.g. cup, mug,etc).
2. Polysemy; distinguishing between the various meaning of a single word
from which several but closely related meaning (head: of a person, of a
pin, of an organization).
3. Homonymy; distinguishing between the various meaning of a single
words form which has several meanings which are not closely related
( e.g. a file: used to put papers in or a tool).
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4. Homophony; understanding words that have the same pronounciation but
different spellings and meanings (e.g. mints, mince, muscle, mussel).
5. Synonymy; distinguishing between the different shades of meaning that
synonymous words have (e.g. extend, increase, expand).
6. Affective meaning : distinguishing between the attitudinal and emotional
factors (denotation and connotation), which depend on the speakers
attitude or the situation. Sosio-cultural associations of lexical items is
another important factor.
7. Style, register, dialect ; being able to distinguish between different levels
of formality, the effect of different context and topics, as well as
differences in geographical variation..
8. Translation : awarness of certain differences and similarities between the
native and the foreign language (e.g. false cognates)
9. Chunks of language : multi-words verb, idioms, strong and weak
collocations, lexical phrases.
10. Grammar of vocabulary : learning the rules that enable students to
build up different forms of the words or even different words from that
word (e.g. sleep, slept, sleeping, able, enable, disability).
11. Pronunciation : abilty to recognize and reproduce items in speech.
The implication of the aspects only mentioned in teaching is that the goals of
vocabulary teaching must be more than simply covering a certain number of
words or word list. We use teaching techniques that can help realize this global
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concept of what it means to know a lexical item. And also we must go beyond that
giving learners opportunities to use the item learnt and so helping them to use
effective written storage systems. Beside that, there are alternative ways of
teaching vocabulary. First, give the students a few items of vocabulary and tell
them to find the meaning, pronounciation, and write an example sentenced with
the word in. They can then teach other in groups. Second, prepare worksheet and
ask the students to match words to definitions. Third, ask students to classify a
group of words to a different categories. For example, a list of animal words into
tame and wild animals. Forth,ask students to find a new vocabulary from reading
homework and teach to other students in the class.
2.3.5 The Assessment of Vocabulary
The term assessment refers to the ways of collecting information on
learner‟s language ability or achievement. Madsen (1983:12) stated that the
purpose of vocabulary test is to measure the comprehension and production of
words used in speaking or writing.
Madsen (1983:12) specifies four general kinds of vocabulary test : the
first, limited respons, is for the beginners. These test items require either a
simple physical action like pointing at something or a very simple verbal answer
such as “yes” or “no”. The second, multiple-choice completion, is a test in
which a sentence with a missing words is presented, students choose one of the
four vocabulary items given to the complete sentence. The third type, multiple-
choice paraphrase, is the test in which a sentence with one word underline is
given. Students choose which four words is the closest in meaning to the
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underline item. The fourth kind of test, simple completion (words), has students
write in the missing part of words that appear in sentences.
2.3.5.1 Limited Response
In testing children and beginning-level of adults, we often use directed
physical responses and visuals. We do this to avoid language skills that have not
been mastered yet. For these tsts, students do not have to know to read or write. In
fact, they do not even have to know how to speak.
1. Individual Testing
Directed physical responses can easily be used when we test one student at a
time. When elementary school students are taught to read, their teachers generally
arrange for a small-group activity and individual work. Individual interaction can
also be very productive when testing language skill of beginning students.
2. Group Testing
Nonverbal physical responses can be used as well to test the whole class at
the same time. A good way to draw or duplicate a sketch such as the one on the
opposite page and give one to each person in the class. After an example ( such as
: “Draw a circle around the boy”), it can continue by saying “ Now draw a circle
around the tree”.
Advantages of Limited Response are:
1. It causes less stress or nervousness than other types of tests
2. It avoids skills such as reading and writing that have not yet been
developed
3. It can be scored easily and objectively.
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Limitations of Limited Response are:
1. It requires individual testing, which takes longer than group testing
2. It is usually difficult to test abstract words with thie technique
3. Sketches are sometimes ambiguous (e.g.,an orang may look like a ball;
running may look like dancing or jumping)
2.3.5.2 Multiple-Choice Completion
A good vocabulary test type for students who can read in the foreign
language is multiple-choise completion. It makes the students depend on context
clues and sentence meaning. This kind of item is constructed by deleting a word
from a sentence, for example:
She quickly ... her lunch
A.drank B.ate C.drove D.slept
( the correct choice is B.ate )
After reading a sentence, the student looks at the group of words and
chooses which one best completes what he has read. The following steps should
be taken in writing multiple-choice completion items : (1) Select the words to be
tested, (2) Get the right kind of sentence to put each word in ( this sentence
context is called the stem ). (3) Choose several wrong words to put the right
word with ( these three wrong words are called distractors ). Three distractors
and the right word are enough for a written item. (4) Finally, prepare clear and
simple instructions. And if this kind of test question is new to the students, it
would be good to prepare one or two examples.
Advantages of Multiple-choice Completion are :
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1. It helps students see the full of meaning of words by providing natural
contexts. Also, it is a good influence on instruction, it is discourages word-
list memorization
2. Socring is easy and consistent
3. It is a sensitive measure of achievement
Limitations of Multiple-choice Completion are :
1. It is rather difficult to prepare good sentence contexts that clearly show the
meaning of the words being tested
2. It is easy for students to cheat by copying what others have circled
2.3.5.3 Multiple-choice Paraphrase
Multiple-choice paraphrase tests of vacabulary items offer much of the
same advantage that multiple-choice completion tests do, and the contexts are
much easier to prepare. Understanding it is checked by the students‟ having to
choose the best synonym or paraphrase of the vocabulary item. A sentence context
is still used. However chosing the right word depends more on knowing the key
vocabulary item than on finding meaning in the sentence. In fact, the context may
simply show that the item is a noun.
In writing paraphrase items, it is needed to follow the same steps that we
took to prepare completion items : (1) Select the words to be tested; (2) Prepare a
sentence context; (3) Choose distractors ; and (4) write instructions. Choose words
just you did in the last section, but we can spend less effort in preparing sentence
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contexts. Now the meaning comes from the emphasized word than from its
context. Here isa typical item:
He was irate when he heard about the new plans.
A.interested B.surprised C.angry D.sad
( the correct answer is C.angry )
But students with very little English won‟t know synonyms for very many
words. There are also some words in their ESL books that are difficult to find
equivalents for. Consider the word pilot, for example which appears in a number
of elementary ESL texts. It can be tested by explaining the meaning:
My sister is a pilot. She can.....
A.help sick people B.make clothes
C.fly an airplane D.teach students at school
( the best answer is C.fly an airplane )
Advantages of Multiple-choice Paraphrase are:
1. Context preparation is rather easy
2. Scoring is easy and consistent
3. It is a sensitive measure of achievement
Limitation of Multiple-choice Paraphrase are;
1. It is difficult to find good synonyms (but recall the “explanation”
alternative item)
2. It is easy for students to cheat
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2.3.5.4 Simple Completion (Words)
Word-formation items require students to fill in missing parts of words
that appear in sentences. This missing parts are usually prefixes and suffixes , for
example, the un- in untie or the –ful in thankful. A related task to use words like
the following in a sentence and have students supply missing syllables of any
kind, such the rel- in relative or the –ate in deliberate. There is a simple emphasis
in simple-completion tests than in those we have just looked at. Context is still
usefull, but the emphasis in on word building. Moreoever, this is a test of active
not passive skills.
The steps in preparing a simple-completion vocabulary test are similar to
those followed in the two previous sections, but with one difference. Now no
distractrors are needed. Here are the steps: (1) List the prefixes and suffixes that
we have taught to have studied (including even their passive vocabulary). (2)
Prepare sentences that clarify the meaning of these words. (3) Then write the
instructions and examples.
It is possible to check the students knowledge of when not to add a prefix
or suffix. For example:
1. My teach..... is very helpful
2. Did she teach.... you anything?
In the first sentence, the suffix –er is required. In the second sentence, no suffix is
needed. Such sentences are not left empty. Students must put an “X” in the blank.
Advantages of simple completion (words) are:
1. It reflects teaching approaches
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2. It is generally faster and easier to construct than are items with distractors
Limitations of Simple Completion (words) are:
1. Fewer words can be tested this way than with multiple choice
2. There is some difficulty in avoiding ambiguous contexts.
Assessment may at first sound treating and not suited to a child‟s nature,
but it is a necessary part of teaching and learning. Assessment can serve the
following purpose:
1. To monitor and aid children‟s progress. A teacher needs to be constantly
aware of what the children know,what difficulties they are experiencing,
and how to help them. On the basis assessment outcomes able to give
individualized help to each child.
2. To provide children with evidence of their progress and encance
motivation. Assessment result give children tangible evidence of their
progress. Learning a language is a long progress.
3. To monitor our performance and plan future work. The information we get
from assessment can help us to evaluated our own work, to find out how
effective we have been and how successful our choosen methodology or
materials are.
Assessment is not complete as soon as you collect the children work.
Offering feedback is an integral part of the assessment process and should
follow as soon as possible after the assessment task is carried out. One of the
best ways to give feedback is through conferencing with the children , when we
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discus the results of the assessment by written feedback in the form of short
comments.
2.3.6 Tic Tac Toe Game Teaching Approach
According to Zaslavsky's book , the game Tic Tac Toe is originally from
ancient Egypt
The name "tic-tac-toe" may ultimately derive from "tick-tack", the name
of an old version of backgammon first described in 1558. The first print reference
to "noughts and crosses", the British name appeared in 1864. The first print
reference to a game called "tick-tack-toe" occurred in 1884, but referred to "a
children's game played on a slate, consisting in trying with the eyes shut to bring
the pencil down on one of the numbers of a set, the number hit being scored". The
U.S. renaming of noughts and crosses as tic-tac-toe occurred in the 20th century
For learning activities there are two kinds of Tic Tac Toe can be applied.
They are Tic Tac Question Formation and Tic Tac Vocabulary. Below is the rule
of Tic Tac Question Formation Game :
1. Draw a tic tac grid on the board and fill it with the questions words. For
example:
Where? Who? How often?
What? Does? When?
Is? Do? Why?
2. Divide the class into two teams. Give each team a mark: A = X, B= O.
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3. Ask a question about the text of reading that begins with one of the question
words then provide the answer to the question. If the answer is correct,the
team gets to put its mark in that space.
Teacher : is Dan a teacher?
X team : No, he‟s a scientist
Where? Who? How often?
What? Does? When?
X Do? Why?
4. The first team to mark out three boxes in a straight line,vertically,
horizontally,or diagonally win the game.
The rule of Tic Tac Vocabulary is :
1 Draw a tic tac grid on the board
1 2 3
4 5 6
7 8 9
2 Write nine words that will become the answers of the tic tac grid on the
board. For example: - policeman - gardener - custodian
- nurse - chef - dancer
- doctor - singer - farmer
3. Devide the students into two groups. Give each teams a mark. Group A =
X, group B = O.
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4. Ask the students to memorize the nine words in five minutes, then erase
the nine words slowly.
5. Ask the students about the question that the answer is one on the words
that already erased on the board. If the answer is correct,the team gets to
put its mark in that space.
Teacher : a person who takes care the patients is a…
O team : nurse
O
6. The first team to mark out three boxes in a straight line,vertically,
horizontally,or diagonally win the game.
2.4 Research Design
This research was done by using classroom action research, to observe the
implementation of Tic Tac Toe game in vocabulary mastery, so it can help the
students in imroving their ability in mastering English vocabulary.
The qualitative data were obtined from the researcher‟s diary applied during
the treatment in each cycle and also through informal interview. While the
quantitative data were obtined from the result of pre-test, post-test 1, post-test 2,
and questionnarie.
Both of the data were analyzed descriptively. The analysis of the data shown the
effectiveness of the treatment given, by comparing the result of the pre-test and
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post-test which was consisted of two cycles. The research could be figured out as
follow:
Cycle 1:
Figure 2.2 Research Design
Data
Qualitative Quantitative
Researcher‟s diary
Questionnaire
The result of the pre-test
The result of the post-test
Analyze
descriptively
Planning Action Observation Reflection
Cycle 2
New Planning Action observation Refection
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CHAPTER III
RESEARCH METHOD
3.1 Research Approach
This research was used qualitative and quantitative approaches. Quantitative
approach deals with the comparison of the result from the test that was done
before and after treatment. The qualitative approach deals with how the students
understand about the material given. The data was got from the direct observation
and teacher‟s diary.
3.2 Location of the Research
Classroom action research design was used in this study. This research
was conducted to find out the solutions of learning problems encountered by a
particular group of the students. It was conducted in seventh grade students of
SMP Negeri 1 Payangan in academic year 2010/2011 which is located in
Melinggih community, Payangan district, Gianyar regency.
The seventh A class was chosen based on the qualitative data got from the
teacher by the interview, that overall score of English subject especially in
learning and aquiring vocabulary.
3.3 Data Source
The data source of this research was class 7A of SMP Negeri 1 Payangan
which consists of 36 students altogether with 13 males and 23 females. They are
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still considered as young language learners because their age is from 12 until 13
years. They were chosen as the subjects of this study because their vocabulary
mastery was poor.
The data of the research was qualitative and quantitative data. The
qualitative data was obtained from the researcher‟s diary applied during the
treatment in each cycle. While the quantitative data was obtained from the result
of pre-test, post-test 1, post-test 2, and questionnaire.
3.4 Research Instrument
In this study, the instruments that were used to colllect the data are
questionnaire, test, and researcher‟s diary.
3.4.1 Questionnaire
Qustionnaire was given to the students in order to get some informations
which related to the students feeling, motivation, and interest before and after
doing the activity. There were two questionnaires used in this study. The first
questionnaire was carried out in the pre-test. The purpose of conducting
questionnaire in the pre-test was to know the problem faced by the students in
mastering English vocabulary.
The second questionnaire was carried out in the last session of the post-test
2, which was conducted in order to know the students‟ response toward the
application of the use of Tic Tac Toe game.
The questionnaire was written in Indonesian and each questionnaire
consisted of ten items; five items to determine students‟ attitude toward
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vocabulary mastery and five others to determine their perception about their
teacher in teaching vocabulary.
3.4.2 Test
The test particulary consisted of pre-test (objective test) and post-test
(objective test ). The pre-test was done to find out the students vocabulary, while
the purpose of doing post-test is to examine whether or not the treatment that was
taken effectively improve their vocabulary mastery.
3.4.3 Researcher’s diary
Researcher‟s diary recorded all the situation and condition of the class during
the teaching learning activities; it was formed in unstructured observation sheet
and used to find out the result of applying the method. It was used to note some
important events.
3.5 Research Procedure
This research was done by using classroom action research, to observe the
implementation of Tic Tac Toe game in vocabulary mastery, so it can help the
students in imroving their ability in mastering English vocabulary.
In line with this, Kember (2000: 25) states that a classroom action-based
research is a cyclical or spiral process involving steps of planning, action,
observation and reflection. It is normally for project to go through two or more
cycles. The steps of action research can be figured as follow:
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Planning Action Observation ReflectionCycle 1
Cycle 2 Planning Action Observation Reflection
Figure 3.1: The Steps of Classroom Action-Based Research
There were two cycles conducted in this study in which each cycle
consisted of three sessions. First and second meetings were used to give treatment
and the third meeting was used to do the post-test. Here, each cycle involve the
four procedures: planning, action, observation and reflection.
1. Planning
Planning refers to the activity of preparing all the material or instruments that
would be used.
2. Action
Action refers to what the teacher did in the classroom and how the class was
managed based on the teaching learning scenario.
3. Observation
Observation refers to to the activity to observe the classroom situation and to
know the students‟ behaviour during the process of teaching and learning.
The information then recorded in the researcher‟s diary. The students‟ work
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could be evaluated. The observation needed to be carried because it can be
used as a basis of reflection in order to know the effect of the action.
4. Refection refers to a process of analyzing an experience pf practice in order to
describe, analyze, evaluate and so inform learning about practice. On the
reflection, it was tried to understand the process, the strength and the
weaknesses of an action. Moreover, it could be decided whether or not the
action would be continued.
3.5.1 Pre-test
A pre-test was developed in order to know the problem in detail. There were
several steps followed in conducting the pre-test:
a. Planning
1. Making teaching and learning scenario
2. Determining the time allotment and the schedule.
3. Preparing pre-test.
b. Action
1. Introducing the topic
2. Giving the students the pre-test concerning vocabulary
3. Observing the students when they are doing the test
4. Collecting the students‟ work
5. Distributing questionnaire
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c. Observation
The purpose of this process was to find out whether the students found
difficulty or not in mastering vocabulary. After the result of the pre-test in
interpreted to find out the problem encounters by the students.
d. Reflection
The observation of the pre-test shown that the students‟ ability in mastering
vocabulary was poor. From the result, it was tried to conduct a treatment by
applying Tic Tac Toe game.
3.5.2 Cycle 1
a. Planning
1. Determing the schedule and the time allotment
2. Setting up teaching and learning scenario for each meeting
3. Preparing the instrument needed in doing the observation, like diary.
4. Preparing Tic Tac Toe game
5. Preparing post-test at the end the cycle.
b. Action
In this cycle, the action was also divided into three activities,those are pre-
activity, whilst-activity and post-activity.
1. Pre-activity
1.1 Opening the class by greeting the students
1.2 Checking the students‟ presence list
1.3 Explaining about what are they going to learn (introduces the
material)
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2 Whilst-activity
2.1 Giving a text related to the material would be discussed.
2.2 Reading the text and students are listening and underlining the
difficult words from the text.
2.3 Asking the students to pronounce and give the meaning of the words.
2.4 Asking some questions about the text.
2.5 Giving Tic Tic Toe game in the class
3 Post-activity
3.1 Concluding the lesson being taught
3.2 Giving the chance to the students to ask about the material being
taught
3.3 Giving post-test
3.4 Ending the class
c. Observation
During the actions process was conducted, there was found that the
treatment would get a positive response from the students. The result of the first
post-test was used to see the progress made by the students, whether there were
improvement compared to the result of the pre-test.
d. Reflection
By doing this process, it could be identified the weakness or the strenght of
the action based on the result of the planning, action and observation. This result
was used as an input for the researcher, whether to stop or rearrange another
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action to solve the problem in the first cycle. If the result less than 65, the second
cycle would be conducted.
3.5.3 Cycle 2
In this cycle, the activities was almost the same as the activities in the first
cycle. It would modify the activity by giving an additional exercise. There were
also be four processes in this cycle.
a. Planning
1. Determing the schedule and the time allotment
2. Preparing teaching and learning scenario for each meeting.
3. Preparing the instrument needed in doing the observation, like diary and
questionnaire.
4. Designing and preparing some additional exercises, like teaching language
focus on vocabulary.
5. Preparing Tic Tac Toe game for the second cycle
6. Preparing the second post-test that would be given at the end of the cycle.
b. Action
1. Pre-activity
1.1 Greeting the students
1.2 Checking the presence of the students
1.3 Telling the students what they are going to study
2. Whilst-activity
2.1 Introducing the topic
2.2 Giving a reading text to the students
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2.3 Asking the students if they have any questions and checking their
understanding of each words.
2.4 Asking some questions about the text given
2.5 Giving Tic Tac Toe game
3. Post-activity
3.1 Concluding the lesson being taught
3.2 Giving chance for the students to ask about the lesson.
3.3 Giving second post test and questionnaire
3.4 Ending the class
c. Observation
The result of the action was known from the researcher‟s diary and the
observation during the action conducted in the classroom. The result of the second
post-test was compared with the result of the first post-test, which was used to
find out the improvement made by the students
d. Reflection
In this process, it was made decision on the result of the planning, action and
observation, whether the action would be stopped or not. If the result reach upper
score of the level good, there will be no more teatment.
3.6 Method and Technique of Collecting Data
In collecting data, there were three instruments used, such as questionnire,
test and researcher‟s diary. Before the teacher was carried out, the pre-test and the
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questionnaire were administered to the students and also taking some notes to the
researcher‟s diary while observing the situation.
Pre-test was administered in order to find out the students‟ pre existing
ability in mastering vocabulary before they are taught by using tic tac toe game.
The questionnaire in this research was done to know the students‟ problem in
vocabulary mastery and to know the students‟ pre existing learning behaviors,
attitudes, motivations, and learning difficulties in English especially in learning
vocabulary. The researcher‟s diary here dealed primarily with recording the
activities of the students, which happened during the process of teaching and
learning.
The result of the pre-test, questionnaire and researcher‟s diary were used
as indicator or starting points concerning the subject‟s achievement in vocabulary
and their corresponding learning behaviors and problem in learning English.
The post test was administered at the end of each cycle in order to find out
the whether or not the use of tic tac toe game could effectively improve the
subject‟s achievement in vocabulary. It was also conducted the second
questionnaire to the subjects under study at the end cycle 2 which conducted in
order to get a clear picture of the changing degrees of subjects‟ learning
behaviors, attitudes, motivations, and learning difficulties after they have been
taught in mastering vocabulary through tic tac toe game.
3.7 Method and Technique of Analyzing Data
There were two kinds of data, namely qualitative and quantitative data.
The qualitative data involved data that were obtained from the reseacher‟s diary
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applied during the treatment in each cycle. While the quantitative data were
obtained from the result of pre-tet, post-test 1, pot-test 2 and questionnaire.
Both of the data were analyze descriptively. The result of the
questionnaire was descriptively analyzed by comparing the result of the first,
second and the third questionnaire. They were used to describe the subjects
changing learning behaviors and learning difficulties. The result of the analysis
was only used as an additional supporting data to conform the results of the
quantitative data analysis.
The quantitative data was analyzed descriptively so as to reveal the extent
of the subjects‟ progress or increasing ability in mastering vocabulary by
comparing the result of pre-test and post-test. The mean score shown the level of
improvement achieved by the students after following teaching and learning
process through the implementation of Tic Tac Toe game.
a. The mean score of each student
b. The mean score of the whole students
The results of the mean score were computed as follow:
Note: X = Mean
Σ = Sum of scores
(Masidjo, 1995: 123) N = Number of students
Correct answers
Total items
X 100
Σx
N
=
X =
X = Σ
N
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c. The students‟ level of mastery
The student‟s level of mastery was also calculated. The aim is to
know the students‟ ability in mastering the English vocabulary. The
student‟s level of mastery is formulated as follow:
Note: L = Student‟s level mastery
Tc = Total items answered c
Ti = Total items
The student‟s level of mastery in vocabulary was determined based on the
criteria designed by Hamalik (2001:120) that is criterion referenced evaluation.
In this type of evaluation, the students‟ result can be categorized into excellent,
good, sufficient, insufficient, or poor. The minimum competency, which is
considered as passing score, is 65 %. Students have to be able to answer 65 %
from the whole material before they can be categorized into sufficient level. The
criteria about the level of students‟ mastery can be seen in the following table.
Table 3.1: The Criteria of the Students‟ Mastery
Criteria Level of Mastery
90% - 100% Excellent
80% - 89% Good
65% - 79% Sufficient
55% - 64% Insufficient
Less than 55% Poor
L =
Tc
Ti X 100
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The criteria above mean:
Excellent : The level of mastery of the students who are able to
answer 90% - 100% correctly
Good : The level of mastery of the students who are able to
answer 80% - 89% correctly
Sufficient : The level of mastery of the students who are able to
answer 65% - 79% correctly
Insufficient : The level of mastery of the students who are able to
answer 55% - 64% correctly
Poor : The level of mastery of the students who are able to
answer less than 55% correctly
The result of the questionnaire were descriptively analyzed by comparing
the result of the first, second and the third questionnaire. They were used to
describe the subjects changing learning behaviors and learning difficulties. The
result of the analysis were only used as an additional supporting data to conform
the results of the quantitative data analysis.
The data from questionnaire on the pre-test and post-test were counted and
the percentage of each item being answered was transformed into descriptive data
through the following formula:
Percentage of each item =
Number of the students choosing items
Total number of the students X 100 %
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Indicator of Success.
This study was considered successful and could be stopped if every
student could pass the passing score grade that recommended by the school,
that is 65, or the level mastery of each student is or above 65 %.
3.8 Method and Technique of Presenting the Result of Data Analysis
According to Sudaryanto (1993), data analysis can be presented through
either formal or informal method. In formal method, the analysis based on the
specified problems and the theoretical framework is presented using tables or
charts which is aimed to describe the data more easily. In informal method, on the
other hand, the analysis is descriptively presented in the forms of the words and
sentences. Since this study applied qualitative method, the data analysis was
presented informally descriptive narrative sentences.
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CHAPTER IV
RESULT AND DISCUSSION
This chapter is divided into two sub-chapters in which the first one
is the presentation of quantitative data and the second one is finding of qualitative
data. The quantitative findings showed the students‟ achievement in terms of
mean score and its percentage, which were obtained from the result of pre-test,
post-test 1 and post-test 2. These results, moreover, were compared in order to
examine the students‟ improvement in mastering vocabulary. Meanwhile, the
qualitative findings were obtained from the questionnaire and researcher‟s diary.
In the present study, there were found two kinds of findings, namely
quantitative and qualitative findings. The quantitative findings showed the
students‟ achievement in terms of mean score and its percentage, which were
obtained from the result of pre-test, post-test 1 and post-test 2. These results,
moreover, were compared in order to examine the students‟ improvement in
mastering vocabulary. Meanwhile, the qualitative findings were obtained from the
questionnaire and researcher‟s diary.
4.1 Findings before Conducting the Treatment
4.1.1 The Students’ Basic of Vocabulary
According to Pikulski and Templeton (2004:1) there are some
differences in the number of words that are used by and understood by the
students. They are : receptive vocabulary, expressive vocabulary, oral
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vocabulary and written vocabulary. Considering the level of the students being
analyzed, which is beginner level, this research was focused on receptive and
expressive vocabulary.
1. Receptive Vocabulary
As mentioned earlier in chapter II, receptive vocabulary is the word that the
students understand when they listen to speech and when they read. Based on
the the result of the pre-test, the ability of the seventh grade students of SMP
Negeri 1 Payangan in understanding and using the number of the words in
listening and reading was under average. There were some words they known
related to professions, shopping and hobbies, they were : nurse, doctor,
students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp,
teacher, post office, restaurant, market, drugstore, shop, buy, read, go, study,
come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy,
big, small, smart, stupid, beautiful, tall, long, new, yesterday, today,
tomorrow, to the post office, from the library and always.
2. Expressive Vocabulary
Expressive vocabulary is the word that the students use when they speak and
write. In this case if the students use expressive vocabulary, they have to know
how to pronounce, how to arrange them in their target language. Since the pre-
test was presented in a multiple choice form, the number of the words that the
students used and understood in speaking and writing could not be
meassured.
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4.1.2 The Functional Category of Vocabulary
There are two kinds of functional categories of vocabulary, they are; major
classes and closed classes.
1. Major Classes
The major classes consist of noun, adjective, verb and adverb.
a. Noun : It refers to a person, place, or thing. There were some nouns that gave
to the students for the pre-test, such as : professions, public places, and things.
Below were some nouns from the pre-test that were mastered by the students,
such as :
nurse doctor student pilot
farmer singer dancer dentist
librarian gardener stamp teacher
post office restaurant market drugstore
market
Kinds of vocabulary test given here were Multiple Choice Completion
and Multiple Choice Paraphrase. For the example, the item of number used
Multiple choice paraphrase. It was checked by the students‟ having to choose the
best synonym or paraphrase of the vocabulary item. A sentence context is still
used. Most of them thought that the answer of “ the person who help the sick
people is…” is a teacher. The best answer was a nurse. There were also some
noun that they could not use and understand. They were :
principal steward pupil custodian
phylatelist superintendent soldier clothing store
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tailor equipment fire station gas station
scisors thread sewing machine factory
department store prime minister pet shop stationary
vet shop assistant equipment enemy
uniform envelop
From the result of the pre-test it can be said that the achievement of the
seventh grade students of SMP Negeri 1 Payangan was still low in vocabulary
especially in using nouns.
b. Adjective : it refers to the words that give more information about a noun.
Base on the words that already wrote down by the students in a piece of paper,
there were some adjectives they already know. They are:
happy big small smart
stupid beautiful tall long
new good colors
Base on the result of the pre-test, there were also some adjectives that they did not
understand. They are :
health sick
It can be seen that there were three adjectives that the students did not
understand in the pre-test given. In conclusion, almost all of the students had
already understood in using them.
c. Verb : it refers to a word that denote action. Before conducting the first cycle,
the researcher gave pre-test and asked the students to wrote down the words as
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many as they can in a piece of paper. Based on the words they wrote, there
were some verbs they already understood. They are :
shop buy read go
study come collect listen
eat cook drink sing
From the result of the pre-test, there were also some verbs that they did not
understand, such as :
make build do send
protect act
d. Adverb : it refers to the words that describe or add to the meaning of a verb,
adjective, another adverb or a whole sentence. There are four kinds of adverb.
The first is adverb of time , the second one is adverb of frequency, the third
one is adverb of manner, and the last one is adverb of place. Almost of the
students only known about adverb of time and adverb of place. Only a few of
them understood and could use adverb of frequency. And none of them
known about adverb of manner. The adverbs they known were :
to the restaurant in the clothing store yesterday
tomorrow today always
2. Closed Classes
a. Pronoun : it refers to nouns that have already been mentioned. The
pronouns in the pre-test were ; she, he, it, and they. All of the students did
not have any problems with the question that relate to the pronoun.
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b. Preposition : it refers to the words that help locate items and actions in
time and space. The preposition that were used in the pre-test were : in, at,
and below.
c. Conjunction : it refers to the words that connect sentences, phrases or
clause. There was only one conjunction in the pre-test. It was the
conjunction so.
d. Determiner : it refers to the words that used before a noun to show which
particular example of the noun we are referring to. The determiner that
were found in the pre-test are: the, your, a, an, our, and my.
4.1.3 Kinds of Vocabulary Meaning
According to Yule ( 1987) the types of lexical relations which are usually
appealed to can be briefly defined and exemplified thus : synonymy, antonymy,
hyponymy, homophony, homonymy,and polysemy. This research only be focused
on synonymy and antonymy.
1. Synonymy
From result of the pre-test, there were only six students (16.7%) could answer
the question given which belong to poor level of mastery. For example in item
number four, the question was about the synonym of the headmaster. There were
six students answered principal, and thirty students answered prime minister.
Based on the words they wrote in piece of paper, there were also several
synonym they already understood, such as :
beautiful~pretty big~large small~little
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2. Antonymy
It is a word which is opposite in meaning to other word. In understanding
the antonym, there were some antonym that already familiar for them. They were:
big~small beautiful~ugly long~short
rich~poor heavy~thin
The result of the pre-test shown that the students were belong poor level of
mastery. In item number seventeen, thirty three students did a mistake when they
answered it. Only three students answered the antonym of buys was sells. The
other students answered the antonym of buys is pays.
4.1.4 The Result of the Pre-Test
The pre-test was conducted to find out the data of the students‟ level
mastery in mastering English vocabulary before the treatment given. The result of
the test is presented in the table below.
Table 4.1: The Result of Pre-Test
Students Items Answered
Correctly
Items Answered
Incorrectly
Score Level of Mastery
Total % Total %
S1 7 28 18 72 28 Poor
S2 8 32 17 68 32 Poor
S3 16 64 9 36 64 Insufficient
S4 11 44 14 56 44 Poor
S5 14 56 11 44 56 Poor
S6 18 72 7 28 72 Sufficient
S7 19 76 6 24 76 Sufficient
S8 10 40 15 60 40 Poor
S9 11 44 14 56 44 Poor
S10 9 36 16 64 36 Poor
S11 13 52 12 48 52 Poor
S12 18 72 7 28 72 Sufficient
S13 16 64 9 36 64 insufficient
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S14 9 36 16 64 36 Poor
S15 10 40 15 60 40 Poor
S16 18 72 7 28 72 Sufficient
S17 19 76 6 24 76 Sufficient
S18 17 68 8 32 68 Sufficient
S19 20 80 5 20 80 Good
S20 11 44 14 56 44 Poor
S21 20 80 5 20 80 Good
S22 11 44 14 56 44 Poor
S23 13 52 12 48 52 Poor
S24 16 64 9 36 64 Insufficient
S25 16 64 9 36 64 Insufficient
S26 15 60 10 40 60 Insufficient
S27 16 64 9 36 64 Insufficient
S28 10 40 15 60 40 Poor
S29 16 64 9 36 64 Insufficient
S30 11 44 14 56 44 Poor
S31 17 68 8 32 68 Sufficient
S32 14 56 11 44 56 Poor
S33 16 64 9 36 64 Insufficient
S34 9 36 16 64 36 Poor
S35 16 64 9 36 64 Insufficient
S36 12 48 13 52 48 Poor
N = 36 X1 =
13.94
X2 =
55.78
X3 =
11.06
X4 =
44.22
X5 =
55.78
Poor
Note:
N : The total number of the students
X1 : The average score of correct students‟ answer
X2 : The percentage of correct students‟ answer
X3 : The average score of incorrect students‟ answer
X4 : The percentage of incorrect students‟ answer
X5 : The mean score
The table above showed that the achievement of the students in the
seventh grade of SMP Negeri 1 Payangan was poor because the mean score was
56.22. The highest score was 80 and the lowest score was 28. From 36 students,
there were 18 (50 %) students who belonged to poor category, 9 ( 25 %) students
belonged to insufficient category and 7 (19.5 %) students who belonged to
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sufficient category. There were only 2 (5,5 %) students who categorized into
good level of mastery.
In answering the test, the average score of the correct answer was 13.94. It
meant that the percentage of the correct answer was 55.78 %. On the other hand,
the average score of the incorrect answer made by the students was 11.06. It
meant that the percentage of incorrect answer made by the students was 44.22 %.
Based on the passing grade recommended by the school, that is 65, only 9 ( 25%)
out 36 students passed the test successfully, while 27 ( 75 %) students failed to
pass the test. As the result, the students‟ overall achievement on the pre-test was
unsatisfactory.
4.1.5 The Result of the Pre-Cycle Questionnaire
Pre-cycle questionnaire was administered to the students at the end of the
pre-test. It was given to the students in order to know students‟ interest in learning
English and their response toward the way their teacher teaches them. There were
10 items that had to be answered by the students honestly.
Item number 1, it was about the students‟ attitude toward learning English.
There were 23 (63,9 %) of the students liked learning English and 6 (16,7 %) of
them really liked learning English. Besides, there were also 7 (19,4 %) of the
students stated that they less liked learning English and no one of them disliked
learning English.
Item number 2, it was about the students‟ opinion about learning English
vocabulary. There was only 1 (2,8 %) of the students stated that learning
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vocabulary really easy, 9 (25 %) of the students said that normal and there were
17 ( 47,2 %) of the students stated that learning vocabulary was difficult. And 9
(25 %) of them said that learning vocabulary was really hard.
Item number 3, it was about their response toward the importance of
learning English vocabulary. There were 24 (66,7%) of the students stated that
learning vocabulary was really important, 11 (30,6 %) students said that it was
important, 1 (2,8 %) of the students stated that learning vocabulary was normal
and none of them said that learning vocabulary was not really important.
Item number 4, it was about the way they learn English vocabulary. There
were 4 (11,1 %) of the students said that they memorized the words everyday, 5
(13,9 %) of them stated that they read the dictionary every day. There were 22
(61,1 %) of the students stated that they made a note and translate the words into
Indonesia every day. And 5 (13,9 %) of them studied vocabulary by making
sentences.
Item number 5, it was about the difficulties faced by the students in
learning English vocabulary. There were 7 (19,4 %) of the students faced
difficulties in pronouncing the words, 9 (25 %) of them said that they faced
difficulties in using the words in the sentence. There were 20 (55,6 %) of the
students felt difficult in remembering the meaning of the words and none of them
faced difficulties in spelling of the words.
Item number 6, it was about their ability in remembering vocabulary
which has been taught in the previous meeting. There were 10 (27,8 %) of the
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students said that they could remember the words and the rest, 26 (72,2 %) of
them could not remember the words.
Item number 7, it was about the students‟ opinion when their teacher
taught them English vocabulary. There were 3 (8,3 %) of the students said that
they were very happy when their teacher taught English vocabulary, 14 (38,9 %)
of them said happy, 19 (52,8 %) students said normal and none of them said that
they do not like if their teacher taught English vocabulary.
Item number 8, it was about the techniques that used by their English
teacher. There were 3 (8,3 %) of the students stated that the techniques were
interesting, 11 (30,6 %) of the students said normal, 22 (61,1 %) students said
that techniques were not interesting, and none of them said that the techniques
were really interesting.
Item number 9, it was about the students‟ opinion about the teacher
attention to every student in the class. There were 17 (47,2 %) of the students said
that the teacher gave them the same attention. However, they were 19 (52, 8 %)
students said that the teacher did not fair and did not give them the same attention.
Item number 10, it was about the students‟ participation in the classroom.
There were 2 (5,6 %) of the students really active in the classroom, 15 ( 41,7 %)
of the students active in the classroom, 13 (36 %) of the students had no strong
opinion and 6 (16,7 %) of them were not active.
Based on the result of pre-cycle questionnaire above, it could be seen that
most of the students ( 29 : 80,6 %) stated that they liked learning English.
However, more than a half of them (20 : 55,6 %) said that they often faced
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difficulties in remembering the English vocabulary and 26 (72,2 %) students
opted that learning English vocabulary was uneasy for them. Besides, there were
only 14 (38,9 %) of the students said that the technique that their teacher used in
teaching English was interesting and the rest of them said it was not interesting.
Therefore, from this result the researcher then decided to apply the use of Tic Tac
Toe Game to improve the students‟ achievement in mastering English
vocabulary.
4.1.6 Reflection of the Pre-Cycle Observation
Based on the summary of the result on the pre-test, it showed that the
mean score of the students in the seventh grade at SMP Negeri 1 Payangan was
still in the poor level of mastery that was 55.78. Besides, there were 27 (75 %)
students could not reach the passing grade score recommended by the school. This
problem occurred because many students could not answer the test correctly.
From that result, it could be said that the students‟ mean score had not passed the
passing score that was 65 and it needed to be improved.
From the result of questionnaire, it could be stated that the teacher‟s way
in teaching had failed to motivate and attract the students‟ attention in learning
vocabulary. There were only 3 (8.3 %) students said that they were very happy
when their teacher taught them. Most of the students (22 : 61.1 %) answered that
the techniques that the teacher‟s used in classroom were not interesting for them.
Of course, it would affect the students‟ ability in mastering English vocabulary. It
can be seen from their options that most of them (26 : 72.2 %) stated that they
could not remember the words that have been taught in the previous meeting.
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Besides, more than a half of the students (19 : 52.8 %) also stated that their
teacher did not give the same attention to every student and they said that was not
fair. Thus, it made the students easily to get bored and less motivated in learning.
Regarding to the result of the students‟ score in pre-test, which was
poor in mastering English vocabulary and also the questionnaire, which
indicated that the students were less interest in joining the class, the researcher
believed that the students need a new strategy that could help them to improve
their achievement in mastering English vocabulary. The strategy should be one
that could motivate all students to learn English. In addition, the strategy should
give more chance for them to practice vocabulary and make them actively
participate in the teaching learning process. Hence, Tic Tac Toe Game was
conducted as a treatment to solve their problems so that their ability in mastering
English vocabulary can be improved.
5.2 Findings in the Cycle 1
The first cycle consisted of planning, action, observation and reflection.
All activities were explained as follows:
4.2.1 Planning of the Cycle 1
After knowing the result of the pre-test that was in the poor level, the
researcher then did the first cycle. Before the action was conducted, the researcher
prepared all requirements needed for the teaching-learning activities such as: the
teaching scenario for the first cycle, researcher‟s diary, worksheet, and the
questions of the game.
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Besides preparing all those requirements, the students were also organized
into two teams based on students‟ seats. Each team consisted of 18 students.
4.2.2 Action of the Cycle 1
This cycle consisted of three meetings, first and second meetings were
used to give treatment and the third meeting was used to do the post-test 1 and
questionnaire. In this cycle, the students experienced learning activities as in the
use of Tic Tac Toe Game technique procedure which related to vocabulary
mastery.
Then post-test 1 was administered in order to know the students‟
improvement in mastering English vocabulary after given a treatment. Besides,
the questionnaire was also administered in order to know the students‟ interest and
response toward the use of Tic Tac Toe Game technique in teaching English
vocabulary. The whole process and everything happened in this cycle were
recorded in the researcher‟s diary.
4.2.3 Observation of the Cycle 1
4.2.3.1 The Students’ Basic of Vocabulary
1. Receptive Vocabulary
It can be seen from the result of the pre-test, there were some words they already
known that relate to professions, shopping and hobbies. They were : nurse,
doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener, stamp,
teacher, post office, restaurant, market, drugstore, shop, buy, read, go, study,
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come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy, big,
small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to the
post office, from the library and always.
The first cycle was concern about professions. From the words the
students wrote on the piece of paper, there were several additional words they
obtained. They were : principal, steward, pupil, custodian, superintendent,
soldier, tailor, equipment, fire station, gas station, scisors, thread, knife, sewing
machine , factory, prime minister, stationary, enemy, shop assistant, equipment,
uniform, health, sick, soon, make, build, do, send, protect, act, carefully, usually
and often.
2. Expressive Vocabulary
During the teaching and learning process, the ability of the students in
understanding and using the number of vocabulary in writing and speaking was
belong sufficient level. Especially when the researcher conducting the game.
They were very excited and they could answer the question in English orally until
65 %. In expressing their answer in essay, almost all of them could answer the
questions well. The words that were obtained by the students were: teacher,
student, farmer, gardener, actor, actress, baker, chef, construction worker, dancer,
mechanic, salesperson, secretary, singer, superintendent, truck driver, president,
custodian, company, employee, company, job, office, dentist, office assistant, staff,
poor, energetic, vacation, unfortunately, busy, mail, letter, sorts, type, busy, on
strike, police officer, direct and usually.
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4.2.3.2 The Functional Category of Vocabulary
The functional category of vocabulary consists of two classes, major classes and
closed classes. Since the closed classes are restricted to above classes only, there
will be no further discussion in the post test 1 and 2.
a. Noun : When conducting the pre-test, there were some nouns that relate to
the professions that the students could not understand, therefore they did
many mistakes when they answered the questions given. The words that hard
for them were :
principal steward pupil custodian
superintendent soldier tailor equipment
fire station gas station scisors thread
knife sewing machine factory enemy
prime minister stationary uniform shop assistant
equipment
At the end of the cycle 1, the students were able to use all of the nouns that
relate to the professions that they did not know. Furthermore, there was also
additional nouns that they have got. They were :
chef actor actress baker
dancer mechanic secretary salesperson
employee president company lawyer
rider goal keeper translator writer
tool carpenter fisherman painter
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The result of the post-test shown that the achievement of the seventh grade
students of SMP Negeri 1 Payangan got an improvement in using nouns. It can be
seen from the total item of the questions given that could be answered by the
students for the post-test 1 got better than the pre-test.
b. Adjective : in understanding and using adjective, almost all of the students
did not find any problems. On the pre-test, they could write down the
adjectives that they obtained, such as : happy, big, small, smart, stupid,
beautiful, tall, long, new, good, and colors. The number of adjectives that they
known got an improvement after the first cycle. The additional adjectives they
obtained were :
delicious famous health sick
soon bad diligent lazy
When giving the pre-test, the words health, sick and soon were difficult for
them to be understood. At the end of the cycle 1, they could use those
adjectives and there were also additional adjectives they could understand.
They were : delicious, famous, bad, diligent and lazy.
c. Verb : as have mentioned before verb refers to a word that denote action. The
result of the pre-test shown that there were some verbs they already known,
such as :
shop buy read go
study come collect listen
eat cook drink sing
There were some verbs they obtained from the first cycle. They are :
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make build do send
protect act translate cook
direct water open clean
fly
When the pre-test given, they did not know about the words : make,
do, send, protect and build. After the first cycle through Tic Tac Toe game,
they could use these words in a sentence. And there were also some additional
verbs they known, such as : translate, cook, direct, water, open, clean and fly.
d. Adverb : On the pre-test, the students already familiar with adverb of time
and adverb of place . adverb of time they known were : yesterday, today and
tomorrow. The adverb of place they known were : to the restaurant and in the
clothing store. There was also an adverb of frequency they know, it was
always. After giving the treatment on the first cycle, there was an
increasment of the number of adverbs they known. They also obtained the
adverb of manner which on the pre-test they could not be understood before.
The adverbs were:
unfortunately carefully often
never sometimes usually
4.2.3.3 Kinds of Vocabulary Meaning
1. Synonymy
The result of the post-test 1, shown a significance improvement of the
students‟ ability in understanding synonym. For the example, in item number
twenty one, the question was about the synonym of chef. The right answer was
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cook. There were twenty six students answered correctly. And there were ten
students answered pies. In this case, their ability in understanding synonymy was
belong to sufficient level of mastery. Based on the words they wrote in piece of
paper at the end of the cycle 1, there were several synonym they already known,
such as :
beautiful~pretty big~large small~little
smart~clever cook-chef student-pupil
2. Antonymy
From the result of the pre-test, there were some antonym of the some
words they known. They were:
big~small beautiful~ugly long~short
rich~poor heavy~thin
The result of the post-test 1 shown that the students were belong sufficient level of
mastery. In item number thirteen and seventeen, the question asked about the
antonym of student and long. There were twenty three students answered
correctly. Only thirteen of them did mistake.
4.2.3.4 The Result of the Post-Test 1
Based on the result of the students‟ score in post-test 1, it showed that
there was an improvement of the students‟ achievement in mastering English
vocabulary after giving a treatment by the use of Tic Tac Toe Game technique.
The following table is the result of post-test 1 in details.
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Table 4.2: The Result of the Post-Test 1
Students Items Answered
Correctly
Items Answered
Incorrectly
Score Level of Mastery
Total % Total %
S1 16 64 9 36 64 Insufficient
S2 13 52 12 48 52 Poor
S3 21 84 4 16 84 Good
S4 13 52 12 48 52 Poor
S5 21 84 4 16 84 Good
S6 21 84 4 16 84 Good
S7 23 92 2 8 92 Excellent
S8 18 72 7 28 72 Sufficient
S9 18 72 7 28 72 Sufficient
S10 14 56 11 44 56 Poor
S11 17 68 8 32 68 Sufficient
S12 23 92 2 8 92 Excellent
S13 18 72 7 28 72 Sufficient
S14 13 52 12 48 52 Poor
S15 15 60 10 40 60 Insufficient
S16 23 92 2 8 92 Excellent
S17 23 92 2 8 92 Excellent
S18 21 84 4 16 84 Good
S19 23 92 2 8 92 Excellent
S20 17 68 8 32 68 Sufficient
S21 21 88 4 12 88 Good
S22 20 80 5 20 80 Good
S23 22 88 3 12 88 Good
S24 22 88 3 12 88 Good
S25 19 76 6 24 76 Sufficient
S26 21 84 4 16 84 Good
S27 19 76 6 24 76 Sufficient
S28 16 64 9 36 64 Insufficient
S29 18 72 7 28 72 Sufficient
S30 20 80 5 20 80 Good
S31 23 92 2 8 92 Excellent
S32 22 88 3 12 88 Good
S33 24 96 1 4 96 Excellent
S34 13 52 12 48 52 Poor
S35 21 84 4 12 84 Good
S36 14 56 11 44 56 Poor
N = 36 X1 =
19.06
X2 =
76.33
X3 =
5.94
X4 =
23.67
X5 =
76.33
Sufficient
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Note:
N : The total number of the students
X1 : The average score of correct students‟ answer
X2 : The percentage of correct students‟ answer
X3 : The average score of incorrect students‟ answer
X4 : The percentage of incorrect students‟ answer
X5 : The mean score
From the table above, it could be seen that most students (27 : 75 %)
obtained the score more than 65. It could be concluded that the result of the test
was good. The mean score gained by students in the post-test was 76.33 which
revealed that the students‟ vocabulary achievement was generally in the category
of sufficient. The highest score was 96 and the lowest score was 52. There were 8
(22.2 %) students attained sufficient level, 12 (33.3 %) students attained good
level and 7 (19.4 %) students attained excellent level of mastery. There were only
4 (11.1%) student classified into poor level of mastery and 5 (14 %) of them got
score lower than 65 which classified into insufficient level.
In answering the test, the average score of the correct answer made by the
students was 19.06. It meant that 76.33 % items were answered correctly. On the
other hand, the average score of the incorrect answer made by the students was
5.94. It meant that 23.67 % items were answered incorrectly. Based on the passing
grade, that is 65, 28 (77.8 %) students passed the test successfully while the rest of
them (22.2 %) failed the test.
4.2.3.5 The Result of the Researcher’s Diary on the Cycle 1 in Session I
The class was conducted on Monday, January, 24th
2011.
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1. The teacher came into the class, greeted the students and asked their
conditions. All of the students gave good response to the teacher. Then, she
checked the attendance and no one was absent.
2. The teacher continued the activity to present the material. First, she asked
students to mention and write down the vocabularies that related to the topic
on the blackboard. The topic was “Professions”. The teacher asked them to
mention kinds of professions they already know. Each student competed to
raise their hands to get a chance to mention kinds of professions. They looked
happy to do it, though some students (5 : 13.8 %) often answered it in
Indonesian language and wrote the words incorrectly.
3. The teacher then corrected the students‟ mistakes. She modeled how to
pronounce the words several times. The students gave their attention to the
teacher and listened well to her pronunciation. Then, she asked the students to
pronounce the words together. They pronounced them loudly and seriously.
When they pronounced the words, the teacher checked their pronunciation.
After all of them could pronounce the words correctly, the teacher then asked
students to make a note in their books and gave a few minutes to memorize the
words.
4. The teacher then gave a reading text to the students. She and the students
identified the picture in the text. She read the text loudly. She asked if the
students have any difficult words. Then the students answered 10 questions
from the text. The teacher and the students discussed the answers of the
questions given.
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5. In the next activity, the teacher divided the students into two teams base on
their seats. There were 36 students in the class, which in each team consisted
of eighteen students. All of the students were very happy with their
teammates. The teacher gave the Tic Tac Vocabulary Game.
6. Before starting the activity, the teacher told the students what they had to do.
The students paid attention and listened to the teacher seriously. After all of
the students understood, the teacher then gave X mark for group A, and O
mark for group B. She wrote nine words that would become the answer of the
Tic Tac grid. The teacher then told them the rule of the game. The rule was,
for example, when the teacher said the question of no.1, each teams had to
compete each other and raised their hands to answer the question. The answers
were one of the nine words that wrote by the teacher on the board. If group A
can answer the question, so the mark of group A will be put on the first
square. The first team to mark out three boxes in a straight line vertically,
horizontally, or diagonally win the game.
7. The teacher drew a tic tac grid on the board. She wrote nine words that will
become the answer of the Tic Tac grid. She gave five minutes for the students
to memorize them. She erased the words slowly and started the game. All of
them were very happy and excited in learning. The situation became very
noisy because they were competing with another to become the winner. All of
the students were really motivated with the game.
8. After one of the group, that was O team made a straight line diagonally, the
students finished playing game, and the winner was group B or O team. The
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situation in the class became very noisy because the winner cheered up
proudly. The other teams were quite upset because they could not become the
winner. The teacher then told them to study more, because in the next meeting
there would be another game. The students were so enthusiastic to hear that.
They promised to the teacher, they would study more in order to achieve good
point in the game.
9. The teacher concluded the lesson by asking the students to mention the words
that they had learnt. Most of them (28 : 77.8 %) could answer the teacher‟s
questions correctly. The teacher then asked whether they still face difficulties
about the lesson or not. There were no questions any more, and then the
teacher ended the lesson by saying “good bye” and it was replied by them.
4.2.3.6 The Result of the Researcher’s Diary on the Cycle 1 in Session II
The second meeting of the first cycle was conducted on Wednesday, 26th
January 2011.
1. As usual, the teacher began the class by greeting the students and asking
their conditions. The students replied the greeting cheerfully. Then, she
checked the students‟ attendance and no one was absent that day.
2. The teacher checked the students‟ memorization about the material given in
the previous meeting. The teacher asked them to mention the words that
they had learnt. The students tried to have chance earlier to answer it. Most
of the students (29 : 81 %) answered the question correctly with good
pronunciation. Generally, all of the students were seen thinking hard about
the answer of the questions.
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3. The teacher then gave a reading text. She asked the students about the
picture and the words in the text. She read the text loudly and the students
listened seriously. She then asked if the students had a difficult word. The
students then answered the ten questions from the text. The teacher and the
students discussed the answers.
4. The teacher gave Tic Tac Question Formation Game. She divided the
students into two groups, X team and O team. She then explained the rule
in the game. The students listened to her explanation seriously. The teacher
then gave X mark for group A, and O mark for group B. She drew a tic tac
grid and put nine question words in each square. The rules was when the
teacher said the question of no.1, each teams had to compete each other and
raised their hands to answer the question. If group B can answer the
question, so the mark of group B will be put on the first square. The first
team to mark out three boxes in a straight line, vertically, horizontally, or
diagonally win the game.
5. The teacher gave explanation about the rule of the game, she asked whether
there was question. None of students asked question, so she started the
game. The teacher found that all of the students involved actively in the
activity. The students were enthusiastic and excited in playing Tic Tac Toe
Game. They were competing with another to bring their teams became the
winner.
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6. After they finished doing the game, that was X team made a straight line
horizontally, and the winner was group A or X team. The situation in the
class became very noisy because the winner cheered up proudly.
7. When the time was up, the teacher then concluded the lesson by asking
students to recall the words that had been taught. Most of them (29: 81 %)
responded it actively and when the teacher asked questions, they could
answer it correctly. The teacher then reminded the students to study well
because in the next meeting there would be a test. Then, the teacher ended
the lesson by saying “good bye” and it was replied by the students.
4.2.3.7 The Result of the Researcher’s Diary on the Cycle 1 in Session III
The last session in cycle 1 was conducted on Thursday, 2nd
February
2011. In this session, the teacher administered the post-test 1. The teacher came
into the class, greeted the students and was replied cheerfully by them. The
teacher asked the students who was absent that day. The students said that no one
was absent. Then the teacher asked the students whether they had studied and had
been ready for having a test. Most of the students said they were ready for the test
and there were five (15.6 %) students said they were not ready yet. Then, the
teacher gave them time to study about 10 minutes.
When the time was up, the teacher then distributed the test. The test
consisted of 25 questions and the time allotment was 45 minutes. During the test,
the teacher kept watching the students‟ behavior. Sometimes, she told them not to
cheat and chat with their friends. All of the students did the test seriously and
silently. When the time was over, the teacher asked students to collect the tests.
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After conducting the post-test, the teacher distributed questionnaire and
asked students to fill it honestly. The students answered the questionnaire by
themselves. After they have finished filling the questionnaire, the teacher
collected it. She then asked students about the test. Some students (9 : 25 %)
asked about the answer of the particular item. The teacher then gave the answer.
After hearing the answer, most of the students (28 : 78 %) cheered up loudly
because their answer was right. The teacher asked the students to take a piece of
paper and write down the words they obtained in the first and second session The
teacher then collected the papers and ended the class by saying “good bye”. The
students replied it happily.
4.2.3.8 The Result of the Questionnaire in Cycle 1
Questionnaire for cycle 1 was administered to the students at the end of the
post-test. It was given to the students in order to know students‟ interest and
response toward the use of Tic Tac Toe Game in teaching English vocabulary.
There were 10 items that had to be answered honestly.
Item number 1, it was about the students‟ attitude toward learning English
vocabulary through the use of Tic Tac Toe Game technique. There were 12 (33.3
% ) of the students liked to learn English through the use of Tic Tac Toe Game
technique and 24 ( 66.7 %) of them liked it very much.
Item number 2, it was about the students‟ interest in learning English
vocabulary through the use of Tic Tac Toe Game technique. There were 21 (58.3
%) of the students felt that learning through the use of Tic Tac Toe Game
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technique was very interesting and 10 (27.8 %) of them said interesting. The rest
5 (13.9 %) felt it was interesting enough.
Item number 3, it was about the students‟ opinion about their motivation in
learning English vocabulary through the use of Tic Tac Toe Game technique.
There were 6 (16.7 %) of the students said that the use of Tic Tac Toe Game
technique could extremely motivate them in learning English vocabulary. There
were 17 (47.2 %) students felt this technique could motivate them and 13 (36.1
%) of them said it could motivate them enough in learning English vocabulary.
Item number 4, it was about the students‟ response toward their
improvement in learning English vocabulary through the use of Tic Tac Toe
Game technique. There were 5 (13.9 %) of the students felt that their ability in
English was improved and 20 (55.5 %) students felt being improved very much,
5 (13.9%) of the students stated that their ability in English was improved enough.
There were only 6 (16.7 %) felt that he or she did not get improvement yet.
Item number 5, it was about the students‟ opinion toward the application
of the use of Tic Tac Toe Game technique. There were 10 (27.8 %) of the students
stated that learning vocabulary through the use of Tic Tac Toe Game technique
really easy, 17 (47.2 %) of the students said easy and there were 9 (25 %) of them
stated that learning vocabulary quite easy.
Item number 6, it was about the students‟ ability in remembering English
vocabulary through the use of Tic Tac Toe Game technique. There were of the
students 4 (11.1 %) felt that their ability in remembering English vocabulary was
improved, while 22 (61.1 %) students felt being improved very much. There were
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3 (8.3 %) of them was improved enough and only 7 (19.4 %) felt that he/she
didn‟t get improvement.
Item number 7, it was about the students‟ opinion if they were doing a
game, whether in team or individually. It was found that 27 (75 %) of the students
liked doing game in team and the others, 9 (25 %) liked doing game individually.
Item number 8, it was about the students‟ opinion about their ability in
answering the questions during the game. It was found that 9 (25 %) of the
students were really active and 22 (61.1 %) of them were active. There were 5
(13.9 %) students active enough and no one of them said they were not active.
Item number 9, it was about the students‟ opinion about the teacher
attention to every student when applying the use of Tic Tac Toe Game technique
in teaching English vocabulary. There were 32 (88.9 %) of the students said that
the teacher was fair and gave them the same attention. However, they were 4 (11.1
%) of them said that the teacher did not give them the same attention.
The last, item number 10 was talking about the procedures in applying Tic
Tac Toe Game technique. There were 18 (50 %) of the students less understood
about the procedures. In contrast, 14 (38.9 %) students understood and 4 (11.1 %)
of them understood it well.
Based on the result of the questionnaire above, it could be concluded that
the use of Tic Tac Toe Game technique could improve the students‟ achievement
in mastering English vocabulary and attract the students‟ attention in learning
English. It can be seen from the students‟ options, in which 24 (66.7 %) students
stated that they liked learning English very much when the use of Tic Tac Toe
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Game technique applied in the class. They also said that they liked doing game in
team and most of them (22 : 61.1 %) felt that they were active in learning English.
Despite with these positive responses, 13 (36.1 %) students said that the use of Tic
Tac Toe Game technique could not motivate them enough in learning. 7 (19.4 %)
of them also felt that he/she did not get improvement yet in remembering English
vocabulary. Besides, more than a half of them (18 : 50 %) said that they less
understood with the procedures. Therefore, the researcher then decided
conducting the second cycle in order to make students familiar with the activities
and tried to motivate them more in learning by the use of Tic Tac Toe Game
technique.
4.2.4 Reflection of the Cycle 1
Based on the above observation‟s result, it can be said that the planned
action was already run well. Referring to the result of the post-test 1, it could be
seen that there was a good improvement on the students‟ achievement in
mastering English vocabulary. The mean score gained by the students in pre-test
was 56.22 where it was categorized in poor level of mastery then in the post-test
1, the mean score increased to the level of good, 76.33. The number of students
who had score above 65 was increased to 28 (77.8 %) students from 13 (36.1 %)
students in pre-test. In other words, the number of students who had score under
65 decreased from 23 (63.9 %) students in the pre-test into 9 (25 %) students in
the post-test 1.
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The improvement of the students was supported by the result of the
researcher‟s diary and questionnaire. Firstly, from the result of researcher‟s diary,
it was noticed that the activities were conducted well. When the teacher explained
the material, all of the students gave their attention and listened well to her
explanation. And when the teacher asked them some questions related to the
material, more than a half of them (77.8 %) could answer the teacher‟s questions
correctly. Most of them (29 : 80.1.2 %) seriously did their tasks and actively
involved in doing the worksheet. Especially in the game activity, all of the
students were so enthusiastic and excited in learning. Secondly, the result of
questionnaire indicated that all students were eager and enjoyed learning English
vocabulary through the application of the use of Tic Tac Toe Game technique. All
of the students stated that they liked Tic Tac Toe Game technique being used in
the class. 25 (69.4 %) students confirmed that there were some progresses in
learning vocabulary through the application of this technique. They became more
motivated in learning because it was more interesting. After learning by
implementing the use of Tic Tac Toe Game technique, 29 (80.5 %) students
believed that their ability in mastering vocabulary enhancing.
Thus, it can be seen that the students made improvement in their
vocabulary mastery. Nevertheless, in accordance with the school‟s passing grade,
that is 65, there were 8 (22.2 %) students who did not pass the passing score yet,
meanwhile all of the students were expected totally passing the score or above 65.
It happened because there were some problems appeared during the teaching and
learning process. Some of the students (6 : 16.7 %) still could not participate well
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in the activity. In the first meeting, most of the students (18 : 50 %) felt confused
with the activity because the activity was new for them. Not all of the students
could get involved in the discussion since they felt worried and unconfident with
their answer. Besides, when the teacher asked questions, some of them (8 : 22.2%)
often answered it in Indonesian language.
With regard to the reflection of cycle 1, since there were still 8 (22.2 %)
students got less than 65, it was decided to continue the study by conducting cycle
2. In cycle 2, it was tried to make the students to be more motivated in learning
and helped them remembering the words by the use a text included the pictures.
The teacher also would give more chance to practice vocabulary by allowing the
students to find and to write more difficult words or unfamiliar words. Besides,
the teacher would give more attention to the students who still did not take part
actively in the class.
4.3 Findings in the Cycle 2
The second cycle also consisted of planning, action, observation and
reflection as in the first cycle. All activities in the second cycle were explained as
follows:
4.3.1 Planning of the Cycle 2
After knowing the result of the post-test 1 that there were still 8 (22.2 %)
students could not pass the passing grade score and categorized into moderate
level of mastery, the text and pictures were as media in order to attract students‟
attention in learning. Some preparations were made before starting the treatment
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that would be used during the teaching learning process such as: teaching
scenario, researcher‟s diary, and the questions of the game.
4.3.2 Action of the Cycle 2
This cycle consisted of three meetings, first and second meetings were
used to give treatment and the third meeting was used to do the post-test 2 and
questionnaire. In this cycle, the students experienced learning activities as in the
use of Tic Tac Toe Game technique procedure which related to vocabulary
mastery.
The next activity was administered post-test 2 in order to know the
students‟ improvement in mastering English vocabulary after given a treatment.
Besides, the questionnaire was also given in order to know the students‟ interest
and response toward the use of Tic Tac Toe Game technique in teaching English
vocabulary. The whole process and everything happened in this cycle were
recorded in the researcher‟s diary
4.3.3 Observation of the Cycle 2
4.3.3.1 The Students’ Basic of Vocabulary
1. Receptive Vocabulary
The result of the pre-test shown that there were some words the students
already known that relate to professions, shopping and hobbies. They were :
nurse, doctor, students, pilot, farmer, singer, dancer, dentist, librarian, gardener,
stamp, teacher, post office, restaurant, market, drugstore, shop, buy, read, go,
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study, come, collect, listen, eat, cook, drink, sing, help, make, work, swim, happy,
big, small, smart, stupid, beautiful, tall, long, new, yesterday, today, tomorrow, to
the post office, from the library and always. There were also increasment of the
number of the words that the students understood in listening and reading which
was concerned about professions. They were : principal, steward, pupil,
custodian, superintendent, soldier, tailor, equipment, fire station, gas station,
scisors, thread, knife, sewing machine , factory, prime minister, stationary, enemy,
shop assistant, equipment, uniform, health, sick, soon, make, build, do, send,
protect, act, carefully, usually and often.
The second cycle was concern about shopping and hobbies. From the words the
students wrote on the piece of paper, there were several additional words they
obtained. They were : pet shop, prime minister, department store, stationary, vet,
shop assistant, equipment, enemy, uniform, and envelop.
2. Expressive Vocabulary
On the observation on cycle 2, there were a significant improvement of the
students‟ ability in using and understanding the number of vocabulary. For the
cycle 1, they could express their idea until 77%. They could answer the questions
in writing and orally which they were belong to sufficient level of mastery. During
the teaching and learning process on cycle 2, the ability of the students in
understanding and using the number of vocabulary in writing and speaking was
belong good level. They could answer the question in English orally until 80 %. In
expressing their answer in essay, almost all of them could answer the questions
well. The words that were obtained by the students were: shirt, coat, dress, skirt,
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blouse, jacket, suit, tie, belt, sweater, pants, jeans, pajamas, shoes, socks, holiday,
earrings, frustrated, trouble, raincoat, mayonnaise, pears, soy sauce, mustard,
movies, comedies, drama, cartoons, novels, poetry, short stories, sports, kinds of
music and spend.
4.3.3.2 The Functional Category of Vocabulary
a. Noun : When conducting the pre-test, there were some nouns that relate to
the shopping and hobbies that the students could not understand, therefore
they did many mistakes when they answered the questions given. The words
that hard for them were :
pet shop prime minister department store stationary
vet shop assistant equipment enemy
uniform envelop
At the end of the cycle 2, the students were able to use all of the nouns that
relate to the shopping and hobbies that they did not know. Furthermore, there was
also additional nouns that they have got. They were :
dress coat shirt suit
blouse pajamas tie pants
daughter purse briefcase cotton
food soy sauce mustard pepper
cheese cards
The result of the post-test 2 shown that the achievement of the seventh grade
students of SMP Negeri 1 Payangan got an improvement in using nouns. It can be
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seen from the total item of the questions given that could be answered by the
students for the post-test 2 got better than the post-test 1 and pre-test.
b. Adjective : For the adjective, the students did not have a serious problem.
On the pre-test, they could write down the adjectives that they obtained, such
as : happy, big, small, smart, stupid, beautiful, tall, long, new, good, and
colors. On the first cycle, they could use another adjective, such as :
delicious, famous, health , sick, soon, bad, diligent and lazy.
At the end of the cycle 2, they also had additional adjectives they could
understand. They were : expensive, cheap, new, old, polka dot, striped, rich,
poor, frustrated, sweet, delicious, easy and difficult.
c. Verb : The result of the pre-test and post-test 1 shown that there were some
verbs they already known, such as :
Shop buy read go
Study come collect listen
eat cook drink sing
make build do send
protect act translate cook
direct water open clean
fly
After the second cycle through Tic Tac Toe game, they had some
additional verbs they known, such as : spend, begin, collect, look for, believe,
need, bargain, watch, and park.
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d. Adverb : When the pre-test given, the students already familiar with
adverb of time and adverb of place . adverb of time they known were :
yesterday, today and tomorrow. The adverb of place they known were : to
the restaurant and in the clothing store. There was also an adverb of
frequency they know, it was always. There was also an increasment of the
number of adverbs they known, such as: unfortunately, carefully , never,
sometimes, usually and often.
At the end of the cycle 2, there were some additional verbs they known,
such as: finally, days and every day.
4.3.3.3 Kinds of Vocabulary Meaning
1. Synonymy
The result of the post-test 2, shown a significance improvement of the
students‟ ability in understanding synonym. For the example, in item number
eleventh, the question was “that beautiful dress is mine. The synonym of the word
beautiful is...” The right answer was nice. There were thirty students answered
correctly. And there were six students answered expensive. In this case, their
ability in understanding synonymy was belong to good level of mastery. Based
on the words they wrote in piece of paper at the end of the cycle 2, there were
several synonym they already known, such as :
beautiful~nice difficult~hard high~tall
heavy~fat delicious~nice
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2. Antonymy
From the result of the pre-test and post-test 1, there were some antonym of
the some words they known. They were:
big~small beautiful~ugly long~short
rich~poor heavy~thin teacher~student
short~long sells~buys
The result of the post-test 2 shown that the students were belong good level of
mastery. In item number six, the question was about the antonym of expensive.
There were thirty one students answered correctly. Only five of them did mistake.
4.3.3.4 The Result of the Post-Test 2
Based on the result of post-test 2, it can be concluded that there was an
improvement of the students mean score. Being compared with the result of the
post-test 1, the mean score in the post-test 2 increased to 85 which categorized
into very good level of mastery. It directly showed that the students got a good
improvement. The following table shows the result of the post-test 2 in details
Table 4.3: The Result of the Post-Test 2
Students Items Answered
Correctly
Items Answered
Incorrectly
Score Level of Mastery
Total % Total %
S1 19 76 6 24 76 Sufficient
S2 17 68 8 32 68 Sufficient
S3 22 88 3 12 88 Good
S4 18 72 7 28 72 Sufficient
S5 22 88 3 12 88 Good
S6 24 96 1 4 96 Excellent
S7 24 96 1 4 96 Excellent
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S8 21 84 4 16 84 Good
S9 20 80 5 20 80 Good
S10 17 68 8 32 68 Sufficient
S11 19 76 6 24 76 Sufficient
S12 25 100 0 0 100 Excellent
S13 20 80 5 20 80 Good
S14 18 72 7 28 72 Sufficient
S15 17 68 8 32 68 Sufficient
S16 24 96 1 4 96 Excellent
S17 24 96 1 4 96 Excellent
S18 24 96 1 4 96 Excellent
S19 24 96 1 4 96 Excellent
S20 19 76 6 24 76 Sufficient
S21 25 100 0 0 100 Excellent
S22 21 84 4 16 84 Good
S23 23 92 2 8 92 Excellent
S24 23 92 2 8 92 Excellent
S25 21 84 4 16 84 Good
S26 23 92 2 8 92 Excellent
S27 20 80 5 20 80 Good
S28 18 72 7 28 72 Sufficient
S29 22 88 3 12 88 Good
S30 22 88 3 12 88 Good
S31 24 96 1 4 96 Excellent
S32 23 92 2 8 92 Excellent
S33 25 100 0 0 100 Excellent
S34 17 68 8 32 68 Sufficient
S35 23 92 2 8 92 Excellent
S36 17 68 8 32 68 Sufficient
N = 36 X1 =
21.25
X2 =
85
X3 =
3.75
X4 =
15
X5 =
85
Good
Note:
N : The total number of the students
X1 : The average score of correct students‟ answer
X2 : The percentage of correct students‟ answer
X3 : The average score of incorrect students‟ answer
X4 : The percentage of incorrect students‟ answer
X5 : The mean score
From the table above, it could be seen that all of the students obtained
score more than 65. The highest score was 100 and the lowest score was 68. It
was amazing because 3 students (8.3 %) could answer all of the questions in the
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test and gained score 100. Referring to the level of mastery, there were 15 (41.6
%) students attained excellent, 10 (27.8 %) students in the good level of mastery,
and 11 (30.6 %) students categorized into sufficient level. There was no one of
them attained low score or in the sufficient and poor level of mastery again. It
meant that all students could pass the ideal passing score of the English subject.
In answering the test, the average score of the correct answer made by the
students was 21.25. It meant that 85 % items were answered correctly. On the
other hand, the average score of the incorrect answer made by the students was
3.75. It meant that 15 % items were answered incorrectly. Based on the passing
grade, that is 65, all of the students (100 %) could pass the test successfully.
4.3.3.5 The Result of the Researcher’s Diary on the Cycle 2 in Session I
The first session in cycle 2 was conducted on Thursday, 9th
February
2011.
1. As usual, when the teacher came into the class, she greeted the students and
the students responded it happily. Then, she checked the students‟ attendance
and no one of them was absent.
2. After the teacher finished it, the activity was continued to brainstorm the
students about the topic that would be presented. The students were
introduced by a new topic. The topic on that day was “Shopping and Hobby”.
The teacher asked students‟ general knowledge related to the topic was going
to be taught. The teacher led the students to the topic by asking them to
mention about their hobbies. Each student raised their hands enthusiastically
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to answer the teacher‟s questions. All of them were very active involved in
the learning process.
3. The researcher showed the a reading text with an interesting picture and
asked students to mention the names of the pictures. All of the students were
attracted by the pictures. They answered the questions enthusiastically. The
teacher then talked about the reading text while modeling how to read it few
times. Students paid attention to the teacher and listened carefully to her
pronunciation.
4. The teacher pointed at students who were rather inactive and had less
achievement in the first cycle to pronounce and ask the meaning of the
words. After all of them could pronounce the words correctly, the teacher
wrote the words on the board and asked students to make a note in their
books. The students then were given several times to memorize the words.
All of the students memorized the words seriously.
5. The teacher told the students that they had to answer the questions given. She
gave ten minutes for the students to answer all of the questions. She observed
each students and helped them if they were having trouble. After finished
answering the questions, the teacher discussed the answers with the students.
She counted the mistakes that were made by the students. None of them
made a mistake. She asked the students where do they usually go shopping.
The students gave and said their answers. All of the students were very
happy because they had a chance to mention their answers.
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6. For the next activity, the teacher led the students to play a game as in the
first cycle. She continued the activity by giving Tic Tac Question Formation
Game. She then divided the students into two groups and gave each group a
mark. X mark for group A, and O mark for group B. the students looked very
happy with their group. She then explained the rule in the game. The
students listened to her explanation seriously. She drew a tic tac grid and put
nine question words in each square. The rules was when the teacher said the
question of no.1, each teams had to compete each other and raised their hands
to answer the question. If group B can answer the question, so the mark of
group B will be put on the first square. The first team to mark out three boxes
in a straight line, vertically, horizontally, or diagonally win the game.
7. The teacher gave explanation about the rule of the game, she asked whether
there was question. None of students asked question, so she started the game.
The teacher found that all of the students involved actively in the activity.
The students were enthusiastic and excited in playing Tic Tac Toe Game.
They were competing with another to bring their teams became the winner.
8. After they finished doing the game, that was O team made a straight line
diagonally, and the winner was group B or O team. The situation in the class
became very noisy because the winner cheered up proudly. Everything ran
well and none of them having trouble to do the activity.
9. The teacher then concluded the lesson by asking the students to mentions the
words that they had learnt. Most of them (31: 86.1 %) could answer the
teacher questions correctly. The teacher asked whether they still face
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difficulties about the lesson or not. There were no questions any more then
the teacher ended the lesson by saying “good bye” and was replied by them.
4.3.3.6 The Result of the Researcher’s Diary on the Cycle 2 in Session II
The class was conducted on Monday, 13th
February 2011.
1. In the beginning, the teacher greeted the students and obtained cheerful
respond from them. The teacher then checked students‟ attendance. All
students were present that day. Before started the activity, the teacher checked
the students memorization about the material given in the previous meeting by
asking some questions related to the topic. In this part, the students actively
raised their hands and answered questions correctly.
2. The teacher showed the reading text with the picture used in the previous
meeting. She asked the students about the pictures. All of the students could
answer it correctly. Then, they were given a few minutes to memorize those
words.
3. Next, the class activities were continued by giving them a new reading text
with a very interesting picture. The teacher discussed the text with the
students. The teacher then read the text while the students listened to her
seriously. She asked the students whether they had a difficult words or not.
None of them had any difficult words. The teacher then asked the students
about the text. They were very active and answered them happily. Students
were asked to answer the questions from the text in ten minutes. The students
participated actively and seriously in doing the activity. While they were busy
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with the activities the teacher kept observing the students in every table.
When all of the teams had finished, the teacher then discussed the answer
together with the students. The result was very pleasingly because all them
could answer the text correctly.
4. After finished giving the text, the activities continued to Tic Tac Vocabulary
Game. The teacher then directly wrote nine words and a tic tac grid on the
board without explaining the procedures again because all of them were
familiar enough with the procedures.
5. The teacher started the game, which group A was X team and group B was O
team. The students did the game seriously and enjoyed the activities very
much. They were very enthusiastic in competing one another. While they were
busy memorizing the nine words on the board the teacher kept observing the
students in the class. She then erased the nine words on the board and started
the game. The class quite noisy because they were all excited. They competed
each other to gain score for their team. When one of the group made a line
vertically that was X team, the teacher then stopped the game and announced
the winner. The situation in the class became very noisy because the winner
cheered up proudly.
6. Before ended the class, the teacher asked students to mention the words that
they had learnt. All of the students mentioned the words correctly and
cheerfully. The teacher then told the students to study well because they would
have a test in the next meeting. Then she asked if there was a question and the
students said that they had no question anymore. Finally, the teacher then
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ended the lesson by saying “good bye” and it was replied cheerfully by the
students
4.3.3.7 The Result of the Researcher’s Diary on the Cycle 2 in Session III
The post-test 2 was conducted on Wednesday, 2nd
March 2011. It was
held to know the improvement of the students‟ achievement in mastering English
vocabulary after being given a treatment. As usual, the teacher came into the
class, greeted students, and checked the present list. The teacher obtained good
response from the students and found no one was absent that day. Before the
teacher asked the students to do the test, they were given 10 minutes to study.
When the time was up, the teacher asked students to close their books and
sit individually. After that, she asked students to prepare a pen and put all their
books in their bag. The students then were given test sheets and 45 minutes to
finish it. The students did the test seriously. No one of them cheated and annoyed
their friends. Most of them (31 : 86.1 %) were so confident in answering the test.
While the test was conducted, the teacher kept watching to the whole class. The
teacher then collected the test sheet after all students had finished it.
The teacher then distributed the questionnaire and asked them to fill it
honestly. The teacher found that all of the students answered the questionnaire
seriously and silently. None of them cheated and chatted with their friends. After
they had finished, the teacher collected the questionnaire.
Besides, the teacher asked the students to write down the words they
obtained in the cycle 2 and collected them. They looked so serious in writing
them. Before ended the class, the teacher asked the students about their response
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to the test given. Most of them (28 : 77.8 %) said that the tests were easy for them.
The students then asked the answer of particular question in the test to the teacher.
When the teacher told them the answer, 31 (86.1 %) students cheered happily
when they knew their answers were right. Lastly, the teacher ended the lesson by
saying “good bye” and it was replied happily by the students.
4.3.3.8 The Result of the Questionnaire in Cycle 2
The questionnaire was administered in order to know the students‟ attitude
and motivation toward the application of Tic Tac Toe Game technique. There
were ten items in the questionnaire, which should be filled by students honestly.
Item number 1, it was about students‟ opinion toward learning English
through the use of Tic Tac Toe Game technique. There were 5 (13.8 %) of the
students liked the application of the technique and the rest of them (31 : 86.1 %)
said that they liked it very much.
Item number 2, it was about the influence of the use of Tic Tac Toe Game
technique in mastering English vocabulary. There were 4 (11.1 %) students said
that the technique helped them in learning vocabulary and 32 (88.9 %) said the
technique helped them very much. There were no one of the students said that the
technique could not helped them in learning.
Item number 3, it was related to the students‟ improvement after being
given the treatment. Most of them (33 : 91.7 %) felt that they really got
improvement after following the treatment. Besides, 3 (8.3 %) of the students said
that their ability in mastering English vocabulary was improved.
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Item number 4, it was about the students‟ opinion about the use of Tic Tac
Toe Game technique through their motivation in learning vocabulary. There were
10 (27.8 %) of the students said that the technique could improve their ability in
mastering vocabulary and 26 (72.2 %) said it extremely improved their
motivation.
Item number 5 was about the benefit of the situation occurred toward their
ability in understanding the English vocabulary. There were 6 (16.7 %) of the
students said that the situation helped them in learning or mastering the material,
and 30 (83.3 %) of them said that the situation helped them very much. None of
them said that the situation did not help them in learning.
Item number 6, it was about the students‟ response toward the rule in
implementing the use of Tic Tac Toe Game technique. There were 27 (75 %) of
the students said it really easy to understand and 6 (25 %) of them said it easy.
Item number 7, it was about the students‟ feeling in learning English
vocabulary through Tic Tac Toe Game technique. There were 31 (86.1 %) of the
students said that they were really excited in learning English through Tic Tac
Toe Game and 5 (13.9 %) of them said they were excited and no one of them said
that were not excited in learning English through this game.
Item number 8, it was about the scoring system that used by the teacher in
applying the technique. All of the students said the scoring system was fair.
Item number 9, it was about the students‟ opinion toward the teacher
instruction. There were 31 (86.1 %) of the students said it was very easy to
understand and 5 (13.9 %) of them said it was easy.
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The last, item number 10, it was about the game procedures. The
procedures were understood by 5 (13.9 %) of the students, 28 (77.8 %) of students
said that they understood the procedures well. Only 3 (8.3 %) from the whole
students said that he/she understood enough with the game procedures.
Referring to the result of the second questionnaire, it can be concluded
that the use of Tic Tac Toe Game technique could improve the students‟
vocabulary mastery and motivated them more in learning English. It can be seen
from the increasing on the percentage of the students who said that learning
vocabulary through the use of Tic Tac Toe Game technique was very interesting
and helped them very much in mastering English vocabulary as compared to the
result of questionnaire in the first cycle.
4.3.4 The Reflection of the Cycle 2
Based on the analysis of the data above, it can be said the study was
successful. There was a significant improvement on students‟ vocabulary mastery
from the result of pre-test, post-test 1 to post-test 2. The result of post-test 2
reflected that the students made a good improvement. It was said so because the
result of post-test 2 directly showed that students‟ vocabulary mastery was
improved to the level of very good mastery. The students‟ achievement increased
continuously. This improvement increased from 56.22 in pre-test to 76.33 in the
first cycle and then 85 in the second cycle. None of them obtained the score lower
than 65. Since the lowest score that should be gained was 65, this condition
clearly reflected that all students had succeeded in learning and their achievement
had been improved. The students‟ improvement continuously increased from
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cycle 1 to cycle 2. It means that the study was successful to improve the students‟
achievement in mastering English vocabulary.
Referring to the result of the researcher‟s diary in every session, it could
be said that the learning process ran smoothly. All students were active in
following the teaching learning process. The students‟ behavior in teaching
learning process changed. In the first cycle, particularly in session 1 some students
(28.1 %) were still not involved actively in the learning process and some of them
(21.8 %) also often answer the teacher‟s questions in Indonesian language.
Besides, most of them (53.1 %) also felt confused of what they had to do because
the activity was new for them. The students‟ performance then got better and
better from cycle to cycle. Particularly in cycle 2, all students followed the
learning activities enthusiastically. There was no confusion again, because all of
the students had already been familiar with the activity. Their participation in the
class was also good. It indicated that the students liked the technique being used
in classroom and enjoyed all the learning activities during the treatment.
Moreover, from the result of questionnaire in this cycle, it indicated that
all students liked the use of Tic Tac Toe Game technique applied in the class. All
of the students said that there were some progresses in learning vocabulary
through the application of this technique. 91.7 % students felt that their ability in
mastering vocabulary enhancing. They said that the technique was interesting and
beneficial for them because they felt being improved after the treatment was
conducted. Besides, most of them (86.1 %) also said that they felt very excited in
learning English vocabulary. It could help them easier in remembering the words.
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Therefore, regarding to the reflection of cycle 2, it can be concluded that
the students‟ problem in mastering English vocabulary could be improved by the
use of Tic Tac Toe game technique and two cycles had been conducted which
both gave a good improvement to the students‟ achievement. All of the students
had reached the passing grade score, which recommended by the school and
passed the test successfully. Based on this improvement, it then decided to stop
the treatment.
4.4 Discussion
As stated in the previous chapter, this study was mainly focused on the
problem of the eleventh grade students of SMP Negeri 1 Payangan in mastering
English vocabulary. The result of pre-test clearly showed that their ability in
mastering English vocabulary was categorized into poor level. Since the
vocabulary is essential in learning a language, which will help students to
understand both spoken and written language, this problem should be solved.
Therefore, this study, the use of Tic Tac Toe Game technique was conducted to
overcome the problem and improve students‟ vocabulary mastery. Based on the
findings discussed above, it could be stated that this objective was successfully
achieved. It could be seen clearly from the result of the quantitative data
(achievement tests and the words wrote by the students in a piece of paper) and
the qualitative data (researcher‟s diary and questionnaire).
The result of the quantitative data indicated that the students had made an
improvement in mastering English vocabulary. The mean score that was obtained
from the pre-test, the post-test 1 to the post-test 2 clearly showed that there was a
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continuous improvement in students‟ achievement. It could be concluded that the
problem of students in mastering vocabulary had been solved. For further details,
the following table shows the improvement in terms of their mean score.
Table 4.4: The Students‟ Mean Score in Pre-test, Post-test 1 and Post-Test 2
According to the table above, the students‟ vocabulary mastery improved
which could be seen from the increase of their mean score from test to test. The
students‟ achievement increased from 56.22 in the pre-test which meant this mean
score belonged to poor level of mastery, into 76.33 for the result of post test 1
which was categorized into good level. Then, the mean score in cycle 2 also
increased to 85. The result was categorized into very good level of mastery. At the
last cycle, all students obtained scores of the same or higher than 65. In addition to
the students‟ improvement, the number of students who obtained the scores
lowers than 65 decreased from 63.9 % students in the pre-test to 22.2 % in the
post-test 1, and then in the post test 2 none of them obtained poor level of
mastery. In order to get a clear description, the following graph shows the
students‟ improvement in each cycle.
Test Mean Score
Pre-test 55.78
Post-test 1 76.33
Post-test 2 85
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Figure 4.1: The Students‟ Improvement in Each Cycle
Moreover, the students‟ vocabulary mastery also improved which could be
seen from the scores that students obtained. For further details, the following table
shows the improvement in terms of the number of students being improved
through the implementation of the technique.
Table 4.5: The Number of Students Being Improved in Each Cycle
Test
Not Yet Improved Improved
Poor Moderate Sufficient Good Excellent
Pre-Test 18 9 7 2 -
Post-Test 1 4 5 8 12 7
Post-Test 2 - - 11 10 15
From the table above, it could be seen that in the pre-test, most of the
students were categorized into low achievement mastery. There were 27 (75 %)
students were not improved yet and only 9 (25 %) students were already
improved. After given treatment, 27 (75 %) students who belonged to low
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achievement decreased into 9 (25 %) in the first cycle. Finally, all of the students
were improved and no one of them obtained the scores that were categorized into
poor and insufficient level of mastery in the last cycle. Thus, it can be said that the
use of Tic Tac Toe Game effectively improved the students‟ vocabulary mastery.
The improvement also could be seen from the words that gained by the
students which they wrote in a paper. When conducting the pre-test, the students
were only familiar with the word “headmaster” as the leader of school. But after
they learned English through Tic Tac Toe Game, they know another words with
can replace the meaning of the word headmaster, that is “principal”.
The result of quantitative data was supported by the result of qualitative
data, which was found during conducting the action in every cycle. The
questionnaire which included the students‟ response toward the teaching and
learning process during the implementation of the use of Tic Tac Toe Game
technique supported the improvement of the students in mastering English
vocabulary. All of the students gave positive response toward the application of
the technique. There were 13.8 % like to learn English vocabulary through the use
of Tic Tac Toe Game technique, 86.1 % of them liked it very much and no one of
them did not like the activity. Besides, all of the students also said that this
technique could motivate them in learning and made them easier to learn English
vocabulary. As the result, the questionnaire showed that this technique was
beneficial for them because it could help them in mastering vocabulary.
Moreover, from the result of researcher‟s diary it showed that the students‟
motivation was good after given a treatment. It could be seen from the students‟
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participation during the teaching-learning process and doing the tasks. All of the
students looked enjoying the activities in the class. Their attention to the teaching
learning activities became more serious and they did the instructions
enthusiastically. It also happened when the students were working in the groups. It
was observed their activeness in working in group and in following the
tournament increased from cycle to cycle. As the result, the teaching and learning
process ran well in which all of the students got involved in the activity. Besides,
during the class was conducted, all of them were present that made the teaching
learning process could be followed by all students.
In conclusion, based on the result of the quantitative data that supported by
the qualitative data, the students‟ vocabulary mastery was improved by the
implementation of the use of Tic Tac Toe Game technique.
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CHAPTER V
CURRICULUM, SYLLABUS, MATERIALS, LESSON
PLANS AND EVALUATION
5.1 Applied Linguistics
Applied linguistics, is an interdisciplinary field of study that identifies,
investigates, and offers solutions to language-related real-life problems. It is an
umbrella term that covers a wide set of numerous areas of study connected by the
focus of the language that is actually used. The emphasis in applied linguistics is
on language users and the ways in which they use languages, contrary to
theoretical linguistics which studies the language in the abstract not referring it to
any particular context, or language. Some of the academic fields related to applied
linguistics are educations, linguistics, psychology, anthropology, and sociology
(Brown, 2005)
Crystal (1971: 3) stated that linguistics is the study of the nature,
structure and variation of language, including phonetic, morphology, semantics,
sociolinguistic and pragmatics. According to Corder (1973:81) linguistics is the
study of language. Linguistics was its autonomy or independence of other
disciplines. There are the other term in field of linguistics are theoritical
linguistics and applied linguistics. Applied Linguistic provides the theoretical and
descriptive foundations for the investigation and solution of language-related
problems, especially those of language education (first language, second language
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and foreign language teaching and learning), but also problems of translation and
interpretation, lexicography, forensic linguistic and (perhaps) clinical linguistic.
Applied linguistic is coursed in language teaching by provide
comprehensive description about basic process and using the appropriate teaching
method. Today, language teaching is not easily categorized into method and
trends. Instead, each teacher is called on the develop a sound overall approach to
various language classrooms. This approach is a principled basis upon which the
teacher can choose particular designs and techniques for teaching a foreign
language in a particular context. According to Richards and Rodgers (1986: 16),
approach refers to theories about the nature of language and language learning
that serves as the sources of practices and principles in language teaching. The
teaching approach is appropriate to teach the vocabulary. Most of students felt
difficult to understand and use the words in a sentence.
Krashen and Terrell (1983) developed the Natural Approach in the
early eighties, based on Krashen's theories about second language acquisition.
This approach shared a lot in common with Asher's Total Physical Response
method in terms of advocating the need for a silent phase, waiting for spoken
production to "emerge" of its own accord, and emphasizing the need to make
learners as relaxed as possible during the learning process. Some important
underlying principles are that there should be a lot of language "acquisition" as
opposed to language "processing", and there needs to be a considerable amount of
comprehensible input from the teacher. Meaning is considered as the essence of
language and vocabulary (not grammar) is the heart of language.
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As part of the Natural Approach, students listen to the teacher using the target
language communicatively from the beginning. It has certain similarities with the
much earlier Direct Method, with the important exception that students are
allowed to use their native language alongside the target language as part of the
language learning process. In early stages, students are not corrected during oral
production, as the teacher is focusing on meaning rather than form (unless the
error is so drastic that it actually hinders meaning).
Communicative activities prevail throughout a language course employing
the Natural Approach, focusing on a wide range of activities including games, role
plays, dialogs, group work and discussions.
Larsen and Freeman (2000:126) stated that games are important because
they have certain feature in common with real communicative events- there is a
purpose to the exchange. Also, the speaker receives immediate feedback from the
listener on whether or not he or she has successfully communicated. In this
way,they can negotiate meaning. Finally having students work in a small groups
maximizes the amount of communicative practice their receive.
The emphasis in the game is successful communication rather than on
correctness of language. They provide in many cases, as much concentrated
practice as a drill and more importanly, they provide an opportunity for real
communication and thus constitute a bridge between the classroom and the real
world. This suggest that the most useful place for these games is at the free stage
of the traditional progression from presentation through practice to free
communication of the lesson, as a chance for the students to use the language they
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have learnt freely and they can also serve a diagnostic tool for the teacher, who
can note the areas of difficulty and take an appropriate remedial action (Hatfield,
Jill.1990)
5.2 Curriculum
In The Curriculum, the first textbook published on the subject, in 1918,
John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin
word for race-course, explaining the curriculum as the course of deeds and
experiences through which children become the adults they should be, for success
in adult society. Furthermore, the curriculum encompasses the entire scope of
formative deed and experience occurring in and out of school, and not only
experiences occurring in school; experiences that are unplanned and undirected,
and experiences intentionally directed for the purposeful formation of adult
members of society.
In formal education or schooling , a curriculum is the set of courses, course
work, and content offered at a school or university. Basic education in Indonesia
provides nine years learning experience in both formal and non-formal education
for 7- 15 school age children. The goal of basic education is to develop learners‟
basic intelligence, knowledge, personality, noble character, as well as skills to live
independently and to continue their education.
Basic education is conducted in elementary school and junior high school
(both public and religious type of schooling called madrasah = madrasah
ibtidaiyah for elementary school and madrasah tsanawiyah for junior high school).
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While public elementary and junior high school are managed based on the policies
established by the Ministry of National Education (MONE) and operationally
controlled by otonomous local/district/town administration, the madrasahs are
managed by the Ministry of Religious Affairs through its local (district/town)
offices troughout Indonesia.
There are few curricula have been developed today, such as:
1. Curriculum 1994
2. Curriculum 2004
3. Competency-Based Curriculum (CBC)
4. Level of Education curriculum unit (KTSP)
The curriculum that was used at SMP Negeri 1 Payangan ia Education Unit
Level Curriculum 2004 or KTSP 2004. Education Unit Level Curriculum (KTSP) is
an operational education curriculum that gives wider autonomy for each school to
develop and implement their own curriculum by taking into account the potentials of
individual schools and the surrounding region. KTSP was launched starting with the
2006/2007 academic year in schools. Schools will have to refer to the Content
Standard and Graduate Competency for primary and secondary education as
published through the Regulation of Minister of National Education and the
Development of Guidelines issued by KTSP when developing and implementing their
curriculum. The aim of this curriculum is to improve the quality of education by
improving the curriculum in line with the individual‟s interest, intellectual, emotional,
spiritual, cultural and social-economic. This curriculum is supposed to empowered
schools to develop and implement their own curriculum, but by imposing the schools
to follow the guidelines and standards mentioned above which is still centralistic, this
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power will diminish. The objective of this paper is twofold. First, it will describe in
general the learning environments model (adaptive and enactment) behind KTSP and
its theoretical implications for learning and teaching, and second, it will look into the
professional qualities required to run a KTSP classroom, the major potential
difficulties encountered by teachers and readiness of teachers for this curriculum
change in term of KTSP.
5.3 Syllabus
A syllabus ( syllabi or syllabuses; from Latin syllabus "list" probably of
Greek origin), is an outline and summary of topics to be covered in an education
or training course. It is descriptive (unlike the prescriptive or specific curriculum).
A syllabus is often either set out by an exam board, or prepared by the professor
who supervises or controls the course quality.
The syllabus serves many purposes for the students and the teacher such as
ensuring a fair and impartial understanding between the instructor and students
such that there is minimal confusion on policies relating to the course, setting
clear expectations of material to be learned, behavior in the classroom, and effort
on student's behalf to be put into the course, providing a roadmap of course
organization/direction relaying the instructor's teaching philosophy to the
students, and providing a marketing angle of the course such that students may
choose early in the course whether the subject material is attractive.
Many generalized items of a syllabus can be amplified in a specific
curriculum to maximize efficient learning by clarifying student understanding of
specified material such as grading policy, locations and times, other contact
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information for instructor and teaching assistant such as phone or email, materials
required and/or recommended such as textbooks, assigned reading books,
calculators (or other equipment), lab vouchers, etc, outside resources for subject
material assistance (extracurricular books, tutor locations, resource centers, etc),
important dates in course such as exams and paper due-dates, tips for succeeding
in mastering course content such as study habits and expected time allotment,
suggested problems if applicable, necessary pre-requisites or co-requisites to
current course, safety rules if appropriate, and objectives of the course.
The planning of a syllabus may include the processes to find out who
the learners are, to determine the needs of a group learner, to observe the situation
in which the learning and teaching take place, to develop aims or objectives of the
language course to address those needs, to determine appropriate teaching
methods and materials, and to carry out an evaluation of the language program
that results from these processes. In planning syllabus for a language course, it is
vitally important to consider the following factors:
5.3.1 Learners’ Profile
The learners‟ profile covers three major components. In the first, the
teacher describes his students, saying who they are and what they bring to class;
the second is to describe learners‟ needs in terms of when the students are likely to
use English and what skills they should acquire in the language. The third part of
the learners‟ profile describe in general terms the type of the materials the teacher
would like to see for his students (Hammer : 1983)
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The target learners of this study were the seventh grade students of
SMP Negeri 1 Payangan Gianyar. Listed below is the peer‟s general
information.
1. Gender : male and female students
2. Number : 36 students
3. Age : 11- 12 years
4. Background : moderate
5. Proficiency : lower-intermediate
6. Motivation : to be fluent in English and pass the final
examination
7. IQ average : medium
8. Attitude : Students are generally serious and high
motivated but often tired and lack of
concentration
9. Interest : Improving the vocabulary mastery and
learn to pronoun words correctly.
10. Language known : Indonesian and local vernaculars (Balinese)
11. Educational background : Elementary school (SD)
12. Purpose of learning : (generally) to be able to communicate in
English and (specially) to pass the final
examination of junior high school ( Ujian
Nasional )
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5.3.2 Needs Analysis
The most common problem in teaching is suiting the activities and
material in lessons to a class with a wide range of proficiency. Needs analysis
involves looking at what the learners already know, what they need to know by
the end of the course , and what they want to know. One of the basic assumptions
of the curriculum development is that an educational program should be based on
an analysis of learners‟ needs. Procedures used to collect information about
learners‟ needs are known as needs analysis (Richards, 2001: 51). Needs are
often describe in terms of a linguistics deficiency, that is as describing the
different between what are learners can presently do in a language and what he
should be able to do.
The first step in conducting a needs analysis is to decide exactly what its
purpose are. Good needs analysis involves asking the right questions and finding
the answers in the most effective way. The information collected is the analyzed
in other to obtain a more comprehensive view of the learners‟ needs as a basis for
evaluating and revising the program. Once needs were identified, learning target
could be described. Needs analysis in language teaching may be used for a
number of different purpose, e.g.: to find out what language skills a learner needs
in order to perform a particular role, to identify a gap between what the learners
are able to do and they need to be able to do, and to collect information about a
particular problem the learners are experiencing. One way to gain information
from the students is by distributing questionnaire ( see appendix 5,6,7 for the
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questionnaire) . based on the information gathered, the needs analysis of this study
may be arranged as follows:
1. Communicative needs : low- medium communication skill
2. Principle target needs : able to understand and use the words in a sentence
3. Learning needs : professions, shopping, hobbies, etc
5.3.3. Frame Factors Analysis
In planning a syllabus, it is very important to consider the situation in
which the teaching takes place since it determines the success of the teaching-
learning process. The condition include such factors as the number of students in a
class, the type of classroom, and the aids and materials available. Another factor
will be aimed of the institution where the learning takes place and its attitude
towards the learning of English. Not less important than the others, is the time
allotted to the language class and the frequency of meeting.
The frame factor analysis of this study is briefly described as follows:
1. Description of the class : the class takes place from 1.00-2.20 pm on
Monday and Wednesday. As the result,
students are often tired, lose concentration and
also feel hot since there is no air conditioner
or fan , the classroom is quite big and has
enough lighting for thirty six students.
2. Teaching aids : text, picture, cards, and script of the games.
3. In Possible Problems : unfamiliar words, misunderstand of the meaning
of one word.
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5.3.4 Objective
Objectives are the aims that the teacher has for the students and are write
in terms the of what the students will do or achieve. The objectives may refer to
activities, skills, language type or a combination of all of these. They are written
in general terms, in terms of skills, and in terms of language. The written
objectives will be more or less specific depending on how specific the teacher‟s
aims are.
The purpose of the language course is to enable learners to function
adequately in a target situation- the situation in which the learners will use the
language being learnt. A language learner also perceives goals, either short-term
goals ( e.g. to pass end-semester exam) or long-term goals ( e.g. to get a better
job)
Hence, the course designed for the seventh grade students is aimed:
1. To encourage the students more actively in learning English
2. To develop the students‟ vocabulary mastery in English
communication related to the topic provided.
3. After having the course , the students are expected to be able to
understand and use the words in a sentence.
These four areas ( learners‟ profile, needs analysis, frame factors analysis,
and objective) then form the basis of pre-plan. A detailed knowledge of the
learners- who they are, what they bring to class, and what their needs are- will
give the teacher a good idea of how to provide a course that will be most
motivating and most beneficial of those students.
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The syllabus designed for teaching vocabulary for seventh grade students
of SMP Negeri 1 Payangan Gianyar can be seen on figure 5.1 on the next page.
Figure 5.1
Syllabus for teaching vocabulary for the seventh grade students
Competence standard 1 : 1. Reading
Understanding meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the
closest environment.
5.4 Materials
Content selection is an important component of a learner-centered
curriculum. Clear criteria of content selection gives guidance on the selection of
Basic
Competence
Material Learning
Activity
Indicator Assessment Time
Allotm
ent
Source
Material Techniq
ue
Instrument
Form
Exampl
e of
instrum
ent
Read a loud
functional
written text
and essay
descriptively
that can be
accepted in
around
environment.
Descripti
ve text.
Vocabul
ary:
Professio
ns
Go,
goes,
buy,
buys.
- Discussing
vocabulary related
the text
-The students listen
the teacher read the
text.
-The teacher ask
whether the
students have any
questions or not.
-The students
imitate to read the
text after the
teacher
-The students read
the text aloud by
themselves
- The teacher checks
the students‟
understanding by
asking some
questions about the
text.
-The teacher
conducts tic tac toe
game
-The students
answer the
questions based on
the text in their
exercise books.
The
students are
able to read
words,
phrase,
sentences
right and
correctly
The
students are
able to
respond the
text.
Oral test
Written
test
Giving the
meaning in
Indonesian
Anwering the
questions
based on the
text given
What is
nurse in
Indonesi
-an?
Answer
the
question
base on
the text
given!
2 x 40
minutes
a.Smart
step book
VII
b.Side by
side book
Longman
c.Simpati
LKS
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the materials and learning activities and assist in assessment and evaluation. By
making explicit the content objectives of a course, learners will have more
realistic idea of what can be achieved in a given course. It is therefore important
that the content selected at the beginning of a course will vary and be modified as
learners experience different kinds of learning activities.
Material are an essential element within the curriculum. At their best, they
provide concrete models of desirable classroom practice, they act as a curriculum
models and they fulfill a teacher development rule. Good materials also provide
models the teacher to follow in developing their own materials.
The materials designed for teaching vocabulary for the seventh grade
students of SMP Negeri 1 Payangan can be seen on the next page.
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Color
red orange yellow green blue purple black
pink gray white brown
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Practice this conversation below!
A : Where will you go Dewi?
B : I am going to go to the Post Office. I am going to buy a stamp.
A : What for? Do you want to send a letter?
B : No, I don‟t. I want to collect many stamps.
A : Your hobby is collecting stamps, isn‟t it?
B : Yes it is. Will you help me to collect them?
A : That‟s Ok. Let‟s go.
B : Thank you.
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5.5 Lesson Plan
Based on the analysis on chapter IV, it could be drawn a lesson plan in other
make the students gain a greater number of vocabulary as describe below.
Lesson Plan
Subject : English
Topic : Professions
Educational unit : Junior High School
Class : VII
Time allotment : 2 x 40 minutes
Standard Competency : Reading
Understanding meanings in oral functional text and short simple monologue
in form of descriptive and procedure texts in order to interact with the closest
environment.
Basic Competency:
To read a loud functional written text and essay descriptively that can be
accepted in around environment.
Indicator : -The students are able to read words, phrase, sentences right and
Correctly
-The students are able to respond the text.
1. Learning Objective
At the end of this lesson the students are hoped to be able :
-The students are able to read words, phrase, sentences right and correctly
-The students are able to respond the text.
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2. Material
Simple Present Tense (Subject-Verb Agreement, adverbial of frequency and
time,)
1. Mrs. Rita is a nurse.
2. She works at the hospital.
3. She helps the doctor to take care the patients
4. She always wears a white uniform
The rule of Simple Present Tense;
Normatif form:
S + To be+noun/ adj
Verb Form :
S+ Verb 1(s/es)
3. Learning method
Discussion Method
4. Teaching Learning Activities
Pre-activities (10 minutes ):
1. Greeting
2. Checking students‟ attendance
3. Giving warm up questions about the topic
Whilst-activities ( 60 minutes):
1. Presenting the material
2. Asking the students to listen and repeat to pronounce the words
3. Asking the students to make a note and giving them time to remember
the words
4. Asking the students to answers the questions given
5. Discussing the answers with the students
6. Asking the students about the material given, whether they have
difficult words or not.
7. Giving Tic Tac Toe game tells the rule of the game to the students
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8. Asking the students to write down all of the vocabulary about
professions in few minutes in a piece of paper .
Post-activity ( 10 minutes) :
1. Concluding the lesson by asking the students to mention the words that
they have learnt
2. Asking whether they still face difficulties about the lesson or not
3. Ending the lesson by saying good bye
5.Sources Materials
1.Smart Steps Book
2.Side by side gazette book.
3. Simpati LKS
6.Assesment
a. technique : oral test
b. instrument form : giving the meaning of the words in Indonesian
c. example of instrument : What is nurse in Indonesian?
a. technique : written test
b. instrument form: answering the questions based on the text given
c. example of instrument : answer the questions base on the text given
5.6 Evaluation
Evaluation is the final component in a curriculum. Traditionally,
evaluation occurs at the final stage in the curriculum process. Evaluation is
identified with testing and assessment. The purpose of assessment is to determine
whether or not the objectives of a course of instruction have been achieved. Any
element within the curriculum may be evaluated. During the implementation,
elements to be evaluated may include materials, learning activities, sequencing,
learning arrangements, teacher‟s performance and learner achievement. From the
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previous discussion, it could be drawn an evaluation for the seventh grade
students of SMP N 1 Payangan related to improving the students‟ ability in
mastering English vocabulary as follow :
Subject : English
Class/ Semester : VII/II
Time Allocation : 45 minutes
Choose the correct answer by crossing a, b, c, or d for the following items!
1. The person who can make a delicious cake the sick is ….
a. a nurse c. an engineer
b. a baker d. a teacher
2. A : Where are you going to go Rian?
B : I am going to go to the ..... I am going to buy some books for my cousin
a. restaurant c.stationary
b. clothing store d. gas station
3. My uncle is a teacher. He can….
a. make some cake c. teach the students
b. study matematics d. make some experiments
4. Mr Made Sanjaya is our headmaster. The synonym of the underline word is...
a. prime minister c. principal
b. television news reporter d. official
5. We can buy a cat in the….
a. department store c. vet
b. market d. pet shop
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6. X : Can you help me Linda?
Y : Of course... What can I do for you?
X : Please send this letter as soon as possible.
Y : That‟s okey.
Where does linda have to go for helping X?
a. bank c. post office
b. mail carrier d. gas station
7. A : What is your mother ?
B : ...
a. She is beautiful c. She has three children
b. She is a nurse d. She studies English
8. Mr. Made is a doctor. Now he is in the hospital. He‟s helping.... people
a. sickness c. health
b. sick d. healthy
9. Mr Kardi is a machine operator. He works in ...
a. a post office c. a factory
b. a hospital d. a shop
10. Miss Amilia is a shop assistant. She works in ...
a. a restaurant c. a factory
b. a library d. a shop
11. A person who helps a pilot in a plane is called ...
a. a pilot c. a steward
b. a sailor d. a soldier
12. The woman works in a public heath centre. Her uniform is white. She helps the
doctor. She is a ...
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a. stewardess c. nurse
b. carpenter d. principal
13. Every day my sister goes to the market. She is good at making soup and fried
tofu. She likes...
a. cooking c. to cooking
b. cook d. cooked
14. A : Do you like swimming?
B : .........
A : I do too
a. Yes, I do c. No, I don‟t
b. I like swimming d. Yes, I am
15. My aunt is a tailor. Now she has to buy all of the equipments below, except...
a. scisors c. knife
b. sewing machine d. thread
16. Brian is a student. The synonym of the underline word is ...
a. teacher c. pupil
b. soldier d. custodian
17. My mother buys a new scarve in the cloting store. The antonym of the underline
word is…
a. pays c. takes
b. sells d. puts
18. Ita likes collecting stamp. She is a ...
a. phylatelist c. postman
b. envelope d. librarian
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19. X : What is your hobby?
Y : I like to go ...
a. swim c. swimming
b. swam d. swum
20. Mr Nyoman wants to buy a sofa, a cupboard and a rug. Where does he have to
go? He has to go to the....
a. fire station c. furiture shop
b. restaurant d. gas station
21. A teacher works in ....
a. an office c. a school
b. a bank d. a library
22. This person protects our country from the enemy. Who is he?
a. soldier c. superintendent
b. pilot d. construction worker
23. A : Is she your sister?
B : Yes, she always sings a song every night here
A : She must be a good...., mustn‟t she?
B : Yes, she is goot at singing
a. dancer c. driver
b. singer d. performer
24. I am a student. Andy and Rudy are my friends. So... too
a. They are students c. They are my friends
b. They are smart d. They were happy
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25. A person who can act and sing is ...
a. an actress c. a custodian
b. a police officer d. an engineer
26. A... is a person who flies an aeroplane.
a. Soldier c.postman
b. Pilot d. secretary
27. A : What is your father profession?
B : He ... a farmer
a. is c. do
b. are d. does
28. A tailor is a person who...
a. Makes clothes c. paints and washes hair
b. Cuts and arranges hair d. washes clothes
29. What does a hairdresser do?
a. Makes clothes c. paints and washes hair
b. Cuts and arranges hair d. washes clothes
30. Arrange the sentences into a good paragraph.
1. She is very busy at the office now
2. She also has to answer the phone for his manager
3. Kitty is Mr. Sander‟s secretary
4. She has to open the mail and put the letters in the file
a. 1-4-3-2 c. 3-1-4-2
b. 2-3-1-4 d. 4-3-1-2
31. What is Kitty?
a. She is very busy at the office c. she has to open the mail
b. She is a secretary d. she is Mr. Sander‟s assistant
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32. The person who always waters the flowers is a...
a. Gardener c. shopkeeper
b. Mechanic d. custo
33. A : I have to teach them this afternoon. They are my students
B : what grade are they in?
A : They are in grade seventh
The antonym of the underline word is...
a. Official government c. driver
b. Teacher d. librarian
34. My aunt is a policewoman. She can...
a. Start the car c. direct the traffic
b. Repair the taxi d. make a postcard
35. Mr Made is a custodian. What does he do?
a. Answer the phone c. clean the office
b. Type letters d. carry the mails
36. This person can use tools, operate equipment, build things. What is she?
a. She is a superintendent c. She is a construction worker
b. She is an actress d. She is a secretary
37. I have a long pencil. The antonym of the underline word is…
a. clean c. short
b. cheap d. dirty
38. The person who works in a company is....
a. A doctor c. an employee
b. An engineer d. a principal
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39. This person can repair locks, fix stoves and refrigerator, and paint walls. What is
he?
a. He is a truck driver c. He is an actor
b. He is a construction worker d. He is a building
superintendent
40. This person can bake pies and cakes. What is his job?
a. He is a chef c. He is a baker
b. He is a teacher d. He is a waiter
41. Mr Summy is a good chef. He can make a very deliciuos food. What is the
synonym of the underline word?
a. pies c. good
b. cook d. delicious
42. Ms Ratna is good in speaking English. She can translate many words from
English to Indonesian or from Indonesian to English. She is a...
a. Singer c. translator
b. Lawyer d. writer
43. Chistian Gonzales is a famous football ...
a. player c. principal
b. rider d. goal keeper
44. Mr Smith is a carpenter. He can ...
a. Make statue c. Make tables
b. Paint a picture d. Sell furniture
45. I like singing very much. I am a ...
a. singer c. lawyer
b. dancer d. teacher
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CHAPTER VI
CONCLUSION
6.1 Conclusion
Based on result and discussion held previously, it could be drawn a
conclusion. First, the main problem faced by the students of SMP Negeri 1
Payangan in mastering English vocabulary was in remembering the meaning of
the words, pronouncing the words and using the words in a sentence. It can be
seen from the result of the questionnaire that there were 20 (55,6 %) of the
students felt difficult in remembering the meaning of the words , 7 (19,4 %) of
the students faced difficulties in pronouncing the words, and 9 (25 %) of them
said that they faced difficulties in using the words in the sentence. During the
teaching and learning process on the session 1 in the first cycle, they often faced
difficulties when the teacher asked them about the meaning of one word. When
giving the reading text, most of them did mistakes in pronouncing the words. In
answering the questions of the reading text, they often did mistakes in arranging
the words. It means they faced difficulties in using the words in a sentence.
The implementation of Tic Tac Toe Game was really help the students in
mastering English vocabulary. The rule of the game is so simple and easy for the
student to understand it. The teaching and learning process started by presenting
the material. Asking the students to mention kinds of professions they already
know. Correcting the students‟ mistakes by modeling how to pronounce the
words several times. The students gave their attention to the teacher and listened
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well to the correct pronunciation. Asking the students to pronounce the words
together. After all of them could pronounce the words correctly, the teacher then
asked students to make a note in their books and gave a few minutes to memorize
the words. The next activity is giving a reading text to the students. Identifying
the picture in the text. Reading the text loudly by the teacher. Asking if the
students have any difficult words. Then the students answered 10 questions from
the text. The teacher and the students discussed the answers of the questions
given. The next activity is giving Tic Tac Toe game. First, dividing the students
into two teams base on their seats. Telling the students what they had to do. After
all of the students understood, the activity is continued by giving X mark for
group A, and O mark for group B. Writing nine words that would become the
answer of the Tic Tac grid. Telling the students about the rule of the game. The
rule of the game is when the teacher said the question of no.1, each teams have to
compete each other and raise their hands to answer the question. The answers are
one of the nine words that wrote by the teacher on the board. If group A can
answer the question, so the mark of group A will be put on the first square. The
first team to mark out three boxes in a straight line vertically, horizontally, or
diagonally win the game. Concluding the lesson by asking the students to
mention the words that they have learnt related to the topic and write them in a
piece of paper. The last activity is asking whether they still face difficulties about
the lesson or not and saying good bye.
The use of Tic Tac Toe Game technique could improve the vocabulary
mastery of the eleventh grade students of SMP Negeri 1 Payangan in the
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academic year 2010/2011. Before conducting the game, the students are only
familiar with the word headmaster as the leader or head of school. After they
learnt English through Tic Tac Toe Game, they know that there is another word
that has a same meaning which can replace the word headmaster as a leader or a
head of school, that is principal. The improvement also can be seen from the
comparison of the students‟ mean score from pre-test, post-test 1 to post-test 2.
The total mean score of students in the pre-test was 55.78. It was categorized into
poor level of mastery. After having treatment in the first cycle, the students‟
mean score improved to 76.33 which categorized into a sufficient level of
mastery. In the second cycle, the treatment finally resulted satisfactorily score in
which all students exceed the standard score (65). The students‟ mean score
improved to 85 in this last cycle and was categorized into good level of mastery.
What even more important, all of the students were already improved through the
implementation of Tic Tac Toe Game technique in mastering English vocabulary.
Moreover, the use of Tic Tac Toe Game technique also could effectively
improve the students‟ motivation and improve their interest in learning English.
Students were learning with fun that made them engaged positively in every
learning activity. This improvement had been proven by the result of observation
as well as the result of questionnaire for which 91.7 % out of the students were
really interested in learning vocabulary through the implementation of Tic Tac
Toe Game technique.
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6.2 Suggestion
Based on the above conclusion, there were some suggestions that should
be taken into account. The use of Tic Tac Toe Game technique contributed
significant improvement to the students‟ vocabulary mastery, and then it is
suggested to be applied by the teacher in English class. However, in implementing
this technique the teacher may find problem in managing the class because in this
activity the students compete each other and it make the situation in the class
become crowded and sometimes disturb the other class. To solve this problem, the
teacher can ask the students to work calmly to make the teaching and learning
process runs smoothly without disturbing the other class. In addition, along with
the effort of improving students‟ vocabulary mastery, teacher is also expected to
give more consideration toward students‟ skill in pronouncing and spelling the
words.