CHAPTER I

INTRODUCTION
A. Background of the Study
Language is a great part in our life. Language and human beings are two
inseparable components. Whenever, wherever and whoever can express feeling
and thoughts with language. It is a way, perhaps the most important of language in
which human beings interact in social situations. Each language has its own
norms, including grammar and structure. Accordingly when message which is
transferred from a certain language into others.
English is one of foreign languages that are more popular that any other
languages in the world. It means that language is humans tool to communicate to
each other and their way to express or say the idea and thinking. An Indonesian
person does not use English language commonly in a daily life. Therefore, to
consider the important role of English, English is taught from the elementary till
university, furthermore English itself Indonesian as second language.
English is introduced into curriculum and it is a compulsory subject in
kindergarten, elementary school, junior high school, senior high school and
university. The Indonesian government always makes effort to improve the quality
of education by improving the quality of the teachers and other teaching
components, which are involved in the educational processes (Rachmadie,
1985:54) the quality of someones English skill is obviously depending on the
quality and quantity of the vocabulary he or she has.
Besides, every learning process will go on well if there is motivation. It is
expected that each student come to school having the motivation to study.

Therefore, teacher has to make students productively involved using the work in
the class. This step requires teachers creativity to create the most appropriate
ways for their students. Teaching English is always oriented to master the four
language skills: Listening; Speaking, Reading, and Writing. All the four skills are
very important in teaching English. The language components, such as structure,
vocabulary, spelling, and pronunciation are taught to support developing of the
four language skills. 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 learning English vocabulary takes an
important position . It means that when people lack of vocabulary in English, they
could not speaking English well, write a sentence well, comprehend a text well,
and absolutely could not understand about what the other people say.
Vocabulary is very crucial in language learning and one of the important
factors in learning English especially in teaching elementary school students.
Hornby (1974:954) states that vocabulary is total number of words which with
rules for combining them make up a language. According to Manzo and Sherk
(1971:72) Vocabulary is central of formation, acculturation, reticulation
apparently all learning. Therefore, it is important for teaches to study methods
and techniques in improving students vocabulary so that they can learn as
effectively as possible.
As a teacher, it is necessary to find new teaching media to overcome the
problems and not to forget to motivate the students. Some teachers have used
games, pictures, songs, real object and cartoon as their teaching media to grow the
student creativity in learning process.

Based on writer`s experience in Field Teaching Practice 2012 in MAM 1

Medan, the writer found some common problems in mastering vocabulary faced
the students as follows:
1. They have many difficulties to master the vocabulary, given verbally by
the teacher.
2. The teaching material do not motivate the learners to learn.
There are several techniques in teaching vocabulary proposed by
pedagogues. One of them is Maley (1989:168), who propose seven different
ways working to acquire vocabulary, they are : a). using dictionary, b) Text- based
vocabulary word , c). word building( affixes, etc), d). idiomatic language ( idiom,
proverbs, etc), e). games. Wright (1989:1) stated that games help encourage many
learners to sustain their interest. It means that teaching- learning process cannot be
done only in a serious manner, but it can be done in a relaxing manner as well,
especially in teaching vocabulary.
Who am I game as a part of the games can be use in teaching vocabulary
who am I game can make the teaching condition would be relax, fun and
successful. Because who am I games is very effective to increase students
achievement in learning vocabulary.
Consideration the statement and the reason above, the important
vocabulary, students` problem in vocabulary and strategy of teaching vocabulary
the researcher feel that is important to observe the students ability in vocabulary.
So the researcher tends to choose : Applying game who am I on learning
vocabulary by the students of MAM 1 Medan

B. The Identification of Problem

Based on the background of the study, the researcher formulates the

research question of this study as: The effect of who am I game method in
teaching vocabulary.

C. Scope and Limitation

This study focused on increasing students achievement in vocabulary. The
applying would be used to increasing students achievement in vocabulary was
applying who am I game. The limitation of the study was only to investigated
whether the application of who am I game was effective to increasing students
achievement vocabulary. The researcher only focuses this study on who am I
game to develop students` vocabulary and the vocabularies only focuses on the
teenager life, entertainment and the season as the topics.

D. Formulation of the problems

The problems of this study will be formulated as follows: Did the who am
I game significantly in increasing students achievement vocabulary?

E. Objective of the study

The objectives of the study would be formulated as follows: to find out
whether increasing by applying who am I game in students achievement in
vocabulary

F. The significance of the study

The result of this study are expected that

1. The findings are expected to be useful as input for English teachers in

increasing the students` achievement in vocabulary by using who am I
games
2. Students, to encourage them to be more active and high motivated
students, especially in vocabulary skill by using who am I games
3. Those who are interested and concern to teaching learning process and for
the interest of doing futher research.

CHAPTER II
REVIEW LITERATURE
A. Theoretical Framework
This study is planned to investigate the applying a game who am I on the
students achievement in increasing vocabulary In conducting a research theories
are needed to explain some concepts or terms applied in the research Concerned.
Theoretical framework of this research will be presented and discussed as the
following
1. Description of Teaching and Learning

In teaching and learning process, a teacher should have strategy and

method , so that his students can learn effectively and efficiently. Brown (1980:5)
stated that teaching is a task like hunting or fishing not an achievement like
warning. It means that teacher should make some efforts in teaching the material
Linton stone (1974;6) says, Teaching is not monologue but it is
analogue. Based on the statement we can say that teaching is more than giving
information or lesson to the students but it is how to give it. Teacher should have
certain method and strategy in teaching. Hornsby (1988:16) stated that teach can
mean give instruction to somebody to know or able to do something, give to
somebody skill and give a lesson.
Teaching English in senior high school have four language skills namely
listening, speaking, reading, and writing. The components of language such as
vocabulary, structure, spelling and pronunciations are taught and integrated with
the teaching of four language skills. In order to teaching English in senior high
school appropriately, there are many things that the teacher should pay attention
to. They are among others the English curriculum in senior high school school,
purpose of teaching English, and the materials of teaching English.

2. Description of vocabulary
Vocabulary as one of the language aspects have to be learned when people
are learning a language. Good mastery of vocabulary is important for anyone who
learns the language used in listening, speaking, writing, and reading besides
grammar. Vocabulary profeciency affects to the four language skills in speaking ,
the words students chooses affect how well they are understand and how people

react to them. In writing, there is vocabulary determines how clearly and

accurately they can express idea to others. In listening, their vocabulary influences
how much they understand in class lectures, speeches and class discussion and in
reading, they can get information given by the writer clearly. Burton
(1982:98) said : without a large vocabulary, it is impossible to use English
language precisely and vividly.
Longman Dictionary of Contemporary English ( 1987:1177) defines
vocabulary means all the words that someone know, learn of uses, or a list of
words that are typically used when talking about particular subject or a list of
words with the explanations of their meanings in a book for learning foreign
language. In some literature, we found the meaning of vocabulary . there are
some definitions of vocabulary, Hornby in Oxford Advance Learner`s
Dictionary of Current English (1995:1331), states that vocabulary are:
1. Total number of words which ( with rules for combining them) male up a
language.
2. (rage of) words known to, or used by , a person, in a trede, profession , etc
3. A list of words with their meanings, especially one that companies a
textbook.
Based on the difiniton above, 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 its meaning. According to Huckin an Olsen ( 1983: 462) there
are some principles to expand one`s vocabulary and they are :
1) Whenever you come across a new word, first try to find an informal
difinition of it somewhere in immediate context.
2) If you encounter an unfamiliar word that is not defined in the text, try to
guess or at least narrow down its meaning by using contextual clues.

3) If an unfamiliar word seems to be particularly important and you can not

determine its meaning from contextual clues, consult an authority.
4) Try to get to know words well, especially important words. This means
learning what they mean, how they are used, how they are pronounced,
and what the related forms are.
Alexander (1988:10) said that the vocabulary is central to
formation is accuulturation, articulation, and apparently all learning, very
important for
someone to be able to communicate competently.Vocabulary is not only
words. When we talk about vocabulary, it means that we talk the words.
There are some different ways to think about vocabulary : meaning,
pronunciation,

collocation,

expression,

synonym,

antonym,

and

homonym.
1) Meaning
When we meet words, the first thing we want to know is what it means. If
we do not know

the meaning of the word, we can not understand

what we read and listen. The meaning of

unfamiliar word can be find

by seeking them in dictionary.

2) Pronounciation
When we learn a new word, we have to make sure that we can say it.
Make sure we know which syllable is stressed. It is important when we
speak because the stress of the syllable can bring different meaning
3) Collocation
Collocation is the way to combine the word with other words. There are
many particular words that have special combination in English. For
example: Take medicine, do home work, different form , and disappointed
in, etc. Its incorrect if we say I have to eat medicine
Because collocation of medicine in English is take.
4) Expression

Expressions are groups of two, three, four or more words which always go
together. It is semantic unit having a meaning which often differs from the
sum of meanings of it is saparate parts. It usually consist of verb followed
by preposition, e.g. look over, carry out, turn down, etc. It is often used in
spoken form
5) Synonym
Synonym is a word that means the same, or nearly the same as another
word.
For example:
Smart = clever,
high = tall,
Big
= large,
allow = permit
Oral = verbal,
deny = refuse
Steal = rob,
answer = replay
Banish = exile,
custom = habit
Vacant = empty,
redress = relief
6) Antonym
Antonym is a word that has a meaning opposite to that or another. In other
words two words are said to be antonym when they are in contrary to each
other in meaning.
For example :
Buy >< sell,
dark
>< light
Hot >< cold,
inteligent >< stupid
hard >< soft,
beautiful >< ugly
Best >< worst,
early
>< late
Joy >< grief ,
sweet
>< bitter
7) Homonym
Homonym is a relation that holds between two lexemes that have the same
form but unrelated meanings. Homonyms are the words that have same
phonetics form ( homophones) or orthographic form ( homographs) but
different unrelated meanings.
For example :
Pale and pail,
male and mail,
week and weak,
meat and meet,
crews and cruise,
dear and deer,
die and dye,
dual and duel,
fair and fare,
blew and blue,
brake and break,
cent and sent,

3. Types of vocabulary
Teaching vocabulary is important in language acquisition. Vocabulary is
one element that links the four skills of listening, speaking, reading, and writing
all together. One of the requirements to communicate well in a foreign language,
students should have an adequate number of words. According Celca-Murcia
(2000:76) there are two kinds of vocabulary, as follows: productive and receptive
3.1 Productive vocabulary
Productive vocabulary is the lexical terms which the students can
remember and use appropriately in speaking and writing. Receptive vocabulary in
the lexical items which the students familiar and understand when they meet them
in the context of reading and listening materials.
Productive vocabulary is used to speaking and writing, the stage of
teaching and learning must end with vocabulary practice, where the students get
an opportunity to try to use the vocabulary in context. Different from productive
vocabulary, receptive vocabulary is only presented until the students know the
meaning to understand the context of reading or listening.

3.2 Receptive vocabulary

Receptive vocabulary is that set of words for which individual can assign
meanings when listening or reading. These are words that are often less well
known to students and less frequent in use.Meanwhile Aebersold and Field
(1997:139) classify into active and passive.
1. Active vocabulary refers to put item which the learner can use
appropriately in speaking or writing, and it is also called as productive

vocabulary, although in fact it is more difficult to put into practice, its

means that to use the productive vocabulary, the students must to know
how to pronounce it well, they must be familiar with collacation and
understand the connotation meaning of the word. This type is often used in
speaking and writing skill.
2. Passive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening and also called as
receptive vocabulary.
From the explanation above, we can conclude that active vocabulary or
productive is all the words used in daily activities, partly while, passive
vocabulary or receptive is all the words recognized and understood, and not
necessarily used. In general, recognition or receptive vocabulary is larger than
productive vocabulary.
4. Teaching Vocabulary
Vocabulary is number of words of language which is based on native
speaker experiences. Because each experience, even thing and idea has name
which is called word. Every language has many words. According to Webster
new International Dictionary, a language has 450.000 words. Therefore, it is
impossible that someone be able to master all the words a certain language
although in language himself. Teaching vocabulary is seen as incidental to the
main language teaching namely the acquisition of grammatical knowledge about
the language.
Vocabulary is necessary to give the students to hang on it self though the
two are obviously interdependent and the teachers should be the some kinds of
expertise in the teaching communication as they do in teaching of structure.

The goals of vocabulary teaching must be more than simply covering a

certain number of words or the word list. The teacher must look to how teaching
technique numbers can help realize their concept of what it means to know a
word. As in all areas of the syllabus, on understanding the nature of what they
are teaching should be reflected in the way about teaching it. Brumpit (1984:15)
said that vocabulary has been one area of the syllabus while the link between
method and technique has been developed
Kustari (1988:15) says, Teaching vocabulary is guiding students to define
the meaning of words and arrange words in correct sentences. In other words
,teaching can be defined as lead the students to identify the meaning of the target
language and in this case is English. Than , the teaching vocabulary does mean
teaching word has different meaning depending on context. They a los change
the meaning of the words form changes.
While in the oxford advanced Dictionary (1986:959) the meaning of
vocabulary is a total number of words which ( with rules for combining team)
make up a language. But as learners of English as a foreign language, our aim of
learning English is to unable us to master the vocabulary more closely to the
native speaker.
Based on the explanation above, it can be said that teaching vocabulary is
a set of work done by a teacher to enable the students to master the total amount
of words (vocabulary) presented in the vocabulary test.
5. Who am I game
Who am I game as parts of the game are always seen in our daily life.
People these games to spend their leisure time to be relaxing, sometimes they do
just for fun. According to Klippel (1994:13). the basic rule of who am I game is

eminently simple, one person knows something that another one wants to find
out. Wright and Buck say ( 1990:169), essentially, in who am I and speculating
games, someone knows something and the others must be find out what it is. In
addition, according to Webster (1986:1008). Who am I game is game in which
the participates compete individually or team in the identification of something
indicate obscurely ( as riddles or charades).
Based on the definition , it can be conclude that who am I game in which a
person or participant knows something and competes individually or in team to
identify or to find out it.
6. Teaching Vocabulary Through who am I game
Teaching vocabulary sometimes is really notice realize by teachers or they
even ignore it. They just pay a very little attention to vocabulary teaching they
regard that vocabulary can be gained by students automatically in the process of
language teaching that
while having a lesson. Some regard that it can be done simply learning the
language skill such as listening, speaking, reading and writing.
Games can be applied in teaching learning english . This idea is
supported by Wright, Betteridge and Buckby (1989:2) games can be found to
give practice in all skills ( reading, speaking, listening, and writing) in all stages
on teaching- learning sequences... Besides on the statements above, it is clear
that all skill can be applied in teaching, one of them is vocabulary.
There are many reasons a teacher uses games in teaching vocabulary,
games give students chance to use English orally, it means that students can
practice and develop their ability to speak English. Games provide fun and relax
while remaining very much within framework of language learning. It is expected

for shy or slow learners can be active participants to show their ability and find
their confidence in communicating in the foreign language.
It says that who am I game give students do not feel bored during learning
process. Nevertheless, the most important thing is to give the students in
practicing their English. the teacher can teach many kinds of topics such as about
animals, profession or people.
Based on the statement above, we can conclude that who am I game give
attendents more chance in formulating question. But we know that language
classes are spend answering questions put forth by teacher or text book. So, by
using this game students are ask to practice in formulating questions.
There are several steps to apply who am I game according to Wright and
Buck (1990: 73), the procedures are:
1. The teacher gives the card to the students which have a word related to the
topic
2. The teacher asks the students to describe the word that they get
3. After preparations teacher asks the students to write or to speak in front of
the class
4. The rest of the class has to guess the word
5. The one who describes the word gets the point if the class can guess the
word
For example:
I am a kind of primate
I like climbing the three and also have long tail
My favorite fruit is banana
Who am I?
6.1 The Role of Teacher
The teacher role is central as an active judge. She dominates the teaching
learning process. She is available to provide assistance if required, makes
correction sand offers extra clues. She controls the direction, monitors and

corrects the students` performance and answers. The teacher must judge the
correctness of the students` response .

6.2 The Role of Students

Students pay a reactive role by responding so stimuli. They should
contribute as much as they gain in the classroom. If the students are successfully
doing the who am I games, they will apply the new vocabulary which has just
been learnt into the lesson. It is needed for recalling the vocabulary
B. Conceptual Framework
The quality of language skills depends on the quality and quantity of
vocabulary . it affects the ablity and skills in expressing ideas of aright teacher.
Teaching vocabulary is a very important task in teaching English. By using good
method or technique to present and revise new vocabulary items used in text
book, student will find words easier to remember and will become more
motivated in class so that they can increasing their vocabularies achievement.
Who am I game is consider as an effective and enjoyable technique to
teach vocabulary because it enables students to practice, express their idea and
discuss the meaning of new vocabulary.
Who am I game is a technique that can be used in speaking and writing.
Students can generate their ideas and write them into W-H question. Than, they
think more about other words in sentence to describe the secret words. This
process teaches students to be accustomed to have a critical thinking. Therefore, it
is expected by using Who am I game to generate the better result in increasing
students `vocabulary achievement

CHAPTER III
METHOD OF RESEARCH

A. Location
This Research was conducted at MA Muhammadiyah 1 Jl. Mandala by
pass No. 4 Medan. This location was choosen because the same research has
never been conducted in this school.

B. Population and Sample

The population was the students in tenth grade of 2013/2014 academic
year which consisted of 28 students. There were one singgular classes in MA
Muhammadiyah 1 Jl. Mandala by pass No.4 Medan the study namely students of
class X. The class consisted of 28 students. They were 13 boys and 15 girls. All
the population were taken as the sample. This subject was choosen because
during the researcher as English teacher in MA Muhammadiyah 1 Medan, it was
found that many students difficulties to mastering the vocabulary and the
teaching materials do not motivate the learners to learn.

C. Research Design
This study was designed as classroom action research. Action research is
learning by doing it is conducted by the teacher as classroom participant. As
teacher , he/she needs to know what is actually happening in classroom,
collecting data and evaluating her/his own teaching, do something to solve it, see

how succesfull his/her effort were, and if it is not satisfying, try again until
showing the increasing of changing.
The action research was started at pre-test meeting,the researcher
distributed the questionnaire of personality and did the interview to find out the
inrovert students and their difficulties in vocabulary and the resarcher gave the
pre-test item to know their vocabulary ability.the procedure of this research was
conducted within two cycles. Each cycle consist of three meetings. So, there
were seven meeting in this research.
D. The Instrument of Research
In Collecting the data, the following instrument were used
1. In vocabulary test, it was used to assess studnts` vocabulary. In this
case, vocabulary test is multiple choice test. The student will be
answer the questions in the multiple choice test about teenagers
life, entertaiment an season that they have learned by applying who
am I game.
2. Observation sheet
The researcher choose English teacher of class X Senior High
School as observer
3. Interview sheet
The interview sheet was conducted to get informatiom related to
the students` English ability background which included their
opinion about English, their interest in English, and their
difficulties in learning English. The interview sheet was done by
asking some questions to the students and the form teachers as the
object interviewed. The result of interview indicated that Who Am I
Game really helped both the teacher and the students in learning
vocabulary. The students were interested in learning vocabulary by
applying the technique.

4. Diary Note
The diary notes were used to record whatever was happening in the
class when the research took place. And the diary notes indicated
that the students were respect and responsive to learn vocabulary
by using Who Am I Game. Besides, this technique situated them
into group where the students could fulfill one to another in their
learning .
E.The Techniques for Collecting Data
The techniques for collecting data will be conducted by administrating 2
cycles. The first cycle will consist of three meetings and the second cycle will
consist three meetings. Each cycle have four stage, they are: Planning, Action,
Observation, and Reflection.

The Process of Action Research (Adapted from Hopkins, 2009: 150)

Plan
Cycle 1

Reflective
Action/observation

Revised
Plan

Cycle 2

Reflective
Action/observation
Revised
Plan

Critical process of action research continues

1. The First Cycle

In this cycle, the students vocabulary skill was measured and their
problem in vocabulary skill was analyzed.
1.1 Planning
In planning, first of all the researcher prepared 3 lesson plan for three
meeting, which applying who am I game and media would be used in
teaching learning process, in this phase, the researcher also prepared
the diary notes and observation sheets to be used during the teaching
learning process.

1.2 Action
In this phase, the researcher as the teacher applied the lesson plan had
been arranged before. Next, the researcher asked the students about
their prior knowledge and mentions all the words that related to the
topic then write all the students` words in blackboard/whiteboard.
Dividing the students in to pairs or group and gave them the cards or
piece of paper which had a word related to the topic. And then,
guiding the students to describe all the words into several questions,
each group have to chooses one person as a leader to talked about
without letting anyone in other group overhead. After that, asked the
leader from one group to tell about their discussion, the rest of the
group have to guess what the leader mean. And the reseracher as the
controller was to make sure that the students does not break the
rulesof the game.
1.3. Observation

The observation was done by a student of English department. It was

done to observe the teacher`s and students` attitudes during the
teaching learning process. Based on the result of observation, the
teacher had tried to teach them as written in the lesson plan. Most of
students were enthusiast and enjoyable the writing class even though
there were some students who made the noisy during teaching
learning process.
1.4. Reflection
The reflection was done to evaluate the teaching learning process. The
success level of teaching learning process in cycle I increased before
teaching vocabulary through who am I game. Students who were
success in learning ( students who get score 70 ) in vocabulary test I
were just 50%( students). Based on the data from writing test I, the
teaching learning could not be called success because the class was
called success if 80% had reached score 70. It happened because
the students still found problem to construct the sentences in good
grammar. From the data, the researcher decided to continue cycle II in
order to get the better result.
2. The Second Cycle
The cycle II was conducted in three meetings. The first cycle has
showed that the use of who am I game in teaching vocabulary
improved their scores in test but because only 50 % students got
point70, the class could not be called success in learning. The
researcher wanted the class to success in learning. Therefore the
second cycle was done by the researcher so that the class was called

success in learning . similiar to the first cycle, the researcher also

conducted this cycle same four phases as follows:

2.1 Planning
a. Preparing and designing the lesson plan and media will be used
during this cycle
b. Preparing research instrument, such as observation sheet to observe
the teaching learning process
c. Giving more motivation to the students, the researcher motivates the
students the important of vocabulary in studying English.
d. Having seen first cycle that many students were inactive in teaching
and learning process. The researcher would control every group by
asking, everything they did not understand about the process.
e. Redesigning the procedure of teaching vocabulary by applying who
am I game.
f. Preparing the test to measure the result of the study.
2.2 Action
In this phase, the researcher still used who am I game as a technique.
The first steps, the researcher explained about the topic and order to
the students to mentions the words that related to the topic. The
second steps, the researcher devided the students in to pairs group
and distributed to them the card or piece of paper which had a word
related to the topic. The third steps, guiding the students to describe
all the words inti several questions and order one from them to come
in front of class and the rest of the group have to guess that word.
The one who can guess it got the point and if the class can not guess
the word the one who describes got the point.
2.3 Observation

The observation which was done in the second cycle showed that
most students were more active and enthusiastic than that in the first
cycle. After knowing the result of their test in the first cycle, the
students tried to give their attention to teacher`s explanantion fully
and did what the teacher instructed to do. They were nore enjoyable
play the game. The teacher always monitored them carefully either
when teacher was explaining about the topic or when the test was
done. The teacher was able to manage the class so the student
participated in teaching learning process.
2.4 Reflection
After evaluating the students` vocabulary test, the researcher found that
the students` score improved and most students got score 70.based on the
observation and test score showed that most students had understand about the
topic and got a lot vocabulary.it could be proved from the percentage of the
students who get score 70 in cycle II was 100% . The class is called success in
learning if 80% students have got score 70.it means that the class called
success in learning and there was the score improvement from the cycle I until
cycle II. Therefore, the researcher decided to stop the research until this cycle.
F. Techniques for Analyzing Data
This study applied qualitative and quantitative data. The qualitative data
analyzed from interview sheet, observation sheet, and diary note. The
quantitative data was used to describe data was not enabling to being counted
or measured in an objective way, and therefore subjective.The quantitative

data was used to analyze the score of the students`, the researcher observed
their activities by using who am I game that is given to the students.
To know the development of the students` score for each cycle, the
mean of the students were computed and to catagorize the master students.
X

X
N

x 100%

Where:
X
X

= the mean of the students

= the number of the students

= the total score

To categorize the number master of students, the researcher continues it by

applying the formula:
P

R
T

x 100%

Where:
P = the percentage of the students who got the point 70
R = the number of students who got up the point 70
T = the total number of students who did the test

CHAPTER IV
THE DATA AND ANALYSIS

A. The Data

This study applied quantitative and qualitative data. The

quantitative data were taken from the mean of the students score in vocabulary
test- multiple choices. The qualitative data were taken questionere, observation
and diary note. This research was conducted in one class exactly to 28 students. It
was accomplished in two cycle. Every cycle consisted of steps action research.
They are (planning, acting, observing, and reflecting). The first cycle including
pre-test was conducted in four meetings. The second cycle was conducted in
three meetings all together.

1. The Quantitative Data

The quantitative data were analyzed by scoring students` vocabulary tests
carried out two cycles of classroom action research. The researcher took 30
vocabulary test-multiple choices scores to show the effect of applying who am I
games on the students learning in vocabulary.

Table 4.1.
Table of students score in Pre-Test, Cycle I and Cycle II
No

Students Initial

Pre
Test

Cycle I
2
3 Mean

Cycle II
1
2

Mean

1
2
3
4

Aida Fitri
Ansor Maulana Lubis
Ayu Wandira
Badaruddin

44
40
52
52

56
56
64
68

64
72
72
72

72
76
80
76

64.00
68.00
72.00
72.00

76
80
84
84

88
92
88
92

92
96
92
10

85.33
89.33
88.00
92.00

Bella Nia

72

76

80

80

78.67

88

96

0
10

94.67

92
88
92

0
96
96
10

89.33
89.33
93.33
88.00
96.00

6
7
8

Dinda Anggina S.Lbs

Fitrah Riadoh Lubis
Guntur Maulana

36
44
56

56
64
60

72
72
72

76
80
76

68.00
72.00
69.33

80
84
88

9
10

Hanif Maulana
Irham Bunayya Lubis

40
72

56
76

68
76

76
84

66.67
78.67

84
92

88
96

0
92
10

11

Khairani

72

72

76

88

78.67

92

96

0
10

96.00

92

0
10

93.33
94.67

12

Maisyarah

52

64

68

76

69.33

88

13

Marhamah Safitri

72

76

76

80

77.33

92

92

0
10

14
15

Mas Aditya
Maya Lestari Sitorus

36
72

52
76

68
80

76
80

65.33
78.67

84
92

88
96

0
96
10

89.33
96.00

92
88
96

0
96
92
10

92.00
85.33
96.00
93.33

16
17
18

Muhammad Rezeki
M.Ulul Azmi
Nuraisyah Dewi

40
40
52

52
52
60

72
60
72

76
68
88

66.67
60.00
73.33

88
76
92

19

Pipin Papanji

72

76

76

80

77.33

84

96

0
10

20
21

Rani Rabbaina
Rizki Sabana

60
72

68
76

72
80

76
80

72.00
78.67

84
92

88
96

0
96
10

89.33
96.00

88
92

0
96
10

86.67
90.67

96

0
10

96.00

88
96

0
96
10

86.67
93.33

22
23
24
25
26

Siti Masitah
Siti Maulana Nst
Syahnen Ain
Yogi Sukmana
Yudi Brampu

36
44
60
48
52

48
60
72
56
60

68
72
80
64
68

72
76
84
72
76

62.67
69.33
78.67
64.00
68.00

76
80
92
76
84

27
28

Yumnia Rianti T
Muhammad Sandi

48
56

56
64

60
72

76
76

64.00
70.67

84
80

88
88

92
10

88.00
89.33

Tabel 4.2.
Table of Students Score from the First Until Last Meeting
Test
Pre- Test
First Cycle
Second Cycle

Students Score Got 70

7
14
28

Precentage
25%
50%
100%

2. The Qualitative Data

The qualitative data were analyzed from the diary notes, interview and
observation sheet. The diary note were used to record whatever was happening in
the class when the research took place. And the diary notes indicated that the
students were respect and responsive to learn vocabulary by using who am I game.
Besides, this technique situated them into group where the students could fulfill
one to another in their learning.
The interview sheet was conducted to get information related to the
students` English ability background which included their opinion about English,
their interest in English, and their difficulties in learning English. The interview
sheet was done by asking some questions to the students and the form teachers as
the object interviewed. The result of interview indicated that who am I game
really helped both the teacher and the students in learning vocabulary. The
students were interested in learning vocabulary by applying the technique.

The questionaire showed their good response after teaching t and giving
this model during teaching and learning process, from the observation sheet was
done by the grade students of Muhammadiyah Universty of North Sumatra as the
collaborator in order to evaluate the two cycles of classroom action with research
with who am I game done by researcher, so the weakness found in cycle one could
be resolved in cycle two.
The example of the qualitative data can be seen below

Table 4.3
Table of Activities Observed: Teaching Learning Process
Focus

Topic
-

The teacher explains the lesson

about who am I game

The teacher give the students a

Cycle I
Yes No

Cycle II
Yes No

chance to ask about who am I

Self/ the
researcher as

game
The teacher give an interested

question
The teacher observes the

discussion process
The teacher motivates students

the Teacher

to active in studying who am I

-

game
The students listen/ pay

attention to the teacher

explaining about who am I
Students
-

game in front of the class

The students deliver question

when the teacher gives them

-

chance
The students ask the teacher

about the question actively and

-

seriously
The students ask the teacher

about who am I game steps

context

which is unclear for them

All the students come to follow

the test
The student use dictionary to

help them to speak English

The students feel intrested in the

question provided
The students always get out and

get in classroom during teaching

-

learning process
All of the students collect

questionnaire test
The classroom is far from

crowded
The classroom is comfortable
The classroom is noisy
The classroom is pleasant
The classroom is peaceful

Table 4.4
Table of Questioner Sheet Score
(A) Very easy (B) Easy (C) Difficult
No
1

Questions
Before you know the Who am I game,

A
0

B
4

C
46

Number
50

Word
Difficult

English?
Before you know the who am I game

44

50

Difficult

how do you find

After you know the who am I game,

38 1

50

Very

how do you think about vocabulary in

how do you think of vocabulary in

Easy

English?
After you know the who am I game how

41 8

50

Very

to find the clue from the question?

What do you think of the who am I

43 7

50

Easy
Very

game in English?

Easy

B. The Data Analysis

1. The Analysis of the Quantitative Data
Seven meeting were conducted in this research and one of them was for
the pre-test. The researcher gave vocabulary test in each meeting. It was decided
to take the result of test in the third meeting as the sample of the students
vocabulary test in the first cycle and the second cycle until the end of the second
cycle of this research, students` vocabulary scored improved.

Table 4.5
Table of the Improvement Students Score
No

Students Initial

1
2
3
4
5
6
7
8
9
10
11

Name
AF
AM
AW
BA
BN
DAS
FR
GM
HM
IB
KR

Pre-Test
44.00
40.00
52.00
52.00
72.00
36.00
44.00
56.00
40.00
72.00
72.00

Cycle I
64.00
68.00
72.00
72.00
78.67
68.00
72.00
69.33
66.67
78.67
78.67

Cycle II

Improvement

85.33
89.33
88.00
92.00
94.67
89.33
89.33
93.33
88.00
96.00
96.00

Score
21.33
21.33
16.00
20.00
16.00
21.33
17.33
24.00
21.33
17.33
17.33

12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

MS
MSF
MA
ML
MR
MUA
NDP
PP
RRA
RS
SM
SMN
SA
YS
YB
YRT
MS
x
X

52.00
72.00
36.00
72.00
40.00
40.00
52.00
72.00
60.00
72.00
36.00
44.00
60.00
48.00
52.00
48.00
56.00

69.33
77.33
65.33
78.67
66.67
60.00
73.33
77.33
72.00
78.67
62.67
69.33
78.67
64.00
68.00
64.00
70.67

93.33
94.67
89.33
96.00
92.00
85.33
96.00
93.33
89.33
96.00
86.67
90.67
96.00
86.67
93.33
88.00
89.33

1492.00
53.285

1984.01
70.857

2557.31
91.33

24.00
17.34
24.00
17.33
25.33
25.33
22.67
16.00
17.33
17.33
24.00
21.34
17.33
22.67
25.33
24.00
18.66

1. The highest and the lowest score of the first cycle were 78.67 and 60.00
points
2. The highest and the lowest score of the second cycle were 96.00 and 85.33
points
3. The total score of the first cycle was1984.01 and in the second cycle were
2557.31 So, the total score of the second cycle was higher than the first
cycle.
The improvement the students` score in vocabulary by applying who am I
game could be seen from the mean of the students` score during the
research, the researcher applied the following formula:
X

Where:

X
N

x 100%

X
X
N

= the mean of the students

= the total score
= the number of the students
In pre-test, the total score of the students was 1524.00 and number of the

students was 28, so the mean was:

X

25858.00
57.16
50

In test of cycle I, the total score of the students was 1984.01 and the
number of the students was 28, so the mean was:
X

3559.62
71.19
50

In test of the cycle II, the total score of the students was 2557.31 and
number of the students was 28, so the mean was:
X

4488.33
89.77
50

The mean of the students`score in the cycle II was the highest of all
meeting, so it could be said that the students` vocabularyby used who am I game
increased from 53.285 to 91.33 the number of master students was calculated by
applying formula
P

R
T

x 100%

Where :
P

= the percentage students who get the point 70

= the number of the students who get the point up 70 point

= the total number of students` who do the test

P1

= the percentage of the students who got point 70 to 100 in pre test

P2

= the percentage of the students who got point 70 to 100 in cycle I

P3

= the percentage of the students who got point 70 to 100 in cycle II

The percentage of the improvement of students` vocabulary could be seen

as follows:

12
x100 24%
50
33
P2
x100 66%
50
50
P3
x100 100%
50
P1

The result showed the improvement of the students score from the pre-test
to second cycle. The pre- test only 25%( seven students) who got 70 points. The
first cycle was 50 %( fourteen students) who got 70 points it means there was an
improvement about 25 %.
In the second cycle there was 100%( students) who got 70 points the
improvement was 50%. it can be concluded that who am I game could apply in
teaching learning vocabulary.

2. Analysis of Qualitative Data

2.1 The Situation and Background
Before conducting the first cycle, the pre test was given in the first
meeting. The pre test was vocabulary test while doing the pre test, there were few
students who were complaining because they have many difficulties to answer the

vocabulary test. It seemed most of students did not answer the question. They
were very busy to look for the meaning in the dictionary ,and many of the cheated
their friend for got the correct answer.the mean of the pre test was 53.285

2.2 The Data of First Cycle

The first cycle was done in three meeting, as follows

1. Planning
The plan was arranged before doing the research. First of all, the
researcher prepared the lesson plan which applied who am I game
in teaching vocabulary and media.
2. Action
The following is the procedure of the action in cycle I
1. First, the researcher reviewed the students whether they have ever
learned about teenagers life, entetaiment and season vocabulary.
The researcher motvated the students by teaching them the
importance of learning vocabulary.
2. Next, the researcher introduces the topic like the Teenagers life,
Entertaiment and Season. Some example:
1. It is a reptile
it is green or brown
and it has long body and no legs
some of them are poisonous
who am I?
Answer

: snake

3. After giving the students explanations the researcher dividing the

students in to pairs or group and gave them the cards or piece of
paper which had a word related to the topic.
4. And then, guiding the students to describe all the words into
several questions, each group have to chooses one person as a
leader to talked about without letting anyone in other group
overhead. After that, asked the leader from one group to tell about
their discussion, the rest of the group have to guess what the leader
mean.
5. And the reseracher as the controller was to make sure that the
students did not break the rules of the game.
3. Observation
The obeserver of the action was one of the teacher in that school. The
teacher obeserved the students while they were learning by applying
who am I game and also investigated the situation and the problems
during teaching learning process in the classroom. The observation
was put on the questionnaire sheet of the teacher.

4. Reflection
In this stage, the researcher reflected on everything taht she had done
and made conclusion. The result of the first cycle did not reach the
goal determined. It happened because the students still found problem
to construct the sentences in good grammar. From the data, the
researcher decided to continue cycle II in order to get the better result.
2.3 The Second Cycle
1. Planning

In this stage, the researcher prepared lesson plan, media and

emphasized the teaching learning process and teaching vocabulary by
applying who am I game . the researcher tred to make process of
teaching and learning more interesting. So that the students fell
enjoyable, happy and interested in learning vocabulary. Beside,
researcher also prepared vocabulary test- multiple choices.
2. Action
In this stage, the researcher motivates the students before applying
lesson plan for cycle II. The researcher still used who am I game as a
technique to the students. The researcher as a teacher gave more
examples of who am I game was still related to the lesson material.
3. Observation
The observation was still done for the last time, the actively of the
students was observed and it showed that most of the students wwre
interset in vocabulary learning about teenagers life, job and season.
They could get the best score in answering the question.
4. Reflection
Having evaluated the students` vocabulary test multiple choice, the
researcher found that the students` score shoewed the improvement.
Based on the observation and the result of their vocabulary test, the
reseracher concluded that the students had successed improve their
vocabulary by applying who am I game. The students` score in second
cycle had increased than in first cycle.
The percentage of the students who had successed to improve their
vocabulary by applying who am I game in first cycle only 50% while

in the second cycle the percentage was 100% this improvement made
the researcher stop the research until this cycle.
C.The Research Finding
The result of the research indicated that there was an imrovement
on the students` vocabulary by applying who am I game. After collecting
data, the mean of the pre-test was still low ( 53.285) and then it was done
cycle I. After dooing the action by applying who am I game in cycle I, the
result of the first had increased from the pre-test (70.857) . Then, after
giving action in cycle II, the result of the second competence test had
increased significantly from cycle I (91.33) . it implied that applying who
am I game in teaching vocabulary was effective as it could improve the
students

vocabulary

and

also

helped

teacher

to

teach

reading,writing,listening and speaking in English.

The qualitative data that were taken from questionnaire sheet also
showed that the students` interest in English learning because they could
share their knowledge in answer the question in English subject.

CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion

After doing the research and analyzing the data, the writer could conclude
that Who Am I game had significantly improved the students` achievement in
vocabulary. It was found out that students` score increased from pretest until the
test of cycle 1 and test of cycle 2. It is shown from the improvement of the means
of students` score namely the mean of test of cycle I (70.857) was higher than the
mean of the students`score in pre-test (53.285)and the mean of cycle II (91.33)
was higher than the mean of the students` score in test I (63.285). it can be stated
that the score continuously improved from the pretest until the test of cycle 2.
Who am I game can make the learners be active in learning English and also to
show their ability in communicating in the foreign language. In other words,
teaching vocabulary by who am I game is succesfully done and brings good
improvement to the students` achievement.
B. Suggestions
In relation to the conclusions above, suggestions were put forward as
followed:
1. English teacher , it is useful as one of the alternative technique to
teach vocabulary
2. The teacher also can active their mind by using the technique of
ask and answer to teach vocabulary to the senior high school
students.
3. For the students, students feel more intrested and motivated in
increasing their vocabulary
4. For the reader, it is very useful as information for those who are
interested in conducting research related to this study.