IMPROVING THE STUDENTS’ MASTERY OF VOCABULARY

THROUGH GAMES
( A STUDY WILL BE CONDUCTED AT SMK NEGERI 1 SEI
RAMPAH )

A Proposal

By :

KIKI CHAIRANI PRATIWI

1806010002

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS AL-WASHLIYAH MEDAN
2020-2021
 ACKNOWLEDGEMENT

‫بِس ِْم هَّللا ِ الرَّحْ َم ِن ال َّر ِحيم‬

Alhamdulillahi rabil ‘alamin, the researcher expresses her highest gratitude to Allah
subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to complete this proposal.
This proposal titled “IMPROVING THE STUDENTS’ MASTERY OF VOCABULARY
THROUGH GAMES AT SMK NEGERI 1 SEI RAMPAH ” is submitted as the first step to
compiling a thesis requirement in accomplishing undergraduate degree at ENGLISH
EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION,
UNIVERSITAS AL-WASHLIYAH MEDAN.

In arranging this proposal, a lot of people have provided motivation, advice, and support
for the researcher. In this valuable chance, the researcher intended to express her gratitude and
appreciation to all of them. First, the researcher’s deepest appreciation goes to her beloved
parents, her mother Yuswati for the endless love, pray, and support, and her father Nazaruddin
for the phone call every week in order to remind me to keep going and never giving up.

The researcher presents her sincere appreciation goes to Yumira Simamora S.Pd.,
M.Hum as the dean of Faculty of Teacher Training And Education. Also this proposal would not
have been possible without the help, support and patience of my first advisor, Sofia Idawati
S.Pd., M.Hum. for her supervision, advice, and guidance from the very early stage of this
research as well as giving me extraordinary experiences throughout the past few years. Then to
his second advisor Wiki Tedi Rahmawati S.Pd., M.Hum. who has helped her patiently finishing
this proposal by giving suggestion, guidance, and correction until the completion of this
proposal.

I am very grateful to have some close friends who always support me. The first
appreciation goes to Dinda Suri, Hindun Lubis. They are always a good listener for every
problem I faced, especially when I had to problem with assignment and re-start over and over
again. Theirs oppinions never stop surprise me and also allow me to see my problem from a
different angle.

Finally, I would like to thank everybody who was important to the successful realization
of this proposal. This proposal is far from perfect, but it is expected that it will be useful not only
for the researcher, but also for the readers. For this reason, constructive thoughtfull suggestion
and critics are welcomed.

Sei Rampah, 05 Juni 2021

 Kiki Chairani Pratiwi

TABLE OF CONTENTS

ACKNOWLEDGMENT ........................................................................................ i
TABLE OF CONTENTS ........................................................................................ ii

CHAPTER I : INTRODUCTION
1. Background of the study ..................................................................................... 1
2. Research problems ........................................................................................ 4
3. Reason for the topic....................................................................................... 4
4. Purpose of the study ..................................................................................................... 5
5. Basic assumption.............................................................................. 5
6. Research questions .................................................................................................. 6
7. Hypothesis..............................................................................
8. Significance of the study..............................................................................
9. Scope delimitation of the study..............................................................................
10. Definition of terms..............................................................................

CHAPTER II : REVIEW OF LITERATURE

1. Teaching................................................................................ 7
2. Vocabulary................................................................. 7
3. Games........................................................................ 7
4. The types of games...................................... 8
5. Why games activities?............................................. 10

CHAPTER III : RESEARCH METHOD

1. Research Design ............................................................................................ 19
2. Population and sample .................................................................................. 20
3. Data collection ......................................................................... 21

REFERENCES ........................................................................................................ 41
APPENDICES .........................................................................................................
AUTOBIOGRAPHY ..............................................................................................
 CHAPTER I
INTRODUCTION

A. 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
today’s 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 teacher’s 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.

B. 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.

C. 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.

D. 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.

E. 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.

F. RESEARCH QUESTION

Can teaching vocabulary through games improve the students’ mastery of English
vocabulary?

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

H. 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 writer’s knowledge can be developed by investigating the topic.

I. 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

J. 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

A. 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 they’re belong. At the result of teaching the
students should be able to interest in their group. They’re learning to think, feel, and act in
harmony through social groups of which they are a part.

B. 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.

C. 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 teacher’s 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.

D. 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
divided the 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 I’m 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.

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 favourite 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.

E. 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 and
reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'
7. 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

A. 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 pre-experimental 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 post-test is given to the student’s after the treatment to find out the student’s 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 X 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.

B. 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 SMK NEGERI 1 SEI RAMPAH.

-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 SMK Negeri 1 Sei
Rampah. They consist of 21 students.

C. 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 pre-test 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

D. 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.

E. 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 Mary’s College.