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i IMPROVING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING FEELY BAG GAME AT GRADE VII PRIVATE ISLAMIC JUNIOR HIGH SCHOOL PESANTREN DAIRI A SKRIPSI Submitted to the Faculty of Tarbiyah and Teachers Training, State Islamic University of North Sumatera Medan as a Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan By: SAHNIDA SIREGAR 34.14.1. DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA MEDAN 2018
IMPROVING THE STUDENTS’ ABILITY IN MASTERING
VOCABULARY BY USING FEELY BAG GAME AT GRADE VII
PRIVATE ISLAMIC JUNIOR HIGH SCHOOL PESANTREN DAIRI
A SKRIPSI
Submitted to the Faculty of Tarbiyah and Teachers Training, State Islamic University of North Sumatera Medan as a Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan By: SAHNIDA SIREGAR 34.14.1. Adviser I Adviser II Dra. Retno Sayekti, MLIS Utami Dewi, M. Hum NIP: 19691228 19503 2 002 NIP: 19820227 200801 2 009 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA UTARA MEDAN 2018
ACKNOWLEDGEMENT
Assalamua’alaikum wr.wb Alhamdulillah, praise be to Allah, the Cherisher and Sustainer of the world, the Beneficent and Merciful, who gives deepest sense of gratitude and a life full of happiness. Because of His generosity, the writer completed this challenging study well. And also for the last prophet Muhammad Saw, then greatest teacher of great teachers. The title of this thesis is “ IMPROVING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING FEELY BAG GAME AT GRADE VII PRIVATE ISLAMIC JUNIOR HIGH SCHOOL PESANTREN DAIRI”. It is submitted to the English Department, Faculty of Tarbiyah and Teachers Training, Medan State Institute Islamic Religion of a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan. The writer realized that I would never finish writing this thesis without helping of some people around me directly and indirectly. Therefore, I would like to express my sincere gratitude to:
- My lovely Father (Alm) Mudi Siregar and My lovely Mother Pasti Tinambunan, who have given me advance and power to raise up to reach my dream, and there pray also makes me easy to do this thesis.
- Prof. Dr. KH. Saidurrahman Harahap, M.Ag as Rector of State Islamic University of North Sumatera Medan who brings to the campus to the advances. ii
- Dr. Amiruddin Siahaan, M.Pd. The Dean of Tarbiyah Faculty and Staff of English Departments for facilities given to me during the completion of the thesis.
- Dra. Retno Sayekti, MLIS and Utami Dewi M.Hum as my advisor who always be patience, guidance, excellent advice, and constructive comments during completing this study.
- Thanks are also directed to Dr. Sholihatul Hamidah Dulay, S.Ag, M.Hum, the dean of PBI, head and her secretary of the English Department for their administrative help in the requirements process.
- Thanks are also for Dr. Didik Santoso, M.Pd as Academic Advisor who always be patient guidance, excellent advice, motivator and nice teacher.
- Thanks are also extended to all lectures, especially for those who gave taught us during the academic year.
- Ismail Sholeh Banurea, S.H.I, S.Pd.I as the principle of Private Islamic Junior High School Pesantren Dairi who have allowed me to do research.
- Syahfitri Dabutar, S.Pd.I as the English Teacher of Private Islamic Junior High School Pesantren Dairi who has helped her during conducting the research in the class.
- All the students of Private Islamic Junior High School in Seventh Grade, who helped me to do the research.
- My beloved sister Sahrona Siregar, my young sister Napsiah Marito Siregar and also my younger brother Alimanan Siregar and Teguh Afifin Siregar, who has given her excellent motivate. iii
TABLE OF CONTENTS
ABSTRACT ............................................................................................ i ACKNOWLEDGEMENT ...................................................................... ii TABLE OF CONTENTS ........................................................................ v LIST OF TABLES ................................................................................. vi LIST OF FIGURES ............................................................................... vii LIST OF APPENDICES ......................................................................... viii CHAPTER I INTRODUCTION ............................................................. 1 1.1 Background of the Study....................................................... 1 1.2 Statement of the Problems .................................................... 4 1.3 Research Questions ............................................................... 5 1.4 Purposes of the Study ............................................................ 5 1.5 Significances of the Study..................................................... 5 1.6 Limitations of the Study ........................................................ 6 CHAPTER II LITERATURE REVIEW ................................................. 7 2.1 Review of Literature .............................................................. 7 2.1.1 General Concept of Vocabulary ................................... 7 2.1.2 Strategies To Build Vocabulary Capability ................. 10 2.1.3 Vocabulary in Teaching and Learning English ............. 14 2.1. 4 The Use of Game in Teaching Foreign Language ....... 17 2.1.5 Feely Bag Game ........................................................... 19 2.2 Conceptual Framework ......................................................... 25 v
CHAPTER III RESEARCH METHODOLOGY ................................... 27
3.1 Research Design (specify the design and the rationale for Research design) ......................................................................... 27 3.2 Research Setting and Sample ................................................ 30 3.3 Data Collection (specifies the method, the instrument, rationale for the method and instruments used, participants involved, and types of data collected .......................................................... 30 3.4 Data Analysis ........................................................................ 34 3.5 Research Procedure ............................................................... 37 3.6 Trustworthiness ..................................................................... 40 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............ 42 4.1 Research Finding................................................................... 42 4.2 Discussion ............................................................................. 58 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...................... 63 5.1 Conclusions ........................................................................... 63 5.2 Suggestions ........................................................................... 64 REFERENCES........................................................................................ 66 APPENDICES vi
LIST OF FIGURES
Figure Title Page 2.1 The Frame of Conceptual Framework .................................... 26 3.1 Simple Action Research Model .............................................. 37 viii
LIST OF APPENDICES
Appendix Title Page I : Lesson Plan In First Cycle And Second Cycle .................. 68 II : Pre-Test .............................................................................. 80 III : Post-Test I .......................................................................... 81 IV : Post-Test II ........................................................................ 82 V : Answer Key ..................................................................... 83 VI : The Score of Students In Pre-Test .................................... 85 VII : The Score of Students In Post-Test I ................................. 87 VIII : The Score of Students In Post-Test II ................................ 89 IX : The Students Score From The Pre- Test, Post- Test I In Cycle I And Post- Test II In Cycle II ................ 91 X : Data Analysis of Students’ Average Score ...................... 93 XI : Data Analysis of Students’ Percentage Score ................................................................................ 94 XII : Data Analysis of Students’ Improvement Score .................................................................................. 95 XIII : The Students’ Attendance List .......................................... 96 XIV : Observation Sheet .............................................................. 98 XV : Diary Notes ........................................................................ 100 XVI : Interview Sheet .................................................................. 104 XVII : Documentation................................................................... 112 XVIII : Students’ Letter .................................................................. 114 ix
master a number of vocabulary. By mastering a number of vocabulary, we were able to conceive what we hear and read, and we were able to say what we want to speak or write. The vocabulary is essential for success to comprehend the language well, speak better, or compose a good writing; it is expected that learners have to increase their vocabulary around 1000 words a year. Similarly, on the Competency-Based Curriculum, the students are required to increase their vocabulary 1000 - 1500 words every year so that in three years students have increased their vocabulary around 4000 words.^3 Teaching vocabulary is one of the basic elements in achieving all four language skill. Similarly, also states that teaching vocabulary is such an important task in teaching English because vocabulary achievement relates to all language learning and it is of concern to all four language skills.^4 Many kinds of teaching methods, one of them is a Feely bag game. The Feely bag game is not only the game, but it’s also having an educational value and a Feely bag game makes a terrific educational tool in the classroom. The procedure of the games is like a place and interesting object in the box or bag and invite students to use as many different words that they can describe it as they feel it. Then, the student had a description of the vocabulary items which are put in the box or the bag. According to Catherine and Jill, Feely bag game is single objects or several objects are put into a soft bag. The student may be invited to feel one object and (^3) Nation, (2011), Teaching and Learning Vocabulary, New York: Newbury House, p. 22. (^4) David Nunan, Kathleen M. Bailey, (2009), Exploring Second Language Classroom Research , Boston: Heinle Publisher, p. 149.
guess want, it is, or to identify one object from the rest by feel. This game can also be used to practice describing words (the student is asked to say what an object feels like-soft, squashy, hard, square, round).^5 The Feely bag game is the best exercise that can be used for confirming the meaning of words in the students' mind. By using Feely bag game, it makes students get many new words and enjoy the word game while they are studying the vocabulary. Another benefit of using Feely bag games in the classroom is that they are associated with recreation, and can be less intimidating for students as review tools. By using Feely bag game, it helped the students get many words and enjoy the word game while they are studying the vocabulary and also was motivated and encourage the students in learning. There are some factors that can influence the low mastery of the students’ vocabulary, namely internal and external factors. Internal factors are students’ motivation, interest, IQ, and others. External factors are material, parents, teaching strategy and others, including teaching methodology. Based on my first observation at Grade VII Private Islamic Junior High School Pesantren Dairi in the year 2018, the researcher found that there are many students who lack English vocabulary. Learner usually has many problems in mastering English words. They have limited vocabulary to comprehend the meaning of each word, they are not able to hear the English words from the speakers, they cannot compose their writing task successfully, they get difficult to communicate receptively in English, they do not have other media to support them in studying vocabulary, the teacher does not use various games in teaching (^5) Catherine Delamain, Jill Spring, (2017), Achieving Speech and Language Targets, New York : Rotledge, p. 218.
1. 3 Research Questions Based on the extent of the problem that has been given, then the research questions in this research include:
- How is the use of Feely bag game in vocabulary at Grade VII Private Islamic Junior High School Pesantren Dairi?
- How is the improvement of students’ ability in vocabulary by using Feely bag game at Grade VII Private Islamic Junior High School Pesantren Dairi? 1. 4 The Purposes of the Study The purpose of the study is:
- To describe the use of the Feely bag game in vocabulary at Grade VII Private Islamic Junior High School Pesantren Dairi.
- To describe the improvement of the student in vocabulary by using the Feely bag game at Grade VII Private Islamic Junior High School Pesantren Dairi. 1. 5 The Significance of the Study The findings of this study are supposed to be useful:
- For English teachers in teaching vocabulary, as one of the alternative strategies to teach vocabulary.
- For the students of English in learning vocabulary, to make the students more interested and motivated in improving their vocabulary.
- For the readers who learn English, the Feely bag game is one of the games to improve English vocabulary and it can be used as the supplementary material of regular exercises, such as speaking, writing, listening, and reading.
1. 6 Limitation of the Study In this research, the focus of the study is the teacher does not use various games in the teaching noun material. And one of the games that can use to increase the students’ ability in mastering noun material by using the Feely bag game. The Feely bag game was used in this study.
other side. Examples: Up and down are antonyms, Dead and alive are antonyms, Parent and student are antonym, (c) Hyponym refer to a hierarchical ‘group member’ relation. For example, the word plant with it is hyponyms fungus, lichen, shrub, creeper, and tree. In linguistics, a specific term used to designate a member of a class. For instance, oak is a hyponym of the tree , and the dog is a hyponym of animal , (d) Metonym refers to a semantic relation of ‘whole-part’ in which constitutes or holds all meanings of its part. The meaning relation of metonym also finds expression in some analytical definitions, e.g., abdomen, ‘the part of the body’ containing the stomach, bowels, reproductive, organs. A metonym denotes a constituent part of a member of something. For example, ‘finger’ is a metonymy of ‘hand’ because a finger is part of a hand.^7 Vocabulary is defined as a large number of words that students have to know; not only memorizing the form of the word but also understands the meaning.^8 Allah SWT has given us the ability to do everything, even to communicate especially in developing vocabulary. Allah says the words in Qur’an Surah Al- Baqarah in the 31- 33 th^ verse: ◆ ⧫◆ ⧫◆ ◼⧫ ⧫ ▪➔ ❑ ⧫⬧⬧ ⬧◼☺ →⬧ ☺ ⬧❑⬧ ⧫✓ ⧫☺⧫ ⧫ ◆⬧ ⧫➔ (^7) Ibid, 223. (^8) Hani Sutrisna, (2012), Vocabulary For Daily Conversation, Yogyakarta: Kawah Media, p. 2.
It means: “And He taught Adam the names of all things; then He places them before the angels, and said: tell me the names of these if you are right (31). They said: “Glory to Thee: of knowledge we have none, save what thou has taught us; in truth, it is thou art perfect in knowledge and wisdom (32). He said, “O Adam! Tell Them the names. When we had told them, Allah said; “Did I tell you that I know the Secrets of the heaven and earth, and I know what reveal and what conceal?^9 ” Based on the verse above, it describes the teaching process that is given by Allah Almighty to Prophet Adam for the education process firstly. This means that education has been exemplified by the Almighty from the first creation of man. So at least the first the verse shows, that man was created in a state of not knowing anything (not knowledgeable). Learning vocabulary can be seen from the process teaching as Allah taught Adam the names of the whole thing. When education is as a process that must exist in human life. Allah SWT has prepared man the ability to call out words from names of the things. It is the fact that man can communicate well if he knows the names of anything. Therefore, from the definition above, we can conclude that vocabulary is a component of language. (^9) Al-Qur’an Tiga Bahasa, (2010), Depok: Al-Huda. Departemen Agama RI, p. 8-9.
