Using Game in Improving Vocabulary Achievement at the third
year student of sdn
USING GAME IN IMPROVING VOCABULARY ACHIEVEMENT AT THE THIRD
YEAR STUDENTS OF SD
A Research Paper
Submitted as a partial fulfillment of requirement for Degree
of Sarjana Pendidikan at Department of
English Language Teaching, Faculty of Teacher Training and Education
Muhammadiyah University of Kendari
Department of English Language Teaching
Faculty of Teacher Training and Education
Muhammadiyah University of Kendari
Kendari
2010
ABSTRACT
USING GAME IN IMPROVING VOCABULARY ACHIEVEMENT AT THE THIRD
YEAR STUDENTS OF SD NEGERI 04 BARUGA
By
This experimental design research investigated the using of
game in improving students’ vocabulary achievement. The objective of this
quantitative study is to find out whether there is a significant effect of
using game in improving vocabulary achievement at the third year students of SD
Negeri 04 Baruga or not.
The population of this study was taken from all the third
year students who were registered in academic year 2007/2008. They become the
sample of this study because there are only 80 students. The instrument of this
study was vocabulary test which consists of 30 items.
The finding showed that there was a significant effect of
using game in improving vocabulary achievement at the third year students of SD
Negeri 04 Baruga. The t-count was 3.86 and t-table was 2.00 at the degree of
freedom (df) 78 and significant level was 0.05. It means that H1 is accepted
and H0 is rejected. Therefore, it can be concluded that game can improve
students’ vocabulary achievement.
CHAPTER I
INTRODUCTION
A. Background to
the study
Generally, in learning language, vocabulary always becomes
the first aspect that must be mastered before the other component of language
that supports one skill of English competences. Therefore, Napa (1991) observed
that learning English vocabulary takes an important position. It means that
when people lack of vocabulary in English, they could not speak English well,
write a sentence well, comprehend a text well, and absolutely could not
understand about what the other people say.
However, Salim (2008) in his research stated that vocabulary
is not an easy item to be mastered in learning English, so that to make student
enable to master English vocabulary easily, some possible ways should be
applied and one of them is teaching vocabulary by using game. Some students in
elementary school tend to learn through playing because playing can increase
their motivation and also make the situation fun. In other hand, Richards and
Theodore (1986) define that playing vocabulary game is one of the activities
which require students to actively communicate with their classmate by using
their own language.
Playing game in teaching vocabulary is very important
because teaching through game can create a fun situation and of course can
increase students’ motivation. Game not only helps the students to encourage
them in learning but also can help the teacher to create useful and meaningful
context (Cameron, 2001).
Some teachers have presented some techniques in teaching
vocabulary but in fact, there are still many students whose vocabulary mastery
is still very poor, including the third grade as the object place of this
study. This case can be proved that when the English teacher of SD Negeri 04
Baruga explained the materials in English, students were confused and they did
not understand what the teacher said. Besides, when English subject was
delivered in the class, most of students did not understand the context of the
text and they did not know the meaning of vocabularies in the text. After
having an observation in SD Negeri 04 Baruga, The writer got the information
from the English teacher that the students were very difficult to learn or
memorize new vocabularies. To solve this problem, the writer attempts to
present or to teach them by using game. The researcher used the game in
teaching vocabulary because the students in elementary school are very
interested.
By looking at the importance of vocabulary, the writer
conducted a research about improving students’ vocabulary through game. The
writer believed that to solve the lack of students’ vocabulary should be taught
by using various techniques in presenting vocabulary. As Napa (1991:1) stated
that the vocabularies are developed using different methods and techniques such
as words, games, crossword puzzle, snakes, coil words, etc. The purpose is of
course to make the material more enjoyable, interesting and challenging.
Furthermore, Huyen and Nga (2003) said that games are seen as a time-filling
activity in most English classrooms. They believed that games are just for fun
and they have effect in teaching and learning. The students’ interest and
motivation can be improved under teaching vocabulary with game. They will be
enthusiastic in memorizing new words.
B. Research
Question
Based on the background of this study, the writer formulates
the research questions of this study as: “Is there any significant effect of
using game in improving vocabulary achievement at the third year students of SD
Negeri 04 Baruga?”
C. Objective of the
Study
The objective of this research is to find out whether there
is a significant effect of using game in improving vocabulary achievement at
the third year students of SD Negeri 04 Baruga or not.
D. Significance of
the Study
The significance of this study are as follows:
1. As an
information for the English teacher at SD Negeri 04 Baruga in increasing the
teaching and learning in the classroom especially in teaching English
vocabulary.
2. As an
information for the English teacher about the advantage of using game in
improving students’ vocabulary achievement.
3. To help the third year students of SD
Negeri 04 Baruga in improving their vocabulary achievement.
4. To give
information for future researcher who want to conduct similar study.
E. Scope of the
Study
The scope of this study is focused on seeing the improvement
of students’ vocabulary achievement through game at the third year of SD Negeri
04 Baruga. The scope of this study is concerned on noun and adjective. The
reason for the writer to take only noun and adjective because based on English
text book which is used at SD Negeri 04 Baruga, the most appeared topics are
noun and adjective. Kind of games are matching pictures (students match the
pictures based on the name), crossword puzzle (students fill the blank boxes),
colour chain (students sit in line and the leader of the group will whisper the
word to the other) and fast, freaky animals (students draw the picture of
animal then ask the other to guess)
F. Hypothesis of
the Study
The hypothesis of this study is “there is a significant
effect of using game in improving vocabulary achievement at the third year
students of SD Negeri 04 Baruga”
G. Definition of
Term
To avoid misunderstanding about this study, the writer gives
the definition of terms used in this study as follows:
1. Vocabulary is
a collective word with brief explanation of their meaning (Simpson &
Weinner, 1989). The writer defines that vocabulary is the word which have
meaning.
2. Achievement is
the changing of the behavior or the changing of the knowledge that has been
experienced by a man who has learned (Simpson & Weinner, 1989). The writer
defines that achievement is the successful gaining of the language in the
process of learning, this can be shown by students’ score in doing vocabulary
test.
3. Game is an activity that you do to have some
fun (Harnby, 1995).
a. Matching: The
students match the words based on the picture
b. Crossword
puzzle : The games that guess the words/letters by filling the boxes.
c. Colour chain:
The game that consists of some groups, each group should sit in lines and the
leader of the group whisper the colour down the line. The last player on each
team must tell the colour.
d. Fast, freaky
animals: The students draw the picture of animal and the other will guess.
H. Limitation of
the study
In conducting this study, there were some limitations faced
by the writer, there were some students who were not familiar with all kinds of
game. So that, they could not do the game as well as the others who have
understood. Besides that, the time allotment of the material was inappropriate
with the students’ condition because the time is too short. The students who
were poor at vocabulary affected the process of game because they did not
understand the game. Some of the students were not interested in the picture
because it was not colorful. Teacher tried to explain to them how to do it. The
most difficult thing that the writer got is controlling students while doing a
game. The writer went around to make sure that the students played the game in
correct manner or not.
CHAPTER II
LITERATURE REVIEW
This section is literature review which consists of English
vocabulary, the importance of vocabulary, teaching vocabulary, testing of
vocabulary, game, presenting a game, and criteria for choosing game.
A. English
Vocabulary
Lewis (2006) defines “Vocabulary is a listing of the words
used in some enterprise”. It refers to the word that must be known to
communicate effectively. While Diamond and Gutlohn (2006) state that vocabulary
are the knowledge of words and word meanings.
Similarly, Simpson and Weinner (1989) say that vocabulary is a
collective word with brief explanation of their meaning.
Nunan (1999)
states that vocabulary is more than lists of target language words. As part of
the language system, vocabulary is intimately interrelated with grammar. In
fact, it is possible to divide the lexical system of most languages into
“grammatical words,” such as prepositions, articles, adverbs, and so on, and
content of words. This is supported by Ur (1996:60) who revealed that
vocabulary can be defined as roughly as the words the teachers teach in the
foreign language. However, vocabulary is not only a single word but also can be
more than single word. For example, post office and mother-in-law which are
made up two words but express a single idea.
Furthermore,
Rooney (2001) points out that vocabulary is not only list of words and an
alphabetical list of words and phrases supplied with definition or translation
but also as words known used by a person or group, or contained in a language
as a whole. Similarly, Bangun (1999)
states that vocabulary is the stock of words known and used by one person, or
within a particular trade or profession and a list of words in alphabetical
order with meanings added as a supplement to a book dealing with a particular
subject.
Many language experts have set up about the concept of
vocabulary. Kathlen (1983) revealed that vocabulary is the ability to recognize
individual letter that form a word. The explanation indicates that the meanings
of words are categorized as compound or more become as idiom evenly tends to be
a language. However, they cover in all meaning component of words entirely
contracted as the element of language.
There are some
kinds of vocabulary based on some people. According to Wallace (1982),
vocabulary is divided into two terms, they are receptive and productive which
refer to the using of words themselves. If words have ability to be recognized
in speaking and writing skill, they are called productive vocabulary but if
words have ability to be recognized in reading and listening skill, they are
called receptive vocabulary.
Wallace (1982)
adds two types of vocabulary. He says:
“There are
two types of vocabulary. Firstly, words which students will need to understand
and also used themselves, we called this active vocabulary. Secondly, the words
which we want students to understand (e.g. when reading a text), but they will
not use themselves, we called this passive vocabulary” (Wallace, 1982:87).
Similarly, Cameron (2001) states that every person has three
types of vocabulary, there are:
Active vocabulary, i.e. the words that are customarily used
in speaking
Reverse vocabulary, i.e. the words that are known but people
rarely use in ordinary speech, when they have more time to consider or when
they are searching for a synonym.
Passive vocabulary, i.e. the words that are recognized vogue
but people are not sure of the meaning. They never use them either in speech or
writing and just know them because they have ever seen before.
From the
definition above, the writer concludes that vocabulary is word that has meaning
which is not isolated or the meaning of words that depends on context of the
words exist in a context. In other hand, it could be said that vocabulary is a
collective of words which their meaning used in a language.
B. The Importance
of Vocabulary
Vocabulary has a significant role for language learners in
mastering four skills of the language. They are reading, listening, writing and
speaking. This statement is supported by Huyen and Nga (2003) who said that in
learning a foreign language, vocabulary plays an important role. It is one
element that links the four skills of speaking, listening, reading and writing
all together. Furthermore, the students who are good at mastery of vocabulary,
their mastery of language is also good. On the contrary, students who have low
vocabulary are very difficult to comprehend the meaning of word, phrase or
sentence.
In addition, Tarigan (1988) argues that the more people have
vocabulary, the more skills that they enable to use in language. This statement
indicates that the quality of language skills produced by someone depends on
the quality and quantity of vocabulary that he has. This statement is
strengthened by Thornbury (2008) who said that people could say very little
with grammar but they could say almost anything with words. Thus, the more
people learn words, the more they could improve their English.
Moreover, the mastery of vocabulary can increase the human
life. This is supported by Tarigan (1988) who says that the improvement of the
students’ vocabulary can increase the students’ life, attitude, development of
their concept, process of thinking and also increase the students’ knowledge.
From the statement above, the writer may conclude that
having more vocabulary can guide people in using skills in language and also
can increase the quality of human life.
C. Teaching Vocabulary
Teaching English vocabulary is integrated into the four
skills of the language. It means that vocabulary holds significant role in
mastery of the four skills of the language. In the teaching of English or any
foreign language, teaching vocabulary is one of the important aspects because
the unlimited number of vocabulary in a language. Teaching vocabulary should be
presented interactively in teaching of the four language skills. To support
this, River (1972:28) points out “it is impossible to learn a language without
words ”. Therefore, vocabulary is the most important subject in teaching and
learning process.
According to Nation (2004), the first decision to make when
teaching a word is to decide whether the word is worth spending time on or not.
If the word is a low frequency word and is not a useful technical word and not
one that is particularly useful for the learners, it should be dealt with as
quickly as possible. He also said that when words come up in the context of a
reading or listening text, or of learners need a word or phrase when speaking
or writing, they need quick help which does not interrupt the activity too
much.
Nation (1990) states that there are four ways that can be
used in teaching vocabulary. They are:
1. Material is prepared with vocabulary learning
as a consideration. This step means the preparation of simple materials and the
careful graded of the first lesson of learning English.
2. Words
are dealing with as they happen to occur. This means unknown words that appear.
3. A
vocabulary problem is taught in connection with other language activities, for
example, the vocabulary deals with the learners who have known before.
4. Time is
spent either in class or out of class where vocabulary is studied without an
immediate connection with some other language activities.
From the statement above, it may be concluded that a good
teaching of vocabulary should be presented in a group work in order to involve
all students because vocabulary is one of the important aspects in language.
In other hands, Decarico (2001) presents teaching techniques
and activities. New vocabulary should be presented in a long rote memorization
by involving exercise and activity. He
said:
“New words should not be presented in isolation and should
not be learnt by simple rote memorization. It is important that new vocabulary
items be presented in contexts rich enough to provide clues to meaning and that
students be given multiple exposure to items they should lean. Exercise and
activity include learning words in words association list, focusing on
highlighted words in texts and playing vocabulary games” (Decarrico, 2001:288)
While Nation (2004), in his article Teaching Vocabulary,
provides ways of giving attention to words. They are:
1. Quickly give the
meaning by (a) using an L1 translation, (b) using a known L2 synonym or a
simple definition in the L2, (c) showing an object or picture, (d) giving quick
demonstration, (e) drawing a simple picture or diagram, (f) breaking the word
into parts and giving the meaning of the parts and the whole word (the word
part strategy), (g) giving several example sentences with the word in context
to show the meaning, (h) commenting on the underlying meaning of the word and
other referents.
2. Draw attention to
the form of the word by (a) showing how the spelling of the word is like the
spelling of known words, (b) giving the stress pattern of the word and its
pronunciation, (c) showing the prefix, stem and suffix that make up the word,
(d) getting the learners to repeat the pronunciation of the word, (e) writing
the word on the board, (f) pointing out any spelling irregularity in the word.
3. iDraw attention to the use of the word by (a) quickly
showing the grammatical pattern the word fits into (countable/uncountable,
transitive/intransitive, etc), (b) giving a few similar collocations, (c)
mentioning any restrictions on the use of the word (formal, colloquial,
impolite, only used in the United States, only used with children, old
fashioned, technical, infrequent), (d) giving a well known opposite, or a well
known word describing the group or lexical set it fits into (Nation, 2004)
Furthermore, in teaching English vocabulary, the teacher
should use some techniques. There are several techniques in teaching vocabulary
which all of them are complimentary one another. Harmer (2007) defines that in
teaching process, especially in teaching English vocabulary in the classroom,
the English teacher uses the following points:
Realia
This is a word people use to refer to the use of a real
object in the classroom. Thus the word pen, ruler, and ball can be easily
explained by showing students a pen, a ball or ruler.
Picture
The picture can be in form of blackboard drawings, wall
pictures, charts, flash card, and any other non technical visual
representation. Picture can be used to explain the meaning of item: the teacher
might draw pens, rulers, and balls on the blackboard or draw it on paper. The
teacher might bring in a wall picture showing there are people in a room which
could be used for introducing the meaning of sentence There are three people in
the room.
Mime, action, and gesture
Action, in particular, are probably better explained by mime
and gesture, for example, for explaining the word like from, to etc.
Contrast
Sometimes, a visual element (e.g. realia, picture, mime,
etc) may not be sufficient to explain the meaning. The other ways that can be
used is using contrast of the word. For example, the meaning of full is better
understand in the context of empty, the meaning of big in the context of small,
etc
Explanation
It will be important if giving some explanations by
including information about when the item can be used (Harmer, 2007:177)
D. Testing of
Vocabulary
In testing vocabulary, the teachers frequently use some
ways. Tarigan (1988) defines that there are some activities should be done by
teachers to test students’ ability. They are:
Identification
Students are able to give response orally or in written form
to identify appropriate words based on the definition.
Multiple choice
Students are able to choose the right word of more than two
words have been provided in a test.
Matching item
Words are presented in column. The description in the column
is to match vocabulary randomly.
Check list
Students check some words that they know, they are fully
expected to write the definition of word.
The four ways mentioned above are useful method to apply in
teaching vocabulary. Therefore, they are some effort to test vocabulary.
In addition, Ur (1996:72) suggests that there are some
techniques to test vocabulary. They are:
Matching
Here, the only thing that is being tested is whether or not
the test is aware of the existence of the (combined) words which probably mean
learners also know its meaning but this fact not actually being tested.
Odd one out
In this technique, only meaning is being tested, and meaning
has known way of being sure that all the items are known but this at least is
more interesting to do and usually easy to mark.
Dictation
Dictation tests are aural recognition and spelling only.
However, if learners recognize and spell an item correctly, they probably also
know what it means. It is extremely difficult to perceive, let alone spell word
that learners does not know.
E. Game
Huyen and Nga (2003) said that learners of English have to
deal with unfamiliar vocabulary during their language acquisition, so they
should participate in different task-based activities in their classroom such
as vocabulary games which especially focus on helping learners develop and use
words in different context by making the lesson enjoyable.
In other hand, Slattery and Jane (2001) explain that game
can help the learners to create context in which the language is useful and
meaningful. He also argues that in increasing vocabulary, teachers should need
media to be used. One of them is game. Game can makes students more focus in
learning because they do not feel they are forced to learn.
Games are considered to help and encourage the students to
make the effort to win because they will be given a lot of opportunities to
practice their language more freely (Bredemeier & Greenblat, 1991). In
addition, Shaptoshvili (2002) said that game not only engage students in an
enjoyable and challenging activity with a clear goal but also can provide
practice in another key area i.e. vocabulary. Such games facilitate initial
practice and periodic revision of vocabulary in an enjoyable context, thus
making classroom vocabulary study an amusing and satisfying experience for
teacher and student alike.
Game has many advantages in learning. According to Carrier
(1980), Gerlach and Elly (1971) and Cameron (2001), the advantages of game are
as follows:
a. It can be
used to change the pace of a lesson and to maintain motivation
b. It can
encourage students to interact and communicate.
c. It can
increase students’ vocabulary and to reduce the dominant of the classroom by
the teacher.
d. It can act as
a testing mechanism, in the sense that they will expose areas of weakness and
the need for remedial work.
e. It can make
students seek to solve problem in which they are intimately involved.
f. It can be
used to punctuate long formal teaching units and review students’ energy before
returning to more formal learning.
It is motivating and challenging.
It can help students to make and sustain the effort of learning
Vocabulary games bring real world context in to the
classroom, and increase the students’ use of English in a flexible, meaningful
and communicative ways.
It usually involves friendly competition and they keep
students interested in learning the language.
It can help the students learn and hang on to new words more
easily.
Besides offering many advantages, games are also very useful,
as Lewis (2006) explains that the positive sides of games attract the students
to learn English because they are fun and make them want to have experiment,
discover and interact with their environment. He adds other advantage of games,
they are:
Games add variation to a lesson and increase motivation by
providing a plausible incentive to use the target language. For many children
between four and twelve years old, especially the youngest, language learning
will not be the key motivation factor. Games can provide this stimulus.
The games context makes the foreign language immediately
useful to the children. It brings the target language to life. The games make
the reason for speaking plausible even to reluctant children.
Through playing games, students can learn the way children
learn their mother tongue without being aware they are studying; thus without
stress, they can learn a lot.
Even shy students can participate positively
F. Presenting a
Game
Huyen and Nga (2003) list several advantages when game is
used in the classroom, including a welcome break from the usual routine of the
language class, motivating and challenging effort of learning, and language
practice in various skills.
In the whole process of teaching and learning by game, the
students can take part widely and open-mindedly. To win the game, each student
or group should competitively answer the question addressed by the teacher or
other students or groups. In order to do so, they must understand what the
teacher or others are saying or have written, and they must speak or write in
order to express their own point of view or give information (Cameron, 2001).
G. Criteria for
Choosing Game
Cameron (2001) offers the criteria of games. He said that there
are many criteria game for teaching English to children. They are as follows:
a game must be more than just fun;
a game should involve “friendly” competition;
a game should keep all of the students involved and
interested;
a game should encourage students to focus to the use of
language rather than on the language itself ;
a game should give students a change to learn, practice, or
review specific language material; and,
a game should be familiar by children.
In addition, he suggests that there are many kinds of game
which can be used in teaching English. Of course, as a technique, game needs
help from media. The media can be picture, flash card, object, puppet,
cassette, project and many other subject surround them. It is better if the
games are familiar for the learners because they can learn in a variety of
ways, for example by watching, listening, imitating, and doing things.
H. Previous Study
The previous research which examines the teaching vocabulary
by using game was done by Huyen and Nga (2003) at the Distance Education Centre
(DEC) in Vietnam. The result of the study showed that the teaching vocabulary
by using game is effective and can improve the students’ vocabulary. In similar
study conducted by Salim (2008) at elementary school. It was found that using
game in teaching is effective. The other previous study who have investigated
the students’ vocabulary improvement through the use of puzzles, namely: Restu
(2002) investigate the use of vocabulary puzzle in teaching vocabulary at SMU 6
Kendari. It was found that the use of vocabulary puzzle can improve students’
vocabulary. Latiri (2003) at second year students of SMP Negeri 10 Kendari
investigate the using of crossword puzzle in the teaching of vocabulary. He
also found that the use of puzzle can improve students’ vocabulary. The last is
Salim (2002) who uses crossword puzzle in increasing students’ mastery on
English vocabulary at the first class of IA at Madrasah Tsanawiah Negeri
Kolaka. He found that the use of game is effective in teaching.
The writer
himself investigates the use game in improving students’ vocabulary achievement
at the third year students of SD Negeri 04 baruga. The writer found that the
use of game is effective in teaching and can improve students’ vocabulary
achievement. Most of previous studies investigate in junior high school but the
writer investigates in elementary school. It means that the use of game is
effective in every level of school.
CHAPTER III
METHODOLOGY
This chapter aims to provide methodology of the research. It
is divided into the following section: design of the study, population and
sample, instrument, marking schema, technique of collecting data, procedure of
teaching vocabulary and technique of data analysis.
A. Design of
the Study
This study benefits from true experiment design. In this
study, the writer used a control class to compare with the experimental class
because the writer wanted to know the improvement of vocabulary achievement
under using game at the third year students of SD Negeri 04 Baruga. Therefore,
a design appropriate to this study is Randomized Pretest, Posttest Group
design. The design of this study is illustrated as follows:
Table 1. Design Randomized Pretest, Posttest Group
Group
Pre-test
Treatment
Post-test
Experimental ( E )
Y1
X
Y2
Control ( C )
Y1
-
Y2
(Sudjana & Ibrahim, 1989:39)
To avoid
the misunderstanding of variable, the writer wants to make clear that this
study consists of two variables. They are dependent and independent variable
where the students’ vocabulary achievement as the dependent variable and the
use of game as independent variable.
B.
Population and Sample
1. Population
The population of this study is all the third year of SD
Negeri 04 Baruga who registered in academic year of 2007/2008. The total of the
population is 80 students distributed in two classes. The spread of the
students’ classes could be seen on the table:
Table 2. Figure of population
Number
Class
Number of students
1
2
III1
III2
40
40
2
80
2. Sample
The sample of this study is all of the students because the
number of students is only 80. The sample was taken by using purposive
sampling. The choosing of the class was based on the information from the
English teacher that third year students in the school have difficulty in
learning vocabulary. To determine the control and experimental class, the
writer took class A as the experimental and class B as control because based on
the English teacher’s information, the classes were homogeneous. In order to
prove that the classes are homogeneous, the writer used F-test.
Big
variance
F =
Little
variance
The formula is:
S2 =
∑fi (Xi-X)2
n-1
where
Both of the classes
are equal, it means that the ability of the students in each class is same. It
can be proved by the result of F-test is smaller than F-table. (1.09>1.71).
C. Instrument
The instrument of the study was vocabulary test. The
vocabulary test was used to know students’ improvement that was taught by using
game. The instrument of this study used English question. The writer tested the
students’ vocabulary achievement by giving pretest and post-test. The test was
made by the writer himself based on the material on the textbook and other
references.
The test had been piloted to class B of the third year of SD
Negeri 01 Baruga who also registers in academic year 2007/2008 which consists
of 41 students. The writer took the third year students of SDN 01 Baruga
because after having observations in some schools, such as SDN 15 Baruga, SDN
10 Baruga, SDN 06 Abeli and SDN 01 Baruga, only English teacher of SDN 01 Baruga
provided the same answer with the English teacher of SDN 04 Baruga that the
achievement of third year students in their schools were moderate. The process
of the pilot, the writer tested to the students. The objective of piloting of
the test was to know the validity and reliability of the test, the writer used
the formula as follow:
Formula 1.
Reliability estimate
(K-R. 21) =
K
K – 1
. 1 -
M (K - M)
K(S)2
Where :
K = the number of item in test
M = the mean (arithmetic average) of the test score
S = standard deviation of the test score
(Sugiono, 2007:186)
Criteria of reliability test as follows:
0.80 – 1.00
0.60 – 0.79
0.40 – 0.59
0.20 – 0.39
0.00 – 0.19
= very high
= high
= moderate
= low
= very low
(Sugiono,
2007:257)
After
analyzed it by using formula, it was found that the reliability of the test was
0.71. According to Sugiono (2007), he states that 1.02 is categorized as very
high. So it can be concluded that the reliability of the test was high.
The formula of validity of item test is as follows:
Formula 2.
rxy =
Where:
rxy = Coefficient correlation between X and Y
N = Total of
respondent
X = Score of each item test
Y = Total score of students.
(Arikunto, 2006)
The
criteria of validity is if the result of rxy = 0.308 or rxy
> 0.308, the instrument is valid.
D. Marking
Schema
Marking schema of this study were 1 for right answer and 0
for the wrong answer with formula:
Formula 3.
Mark =
Total of correct answer
Total of item test
x 100
(Anggoro et al, 2001:20)
E. Technique
of Collecting Data
In collecting data, the writer gave pre-test first, then
treatment for four times and ended with post-test to the students. The writer
used one game in each meeting in treatments because there were four games that
were used.
In collecting the data, the writer used the procedure as
follow:
Pre-test
Pretest was given before treatment. It was aimed to know the
students’ vocabulary size before they were taught by using game.
Treatment
The treatment was conducted four times by using games in
class A and without games in class B. Both of classes are taught by using the
same material. Every meeting spent about 70 minutes. The procedure were:
1. The teacher
tried to attract the students’ attention on the topic that would be learned and
gives motivation to the students: i.e. the teacher talked to the students about
the importance of vocabulary in English.
2. The teacher
explained the sample of noun and adjective.
3. The teacher
showed the picture to the students and determined the word meaning based on the
picture.
4. The teacher
checked the students’ understanding of the picture by showing the picture to
the students and asked what is this?
5. The teacher
pronounced the word and then asked the students to repeat it together.
6. The teacher
presented the material.
7. The teacher
explained the words that are to be use in the game.
8. The teacher
presented a game and explains the rules.
9. The teacher asked
the students to do the teacher’ instruction.
10. The teacher
corrected the students’ answer and explains the materials that are not
understood by students.
11. The teacher gave
some exercises and let the students finish them.
Post-test
Post-test was given after the treatment finished. The
objective of this was to get the data about the result of treatment to be
analyzed in order to know the improvement of students’ vocabulary achievement
at the third year of SD Negeri 04 Baruga.
F. Technique
of Data Analysis
All of the data were analyzed by using statistical
descriptive analysis and inferential analysis. Descriptive analysis was used to
describe the result of the test of each classes and inferential analysis was
used to test the hypothesis. The two t-tailed test was used to analyze the
students’ vocabulary achievement of the two classes using game and without
using game. To test the hypothesis, the writer used α = 5 % and degree of
freedom is n1 + n2 - 2.
Formula 4
SS1 = ∑x21 -
(∑x1)2
n1
Where:
SS2 = ∑x22 -
(∑x2)2
n2
(Gay et al.,
2006: 349)
Where:
X1 = average score of
experimental class
X2 = average score of
control class
SS1 = sums of square of experimental class
SS2 = sums of square of control class
n1 = the total sample of the experimental class
n2 = the total sample of the control class
Before
analyze t-test, the writer analyzed the normality of the data by using
mann-whitney U-test. The result of U-test was 3.42. The criteria that is used
for two t-tailed test with α = 0.05% and z0.47
= 1.96 is –Z1/2 (1- α) < Z < Z1/2 (1- α). It means that H0 is
rejected because 3.42 is higher than 1.96. The data is normal
To know
whether there was a significant improvement of students’ vocabulary achievement
or not, the writer formulated the comparative hypothesis as follow:
Null hypothesis
= H0 : µ1 =
µ2
Alternative hypothesis
= Ha : µ1 ≠
µ2
The writer applied this formula because it was appropriate
to analyze the data.
Bellow is criteria of testing hypothesis:
1. If t-test ≥
t-table means that hypothesis is accepted. This means that there is a
significant improvement of students’ vocabulary achievement by using game.
2. If t-test ≤
t-table means that hypothesis is rejected. This means that there is no
significant improvement of students’ vocabulary achievement by using game.
Furthermore, to determine whether the students’ vocabulary
achievement is very high, high, moderate or low, it can be seen in the table
below.
Table 3. The criteria of students’ vocabulary improvement.
0.80 – 1.00
0.60 – 0.79
0.40 – 0.59
0.20 – 0.39
0.00 – 0.19
= very high
= high
= moderate
= low
= very low
(Sugiono, 2007:257)
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presents findings that cover
the description of students’ scores on pre-test, the description of students’
scores on post-test, the summary of mean scores for both classes, the result of
hypothesis testing and discussion.
A. The Data
Pre-test and Post-test of the Study
Table below shows students’ vocabulary achievement for
classes that were taught by using game and without using game. Students’
vocabulary achievement values on pre-test and post-test for vocabulary game and
non vocabulary game can be seen in table 1 in appendix 14.
Table 1. Summary of the table is as follow:
Number of respondent
Vocabulary game
Non-vocabulary game
Pre-test
Post-test
Pre-test
Post-test
N = 40
∑
2344
3302
2260
2649
58.6
82.55
56.45
66.2
The table shows that the mean score of pre-test and
post-test of the class which was taught through game were 58.6 and 82.55. While
the mean score of pre-test and post-test of the class which was taught through
game was 56.45 and 66.2.
B. Description
of Students’ Scores on Pre-test
1. Frequency
Distribution of Students’ Scores on Pre-test
Based on the result of students’ pre-test in appendix 14,
the writer counted the frequency and percentage of students’ pre-test to know
their vocabulary achievement before teaching them by using game. The frequency
distribution can be seen in the following table:
Table 2. Frequency distribution of students’ scores on
pre-test
Pre-test in Experimental Class
Pre-test in Control Class
Score
Frequency (S)
Percentage (%)
Score
Frequency (S)
Percentage (%)
10
17
20
27
30
33
37
40
50
53
60
63
67
70
73
77
1
1
1
4
1
1
2
2
1
1
1
1
3
3
2
8
2.5
2.5
2.5
10
2.5
2.5
5
5
2.5
2.5
2.5
2.5
7.5
7.5
5
20
10
13
17
23
27
33
40
50
53
57
60
63
67
70
73
77
1
1
2
1
2
1
1
4
5
2
3
1
1
4
1
2
2.5
2.5
5
2.5
5
2.5
2.5
10
12.5
5
7.5
2.5
2.5
10
2.5
5
80
93
6
1
15
2.5
80
97
7
1
17.5
2.5
Total
Mean
Max
Min
Median
Mode
40
58.6
93
10
68.5
77
100
Total
Mean
Max
Min
Median
Mode
40
56.45
97
10
58.5
80
100
Based on the table above, it can be illustrates that on
pre-test in experimental class the maximum score is 93 while in control class
is 97. The minimum score in experimental class is 10 and in control class also
has the minimum score, that is 10. The mean score in experimental class is 58.6
while in control class is 56.45. The median score in experimental class is 68.5
while in control class is 58.5. The mode score in experimental class is 77
while in control class is 80. It means that the students’ score of both classes
do not show significant differences.
2.
Classification of Students’ Scores on Pre-test
The researcher used some categories to classify the
students’ scores on pre-test for both classes. It was used to classify whether
the students’ scores categorized as very good, good, fair, low, or very low.
The classification can be seen on the table below:
Table 3. The classification of students’ scores on pre-test
Category
Level of Scores
Control Class
Experimental Class
Frequency (S)
Percentage (%)
Frequency (S)
Percentage (%)
Very Good
0.80 – 1.00
8
20
7
17.5
Good
0.60 – 0.79
12
30
18
45
Fair
0.40 – 0.59
12
30
4
10
Low
0.20 – 0.39
4
10
9
22.5
Very Low
0.00 – 0.19
4
10
2
5
40
100
40
100
Based on
the table above, it can be presented that in control class, there are four
students are categorized as “Very Low”, there are four students fell into the
“Low” category, there are twelve students fell into the “Fair” category, there
are twelve students fell into the “Good” category, and there are eight students
fell into the “Very Good” category. Next, in experimental class, there are two
students were categorized as “Very Low”, there are nine students fell into the
“Low” category, there are four students fell into the “Fair” category, there
are eighteen students fell into the “Good” category, and there are seven
students fell into the “Very Good” category.
3. Descriptive
Statistic of Students’ Scores on Pre-test
The result of the computation data about students’ scores on
pre-test in control class and experimental class can be seen in the following
table:
Table 4. Descriptive statistic of students’ scores on
pre-test in the control class and experimental class
Students’ Scores on Pre-test in
Control Class
Students’ Scores on Pre-test in
Experimental Class
Max.
Min.
Mean
Median
Mode
St. Dev
Max.
Min.
Mean
Median
Mode
St. Dev
97
10
56.45
58.5
80
15.15
93
10
58.5
68.5
77
27.81
Based on the table above, it can be concluded that the
scores of both classes do not show significant differences. It can be seen that
the maximum score in control class is 97 while in experimental class is 93. The
minimum score in control class is 10 while in experimental class is 10. Then,
the mean score in control class is 56.45 while in experiment class is
58.5. The median score in control class
is 58.5 while in experimental class is 68.5. The mode in control class is 80
while in experimental class is 77. The standard deviation is 15.15 in control
class while in experimental class is 27.81. It means that the students’ scores
of both classes are in the same level.
C. Description of
Students’ Scores on Post-test
1. Frequency
Distribution of Students’ Scores on Post-test
Based on the result of students’ post-test in appendix 13,
the researcher counted the frequency and percentage of students’ post-test to
know their vocabulary achievement before teaching them by using game. The
frequency distribution can be seen in the following table:
Table 5. Frequency distribution of students’ scores on
post-test
Post-test in Control Class
Post-test in Experimental Class
Score
Frequency (S)
Percentage (%)
Score
Frequency (S)
Percentage (%)
17
27
37
40
50
57
60
63
67
73
77
80
83
87
90
92
100
1
1
1
1
3
5
5
2
5
2
2
3
3
3
1
1
1
2.5
2.5
2.5
2.5
7.5
12.5
12.5
5
12.5
5
5
7.5
7.5
7.5
2.5
2.5
2.5
33
40
47
53
60
63
70
73
83
87
90
92
97
100
1
1
2
2
2
1
1
3
1
4
3
4
5
10
2.5
2.5
5
5
5
2.5
2.5
7.5
2.5
10
7.5
10
12.5
25
Total
Mean
Max
Min
Median
Mode
40
66.2
100
17
67
57, 66, 67
100
Total
Mean
Max
Min
Median
Mode
40
82.55
100
33
90
100
100
Based on the table above, it can be illustrated that on
post-test in experimental class the maximum score is 100 while in control class
is 100. The minimum score in experimental class is 33 while the minimum score
in control class is 17. The mean score in experimental class is 82.55 while in
control class is 66.2. The median score in experimental class is 90 while in
control class is 67. The mode score in experimental class is 100 while in
control class are 57, 60, and 67. It means that the students’ score of both
classes show significant differences.
2.
Classification of Students’ Score on Post-test
The researcher used the same categories which were used to
classify the students’ score on pre-test. The classification of students’ score
on post-test can be seen as follow:
Table 6. The Classification of students’ score on post-test
Criteria
Level of Score
Control Class
Experimental Class
Frequency (S)
Percentage (%)
Frequency (S)
Percentage (%)
Very Good
0.80 – 1.00
12
30
27
67.5
Good
0.60 – 0.79
16
40
7
17.5
Fair
0.40 – 0.59
9
22.5
5
12.5
Low
0.20 – 0.39
2
5
1
2..5
Very Low
0.00 – 0.19
1
2.5
0
0
Total
40
100
40
100
Based on the table above, it can be presented that in
control class, there is only one student categorized as “Very Low”, there are
two students fell into the “Low” category, there are nine students fell into
the “Fair” category, there are sixteen students fell into the “Good” category,
and there are twelve students fell into the “Very Good” category. Next, in
experimental class, there is no student categorized as “Very Low”, there is one
student fell into the “Low” category, there are five students fell into the
“Fair” category, there are seven students fell into the “Good” category, and
there are twenty seven students fell into the “Very Good” category.
3. Descriptive
Statistic of Students’ Scores on Post-test
The results of the computation data about students’ scores
on post-test in control class and experimental class can be seen in the
following table:
Table 7. Descriptive statistic of students’ scores on
post-test
Students’ Scores on Post-test in
Control Class
Students’ Scores on Post-test in
Experimental Class
Max.
Min.
Mean
Median
Mode
St. Dev
Max.
Min.
Mean
Median
Mode
St. Dev
100
17
66.2
67
57,60,67
18.01
100
33
82.55
90
100
19.81
Based on the table above, it can be concluded that the
scores of both classes show significant differences. It can be seen that the
maximum score in control class is 100 while in experimental class is 100. The
minimum score in control class is 17 while in experimental class is 33. Then,
the mean score in control class is 66.2 while in experimental class is 82.55. The median score in control class is 67 while
in experimental class is 90. The mode in control class are 57, 60, 67 while in
experimental class is 100. The standard deviation is 18.01 in control class
while in experimental class is 19.81. It means that the students’ score in
control class is lower than in experimental class.
D. Summary of Mean
Score for Both Classes
The result of mean score of post-test for both classes at
the third year students of SD Negeri 04 Baruga can be seen in the following
table.
Table 8. The summary of post-test (X1) and (X2)
Variable
Mean score
Standard of deviation
X1
X2
82.55
66.2
19.81
18.01
A comparative
mean score of the post-test between experimental class and control class
indicated the significant gain within each class. There was significant
difference between two classes in vocabulary achievement. The class which was
taught by using game got average 82.55 with the standard of deviation 19.81.
While the class which was taught without using game got average 66.2 with the
standard of deviation 18.01. The difference of average both of classes is
16.35. The distribution of standard deviation of both classes is 1.8.
E.
Hypothesis Testing
The hypothesis testing is used to investigate whether there
is or no difference of vocabulary achievement of students taught by using game
and without game. It used t-test at the significant level 5 % and degree of
freedom (df) = n1 + n2 -2. The characteristic summary as the result of the
hypothesis testing is showed in the following table.
Table 9. Summary of statistic data as result of hypothesis
testing
Statistic
Result
Df
T-count
T-table
t- count > t-table
H0 : rejected
H1 : accepted
78
3.86
2.00
Based on
the table above, it was found that t-count was 3.86 and t-table was 2.00. In
other word, it can be said that t-count is greater than t-table. In this case,
H1 is accepted and H0 is rejected. It can be concluded that there is
significant difference between the students who were taught through game and
without game at the third year students of SD Negeri 04 Baruga. In other words,
the using of game in teaching English vocabulary has significant effect on the
students’ vocabulary achievement.
F. Discussion
After analyzing the data through descriptive and inferential
analysis, the result is regarding to literature review. The result of this
study confirms that the teaching of vocabulary through game can improve the
students’ vocabulary achievement. It is indicated by the result of descriptive
analysis in determining the differences of students’ vocabulary achievement in
the experimental class and control class. The result shows that the students in
experimental class had better score than the students in control class. It
means that the teaching of English in improving students’ vocabulary
achievement through game is better than teaching without game.
The writer found that the students’ vocabulary achievement
in the experimental class is different from in the control class, the number of
students who fell into the “very good” category in the experimental class is
higher than the in the control class and there is no students fell into the
“Very Low” category in the experimental class while there is one in control
class. Therefore, the mean score of the students’ post-test in the experimental
class is higher than the mean score of the students’ post-test in the control
class. To have a clear description about the comparison of the students’
vocabulary achievement in the experimental class and control class after post-test,
it can be seen in the table below.
Table 10. Comparison of the students’ vocabulary achievement
in the experimental class and
control class
No.
Category
Experimental Class
Control Class
1
Very Good
27
0
2
Good
7
4
3
Fair
5
2
4
Low
1
10
5
Very Low
0
13
6
Maximum Score
100
8.5
7
Minimum Score
33
1
8
Mean Score
82.55
4.13
9
Median
90
67
10
Mode
100
57, 60, 67
11
Standard deviation
19.81
18.01
Based on the table above, it can be seen that most of the
students in experimental class are gradually progressing in their English
vocabulary achievement. This is indicated by the students’ vocabulary
achievement in the experimental class where there are twenty seven respondents
fell into the “Very Good” category, seven respondents fell into the “Good”
category. There are five respondents classified into the “fair” category, one
respondent is classified into the “Low” category, and there is no respondent fell
into the “Very Low” category. Then, in the control class there are twelve
respondents fell into the “Very Good” category, sixteen respondents fell into
the “Good” category, nine respondents is classified into the “fair” category,
two respondents are classified into the “Low” category, and one respondent fell
into the “Very Low” category.
Furthermore, the result of the students’ mean/average score
in the experimental class is 82.55 and in the control class is 66.2. It means
that the mean/average score of the students’ post-test in experimental class is
higher than the students’ post-test in the control class i.e. 82.55 > 66.2.
The median score in experimental class is higher than in the control class i.e.
90>67. This result affirms that the
students who were taught by using game made progress in their vocabulary
achievement because their scores are higher than the students’ scores in the
control class who were taught without using game. Before applying the game, the result of
calculation using t-test formula proved that the value of t-test/t-count = 0.43
is lower than the value of t-table = 2.00. it means that there is no effect of
using game. Meanwhile, the result of calculation using t-test formula after
applying the game proved that the value of t-test/t-count = 3.86 is higher than
the value of t-table = 2.00. Therefore, it can be said that the hypothesis of
this study is accepted. It means that there is a significant effect of using
game in improving vocabulary achievement at the third year students of SD
Negeri 04 Baruga.
Before the writer applied the game in teaching, the
students’ vocabulary achievement in class A was categorized as moderate. It was
because the class only had four students who had taken a course and they did
not influence the students’ vocabulary achievement. Beside that, the students
did not have a high motivation in learning because their English teacher did
not use an interesting strategy in teaching. Sometimes the students were bored
when there was an English subject. It caused by the activity in the class did
not motivate them in learning. Some of them follow the material but the others
were busy playing and even they did not care of the English teacher. The writer
got this information when doing an observation in some months ago. Meanwhile,
there were three students in class B who had taken a course but their
vocabulary achievement was categorized as moderate. The reason was same with
class A. It means that there is no effect of students who took a course because
the students’ mean score was still moderate. It can be said that the students
in class A and B are in the same level or homogeny. The homogeneity of the
class can be proved by the result of calculation of the data by using F-test.
The result shows that F-count is smaller than F-table, (1.09>1.71)
In applying a game, the writer uses four games. It means
that every meeting uses one game. In the first treatment, the writer uses
crossword puzzle game. The procedure is the writer divides students into eight
groups. Then, give each group a piece of paper. After that, ask students to
fill the blank boxes based on the instruction on the right side. For example,
the instruction number 1 is 20+10=…?. So they fill the box thirty. Finally, the
groups who fill the boxes correctly, they will be the winner.
In doing game, every student was very enthusiast to be
participated to fill the boxes. They had a high spirit in doing a game because
they want to be the winner. They have a high motivation because they were
challenged by the game. Learn through game made them participate actively in
each activity. It means they learn more by playing. As Cameron, (2001) states that in the whole
process of teaching and learning by game, the students can take part widely and
open-mindedly. To win the game, each student or group should competitively
answer the question addressed by the teacher or other students or groups.
After applying the game, the students’ vocabulary
achievement was very high. It can be seen from the result of mean score
(82.55). If compare with the class that was not taught through game. The
students’ vocabulary achievement was high (66.2). Therefore, there was a
significant difference of both classes.
It means that the use of game was effective in teaching. The students
enjoyed leaning by using game and had more time to practice. Thus they can
remember what they had learnt easily. This statement is supported by Bredemeier
and Greenblat (1991) who state that games are considered to help and encourage
the students to make the effort to win because they will be given a lot of
opportunities to practice their language more freely.
The improvement of students’ vocabulary achievement is
proved by the mean score of the students in experimental class which is higher
than the mean score of students in control class. The finding is similar to
what Salim (2008) investigation. He pointed out that teaching vocabulary by
using game can improve students’ vocabulary achievement. This finding also
supported by Huyen and Nga (2008) who stated that teaching vocabulary by using
game is effective and can improve the students’ vocabulary achievement. As
Shaptoshvili (2002) stated that game not only engage students in an enjoyable
and challenging activity with a clear goal but also can provide practice in other
key area i.e. vocabulary. Such game facilitate initial practice and periodic
revision of vocabulary in an enjoyable context, they making classroom
vocabulary study an amusing and satisfying experiences for teacher and students
alike.
Based on the
description above, it can be said that all points of view from the experts
above indicated all factors that make game effective for teaching English
vocabulary. Although, this research is conducted in a limited time (4
meetings), the classroom atmosphere was enjoyable as students discussed in
class; game can make words come alive for students because they can memorize
the word easily through playing. In conclusion, the result of this study
confirms that game is a method that can help students to improve their
vocabulary.
CHAPTER V
CONCLUSION, LIMITATION AND RECOMMENDATION
A. Conclusion
After analyzing and discussing the finding of this study,
the writer concludes that:
1. By using game
in teaching English, the students’ vocabulary achievement can be improved. It
can be seen from the mean score on post-test of experimental class (82.55)
which is higher than the mean score on post-test of control class (66.2). The
different of students’ mean score on post-test of experimental and control
class is 16.35.
2. Referring to
the result of hypothesis testing, it was found that the t-count = 3.86, t-table
= 2.00. So that, t-count > t-table.
It means that H1 is accepted and H0 is rejected. Therefore, there is a
significant effect of using game in improving vocabulary achievement at the
third year students of SD Negeri 04 Baruga.
From those finding, it can be concluded that teaching
English by using game is better than without using game because game can
improve students’ vocabulary achievement. It may be because game not only
engage students in enjoyable and challenging activities but also help and
encourage students to make the effort to win because they were given a lot of
opportunities to practice their language more freely.
B. Limitation of the
Study
In conducting this study, there were some limitations which
were faced by the writer, namely:
1. The time
allotment of the material was unsuitable with the students’ condition.
2. The students
were not familiar with all kinds of game.
3. The writer got
difficulties in controlling students while doing a game.
4. Because of the
students were poor at vocabulary, it affected the process of game.
5. The pictures
were not colorful
C. Recommendation
Based on the conclusion above, the writer gives the
recommendation for the next researcher as follows:
1. The
participant of this study was elementary school, so the further study could be
done at different level such as junior high school or senior high school.
2. The topic that
used in this study was animals, adjectives, colour and number. The further
study could be oriented to other topics to measure the students’ vocabulary
achievement.
REFERENCES
Anggoro, M.T. et al. (2001). Metode penelitian. Jakarta:
Universitas Terbuka.
Arikunto, S. (2006). Prosedur penelitian suatu pendekatan
praktik Bandung: PT Rineka Cipta.
Bangun, A. (1999). Password dictionary. Bekasi: Kernerman
Semi-Bilingual Dictionaries.
Bredemeier, M. E., & Greenblat, C. S. (1991). The
educational effectiveness of simulation games: A synthesis of findings.
Simulation & Games, 12(3), 307-332.
Cameron, D. (2001) Teaching Language to Young Learners.
Cambridge University Press.
Carrier, M. (1980). Take 5. London: Nelson
Decarico, J. (3rd ed.) (2001). Vocabulary learning and
teaching in Marianne Celce-Murcia (Ed.), Teaching English as a Foreign
Language, Pp. 285-299. Boston: Heinle & Heinle.
Diamond, L. and Gutlohn, L. (2006). Teaching vocabulary.
Retrieved August, 14, 2009, from http://www.readingrockets.org/articles/9943
Gay, L.R., et al. (2006). Educational research, competences
for analysis and application. Australia: Pearson Practice Hall.
Gerlach, S.V. & Elly, P.D. (1971). Teaching and media.
New Jersey: Prentice-Hall Inc.
Harmer, J. (4th ed.) (2007). The practice of English
language teaching. Harlow: Longman.
Harnby, A. (1995). Oxford Advanced Learner’s Dictionary of
Current English. Oxford University
Press
Huyen, N.T.T. & Nga, K.T.T. (2003). Learning vocabulary
through game. Retrieved July, 25, 2009, from
http://www.asian-efl-journal.com/dec_03_sub.Vn.php
Kathlen, I. (1983).
Vocabulary in action. New York: Prentice Hall.
Latiri. (2003). Using cross-puzzle in the teaching of
vocabulary for second year students at SLTPN 10 Kendari. Kendari: Unpublished
Thesis
Lewis, J. (2006). Using flashcards in language learning.
Retrieved August, 5th, 2009, from
http://apprendre-anglais.blogspot.com/2006/12/using-flashcards-in-language-learning.html
Napa, P.A. (1991). Vocabulary development skills.
Yogyakarta: Kanisius
Nation, I.S.P. (1990). Teaching and learning vocabulary.
Retrieved August 5th, 2009, from
www.baleap.org.uk/pimreports/2003/warwick/uh_intro.htm-10k.
Nation, I.S. P. (2004). Teaching vocabulary.
Asian-EFL-Journal. 7, 3. Retrieved August, 5th, 2009, from
http://www.asian-efl-journal.com/September_04_oa.php
Nunan, D. (1999). Second language teaching and learning.
Boston:Heinle & Heinle.
Prayoga, J. (1998). Kecenderungan-kecenderungan dalam
pengajaran bahasa. Bogor: Universitas Bogor.
Richards, J. & Theodore, S. R. (1996). Approach and
method in language teaching. Cambridge Unversity Press.
River, W.M. (1972). Teaching foreign language skill.
Chicago: The University of Chicago
Rooney, D.K. (Ed.) (2001). Encharta concise English
dictionary. Sydney: Pan Macmillan Australia.
Salim, M.A. (2008). Teaching English vocabulary using game.
Retrieved July, 25, 2009. from
http://www.scribd.com/doc/9639825/Teaching-English-Vocabulary-Using-Games
Shaptoshvili, S. (2002). Vocabulary practice game. English
Teaching Forum. P. 34-37.
Slattery M & Jane Willis, (2001). “English for Primary
Teacher” Oxford University Press.
Simpson & Weinner. (1989). The Oxford of English
dictionary. London: Clarendom Publisher.
Sudjana, N. & Ibrahim. (1989). Penelitian dan penilaian
pendidikan. Bandung: Sinar Baru Bandung.
Sugiono, D.P. (2007). Metode penelitian pendidikan. Bandung:
Alfabeta Bandung.
Tarigan, H.G. (1988). Pengajaran kosakata. Bandung: PT
Angkasa
Thornbury, S. (2008). How to teach vocabulary. Edinburgh:
Longman.
Ur, P. (1996). A course in language teaching, practice and
theory. Australia: Cambridge University Press.
Wallace, J.M. (1982). Teaching vocabulary. London: Heinemann
Educational.
