Introduction

Today's English has taken an important part in the globalization era so learning English
is an obligation that must be understood and mastered. In Indonesia, English is a foreign
language taught in schools ranging from basic level to college level. The need for English
competence is higher considering because of globalization of the world today. The magnitude of
the demand to master the competence of English will affect to the curriculum which is designed.
Curriculum used today is oriented to competence; learners are required to have certain
competencies or skills as a result of the learning process at school.
Education based-competency emphasizes to the ability that must be possessed by
graduates of an educational level. Competence is a statement that describes the appearance of
certain ability unanimously which is a combination of knowledge and ability that can be
observed and measured. Graduate competence is the main capital to compete at global level,
because the competition that occurs is on human resource capability. Therefore, the application
of education based-competency is expected to produce graduates who are able to compete in the
global level. Competence which is often called the standard of competence is the ability that
generally must be mastered by graduates. There are four competencies in English that should be
mastered by learners, they are listening, speaking, reading and writing.

Reading skill is one of the language skills that students must be mastered. However, the facts is
most of the students of PGMI Faculty of Tarbiyah and IAIN Mataram are not able to understand
reading texts in English. This is evidenced by result of reading test, 60% of students’ learning
outcome is in insufficient level. This is due to the lack of basic skills of reading such as mastery
of vocabulary, mastery of techniques and strategies to read in English, as well as students' lack of
understanding of the organizational structure of the text. From some of the above causes,
vocabulary mastery is one of the most dominant factors that cause most PGMI students are not
able to understand reading texts in English. Therefore, the mastery of vocabulary in reading
learning should be the main concern when it wants to improve the ability in comprehending
English texts.
Vocabulary mastery should not be conveyed conventionally as assigning students memorize a
few words in each meeting and then memorized at the next meeting, but must be delivered in
ways that attract attention so that students are very enthusiastic to carry it out and do not seem to
burden them. One of the ways is by using games. Games used should be in accordance with the
purpose of learning.
Based on explanation above, the researcher would like to conduct research about the
implementation of observe and remember games to increase students’ vocabulary mastery in
reading comprehension.

Literature Review

1. Teaching and learning reading / Reading Comprehension

Reading is essentially a process of constructing the meaning of messages conveyed through
written symbols. In the process, the reader integrates or links information, messages in writing
with the knowledge or experience that the reader has. In the process of reading, the reader uses a
variety of skills including physical and mental skills. The constructive aspects of the reading
process include activities using visual sensory impressions and interpretation results together
with background experiences to build meaning. Building the meaning of reading is an active
process in reading. The reader not only absorbs meaning by taking from the words seen with the
eye, but they also have to interact with the text through the information that is in the background
of knowledge that the reader has.
Reading is a very useful activity for everyone. There are several purposes of reading, namely as
follows: a). Reading to obtain details or facts; B). Reading for key ideas; C). Read to know the
order or organizational composition of the story; D). Reading to collect references; E). Reading
to classify or classify; F). Read to rate or evaluate. The ability to read and understand English
reading is needed. In addition to the many excellent and readable reading books presented in
English, the rapid flow of information in cyberspace about the development of the world in any
field is also always presented in English with the assumption that the world community can
understand. So, in order not to miss the information, now everyone is required to learn English
and improve reading skills. Here are some ways to learn English to improve reading skills,
namely: a). Expand vocabulary; B). Improve grammar ability; C). diligently read the text in
English.

2. Vocabulary
Vocabulary is one of the important components in learning the language. The more a vocabulary
a person has, the higher the academic success of his or her language learning. Vocabulary is a set
of words that are known to mean and can be used by someone in a language. A person's
vocabulary is defined as the set of all words the person understands or any words that the person
might use to compose a new sentence. The wealth of a person's vocabulary is generally
considered to be a picture of his intelligence or level of education. Understanding vocabulary is
generally regarded as an important part of the learning process of a language or the development
of a person's ability in a language that has been mastered.
Mastery vocabulary is the most basic thing that must be mastered by someone in learning
English which is a foreign language. How one can express a language if he does not understand
the vocabulary of the language. Especially if that is learned is a foreign language, so the mastery
of language vocabulary is something that is absolutely owned by language learners. If someone
has an adequate English vocabulary then it will automatically support the achievement of four
English competences earlier. Similarly vice versa without having an adequate vocabulary
someone will have difficulty in achieving the competence of the language above.
In a research stated that the understanding of a text also depends on the size of vocabulary owned
by someone. The ideal amount of vocabulary that beginner learners must have is between 2500
to 5000 words to support language learning. But this is less owned by someone who learns
English in our country; especially English is a foreign language so that the use of language is
only on certain things and needs only.

3. Using games in teaching

A game is an activity that contains elements of rules, goals and sense of fun. There are two
common types of games: competitive games, where players or teams compete to be the first to
reach goals and co-operative games where players and teams work together to achieve goals. Jill
hadfield (1984) states game is an activity with rules, a goal and an element of fun. One of the
most important reasons for using teacher and student is immensely enjoyable.

Inviting students to play while studying turned out to provide many benefits for both teachers
and students. The benefits for teachers, among others: a). Teachers will more easily explain the
subject matter, when applied in the form of a game; B). Teachers can also make the classroom
atmosphere more lively; C). Teachers will get their own achievements in which the Teacher is
able to make all his students participate actively during the teaching and learning process in the
classroom. For Students, the benefits of playing while learning include: a). Students will more
easily understand the subject matter being studied because it is presented in the form of a game;
B). Games can reduce or even eliminate boredom Students learn in the classroom; C). Students
can more easily and quickly remember the subject matter; D). Students become active in the
classroom; E). Students will have a sense of solidarity and sportsmanship among his friends.
Games have or use a variety of techniques or ways. These techniques include information gaps,
guessing games, search games, matching-up games: jigsaw, exchange games And exchanging
and collecting games, combining activities, puzzles, role-plays or simulations and vocabulary
games. All forms of the above games can be combined and applied as needed

4. Observe and remember games

Observe and Remember Games is one type of vocabulary game that aims to test one's ability to
observe and remember vocabulary. This game can be used for all levels; elementary,
intermediate, and advance. In addition, these games are easy to apply and do not require media
or items that are hard to find. In many literatures, these games are very much applied to increase
the number of vocabulary mastery of a person significantly 23.
The Stages of Implementation Observe and Remember Games are:
a. Before the class begins, collect a variety of easily identifiable small objects such as
pencils, erasers, rulers, pens, books, spoons, buttons, glue or any item that suits the
language level of the students. Put the items on the table in front of the class.
b. Students are asked to come forward and observe the objects with time limits, e.g. the
students are limited to observing the objects for 2 minutes, and then the students are
asked to sit back. Instruct students to pick up pencils and paper and begin to write down
the names of objects that have been observed in English. When students sit back close the
objects that are observed with a cloth or whatever so that students do not see these
objects. Limit the time when students write the objects that have been observed for
example for 5 minutes.
c. After the time given for writing the items is finished, the students are asked again to
come forward to give the names of the objects and mention them one by one. The student
who wrote the most and mentioned things correctly was the winner.
 d. The number of objects used in observes and remember game should match the level of
the student's language. For elementary level, it can use 12 objects, for intermediate level
can use 15-20 objects, and for the advanced level can use 25-30 objects.
e. Observe and remember games are not always just using real objects as a medium to
observe the word and memorize it. But can by using the image media to represent the real
thing that he wants to use in the games.
f. The use of real objects and drawings devoted to the type of noun. If the word you want to
use is an adjective, then the images used are expressions or other types of images that can
represent or describe the type of the word. If the word you want to use is a verb, then
there are two commonly used ways namely; (1) using images of persons / animals
performing activities in accordance with the said verb (2) by using the meaning of the
said verb in Bahasa24.

23
Rini, Ayu.2006. Excellent English Games. Jakarta: Kesaint Blanc

24
http://www.belajarbahasainggris.us/2012/12/permainan-kosa-kata-vocabulary-games.html,
diakses 1 Maret 2014
Research Methods
This research uses classroom action research to increase students’ vocabulary mastery through
the Application of observe and remember games in reading comprehension. The instruments
used in this research are reading test, observation form, and documentation. The implementation
of the action consists of 2 (two) cycles in which cycle I consists of the planning, action,
observation and reflection phase, while cycle II is the improvement steps based on reflection of
cycle I. All the data collected is analyzed to get the answer. Observe and remember game able to
Increase students’ vocabulary mastery in reading comprehension pgmi department faculty of
tarbiyah and teacher training of iain mataram.

Research Result
This classroom action research was conducted in an attempt to increase vocabulary mastery of
students in reading comprehension by applying observe and remember games. Vocabulary plays
an important role in the mastery of foreign languages, the more vocabulary a person has, the
easier it is to develop four language skills.
Students' success in increasing vocabulary mastery is supported by the lecturer’s way to
introduce the new words to the students. The classical way of asking students to gather
vocabulary as much as possible then assigning them to memorization is a very tedious thing for
the students. So in this study the method used is the game (observe and remember game). This
game can increase the mastery of vocabulary (learning outcomes) of students because there are
many benefits that can be obtained either by lecturers and students.
The results of this study will be presented in 2 (two) cycles that are cycle I and cycle II.

1. Cycle I
a. Planning
At this stage, what is done is preparing the lesson plan. After creating a lesson plan, the
researcher prepares texts that will be tested and used for student training. Because in this
study using observe and remember game that requires the media then the researchers
prepare the paper cut into several parts and then written some new vocabulary that will be
used in playing games. The vocabulary collections are separated based on the intensity of
the game that will be played by the students. Beside lesson plans, researcher also prepare
 reading texts that will be used for training and for evaluating, learning media, observation
sheet of student activities.
b. Action
The implementation of action carried out in accordance with the planning that has been
made, which in each cycle consists of 2 (two) meetings.
1) First meeting
a) Opening activity
This stage of activity is to open the class and greet the students. Then the students
are informed about the details and stages of learning activities to be undertaken as
well as the ultimate goal of the learning process.
b) Main activity
In main activity, researcher teaches reading by using observe and remember games.
This game focuses on student vocabulary mastery which will have a positive effect
on their understanding of reading and can answer the questions given. The first step
of this main activity is the researcher divides the students into several groups. After
the group was divided, the students sat back and forth with their groups. Then the
researcher explains the rules of the game to the students. In front of the ranks of
each group, the researcher prepared an empty seat which was used to store the
paper containing the words to be seen and remembered by the students. The
number of words given to all groups is equal to the same length of time. After all
groups understand the rules of the game, the game is immediately executed. The
first person in each group came to the front of the class to observe a paper
containing new vocabularies prepared by the researcher, then he returned to his
group to tell his group what he had observed. Then the second person goes back to
observe the same thing in order to complete what the previous person has seen, and
then they return to the group. With all the members of their group, they wrote down
all the words they had observed earlier. The researcher asked all the groups to write
the words in front of the class. The group that writes more right words is the
winning group. After the winning group announced, the researcher corrected the
incorrect words written on the board, and then asked all students to read aloud the
words that had been written to improve pronunciation and to re-ask the meaning of
 the words written on the board. Then the researcher distributes reading text before
asking students to read reading the text, the researcher explain a little about title of
text as well as overview of text contents so as easy for the student to understand the
contents of reading. Researchers then ask students to immediately read the text and
researcher limits the time. After the specified time, the student is asked to answer
the related questions about the content of the text being read. After being answered
individually, the researcher invites students to discuss the correct answers.
Activities after answering these questions may vary for each meeting so that
students are not tired of monotonous activities. The words used in the games are
part of the text that they read so as to make it easier for them to understand the
reading and answer the questions.
c) Closing activity
In closing, the researcher reminded the students about the new vocabulary used in
the game (asking about the meaning of the words and the way of pronunciation by
removing the vocabulary written on the board and asking students to close their
notebooks). In this concluding activity the researcher also assigns tasks to each
group formed to carry one text in English and to search for new vocabulary in the
text.

2) Second meeting
a) Opening activity
Preliminary activities conducted at the second meeting of cycle I is the researcher
asked about the tasks assigned to the students at the previous meeting. Then the
students are informed about the details and stages of learning activities to be
undertaken at this second meeting as well as the ultimate goal of the learning
process

b) Main activity
First stage of this main activity is not preceded by the division of the group and the
explanation of the game rules that will be implemented because students have
understood the rules of the game and the group has been formed at the previous
meeting. However there is little difference from the previous meeting, at this
second meeting, the first text used was not from the researcher but from each group
(text of the assignment given at the previous meeting). The core activity begins by
asking the students to sit back in their respective groups, and then ask each group to
write out the new vocabulary they get from their respective texts. The number of
words they write is determined by the researcher, it is ten words. The words of each
group are then randomized. In front of the ranks of each group, the researchers
prepared an empty seat used to store the paper containing the words to be observed
and remembered by the students. Then the game is immediately executed. The first
person each group came to the front of the class to observe a paper containing new
vocabularies prepared by another group, then he returned to his group to tell his
group what he had observed. Then the second person goes back to observe the same
thing in order to complete what the previous person has seen, then the third person's
turn and so on until the last person then they returns to the group. With all the
members of their group, they wrote down all the words they had observed earlier.
The researcher asked all the groups to write the words in front of the class. The
group that writes the right number of words is the winning group. After the group
announced the winner, the researcher corrected the wrong wording written on the
board, and then asked all the students to read aloud the words that had been written
to correct the pronunciation and to ask again the meaning of the words written on
the board. Then the Researcher distributes reading texts in English (reading)
prepared by each group of students at random. Before asking students to read the
text, the researcher asks one of the group members to explain a little about the title
of the text as well as the general overview of the text content making it easier for
the group of students who read the text to understand the content of the text. The
researcher then asked the students to immediately read the text with the time limit
determined by the researcher. After the specified time, the student is asked to
answer the related questions about the content of the text being read. After being
answered individually, the researcher invites students to discuss the correct
answers. The answers of each group will be judged by each group that has the text
objectively. After all is assessed, all the complete answer sheets along with the
 value of the group that has the text collected back to the researcher to be corrected
back and input value. The words used in the games are part of the text that they
read so it makes them easier to understand the reading text and answer the question.

c) Closing activity
In closing activities, the researcher asks students about their difficulties in
understanding the reading during the two meetings that have taken place.
Researcher also asked about the game being applied, whether they interested in this
games or not and how effective these games in increasing their vocabulary mastery
in reading comprehension. The end of this closing activity the researcher gives
motivation to students to increase their vocabulary mastery.

c. Observation and evaluation

1) Observation result
Observations made in this study are observations that focus on student activities.
Observation as one of the assessment instruments is used to answer the research
question. There are 6 (six) important aspects included in this student activity
observation guideline, that is readiness of student to receive lesson material, student
enthusiasm in following lesson, student activity in learning process, cooperation
between group member during learning process, student interaction with lecturer,
Students evaluate. Each aspect is given a range of values 1(one) to 5 (five). So for 6
(six) aspects, the maximum value is 30 (thirty). The defined student activity categories
are highly active, active, quite active, less active, and inactive. The result of student
activity observation on cycle I can be seen in table as follows:
Table 1. Results of Student Activity Observations in cycle I
Score/Meeting Total Mean
No Activity
I II score score
1 2 3 4 5 6
Readiness of student to receive
1 3 3 6 3,00
lesson material
Student enthusiasm in
2 2 2 4 2,00
following lesson
3 Student activity in learning 3 3 6 3,00
 process
Cooperation between group
4 member during learning 2 3 5 2,50
process
Student interaction with
5 3 3 6 3,00
lecturer

6 Students evaluate 2 3 5 2,50

Total score 15 17 32 16,00

Mean 2,50 2,83 5,33 2,67
Less Quite
Category
active active

The data above shows that there is an increase in student activity at the second meeting,
which in the first meeting with the category "less active" then increased to "quite
active". This indicates that the treatments given by the researcher have a good impact
in improving student activity.

2) Evaluation of learning outcome

Students' learning outcomes in the study used reading comprehension tests, so
researcher prepared different articles for each meeting then asked students to answer
questions according to the articles they read. Researcher gives tests at each meeting to
know the improvement of learning outcomes, especially vocabulary mastery at each
meeting. In this first cycle consists of two meetings, the results of evaluation of
learning outcomes at the first meeting and second meeting can be seen in the table
below:
 Table 2. Students’ learning outcome in cycle 1

Meeting I

Frequency
No Scoring range Frequency Category
(%)

1 2 3 4 5
1 90-100 1 2,38 Excellent
2 80-89 4 9,52 Good
3 65-79 8 19,05 Sufficient
4 55-64 23 54,76 Insufficient
5 Less than 55 6 14,29 Poor
Total 42 100
Meeting II

Frequency
No Scoring range Frequency Category
(%)

1 2 3 4 5
1 90-100 3 7,14 Excellent
2 80-89 9 21,43 Good
3 65-79 19 45,24 Sufficient
4 55-64 10 23,81 Insufficient
5 Less than 55 1 2,38 Poor
Total 42 100

At the first meeting when observe and remember game began to be used students’
learning outcomes are still lacking. From 42 (forty-two) students in class B, most
students (23 persons), 54.76%, get score in range 55 to 64 (insufficient), there are 6
(six) students in poor category, 8 (eight) persons or 19.05 % Of students in the range
of 65 - 79 (sufficient), 6 (six) or 14.29% of students in the range of less than 55 (very
poor), 4 (four) or 9.52% Range of values 80 - 89 (good), and only 1 (one) person or
2.38% students get the highest score (excellent).
While at the second meeting of cycle I, the number of students in three best categories
increased and the number of students in two lowest categories decreased. 19 (nineteen)
students or 45.24% students are in range 65 - 79 (sufficient), 9 (nine) students or 21.43
 % students are in score 80- 89 (good), and there are 3 (three) students or 7.14%
students with the highest score range of 90 - 100 (excellent). So the most students
(45.24%) is in the range of 65 - 79 and the students who get the lowest score is only 1
(one).

d. Reflection
Based on the analysis of the results of observation and learning outcomes in cycle I, the
number of students with the completeness of the desired learning outcomes has not met
the target. So, researcher has to continue to the next cycle. To have better learning
process in next cycle, it is necessary to find the weaknesses of cycle I so it does not
repeat in cycle II in order to get better learning outcomes. The shortcomings in cycle I
are: 1). An explanation of the game rules given before the game starts is still less clear.
Thus, in activity in cycle II the game of observe and remember game begins when all
students understand what they will do in the game; 2). Motivate students to have a
competitive soul in this learning activity, because each end of the game will be
announced one group of winner, and for the winning group is given rewards; 3). Ask all
group members who have been formed to be active all of them, not just relying on one or
two people working for the group; 4). Ask students to be more active in addressing
questions if they get into trouble during the learning process; 5). Although still with the
same method, learning activities should be made slightly different so that students are not
bored with monotonous learning activities.

2. Cycle II
a. Planning
Stage cycle II is done because the cycle I target to be achieved is still not optimal. So,
after the evaluation and also reflection on the first cycle, the activity in cycle II aims to
further optimize again achievement in cycle I. In the planning activities in this cycle II,
researchers see the aspects that are still less cycle I then fix it so that the results obtained
maximum. The researcher prepares new texts again for use in reading learning and
searches for new vocabularies present in the texts. Researchers are planning another
variety of activities in applying the observe and remember of this game so that even with
 the same type of game students are not bored with monotonous activities. So, the activity
in this planning is to re-create learning event units, prepare observation sheets for student
activity data, and prepare reading texts in English as well as evaluation tests.

b. Action
In each implementation of the action, the learning activities are carried out in accordance
with the learning event units that have been made and adapted to changes in the form of
improvements from the previous cycle through the application of observe and remember
games. Activity in cycle II consists of 2 (two) meetings as well, as in cycle I. The
translation of each meeting is as follows:
1. Meeting I
A. Activity Introduction
Activities undertaken in the preliminary activities is to open the class and greet the
students. Then the students are informed about the details and stages of learning activities
to be undertaken as well as the ultimate goal of the learning process. In addition, students
are also informed of the value they received at the two meetings that existed in cycle I.
This aims to motivate students to further improve their ability to understand the reading
so that it can get a higher value from cycle I.

B. Core activities
In the core activities in this second cycle, researchers still do learning reading by using
observe and remember game. However, the learning activities are made slightly different
so that students are not bored with the steps that have been implemented in cycle I so that
student learning outcomes can be further increased. The core activity at this meeting
begins by reminding students to get together with their same group at the previous
meeting. After the students have gathered with their respective groups, the researcher
asks the students to place the chairs they previously occupied in the classroom, so that the
learning activity with observe and remember game is done in the middle of the class
without chair so the students play not while sitting but with Standing so that activities are
more attractive again and students are free to move. All the students stand in a row with
their own groups and the papers containing newly attached vocabels are taped to the wall
 behind them in a closed position. After the game's time begins, the researcher asks the
first participant to see the first word attached without being able to open the next word,
then the second person will only open the second word, the third person opens the third
word, and so on until the last person. After all the words are open and all group members
get a chance to see the taped word, one by one the group members are asked to write the
words they see above the board in their own group column. The group with the most true
number of words will be the winner. For the group of winners, the researcher rewards
additional value. After the game is over, and it is certain that all the students know the
meaning of the words used in the game, the researcher then gives the text to each group.
The researcher gives the text with the same title to all groups. Then all the groups are
given the same time to read and understand the reading given in groups. After the given
time has ended, the researcher gives time to answer the questions in groups. After that,
each group presented their answers and explained the reason for answering the question
(indicating the part of the answer that can be found in the reading so the source of the
answer is clear).
C. Closing Activity
The first meeting in cycle II was closed by testing the students about the new words they got at
this meeting, then asked some students to make sentences using the words. Students are also
given a little picture of the learning activities that will be done at the next meeting
2. Meeting II A. Activity Introduction Preliminary activities conducted at the second meeting in
cycle II is to open the class and ask about the news of students. Then the researchers mentioned a
few words used in the game before the student then answered the meaning of the word in
Indonesian. Then the students are informed about the details and stages of learning activities to
be undertaken at this second meeting as well as the ultimate goal of the learning process.

B. Core activities
The core activity at the second meeting in cycle II is still slightly the same as the activity at the
first meeting I cycle II, where students perform activities in the middle of the classroom by
standing in line with their respective groups. After asking them to stand in line with their
respective groups, the researcher asks each group of students to face each other's opponents, such
as: group I members will face group members 2, group 3 members face group members 4, and so
on. After all group members are facing each other, the researcher gives several pieces of paper to
each person to be shown to members of the opposing group without first seeing them. After that,
members of the opposing group will see and remember the words shown for later they write on
the board. The group with the most true number of words will be the winner. The researcher then
gives the text to each group. The researcher gives the text with the same title to all groups. Then
all the groups are given the same time to read and understand the reading given in groups. After
the given time has ended, the researcher gives time to answer the questions in groups. After that,
each group presented their answers and explained the reason for answering the question
(indicating the part of the answer that can be found in the text so that the source of the answer is
clear).
C. Closing Activity
In closing activities, the researcher asks students about their difficulties in understanding the
reading during the two meetings that have taken place. Researchers also asked about the game
being applied, ie observe and remember games. Are they interested in this game and how
effectively this game can improve their vocabulary mastery so that it positively impacts on
improving their understanding of the given reading. The end of this concluding activity the
researchers provide motivation to the students to continue to increase their vocabulary treasury
so as to further improve reading comprehension in English

c. Observation and evaluation

1) Observation Results
Observations conducted in cycle II still use the same guideline as used in cycle I, which
consists of 6 (six) aspects of the readiness of students receive the subject matter, the
enthusiasm of students in following the lesson, the activities of students in the learning
process, cooperation between group members during Learning process, student
interaction with lecturer, and student activity to evaluate.
The result of student activity observation on cycle II can be seen in table below:

Table. 3. Results of Student Activity Observations in cycle II

The table above shows that there is an increase in student activity at the second meeting
on this second cycle, which in the first meeting with the category "active" then increased
to "very active". This indicates that the treatments or improvements made by the
researchers have a good impact in improving student activity
2) Evaluation of Learning Outcomes
Similar to the evaluation of student learning outcomes in cycle 1, evaluation of learning
outcomes in cycle II of this research uses reading comprehension test in English, so
researchers are still preparing different articles for each meeting then ask students to
answer questions according to the articles they read. Researchers give tests at each
meeting to know the improvement of learning outcomes, especially vocabulary mastery
at each meeting. In the second cycle consists of two meetings, the results of evaluation of
learning outcomes at the meeting I and II meeting in cycle II can be seen in the table
below:
Table 4. Results of Evaluation of Learning Outcomes in cycle II

At the first meeting in cycle II, student learning outcomes are much better when
compared with two meetings in cycle 1. Of 42 (forty-two) students in grade B, the
majority of students (22 persons) or with percentage of 52.38% students Get a score of 80
- 89 (good / good), 13 (thirteen) people or 30.95% of students in the 90 to 100 (excellent),
5 (five) or 11.90% The range of values 65 - 79 (sufficient), 2 (two) people or 4.76% of
students in the range 55 - 64 (not enough / insufficient), and no more students who score
less than 55.
While at the second meeting of cycle II, the number of students who get the highest score
range has increased and there are no students who get the two lowest value ranges. This
can be seen from table 4.8. Above that of 42 students in class B, 25 (twenty five) students
or 59.52% of students get grades with a range of values 90 - 100 (excellent / excellent),
15 (fifteen) students or 35.71% of students obtain Values with a range of 80 - 89 (good /
good), and 2 (two) students or 4.76% of students with a range of values 65 - 79
 (sufficient). So the most number of students is in the range 90 - 100 or 59.52% of the
total students in class B.

d. Reflection

2. Cycle Research Result II

A. Planning

B. Implementation of Action

C. Observation and Evaluation

D. Reflection
From the result of observation analysis of student activity and evaluation analysis of learning
outcomes in cycle II, learning activities have been able to run well, where the observation result
of student activity in very active category. Similarly, the evaluation of learning outcomes, at the
second meeting II cycle found the majority of students are at excellent ability level (excellent).
Therefore, this study was stopped until cycle II in accordance with the planning

CONCLUSIONS AND SUGGESTIONS

Based on the description above, it can be concluded that the application of Observe And
Remember Games can improve vocabulary mastery (vocabulary) students on learning reading.
This can be seen from the increase of the percentage of students with excellent ability level
(excellent) and the reduction of the percentage of students with very poor ability level from cycle
I to cycle II (from meeting I to meeting IV). Students with excellent ability in the first cycle of
meeting I as much as 2.38%, cycle I meeting II as much as 7.14%, cycle II meeting I as much as
30.95%, and second cycle II meeting as much as 59.52%. While for students with very poor
ability level (poor) experienced a reduction that is in the first cycle of meeting I as much as
14.29%, the second cycle II meeting 2.38%, while in cycle II both meeting I and meeting II have
not found students with This level of ability.
Based on the result of research, Researcher suggest some things as follows:
1. Teachers (lecturers and teachers) should use innovative methods or techniques in teaching,
especially for foreign language teachers so that students do not get bored and the results of
learning more increase again.
2. For teachers who apply the game in the learning process, should really master the game
(game) they use before delivering it to the students.
3. Before doing the learning process, the teacher should clearly give instructions on what
activities will be performed to the students before starting the learning activities.
4. Especially for teachers of English, observe and remember this game is very appropriate to be
applied in reading learning, especially if the main focus is to increase vocabulary mastery
(vocabulary).
5. Observe and remember this game is not only appropriate for teaching reading, but also on
teaching 3 (three) other skills that is speaking, listening, and also writing. So it is expected to
future researchers to do research on the application of observe and remember games on learning
speaking, listening, and also writing.