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Kamis, 01 Maret 2012

contoh proposal bahasa inggris (improving students mastery of vocabulary
trough games)

RESEARCH PROPOSAL

IMPROVING THE STUDENTS MASTERY OF VOCABULARY

THROUGH GAMES
( A STUDY WILL BE CONDUCTED AT MTS TARBIYAH TONDANO )

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By :
LAURINA DIMPUDUS
07 311 748

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS
MANADO STATE UNIVERSITY
2011

CHAPTER I
INTRODUCTION

1. BACKGROUND OF THE STUDY

Learning English is very important, because English has become an

international

language, which is used by most communities in the world. Many countries use English as
their second language. In spite of the difficulties in studying English, it is worthwhile to study
the language because it plays a very

important role in almost all fields of life such as:

communication, commerce, economy, politics, education, science, technology and so on.

In Indonesia English is not considered as a second language but English

is a foreign language. English is also called as the target language that has to

be taught teach in schools in todays Indonesian curriculum. Therefore the

student is hoped to increase their ability in English.
Increasing the students ability in mastering English the teachers have to
think how to make students mastery English for their own purposes. There are
so many approaches, methods, and techniques that can be used by the
teacher.
One technique that was used by the teacher to increase the students
ability in English is Games. Through games there are so many advantages for
students and teachers in learning process. The students can be more motivated
and challanged. Games provide language practice in various skills of speaking,
listening, writing, and reading. Games also encourage students to interact and
communicate.
This study examines the students mastering of vocabulary through
games because Games have been shown to have advantages and effectiveness
in learning vocabulary in various ways. Therefore, the role of games in teaching
and learning vocabulary cannot be denied. However, in order to achieve the
most important from vocabulary games, it is essential that suitable games are
chosen. Whenever a game is to be conducted, the number of students,
proficiency level, cultural context, timing, learning topic, and the classroom
settings are factors that should be taken into account.
One of the aims of teaching English is to enhance students to be able to
understand English words which they might find in their environment. In fact,
students often find problems in learning the words. So it needs more teachers
attention to make the transfer of the vocabulary process easier to grasp and
more fun to learn. To do this hard job, teachers are hoped to have ingenuity in
teaching by using any kind of teaching aids that already exist in their

environment. One of those aids is using games. The writer chooses games
because games help and encourage many learners to sustain their interest and
work. With games student can have a lot of fun and get rid off their tiresome
during the lesson.
Based on the background above the research entitled Improving
Students Mastery of Vocabulary will be conducted to see if games can improve
the mastery of vocabulary.

2. RESEARCH PROBLEM
The students cannot master English well, because they are lack of
vocabulary, the lack of motivation. Games are one effective and interesting
technique that can motivate and challenge the student interest to improving the
student communicative competence. Through games can improve the student
mastery of vocabulary because vocabulary is one of the language components that
have to be taught to the students in learning a foreign language.

3. REASON FOR CHOOSING THE TOPIC

There are several reasons for choosing the topic, they are:
- Teaching vocabulary through games is effective technique.
- Using games bring so many advantages for student and teacher.
- The researcher interested using games when teaching in the classroom.

4. PURPOSE OF THE STUDY

This study is done under the following purpose :

- To find out whether the using games can improve the students mastering of
vocabulary.

5. BASIC ASSUMPTION
- Games activities can increase the students mastering of vocabulary.
- If the teacher is using games in the classroom, the student mastery of
vocabulary will be automatically increased.
- Mastery of vocabulary is very important because without mastery of vocabulary,
student cannot increase their English competence in listening, speaking,
writing, and reading.

6. RESEARCH QUESTION
Can teaching vocabulary through games improve the students mastery of
English vocabulary?

7. HYPOTHESIS
In teaching and learning vocabulary through games can improve students
mastery of vocabulary.

8. SIGNIFICANCE OF THE STUDY

This study is expected to get the result that will be useful for readers, in terms
of:
1. As an input data for the English teachers about the using games in the
classroom and the importance of vocabulary in teaching English.

2.

To

motivate

students

to

increase

their

vocabulary.

3. It is hoped that this study will contribute or would be of any value to other
students in conducting further research of the similar topic.
4. Directly, the writers knowledge can be developed by investigating the topic.
9. SCOPE DELIMITATION OF THE STUDY
This study is delimited of the use of games in improving the students mastery
of vocabulary in the second grade of students at MTs Tarbiyah Tondano. Clearly
the writer will only discuss the role of game in helping students learn
vocabulary. The writer delimited games into english games such as Hang man
game, Guessing Games, Word-Focus Games, Treasure Hunts
10.

DEFINITION OF TERMS

- Game activities : Games also help the teacher to create contexts in which the
language is useful and meaningful. The learners want to take part and in order
to do so must understand what others are saying or have written, and they
must speak or write in order to express their own point of view or give
information.
- Vocabulary

: acording to Huyen and Nga (2003) : In order to communicate

well in a foreign language, students should acquire an adequate number of

words and should know how to use them accurately

CHAPTER II
REVIEW OF LITERATURE

1. Teaching
Teacher plays an important role in teaching learning process. In teaching
English as a foreign language the teacher need to vary way of teaching in order
to get the students interest and attention to the lesson. In teaching learning
process there are some factors, which can influence the successful goals in the
school. They are curriculum, materials, method, teachers, students and the
technique.
Richey (1912:1) stated that : teaching may be considered to be basic to
all the other professions are made possible through the work of teachers in
elementary and secondary school, college, and university.

Furthermore Brown (1980:7) stated that : teaching is showing or helping

someone how to do something, given instruction, guiding in the study of
something providing with knowledge, causing to know or to understand.
Teaching is building and facilitating learning, enabling the learner to learn,
setting the conditions for learning.
It means teaching is a systematic way, teacher as an organizer should be
creative to make learner interested in following the subject. Teaching may be
said to cover not only activities of guiding students activities but also those
which aim at helping students develop themselves and be able to adapt
themselves in the group to which theyre belong. At the result of teaching the
students should be able to interest in their group. Theyre learning to think,
feel, and act in harmony through social groups of which they are a part.
2. Vocabulary
Vocabulary is one important aspect in learning a foreign language.
Without a proportional amount of vocabulary anyone will get trouble in her
speaking, reading, listening, and writing. Without a shred of doubt, the writer
said that the acquisition of vocabulary would help people in gaining,
understanding, and also enhancing the process of knowledgeable transfered for
a better life. Indisputably the chances for progress or success in any kind of
fields, like computers, technology, economy, politics, tourism, and educational
increase with the size and applications of vocabulary.
Vocabulary plays important roles in mastering English. Rivers in
Nunan(1992: 17) stated that vocabulary is essential for successful study on the
secondlanguage. Wilkins in Thornbury (2002: 13) summed up that without
vocabularynothing can be conveyed. Vocabulary refers to all words in the whole
languageused in a particular variety.

According to Harimukti Kridalaksana, vocabulary is a component of a

language that maintains all of information about meaning and using word in a
language.

3. Games
Games also help the teacher to create contexts in which the language is
useful and meaningful. The learners want to take part and in order to do so
must understand what others are saying or have written, and they must speak
or write in order to express their own point of view or give information.'

According to Jeremy Harmer, games are a vital part of a teachers

equipment, not only for the language practice they provide, but also for the
therapeutic effect they have. They can be used at any stage of a class to provide
an amusing and challenging respite from other classroom activity about their
English class.
4. The Types of Games
a. Hang Man Games
Hang Man Games is game that the student played on groups. Before
start the games, teacher explain how to play the game. The student must
memorise the word about everything. For Example about Animal, the student
must memorise the name of animal. After that, teacher devided rthe student
into two groups, the student must guess the word. Is that A,I,U, etc and if
the word they guess false, teacher make on the board the picture people hang.
b. Guessing Games
Guessing games can be painless ways to develop or reinforce any number
of concepts. Guess What I am or Guess Who I am for example, can be used

to teach about animals, professions, or people in different age groups (baby,

child, teenagers, young adult, middle-age adult, elderly person). Guess What
Im doing can be used to teach recognition in the target language of activities
such as taking a bath, go finishing, doing homework, and so forth.
Various sources for game ideas are mentioned, but teachers are
reminded that one of the best sources is the students themselves.
c. Word-Focus Games
Games that using word to see how many other words they can make
from them. For example, the following words can be made from the word
teacher: ear, her, teach, reach, cheer, each, hear, here, arch, tea, eat, and so
forth.

D
A
M
R
G
W
S
E
I
L
T
N

An alternative activity is to have teams of students see how many words they
can make from a letter grid such as the example:

Student must move along the connecting lines without skipping any
letters. A single letter cannot be used twice in succession but can be returned
to if there is an intervening letter. For example, regret is acceptable but great is
not.
d. Treasure Hunts
A treasure hunt is a favorite game among second language learners. It
allows them to work cooperatively in a group effort to find the items required.
The following steps are taken in organizing a treasure hunt.
1.

Divide the class into groups of from three to six members.

2.

Give an identical list of treasure to each group.

3.

Read the items a loud for children or less proficient students to make sure they
understand the vocabulary.

4.

A time limit should be given.

5.

Say go to indicate when the groups can begin their search.

6.

At the end of the time limit, or when the first group returns, everyone gets
together to check each item, giving points (five points are suggested) for each
completed item points are taken away for uncompleted ones.

5. Why game activities

There is some reasons why activities in teaching learning process game

are very important in teaching English as a foreign language.
According to Andrew Wright, David Betteridge and Michael Buckby in their
books Games for language learning Cambridge University Press, 1984 :
'Language learning is hard work ... Effort is required at every moment and
must be maintained over a long period of time. Games help and encourage
many learners to sustain their interest and work.'
'The need for meaningfulness in language learning has been accepted for
some years. A useful interpretation of 'meaningfulness' is that the learners
respond to the content in a definite way. If they are amused, angered, intrigued
or surprised the content is clearly meaningful to them. Thus the meaning of
the language they listen to, read, speak and write will be more vividly
experienced and, therefore, better remembered.
If it is accepted that games can provide intense and meaningful practice
of language, then they must be regarded as central to a teacher's repertoire.
They are thus not for use solely on wet days and at the end of term!' (from
Introduction, p. 1)
Aydan Ersoz state in The Internet TESL Journal, Vol. VI, No. 6, June
2000 that 'Language learning is a hard task which can sometimes be
frustrating. Constant effort is required to understand, produce and manipulate
the target language. Well-chosen games are invaluable as they give students a
break and at the same time allow students to practice language skills. Games
are highly motivating since they are amusing and at the same time challenging.
Furthermore, they employ meaningful and useful language in real contexts.
They also encourage and increase cooperation.'

Games are highly motivating because they are amusing and interesting.
They can be used to give practice in all language skills and be used to practice
many types of communication.
Furthermore from 'Creative Games for the Language Class' by Lee Su
Kim 'Forum' Vol. 33 No 1, January - March 1995, Page 35 defined 'There is a
common perception that all learning should be serious and solemn in nature,
and that if one is having fun and there is hilarity and laughter, then it is not
really learning. This is a misconception. It is possible to learn a language as
well as enjoy oneself at the same time. One of the best ways of doing this is
through games.'
'There are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing,
listening
5.

They

and
encourage

students

reading.
to

interact

and

communicate.

6. They create a meaningful context for language use.'

6. The use of game in developing mastering of Vocabulary
Many experienced textbook and methodology manuals writers have
argued that games are not just time-filling activities but have a great
educational value. W. R. Lee holds that most language games make learners
use the language instead of thinking about learning the correct forms (1979:2).
He also says that games should be treated as central not peripheral to the

foreign language teaching programmed. A similar opinion is expressed by

Richard-Amato, who believes games to be fun but warns against overlooking
their pedagogical value, particularly in foreign language teaching. There are
many advantages of using games. "Games can lower anxiety, thus making the
acquisition of input more likely" (Richard-Amato 1988:147). They are highly
motivating and entertaining, and they can give shy students more opportunity
to express their opinions and feelings (Hansen 1994:118). They also enable
learners to acquire new experiences within a foreign language which are not
always possible during a typical lesson. Furthermore, to quote Richard-Amato,
they, "add diversion to the regular classroom activities," break the ice, "[but
also] they are used to introduce new ideas" (1988:147). In the easy, relaxed
atmosphere which is created by using games, students remember things faster
and better (Wierus and Wierus 1994:218). S. M. Silvers says many teachers are
enthusiastic about using games as "a teaching device," yet they often perceive
games as mere time-fillers, "a break from the monotony of drilling" or frivolous
activities. He also claims that many teachers often overlook the fact that in a
relaxed atmosphere, real learning takes place, and students use the language
they have been exposed to and have practised earlier (1982:29). Further
support comes from Zdybiewska, who believes games to be a good way of
practicing language, for they provide a model of what learners will use the
language for in real life in the future (1994:6).'
It means that Games encourage, entertain, teach, and promote fluency. If
not for any of these reasons, they should be used just because they help
students see beauty in a foreign language and not just problems that at times
seem overwhelming.

Games are often used as short warm-up activities or when there is some
time left at the end of a lesson. Yet, as Lee observes, a game "should not be
regarded as a marginal activity filling in odd moments when the teacher and
class have nothing better to do" (1979:3). Games ought to be at the heart of
teaching foreign languages. Rixon suggests that games be used at all stages of
the lesson, provided that they are suitable and carefully chosen.'
Games also lend themselves well to revision exercises helping learners
recall material in a pleasant, entertaining way. All authors referred to in this
article agree that even if games resulted only in noise and entertained
students, they are still worth paying attention to and implementing in the
classroom since they motivate learners, promote communicative competence,
and generate fluency.
According to Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga in Asian
EFL Journal learning vocabulary through games - December 2003 'Games
have been shown to have advantages and effectiveness in learning vocabulary
in various ways. First, games bring in relaxation and fun for students, thus
help them learn and retain new words more easily. Second, games usually
involve friendly competition and they keep learners interested. These create the
motivation for learners of English to get involved and participate actively in the
learning activities. Third, vocabulary games bring real world context into the
classroom, and enhance students' use of English in a flexible, communicative
way.'
Therefore, the role of games in teaching and learning vocabulary cannot
be denied. However, in order to achieve the most from vocabulary games, it is
essential that suitable games are chosen. Whenever a game is to be conducted,
the number of students, proficiency level, cultural context, timing, learning

topic, and the classroom settings are factors that should be taken into
account.'
It means learning vocabulary through games is one effective and
interesting way that can be applied in any classrooms. The results of this
research suggest that games are used not only for mere fun, but more
importantly, for the useful practice and review of language lessons, thus
leading toward the goal of improving learners communicative competence.

CHAPTER III
RESEARCH METHODOLOGY
1. Research Design
In this research, the writer would like to collect; process; analyzes the
data to get conclusion of the research. This research is called quantitative
research because it will use numbers or statistics. In this research preexperimental design with one group pre-test and post-test design will be used.
Pre-test is the test which given to the students, before the treatment. The posttest is given to the students after the treatment to find out the students
achievement.
Butler (1985;65) stated that experimental studies are those in which the
investigator deliberately manipulates some factors or circumstances in order to
test the effect on some other phenomenon.
So there are two test: T1- the pre-test and T2- the post test. X is used to
symbolize the treatment in the representation of the design:

T1

T2

The design above means that the teacher gives them pre-test before
using games then gives them post-test after teaching several times using
games.
2. Population and Sample
Population
Population is the area in which you are trying to get information from.

According to Burns (1990 : 62) Population is an entire group of people

or objects or events which all have at least one characteristics one common,
and must be defined specially and unambiguously.
In this study, the population is the students of MTs Tarbiyah Tondano

Sample
Sample is a section of your population that you are actually going to
survey.
McMillan and Schumacher (1984:32) say that: Sample is a group of
subjects selected from the population. The sample of this research is the
second grade students at MTs Tarbiyah Tondano. They consist of 21 students.
3. Data Collection
The writer gives the students the pre-test and post-test used to test the two
groups of student. Pre-test and post-test are the same in form as well as its
content but the time and aim are different.
Firstly, both the experiment class and controlled class were given the pretest before the lesson is begun to know the students knowledge of the material
that will be taught. Secondly, both the experiment class and control class were
given the same materials but with the different techniques of presentation. The
experiment class was given the games technique and the control class without
games. The last step in the experiment is giving the post-test to the two classes,
class A and class B. post-test giving after the lesson is finished, to know
students taught
4. Instrument

The data will be collected through a test. The test will be in form of
written test, they are objective and essay test. There are pre-test and post-test.
The test is arranged according to the material given.
5. Data analysis
In analyzing the obtained data, the writer will use mean score formula :
Hatch and Farhady (1082 : 30) stated that ;
= Mean score
= All score of the sample
N

= Total number of students

The data presented in frequency distribution, computation or mean score X

and standard deviation and the entire test can be presented on frequency
polygon.

BIBLIOGRAPHY

Brown, H. D. (1980). Principle of language learning and teaching. New York: Prentice
Hall.

Butler, C. 1985. Statistics in linguistics. New York: Basil Blackwell.

Ersoz, A. 2000. Six Games for the EFL/ESL Classroom. The Internet TESL Journal,
Vol. VI, No. 6. Juny.
Hatch, E. & H Farhady. 1982. Resarch design and sttistics for applied linguistics.
Cambrirdge : Newbury House Publisher
Lee Su Kim. 1995. Creative Games for the Language Class. Forum vol. 33 No. 1.
January-March.
McMillan and Schumaker. 1984. Research in Education. Boston: Little Brown and
Company.
Richey, R. W. 1912. Planning for teaching an introduction to education. California:
department of education Saint Marys College.

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