1
C
HAPTER I
INTRODUCTION
Background
Vocabulary plays an
important role in language learning. We can not hold speaking without
vocabulary. It is the basic element of English subject. We will not
have skill in English without mastery of English vocabulary. It also
plays an important role in four skills of English namely listening,
speaking, reading, writing. In order to communicate well with the
people especially foreigner, we need to have adequate vocabulary.
In talking about
vocabulary, we can find that many of students were difficult to
improve vocabulary because the technique of teaching from the teacher
is not interested and students feel bored since they just learn by
heart of vocabulary rewrite the vocabulary that’s written by
teacher on the white board. They just pay attention on what the
teacher’s explanation. In addition to all these, the technique
of the teacher is not according to the children characteristic where
si fulan show that children in learning have s Looking back the case
above, then it will raise a question in our mind how to attract the
students to learn English and improve their vocabulary.
Concerning with the
explanation above, in teaching English need some technique in order
the students can have spirit and mastery vocabulary easily. One of
techniques in teaching vocabulary is trough games. Mc. Callum (1980:
IX) says that games can be one of the highest motivating techniques.
In addition,
Ubberman (1998), from his experience in teaching he found that trough
games the learner was enthusiasm enjoy and entertain with the
language they learn, but also they practice it incidentally. Its
concludes that ‘learning trough games is a way to make the
lesson more interesting, enjoyable and effective.
The fact that the
writer found that most of students in SDN 11 Kendari Barat based on
her pre observation on Thursday 5 and 12 august show us that they
feel bored to learn English because in learning process the teacher
just use conventional teaching and asked them to memorize all
glossaries written in white board. In this research the researcher
will investigate the vocabulary part because in teaching English for
the elementary level are emphasize on vocabulary as the fundamental
knowledge for beginner. Its according with …………
say that for the beginner …. teach English especially
vocabulary with enjoy condition in order students feel not bored
again. In this research the researcher will use pre - test and post
- test to know the improvement of the student vocabulary number
before and after treatement.
Based on the
explanation above, the writer is interested to conduct the research
entitled “Improving Students Vocabulary under Games at the 5st
year of SDN 11 Kendari Barat”.
Research
Question
Based on the
background above, so the writer formulates of the research question
as in the following: can games technique improve students’
vocabulary at the five grade of SDN 11 Kendari Barat?
Objective
of the Study
Based on the
research question above, this study aims at developing number of
vocabulary of students SDN 11 Kendari Barat.
Significances
of the Study
The significant of
the study is expected to be useful information for English teacher to
be more creative in teaching and learning process accordingly the
education unit level curriculum in teaching vocabulary in order to
stimulate students.
Scope
of the study
The scope of this
study is to investigate the use of games in improving the students’
number of vocabulary at 5th class who enrolled 2007/2008.
The kinds of games are brainstorming game and noun review game.
Definition
of Terms
In order to avoid
misunderstanding of the title of this study, the writer is defined
some technical terms as in the following:
Vocabulary.
Vocabulary is a list
of words and often phrases, usually arranged alphabetically and
defined or translated; a lexicon or glossary. (Definition of
vocabulary by the Free Online Dictionary, Thesaurus and
Encyclopedia.htm)
Game.
According to Manser
(1989:245) say that Game is form of play, sport, especially with
rules.
Action research.
Action research is a
form of self reflective enquiry under taken by participants in social
situation in order to improve the rationality and justice of their
own social or educational practices, their understanding of these
practices and the situations in which these practice are carried out
(Hopkin, 1992:2).
CHAPTER II
R 5
EVIEW OF RELATED LITERATURE
This chapter
consisted of some related research findings, some pertinent ideas,
theoretical framework related to vocabulary improvement.
Vocabulary
2.1.1 Concept of
vocabulary
Hidayat
(2005:1) “ secara material bahasa adalah kumpulan kata –
kata. Jadi kalau orang ingin mempelajari suatu bahasa, ia harus
menghapalkan kata katanya. Daftar kata –
kata dalam bahasa inggris lebih dari 50.000 (belum termasuk
derivasinya). Menurut Benedict R. Anderson, kamus Indonesia –
inggris (An Indonesian English dictionary) yang disusun oleh John
M.Echols dan Hasan Shadily hanya berisi 12.000 kata saja”.
Pora
(2003: V) “Penguasaan kosakata adalah sebuah kemestian bagi
seseorang yang
ingin memahami suatu bacaan, perakapan atau tulisan yang berbahasa
inggris. Tanpa kosakata yang cukup adalah mustahil bagi kita untuk
dapat mencapai tujuan tersebut”.
Manser (1991:461)
say vocabulary is total number of words in language.
A
in Yusnita (2006:4) vocabulary is very important in a language. When
we learn a language English, we learn the
words of language.
Landou and Bogus in
Yusnita (2006:5) state that (1) all words used or understood by a
particular person, class, profession, etc (2) all the words of
language.
Based on some
definition of vocabulary above the writer
concludes that vocabulary is the list of word in a language with
meaning and definition and it is very important to develop student’s
ability in learning speaking, listening, reading and writing as the
fundamental in learning language and to apply in their life with
meaningful.
Types of
vocabulary
Basically, there are
two types of vocabulary in teaching. It includes active and passive
vocabulary. Active vocabulary refers to the word that’s mostly
used in dictionary, conversation, and writing. Otherwise passive
vocabulary understood to mean that they will be understood and
remembered when we read. These explanations above can be explained
clearly by Shaw, P and De Pet in Samsuddin (2001: 8) According to
them:
Active vocabulary.
Words in which students will need o understand and also use
themselves. In teaching, active vocabulary, it is usually word
spending tie by giving example and asking questions, so that
students can really see how the word is used.
Passive vocabulary.
Words which students want to use themselves. To save time, it is
often best to present it quickly with the simple examples. If it
appears as a part of a text or dialogue, we often leave students to
guess the word from the context.
Besides he also
reminds that emphasize that students should understand for more word
than they can product, so we should not try treating all new words as
active vocabulary.
By looking the
statement above the writer can conclude that we should try to
practice our vocabulary we have, to make us more understand the
meaning of vocabulary even we use in simple sentences.
Teaching
Vocabulary
In teaching
vocabulary should be integrated into four language skills. Yusnita
(2006: 10) suggest the criteria as follows;
What to teach.
In this session, we
have to know the procedure as following:
Look at the theme
and sub theme being discussed.
Look at the list of
vocabulary items in the curriculum / syllabus.
Look at the text,
how many vocabulary items are included in it.
Decide how many
vocabulary items will be taught.
When to teach
In teaching
vocabulary there are steps that must be followed, they are:
When we do pre
teaching (as pre-teaching activity) select only key words.
In whilst reading
activity (we can develop the deducing from the text)
After whilst
reading activity (as post activity)
Out side of the
reading context, or as independent subject matter (without relating
to the text has been discussed, but still related to the theme or
sub theme). We can either use a new text or put the words in context
followed by explanations and practice.
How to teach :
Presentation
We can use various
techniques we have known such as contextual meaning, paraphrasing,
and definition.
Practice
In this stage we can
use the following types of exercise such as sentence translation,
word classification, cross word puzzles.
In this stage the
students are expected o apply the newly
Learned vocabulary
trough the following activities:
Speaking
activities
Writing activities
Why to Teach:
To develop the
students vocabulary in order to use language fluently.
To develop the
students vocabulary skill, such as Deducing meaning from the
context, seeking for clarification, word formation and word
association.
Ur Penny ( 1996 :
60-68 ) implies that there are six aspect must be taught namely form,
grammar, collocation, aspect of meaning, meaning relation, an word
formation.
Form. What is
meaning by form include pronunciation and spelling. This is
unquestionably important especially related to English, in which
spelling vary often different from the pronunciation in teaching,
we need to make sure that both these aspect are accurately
presented and learned.
Grammar. The
grammar of a new item will need to be taught if this is not
obviously covered by the general rules. This is true because an
item may have unpredictable from defending on its grammatical
context, or it may have some idiomatic way of connecting with
other words in a sentence. For example verb form, singular/plural
form of noun, verb patterns jus to mention few. All these need to
be informed clearly to the students.
Collocation.
Knowing how to form collocation is another aspect of knowing a
word. Collocation is words, which often occur, together in
specific order. Knowledge of collocations, therefore, enables
learners to anticipate the words, which surround a specific word.
Learner will then able to say I’d like a peanut butter and
jelly sandwich rater than I’d like a jelly and peanut butter
sandwich.
Aspect of
meaning. There are aspect of meaning that are important for the
students to know namely denotation, connotation and
appropriateness. Denotation is the kind of meaning which is
written in a dictionary. This type of meaning is also called
dictionary meaning or lexical meaning of word. Denotative meaning
is therefore, obvious/ a less obvious component of meaning of an
item is its connotation meaning. This is the meaning which added
or associated to an item either negative or positive one, which
may not be indicated in a dictionary definition. An example for
this is the word dog, which means s loyal, or friendship I
English. A more subtle aspect of meaning that needs to be taught
is whether a certain items are appropriate in a certain context or
not. As we know that a word may only be used in spoken but not in
a written form or that a word is more suitable in a formal or
informal discourse.
Meaning
relationship. How the meaning f an item relates to the other is
also important vocabulary teaching? There are various such as
relations hip, some of them are synonyms, hyponyms, homonyms,
super ordinates etc. besides those mentioned above, it may also
helpful to think of meaning relationship in term of cluster of
semantic feature such as for example stagger, stroll, prance, and
limp. These words share semantic feature namely the action of
alternating feet or walking, but they also have different
features. This different feature contributes to what is often
called shade of meaning.
Word formation.
Vocabulary items, whether one-word or multi-words, can often be
broken down into their components are put together is another
piece of useful information perhaps mainly for more advanced
learners. Some o f these word formation processed are coinage,
borrowing, compounding, blending, clipping, back-formation,
conversion, acronyms, prefixes and multi processes.
Game
2.2.1 Concept of
games
Mc Callum (1980: IX)
says that games automatically stimulate the student’s interest.
Games can be one of the highest motivating technique.
Lee (1986:1) games
are enjoyable, there is communicative aspect to this activity, games
therefore should not be regarded as a marginal activity, feeling in
odd moments when the teacher and class have nothing better to do.
Manser (1991:171)
says that game is form of play.
After looking the
some definition, the writer concludes that the games is technique in
teaching second language it can be play that make us enjoy naturally
and learning will be easily and effective, it is accordingly with
early and receptive age.
The use of
games
According
to Carrier (1980) the advantages of games are as follows:
a. Games add variety
the range of learning situation.
b.
Game scan be used to punctuate long formal teaching units and review
students’ energy before returning to more formal learning.
c.
Games can be used to change the pace of a lesson and to maintain
motivation.
d.
Games can give hidden practice if specific language points without
students being aware of this.
e. Games can
incerese students vocabulary and so reduce the domination of the
class room by the teacher.
f.
Game scan act a testing mechanism, in the sense that they will expose
arese of weakness and the need for remedial work
According
to Gerlach and Elly (1971 :341) the advantaegs of game are:
a.
Games and simulation permit students to experience life like
situation in which social intruction and obserable outcome.
b.
The students seek to solve problem in whic he is intimately
involved.
c.
The students satisfield when he seen a new insight as new ideas and
concept are formulate .
d.
The students are placed in a more realistic environment than in many
other form of learning.
e. A high degree
interest is generated trough realistic participation.
From
the definition above, the writer conclude that games much utilities,
they are: the students make a fun, unboried, not underspresure,
interest and they can improve their vocabulary.
Previous Study
about Teaching Vocabulary Trough Games.
Description | Researcher | |||
La | Yohanes | Yusnita | Current | |
Title | Using | The Effect of | The | Improving |
Subject | The
| The total | The total | The total |
Design | Pre-test and | Queasy | Pre-Experiment | Action |
Findings | There was a | There was a | The was a |
|
This table shows
that there were three researchers who had been conducted the same
study. Those studies were experimental study in which they tried to
prove the effectiveness of game in improving the students’
vocabulary achievement.
La Tiri investigated
the effect of using cross-puzzle on the students’ English
vocabulary. He found that there was significant effect on vocabulary
achievement by using cross-puzzle. It was proved by mean score before
pre-test 5,58 and post-test 6,80. Yohanes Jonabi investigated the
effect of flashcard in improving vocabulary achievement. He found
that there was a significant effect of using flashcard. It was proved
by the mean score of pre test 6, 84 and post-test 7,39.
And the last by
Yusnita. She investigated the contribution of whispering game in
increasing the vocabulary achievement. She found also there was
significant effect of using whispering game to memorize vocabulary.
Yusnita found the mean score before pre-test 4,3and post-test 8, 58.
From the three
researcher above, the writer initiates to apply game by using action
research design to improve vocabulary achievement of fifth grade of
SDN 11 Kendari Barat. It was differ with the three previous
researchers where this present focuses on process rather than result.
CHAPTER III
15
M
ETHODOLOGY OF THE RESEARCH
This chapter is
divided into the following section: (1) setting the research, factors
that were observed, design of the research, instrument of the
research, data and technique of data collection, the evaluation,
technique of data analysis.
Subjects
This research will
be conducted on July 2008 at the fifth grade of SDN 11 Kendari Barat
enrolled 2007/2008. The number of participants is 17 students.
Factors that
will be observed
In this study the
factors that will be observed are as follows:
Teacher: the way of
teaching vocabulary under game.
Students’
improvement vocabulary after being taught by using game.
The result of
learning test before and after action conducted.
Students’
participation in following the game procedure to be taught in each
cycle.
Design of
Research
The design of the
research is an action research aiming at improving students’
vocabulary of the fifth grade at SDN 11 Kendari Barat.
I
consists of four steps as suggested by Kemmis’ model namely
planning, action, observation and reflection. The research role in
this study is the observer means the research involved her directly
from the beginning until the end of the study. Below is the design of
this study.
Kemmis’
model (Citied in Hopkinds, 1985)
3.3.1. Planning
The activities that
will be conducted in this planning steps as follows:
The research and
teacher will prepare the lesson scenario for 3 topics namely
shopping, government and earth, and planet.
The research and
the teacher will prepare the strategy to be applied in solving the
problem in each cycle.
The researcher and
the teacher will prepare the instruments of the research to collect
the data.
The researcher and
the teacher will prepare vocabulary test (pre-test) before doing the
action and post-test afterwards to see the development of student
vocabulary.
The research and
teacher cooperatively put score of the target of the research is
students mastery at least enough score (6)
3.3.2. Applying
the Action and Observing
In this session, the
researcher and teacher will implement the action based on the
planning have been arranged. In this observation session, the
researcher will collect the data related to the application of games
in teaching vocabulary, the strategies of teacher in solving problem,
students’ vocabulary achievement before and after the action,
students’ participation in following the game.
3.3.3. Reflection
In this session, the
researcher and observer will analyze the result of action by finding
the weaknesses on each cycle and find the solution for next cycle.
Instrument of
the Research
The research
instrument that will be used in this research as follows:
Observation sheet
will use to observe the activity both students and teacher during
teaching learning process.
Result of learning
test will use to measure the result of students’ learning.
Data and
Technique of Data Collection.
3.5.1. Kind of
Data Collection
Kinds of data
collection in this research are qualitative and quantitative data.
Data qualitative will be taken from three sides namely:
The teacher gives
material or topics to students
The teacher gives
procedure of game based on topic being taught.
Students’
participation in joining the game.
Data quantitative
will be taken from vocabulary test
3.5.2. Data
Source
The sources of the
data in this study are the students of fifth year who enrolled
2007/2006 of SDN 11 Kendari Barat and the teacher in that class.
3.5.3. Technique
of Data Collection
In collecting the
data, the writer used two techniques as follows:
Observation.
- The researcher
checked whether games had been applied.
- The researcher
observed students’ participation in following the game.
Giving test.
In collecting the
data related to test, the researcher and the teacher give a pre-test
and post-test
- Pre-test will use
to know the students’ achievement before action.
- Post-test will use
to know the students achievement after action.
The Evaluation
In evaluating the
students’ achievement of vocabulary, the researcher will use
two raters and both of them made the inter rater agreement before
assessing the students’ score.
3.6.1 Two raters
This study will use
two rater namely the writer herself as the first rater and English
teacher of the 5th years of SDN 11 Kendari Barat as the
second rater to get accurate data of students’ vocabulary.
Table 3.6.1
students’ classification in vocabulary achievement/improvement
Classification
Value
Vocabulary
Achievement
Highest
High
Enough
low
8
– 10
7
– 7,6
6
– 6,6
0
– 5,9
80
– 100%
70
– 79%
60
– 66%
0
– 59%
(Sayekti,
1984)
To compute the final
mark of vocabulary achievement / improvement using the formula as
follows:
Mark =
(Cited by Nyoman
Suwidnya, 2007: 22 ).
To know the
students’ vocabulary achievement can be illustrated as follow:
Classification
Value
Vocabulary
Achievement
Very
high
High
Moderate
Low
8
– 10
7
– 7,9
6
– 6,9
0
– 5,9
80% - 100%
70%
- 79%
60%
- 69%
0%
- 59 %
(Ratna
Sayekti, 1985: 125)
3.6.2
Inter Rater Agreement
In evaluating the
reliability of the score, both of them will use inter Rater agreement
which use product moment formula as follows:
Where:
rxy
= the coefficient correlation of inter rater agreement
X = the students’
score from the first rater
Y = the student’s
score from the second rater
N = number of
respondents
The criterion of
coefficient correlation is as follows:
If rxy >
rtabel, it refers that there is a significant correlation
of rater agreement or it is accepted.
If rxy <
rtabel, it refers that there is not a significant
correlation of inter rater agreement or it’s rejected.
(Ari Kunto, 1992:
71)
Technique of
Data Analysis
To analyze the data,
the researcher will use two approach, they are:
Data
qualitative will be analyzed by three aspects:
Collect the data
that’s related with the research
Reduce the data
that’s not including the study.
Take conclusion
from the data mean that all the data that have been collected from
instrument of research will be explaining by words.
Data quantitative
will be taken from the result of vocabulary test gotten before and
after action and it will be analyzed by using descriptive statistic.
BIBLIOGRAPHY
Arikunto.
1996. Prosedur Penelitian. Jakarta: PT Rineka Cipta Press
Asni.2007.students’
speaking improvement Trough Three – step interview at SMA
Kartika Kendari. Unpublished Thesis Kendari:Haluoleo University
Clark,
Herbet H and Eve V. Clark. 1977. Psychology and Language.
USA: Harcout
Brace Jovanich
Publisher.
Carrier,
M.1980. Take S. London. Nelson.
Gay,
L.R. 1972. Educational Research: Competencies for Analysis and
Application second edition. USA : Charles E. Merril
Publishing Company.
Gerlac,
SV and Elly, P.D. 1971. Teaching and Media. New jersey,
Prentice-hal inc.
Hidayat,
Rahmat Taufik. 2005. Kosakata Bahasa Inggris. Yogyakarta:
Pustaka Pelajar.
La
Tiri. 2003. Using Cross- Puzzle in Teaching of Vocabulary for
Second Year Students at SLTP Negri 10 Kendari. Unpublished Thesis
Kendari : Haluoleo University.
Lee,
WR.1986. language Teaching Games and Contest. London: Oxford
University Press.
Lestina,
Sri.2008. Game, Tips &Tricks in Teaching English. Bandung:
Penerbit
Manser,
Martin H. 1983. Oxford Learner’s Pocket Dictionary. London:
New Edition Oxford.
Mc.
Callum, P and Gorge P. 1980. 101 Word Games. London: Oxford
University Press.
Nyoman
Suwidnya. 2007. Increasing Vocabulary Under
Visual Aids (Pictures) at First Year of SMP Negeri 1 Landono.
Thesis. Unhalu. Unpublished
Pora,
Yusran. 2003. Enrich our vocabulary and idioms. Yogyakarta:
Pustaka Pelajar.
Rose,
Colin and Malcolm J. Nicholl. 2002. Accelerated Learning for the 21st
Century. Jakarta: Penerbit Nuansa.
Samsuddin.
An Increasing of Students’ English Vocabulary of the Third
Years Students of SLTP Negri 2 Asera Trough New Research Based
Approach. Unpublished Thesis Kendari: Haluoleo University.
Yohanes
Jenabi. The Effect of Using Flashcard on Students’
Vocabulary Improvement at the Sixth Grade of SD Negri 10 Poasia..
Unpublished Thesis Kendari : Haluoleo University.
Yusnita.
2006. The Contribution of Whispering Game at the Eight Class
Students of SMP Negri 3 Palopo in Memorizing Vocabulary. Unpublished
Thesis STKIP Cokroaminoto Palopo
APPENDIX 1
Instrument
of the Research
Department
Pendidikan dan Kebudayaan
Sekolah
Dasar Negri 11 Kendari Barat
Petunjuk
:
Tulislah
nama dan nomor siswa sebelum bekerja
Berilah
tanda silang (X) pada jawaban paling tepat pada huruf A,B,C dan D
untuk soal – soal dibawah ini:
Mata
Pelajaran : Bahasa Inggris
Kelas
: 5
Waktu
: 2x 24 menit
Toko
tempat kita membeli pakaian disebut?
Clothes
shop b. Stationer c. Book shop d. Toy shop
Toko
tempat kita membeli fragrance
clothes
shop b. music shop c. Fragrance d. baker’s
Ditoko
apakah kita bisa membeli rautan?
Stationer
b. Music shop c. Chemist d. Jeweler’s
Berikut
ini barang yang bisa kita beli ditoko mainan, kecuali?
Car b. ball c. Doll d. jeweler’s
Barang
yang bisa kita temui ditoko buku :
Book b. T-Shirt c. doll d. car
Toko
tempat kita membeli kaset disebut?
music
shop b. book shop c. chemist’s d. toy shop
Barang
– barang berikut ini bisa ditemukan ditoko musik, kecuali
Cassette b. CD c. Tape
recorder d. doll
Ditoko
apakah kita bisa membeli cincin?
Stationer’s b. Jewel’s c. Toy
shop d. chemist
Ditoko
apakah kita bisa membeli roti?
music
shop b. bakers c. toy shop d. jewelers
Berikut
ini barang – barang yang bisa kita beli ditoko buku, kecuali:
T-shirt b. Book c. Pencil d. Eraser
Match
the Draw Lines
Menteri
luar negri
Menteri
Sosial
President
Indonesia
Menteri
Penerangan
Menteri
Kehakiman
Wakil
President Indonesia
Perdana
Menteri
Menteri
Pendidikan
Menteri
Dalam Negri
Jenderal
The
Minister of social affairs
The
Minister Foreign Affairs
General
The
President of Indonesia
The
Vice President of Indonesia
The
Minister of Education
The
Minister of Home Affair
Prime
Minister
The
Minister of Information
The
Minister of Justice
Fill
in the blank with the correct answer below
Planet
yang pertama dari matahari adalah?
Planet
kedelapan dari matahari adalah?
Bagian
tanaman yang berfungsi untuk menyerap air adalah?
Planet
yang kedua dari matahari adalah?
Apa
nama satelit bumi?
Apa
nama planet yang kita diami?
Planet
yang terjauh dari matahari adalah?
Sumber
energi utama dari bagi bumi dan mahluk hidup adalah?
Apa
nama planet yang bercincin?
Apa
nama planet yang paling dekat dengan planet bumi sebelum planet
Jupiter?
APPENDIX 2
The
Key answer of the test
I.
Multiple Choices
|
|
II. Match the
words
|
|
III.
Answer the question
|
|
APPENDIX 3
Lesson
Scenario
Topic
: Direction and location
Basic
competence : - Understanding the name of public places
- Understanding
the preposition of place
Indicator
: - Students are able to mention the name o public places
-
Students are able to mention the preposition of places
Teaching
and Learning Process
Pre | Activity | ||
Teacher | Students | time | |
|
| 5 | |
Main |
|
| 50 |
Post |
| Students | 5 |
Media
: Game
Reference
: Star with English 3 Penerbit Erlangga
Lesson
Scenario
Topic
: Shopping
Basic
competence : - Understanding the name of shopping places
-
Understanding the name of daily needs
Indicator : - Students
are able to mention the name of shopping places
- Students
are able to mention the name of daily needs
Teaching
and learning process
Pre | Activity | ||
Teacher | Students | time | |
|
| 5 | |
Main |
|
| 50 |
Post |
| Students | 5 |
Media | Game |
|
|
Reference | Start |
|
|
Media
: Game
Reference
: : Star with English 3 Penerbit Erlangga
Lesson
Scenario
Topic
: Earth and Planets
Basic
competence : - Understanding the name of Planet
Indicator
: - Students are able to mention the name of Planets
Teaching
and learning process
Pre | Activity | ||
Teacher | Students | time | |
|
| 5 | |
Main |
|
| 50 |
Post |
|
| 5 |
Media
: Game
Reference
: Star with English 3 Penerbit Erlangga
Lesson
Scenario
Topic
: Government
Basic
competence : - Understanding the name of position of government
Indicator : - Students
are able to mention the name of position of government
Teaching
and learning process
Pre | Activity | ||
Teacher | Students | Time | |
|
| 5 | |
Main |
|
| 50 |
Post |
|
| 5 |
Media
: Game
Reference:
Star with English 3 Penerbit Erlangga
Appendix
4
list of game
NOUN REVIEW GAME
Level:
Intermediate
- Advanced
Prosedur:
Langkah
1:
Guru
Memberi waktu 5 menit untuk mereview noun related to government.
Langkah
2:
Lalu
guru menulis seperti ini di papan: “Position in government”
Langkah
3:
Selama
1 menit siswa menuliskan seluruh kata benda yang berhubungan dengan
topik ini, seperti minister of education, president dan lain-lain.
Langkah
4:
Setelah
waktu habis (1 menit tepat), guru memeriksa daftar kata yang dibuat
oleh siswa. Setiap kata dihitung 1 poin.
Siswa
yang memiliki poin terbanyak adalah pemenangnya.
Catatan:
Game
ini dapat digunakan untuk mereview bukan hanya Verbs tapi juga
Adjective, Noun, dan lain-lain.
ACTIVE
BRAINSTORMING
Level:
Elementary
– Advanced
Prosedur:
Aktifitas
dalam game ini cocok dilakukan pada level manapun, dan berlaku pada
kelas dengan jumlah siswa antara 6–40 orang. Tujuannya adalah
bukan hanya untuk menghasilkan daftar kosa kata yang relevan terhadap
tema, tetapi untuk menghidupkan kelas dengan sedikit aktifitas yang
menggerakkan siswa.
Prosedur:
Untuk memulainya,
guru harus memilih 3 atau 4 kosa kata yang merupakan sub kategori
dari tema, temannya adalah “direction and location”,
“shopping” dimana sub kategorinya, name of public places,
preposition of places, shopping places, dan daily needs. Siswa
lalu berpasangan dan diminta untuk menghasilkan ide-ide secara
bersama-sama untuk setiap subkategori, adalah lebih baik dengan
memberi batasan waktu, lalu pasangan-pasangan tersebut harus
dikelompokkan dalam 2, 3, atau 4 kelompok yang lebih besar
(tergantung pada ukuran kelas atau jumlah siswa) untuk membandingkan
ide-ide dan memperpanjang daftar ide-ide mereka jika mungkin.
Selanjutnya
papan tulis dibagi dalam beberapa bagian, satu bagian untuk setiap
subkategori, dan seorang siswa dari setiap kelompok dipanggil dan
memegang spidol dengan warna yang ditugaskan pada setiap kelompok.
Harus ada satu warna untuk setiap kelompok, misalnya kelompok hijau,
kelompok kuning, kelompok biru, dan seterusnya. Penulis-penulis
yang ditunjuk pada setiap tim tidak diizinkan untuk membawa kertas
apapun, selain anggota tim mereka harus meneriakkan ide-ide mereka
yang dapat diletakkan pada setiap subkategori. Karena semua anggota
kelompok berteriak pada saat yang sama, nampaknya akan tidak
terkontrol, akan tetapi sungguh diliputi suasana menyenangkan.
Sasarannya adalah untuk menemukan tim yang paling banyak menghasilkan
kata-kata pada papan di akhir permainan.
Catatan:
Sangat baik apabila
aktifitas dihentikan setiap menit atau 2 menit dan menukar penulis
yang akan diutus sehingga semua memperoleh kesempatan. Juga sangat
baik pada ruang kelas yang besar untuk memindahkan kelompok sejauh
mungkin dari papan tulis, untuk meningkatkan hiruk-pikuk dalam kelas.
Akhirnya guru berteriak “Stop!”, dan skor setiap kelompok
disusun dalam bentuk tabel (ditabulasi).
Aktifitas ini akan
mamakan waktu 30 atau 50 menit, dan telah sukses diterapkan pada
rentang umur 16–65 tahun, dan cocok juga diterapkan pada
pelajar yang lebih muda. Alat-alat yang diperlukan hanyalah papan
tulis yang agak besar, dan aneka warna spidol atau kapur, sebanyak
kelompok (tim) yang ada.
APPENDIX 5
THE
SIMULATION OF BRAINSTORMING GAME IN THE CLASS
The
teacher explain publice places around them such as Market, bank,
bookstore,etc.
Each
student involves into their group.
Ask
student about 10 minutes to morieze the vocabulary
Teacher
explains the produre of game namely active brainstorming.
Theacher
divides whiteboard into four according to the group.
Each
group stands with their line.
Teacher
asks them to write name of public places
Those
who write the most is the winner.
THE SIMULATION OF
REVIEW GAME GAME IN THE CLASS
Teacher explaining
about government (position of governmance) such as president,
minister, general, king, etc.
Each
students involves into their group
Ask
students about 10 minutes to memorize the vocabulary
Theacher
expklains teh procedure of game namely Noun Review Game.
Teacher
ask them to make the list of government they know.
Those
who write the most is the winner .
THE SIMULATION OF
REVIEW GAME GAME IN THE CLASS
Teacher
explaining about the eart and planet such as: Mercury, Venus, and
eart.
Each
students involves into their group
Esk
students about 10 minutes to memorize the vocabulary
Teacher
explain the procedure of game namely Noun Review Game
Teacher
ask them to make the list of Planet and art.
APPENDIX 6
Observation
sheet
Activity | Student | Yes | No | Teacher | Yes | No | Comments |
Pre |
|
|
|
|
|
|
|
Main |
|
|
|
|
|
|
|
Closing |
|
|
|
|
|
|
|
APPENDIX 7
Pre observation
Sheet
Thuesday 5 and 13 2008 | Students | Teacher |
Opening | - students is not attention fully what teacher | - brainstorming, the teacher gave is so fast so |
Main activity |
|
|
Closing activity | - No students can conclude the material from | - teacher didn’t conclude the material. |
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