REINFORCING STUDENTS’ VOCABULARY THROUGH … · REINFORCING STUDENTS’ VOCABULARY THROUGH ....

REINFORCING STUDENTS’ VOCABULARY THROUGH

PUZZLES’ GAME (A Pre Experimental Study at Second Grade SMPN 1 Jonggol – Bogor)

A ‘SKRIPSI’

Presented to the Faculty of Tarbiyah and Teachers’ Sciences

in partial fulfillment of the requirements

for the Degree of S.Pd in English Language Education

Universitas Islam Negeri

SYARIF HIDAYATULLAH JAKARTA

By:

ZAINI RAHMAN

NIM.105014000368

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009 M/1431 H

REINFORCING STUDENTS’ VOCABULARY THROUGH

PUZZLES’ GAME (A Pre Experimental Study at Second Grade SMPN 1 Jonggol – Bogor)

A ‘SKRIPSI’

Presented to the Faculty of Tarbiyah and Teachers’ Sciences

in partial fulfillment of the requirements

for the Degree of S.Pd in English Language Education

By:

ZAINI RAHMAN

NIM.105014000368

Approved by

Advisor:

Drs. A.M. Zaenuri, M.Pd

NIP: 150188518

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2009 M/1431 H

ENDORSEMENT SHEET The examination committee of the Faculty of Tarbiya and Teachers

Sciences certifies that the “Skripsi” (Scientific Paper) entitled “Reinforcing

Students’ Vocabulary through Puzzles’ Game” written by Zaini Rahman,

Students registration number: 105014000368 were examined by the committee on

March 24th 2010. The paper has been accepted and declared to have fulfilled one

of the requirements for the degree of S.Pd (Bachelor Art) in the Department of

English Education.

Jakarta, March 24th 2010

Examination Committee

Chairman : Drs. Syauki, M.Pd. .............. .....................

NIP. 196412121991031002

Secretary : Neneng Sunengsih, S. Pd. .............. .....................

NIP. 197306251999032001

Examiner : 1. Drs. Syauki, M.Pd. .............. .....................

NIP. 196412121991031002

2. Drs. Nasrun Mahmud, M.Pd .............. .....................

NIP. 150 141070

Acknowledgement by:

Dean of the Faculty of Tarbiya and Teachers’ Sciences

Prof. Dr. Dede Rosyada, MA

NIP. 195710051987031003

ABSTRACT

Rahman, Zaini 2009. Reinforcing students’ vocabulary through puzzles’ game. Presented to the English Education Department Faculty of Tarbiya and Teachers’ Sciences. Syarif Hidayatullah State Islamic University Jakarta.

Key words: Reinforcing, vocabulary, puzzle

The purpose of this study is to describe about application of

reinforcing students’ vocabulary through puzzles’ game at the second

grade of SMPN 1 Jonggol – Bogor.

This study is categorized as quantitative descriptive analysis by

doing pre- experiment research, which is pre-test before taught by using

puzzle and post-test after taught by using puzzle in vocabulary teaching.

It is to gain the information about the effectiveness of using puzzle for

reinforcing students’ vocabulary.

The data collected in this research analysis by using T-test.

According to the result of statistical calculation, it is obtained the value

of to > tt in 5% included as significant level. It means there is obvious

difference between the average score from the results of teaching

vocabulary with using puzzle and teaching vocabulary without puzzle.

Based on the analysis on the results in the table above, it can

be inferred that teaching vocabulary by using puzzle is more effective

than teaching vocabulary without puzzle. It simply illustrates that

teaching vocabulary by puzzle gives more advantages and can improve

students’ vocabulary.

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ABSTRAK

Rahman, Zaini 2009. Penguatan Kosa-Kata Siswa Melalui Permainan Teka-Teki. Di persembahkan kepada. Jurusan Pendidikan Bahasa Inggris. Fakultas Tarbiyah dan Ilmu Pendidikan. Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Key words: Reinforcing, vocabulary, puzzle

Tujuan studi ini akan menguraikan sekitar aplikasi penguatan

kosa kata siswa melalui permainan teka-teki pada kelas VIII di SMPN 1

Jonggol- Bogor.

Studi ini digolongkan melalui analisa deskriptif kuantitatif

dengan mengadakan percobaan riset sebelumnya, yang mana di sebut

dengan pre-test (sebelum mengajar) menggunakan permainan teka- teki

dan post-test (setelah mengajar) menggunakan permainan teka-teki

pada pelajaran kosa-kata. Setelah itu maka kita akan memperoleh

informasi tentang efektivitas penggunaan teka-teki untuk penguatan

kosa kata siswa.

Data yang dikumpulkan pada analisa riset ini adalah

menggunakan T-Test. Mengacu pada hasil dari kalkulasi statistic yg

diperoleh, bahwa to > tt sebanyak 5% termasuk tingkatan penting. Ini

berarti terdapat perbedaan jelas/nyata antara rata-rata score dari hasil

pengajaran kosa-kata melalui penggunaan teka-teki dan pengajaran

kosa-kata tanpa teka-teki.

Berdasarkan pada Analisa hasil dalam table di atas, dapat

disimpulkan bahwa pengajaran kosa-kata dengan menggunakan teka-

teki jadi lebih efektif dibanding pengajaran kosa-kata tanpa teka-teki.

Penggambaran sederhananya bahwa pengajaran kosa kata itu melalui

permainan teka-teki lebih member keuntungan sekaligus dapat

meningkatkan kosa-kata siswa.

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in

completing this “skripsi”. Peace and Blessing be upon our prophet Muhammad SAW,

his families, his companions and his followers.

This “skripi” is presented to the English Department of the Faculty of Tarbiya

and Teachers’ Sciences, State Islamic University Syarif Hidayatullah Jakarta as

partial fulfillment of the requirement for the Degree of Strata-1 (S1).

The writer would like to express his great honor and deepest gratitude to his,

his beloved mother (N. Ratna Komala, S.Pd), his father (Ule Rustandi), his brothers

(Fahmi Amiq), and all families who always give support, motivation and moral

encouragement to finish his study.

The writer would like to express his thanks and great gratitude to his advisor

Drs.A.M Zaenuri, M.Pd. for his valuable help, guidance, corrections and suggestions

for the completion this “Skripsi”.

His gratitude also goes to:

1. Prof. DR. Dede Rosyada as the Dean of Faculty of Tarbiya and Teachers’

Sciences.

2. Drs. Syauki, M.Pd. as the Head of English Department.

3. H. Rahmat Hidayat, S. Pd., the Principal of SMPN 1 Jonggol - Bogor who has

given the permission to do this research in his area.

4. Mrs. Nurwidi Astuti, S. Pd., the English teacher, and all other teachers and

administrations staff of SMPN 1 Jonggol - Bogor who have given their time

for sharing.

5. Especially great thank to his beloved girl (Puji Astuti) who always gives

motivation and encouragement to the writer in completing his study.

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6. All lecturers in the English Department, the staff and officers of UIN library,

Katholik Atma Jaya University library, UI library, British Council, who have

given permission to use their books.

7. All students in VIII Grade of SMPN 1 Jonggol – Bogor for their time in class

during the research.

8. All friends in English Department, especially B class 05’ for sharing their

time and for being good friends.

9. All friends in dormitory, especially Mr. Kuyet for his computer and

Mr. Lion for sharing and joking, thank you all.

10. All friends at PMII, especially M. Irfan and Deden Fatih for his support.

11. All his friends that he cannot mention them one by one who always help and

gives the writer support, time and love and so remind him in accomplishing

this “Skripsi”.

May Allah, the Almighty bless them all, amen.

Finally, the writer realizes that this “Skripsi” is not perfect yet, therefore the

writer would like to welcome and accept constructive suggestion and criticism to

make this “Skripi” better.

Jakarta, March 24th 2010

The writer

TABLE OF CONTENT

ABSTRACT ........................................................................................................ i

ACKNOWLEDGMENT ................................................................................... iii

TABLE OF CONTENT .....................................................................................v

LIST OF TABLES .............................................................................................vii

LIST OF APPENDIXES ...................................................................................viii

CHAPTER I: INTRODUCTION .....................................................................1

A. Background of the Study ..............................................................1 B. Identification of the Problem .......................................................4 C. Limitation and Formulation of the Problem .................................4 D. Objective of the Study ..................................................................5 E. Method of the Study .....................................................................5

CHAPTER II: THEORETICAL FRAMEWORK .........................................7

A............................................................................................... V

ocabulary ......................................................................................7

1. ........................................................................................ M

eaning of Vocabulary ............................................................7

2. ........................................................................................ T

ypes of Vocabulary ................................................................9

3. ........................................................................................ T

echnique in Presenting Vocabulary .......................................10

B............................................................................................... T

he Games ......................................................................................10

1. ........................................................................................ D

efinition of Games .................................................................10

2. ........................................................................................ U

se of Games ...........................................................................11

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3. ........................................................................................ P

rinciple of Using Games ........................................................12

4. ........................................................................................ P

rocedure for Playing Games ..................................................13

C............................................................................................... R

einforcing Vocabulary through Puzzle .........................................14

1. ........................................................................................ D

efinition of Puzzle .................................................................14

2. ........................................................................................ K

inds of Puzzle ........................................................................14

D............................................................................................... H

ypothesis .......................................................................................16

CHAPTER III: THE PROFILE OF SMPN 1 JONGGOL BOGOR ............17

A............................................................................................... B

rief History ....................................................................................17

B............................................................................................... V

ision and Mission ..........................................................................17

C............................................................................................... A

chievement ....................................................................................18

D............................................................................................... S

tudents............................................................................................18

E. .............................................................................................. T

eaching Staff .................................................................................19

F. .............................................................................................. F

acilities of the School ...................................................................21

CHAPTER IV: RESEARCH METHODOLOGY AND FINDINGS ............22

A............................................................................................... R

esearch Methodology

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1. Time and Place ......................................................................22

2. Population and Sample ..........................................................22

3. Instrument of Research ..........................................................22

4. Teaching Procedures .............................................................23

B............................................................................................... R

esearch Findings

1. Description of Data ...............................................................26

2. Test of Hypothesis .................................................................30

3. Interpretation of Data ............................................................31

CHAPTER V: CONCLUSION AND SUGGESTION ....................................32

A............................................................................................... C

onclusion .......................................................................................32

B............................................................................................... S

uggestion .......................................................................................33

BIBLIOGRAPHY ..............................................................................................34 APPENDIX

LIST OF TABLES

3.1 Students total number ........................................................................18

3.2 Personal detail of the teacher ............................................................19

3.3 Personal detail of English teachers ...................................................20

3.4 Infrastructures supported of the school .............................................21

4.1 The scores of students’ pre-test .........................................................24

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4.2 The scores of students’ post-test .......................................................25

4.3 The results calculation of test both pre-test and post-test ..................26

LIST OF APPENDIXES

1. ................................................................................................ A

ppendix 1 ........................................................................................36

2. ................................................................................................ A

ppendix 2 .........................................................................................37

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ix

3. ................................................................................................ A

ppendix 3 .........................................................................................38

4. ................................................................................................ A

ppendix 4 .........................................................................................39

5. ................................................................................................ A

ppendix 5 .......................................................................................40

6. ................................................................................................ A

ppendix 6 .........................................................................................44

7. ................................................................................................ A

ppendix 7 .........................................................................................48

8. ................................................................................................ A

ppendix 8 .........................................................................................53

9. ................................................................................................ A

ppendix 9 .........................................................................................56

10. .............................................................................................. A

ppendix 10 .......................................................................................61

11. .............................................................................................. A

ppendix 11 .......................................................................................65

CHAPTER I

INTRODUCTION

A. Background of Study

Language is the most important element in communication. People

from all over the world know each other through language. It is also an unlimited

phenomenon, since it is considered as the never-ending story, which cannot be

separated from human life. In fact, people use the language to express their

emotions, feelings, and ideas. There are various languages in the world such as

Indonesian, Arabic, French and others. Recently, English has become the

international language that used by people to connect and share with the other.

Besides, English is used as a means of communication among people in

the world, it is also used in variety of scientific fields generally; the acquisition of

English will help the people in developing of technological transfer and

technological advance. The short coming of English knowledge is one of

motivations to progress in certain areas, for example in computer fields, business

field, tourism, educational technology, and so on, English is also very important

for disseminating news in many countries around the world.

As we know in Indonesia the main foreign language which is taught in

school is English, therefore it becomes one of the compulsory subjects. It is very

important for the development of knowledge, science, culture and relationship

among others. For their reason, English becomes the main foreign language

subject which is taught in all levels, from elementary school up to university.

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There are four language skills that we might know in English language,

they are: listening, speaking, reading and writing. In addition there are also three

language components to teach: such as grammar, sound and vocabulary. Long and

Richard stated that: “vocabulary like grammar is essential component of all

aspects of language”.1

One of the English components taught to the learners is vocabulary,

because it has primary role for all language skills as Linda said: “adult learner that

does appear to be slowed down by age”.2 In other words, the statement implies

that vocabulary plays an important role in communication. All skills demand

much on the vocabulary mastery.

A good vocabulary goes hand in hand with the ability to think logically

and to learn easily and quickly. A good vocabulary handling is an ability to use

words correctly and effectively. It can be a passport to the world of interesting and

exciting information.

Large vocabulary helps to express an idea precisely in communication.

It is often believed that a large number of words are needed to master English

language, because knowing many words in a foreign language is very important.

The more words you know, the better your chance to understanding or making

yourself understood.3

Sometimes, there are some difficulties in understanding the meaning of

words, in differentiating the word forms, and in applying the words in a sentence.

In other case, some words are sometimes difficult to know the forms

grammatically, such as noun, verb, adjective, or adverb. Michael Swan stated that

noun is a word. Nouns are most often the names of people or things.4

1 Michael H Long and Jack C Richard, Methodology in TESOL: A Book of Reading

(New York: New Barry House Publisher, 1987 ), p. 305

2 Linda Taylor, Teaching and Learning Vocabulary (New York : University Cambridge Press, 1990), p. 1

3 Julian Edge, Essentials of English Language Teaching, (Singapore, Longman Singapore

Publisher, 1993), p. 27 4 Michael Swan, Practical English Usage (New York: Oxford University Press, 1995),

p.xxv

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The importance of learning new vocabulary has encouraged language

teachers of English today to move from passive learning to active learning, to find

better ways of engaging students in the English language learning process. But

many teachers feel the need for help in imagining what to do, in or out of class

that would constitute a meaningful set of active learning.

To help drive active students in the class, teachers need games to

involve in the teaching-learning process. Games in the school are sometimes

viewed as an activity in which students can only get fun or amusement without

anything they can learn from it but games can also be used as one of educational

aids in teaching.

In teaching and learning process, the important thing is not only how

much or how less teaching and learning are done in the classroom, but also how

the students are active and fun in their leaning process. It has formed the

philosophy of learner-centered method that is divided into two focuses on the

language process and the language content.

Nowadays, students need to know the ways to find the meaning of

difficult words. In the teaching-learning process for example, the students are

influenced by motivation. The students need something fun and easy to memorize

the vocabulary. By using the suitable material, the lessons will be more

interesting, efficient and effective. That is why the writer takes the puzzle game

that can be used to reinforce students’ vocabulary, because puzzle can give easier

way for students to find out the word without looking up the dictionary.

In this study, the teacher is hoped to be creative to give the clue of word

and is supposed to think carefully about the puzzle they choose, so using puzzle

could be effective. Before, the teachers are required to know the use of game, the

principle of using game and procedure for playing game.

Nowadays, the challenge is how to use puzzle in teaching vocabulary.

As we know mastering vocabulary is not easy, yet other aspects of the language

should be considered such as; sound and structure. Vocabulary is one of the most

important elements in language. We could not speak the language well if we do

not master it. No matter how well we learn grammar, how successfully the sound

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of a foreign language is mastered, without words to express a wider range of

meanings, communication in the foreign language just could not happen in any

meaningful way.5

Based on the theory above, the writer is interested in discussing puzzle

in teaching vocabulary. According to the preceding statement, the topic that will

be discussed by the writer is “REINFORCING STUDENTS’ VOCABULARY

THROUGH PUZZLE GAMES”.

B. Identification of Problem

To make the problem clear, the writer has identified the problem that

will be investigated as follows:

a. How to teach English vocabulary to students?

b. How to teach English vocabulary through puzzle?

c. Is puzzle reinforce students’ vocabulary achievement?

C. Limitation and Formulation of Problem

1. The Limitation

To avoid misunderstanding and to clarify the problem, it is

necessary to make a limitation of the problem. The writer will limit the

problem in reinforcing students’ vocabulary through puzzle games. So from

the aspects of language it will only cover one component, that is vocabulary

and for the level it is focused on the second year students of SMPN 1

Jonggol.

2. The Formulation

Based on preceding discussion, the writer would like to formulate

the problems as follows: is there any significant difference of achievement

between the students’ English vocabulary taught by using puzzles and

without using puzzles technique?

5 A.M. Zaenuri, Vocabulary 1. 2003, p. 1

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D. Objective of Study

This study is aimed to make a significant resut in the achievement of

using puzzle in vocabulary teaching at the second year students of SMPN 1

Jonggol. The writer hopes this research may become a guide for teachers to teach

a vocabulary in a better way and also for students to get a better achievement in

their English subject.

E. Method of Study

In this “skripsi” the writer uses field research. The writer collected data

by observing and teaching the class. Firstly, they are given a pre test to know their

vocabulary achievement. After that, the writer teaches them by using puzzle

technique. At last, they are given a post-test to know whether there is a significant

result vocabulary achievement after they were taught by using puzzle.

CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

Vocabulary is indeed important in learning a foreign language. It is one

element that links the four skills of speaking, listening, reading and writing

altogether. Vocabulary research has tended to focus on reading.

In order to communicate well in a foreign language, students are hoped

to acquire a sufficient number of words and need to know how to use them

accurately. Without having enough vocabularies, communication will end up in

unpleasant situation and make the students reluctant to continue their sentence or

idea.

When someone talks about vocabulary, the first thing that come in

his/her mind; vocabulary is a group of words on a certain language as a part in

teaching-learning a foreign language.

1. Meaning of Vocabulary

In language learning and teaching vocabulary, it is important to

know what vocabulary is. About the meaning of vocabulary it has already

been interpreted in many different ways by experts to have clear

understanding, it is better to take a look at some definitions.

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Penny Ur said “vocabulary can be defined, roughly, as the words

we teach in the foreign language”.1 Hatch and Brown define “vocabulary as a

list or set of words for a particular language or set of words that individual

speaker of language might use”.2

According to AS Hornby, vocabulary is:

a. Total number of words which make up a language.

b. (Range of) words known to, or used by, a person, in trade,

profession, etc.

c. Book containing a list of words; list of words used in a book, etc,

usually with definition or translation.3

To master a language is not easy, because some aspects of language

are needed. It is impossible to learn a language without mastering vocabulary.

In Webster’s dictionary, vocabulary is defined as follows:

a. A list of collection of words and phrases, abbreviation in

inflectional form, etc. usually arranged in alphabetical order

defined of otherwise identified as in a dictionary of glossary.

b. An interrelated group of non-verbal symbols, sign, gestures, etc.

used for communication or expression in a particular art, skill, etc.4

Based on definitions above, we can say that vocabulary is a list or a

stock of words, phrases, signs, codes, or rules of the words.

2. Types of Vocabulary

According to Mary Finnochiaro and Michael Bronomo in their

book “vocabulary is divided into two, namely: function word and content

word”. The function words are closed class, which can be added on the

1 Penny Ur, A course In language teaching Practice and Theory (New York: Cambridge University Press, 1996), p. 60

2 Evelyn Hatch and Cherry L Brown, Vocabulary, Semantics and Language Education

(Cambridge University press, 1995), p. 1 3 AS Hornby, Oxford Advanced Learner’s Dictionary (Oxford: 1981), p. 1959

4 Meriem Webster’s Ninth New Collegiate Dictionary (America: Meriem Webster’s, Inc., 1983), p. 1494

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prepositions or auxiliaries or modal or many other structure words of the

language. Content words; on the other hand, can be added to any time at any

scientific advances to make new words and communication about new

invention necessary, for example: a word of quantity or measure is usually

preceded by “a” and followed by “or” in English. (a piece of bread, a head of

lecture, a pound of bananas).

Jo Ann Aeborsold and Mary Lee distinguish vocabulary into active

and passive vocabulary.

a. Active vocabulary is also known as productive vocabulary.

Students must know how to pronounce it well, they must know and

be able to use grammar of the target language, and they also must

be familiar with collocation and understand the connotation

meaning of the word, this type is often used in speaking and

writing skill.

b. Passive vocabulary refers to language items that can be recognized

and understood in the context of reading and listening and it’s also

known as receptive vocabulary.

Another opinion comes from Nelson Brooks; vocabulary is divided

into three, namely:

a. Little or empty words that have little meaning in themselves but

serves particular items in an utterance and relate them to teach

other as well as change and guide the direction of taught, such

words are: an, these, but, although and the like.

b. Content words that their own stay, such as: salt, ugly, holiday, etc.

c. Cluster of words such as verb that convey special concept when

used with given pronouns or preposition. (For example; call it off

and go without).5

3. Technique in Presenting Vocabulary

5 Nelson Brooks, Language and Language Learning (New York: Harcourt, Bruce & World Inc, 1964), p. 182

10

Generally as a beginner, to understand the meaning of a sentence is

not easy, especially if he or she has a lack of vocabulary, that is why to know

the vocabulary is strongly important to understand a language, but of course if

he or she does not often practice it, automatically it will be reduced or lost.

However, it is crucial to know the technique to present the vocabulary to

students.

According to Ruth Gairns and Stuart Redman, there are two

techniques in presenting vocabulary, visual technique and verbal technique.

a. Visual technique includes visuals, mime, and gesture, visuals includes flash cards, photograph, blackboard drawing, wall charts. They are extensively used for teaching concentrate items of vocabulary.

b. Verbal technique includes the use of illustrative situation (oral or written), use of synonym and definition, contrasts, and opposites, scales and example of type.6

B. Games

Puzzle is one of language games; therefore the writer would first

discuss the game itself before the puzzle.

1. Definition of Games

It is teacher’s responsibility to seek an interesting way to motivate

students in learning, especially in learning vocabulary. It is also stated in the

new curriculum that students should be more active in learning process.

Therefore, games can be applied in vocabulary teaching, especially for

students in elementary school and junior high school.

Gibbs defined game as “activities carried out by cooperating or

competing, decision makes seeking to achieve, within a set or rules, their

6 Ruth Gairns and Stuart Redman, Working With Words, A Guide To Teaching And

Learning Vocabulary (Cambridge: Cambridge University Press, 1991), p. 73-74

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objectives”.7 In the word power dictionary, a game is defined as an activity

that is engaged in for amusement, played according to rules.8

From the definition above, it seems that game is an activity to get

fun and relaxation, which is carried out by cooperating or competing with a

set of rules.

T. S. Rodgers in Connie L. Shoemaker states that games have four

basic characteristics:

a. Competitive b. Governed by rules c. Goal-defined, engaging in that they challenge the participants. d. They have closure on a predetermined point at which they are

finished.9

Since games are amusing and relaxing, it is expected that games

motivate students in learning vocabulary.

2. Use of Games

Games in the school are sometimes viewed as an activity where

students can only get fun or amusement without anything they can learn from

it. Nowadays, teacher realize that games can be used as one of the educational

aids in teaching learning process of English, especially in teaching

vocabulary, teacher could use games as one of techniques in presenting the

lesson in an interesting way. Some experts states that the use of games as

follow:

According to Larcabal, games provide (a) an enjoyable atmosphere,

(b) a situation in which communication is essential and (c) a distinction from

7 Sandra J. Savignon and Margie S. Berns, Initiatives in Communicative Language

Teaching II, (New York: Addison-Wesley Publish Company, 1987), p. 209 8 Bill Trumble and Julia Elliott, Word Power Dictionary, (London: The Reader’s Digest

Association Limited, 2000), p. 1081

9 Connie L. Shoemaker, and F. Floyd Shoemaker, Interactive Techniques For The ESL Classroom (Boston: Heinie and Heinie Publisher, 1997), p. 73

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the study of language itself.10 While Lee Su Kim states the use of games in

the classroom is:

a. Games are a welcome break from the usual routine of the language class.

b. They are motivating and challenging. c. Learning in language requires a great deal of effort. Games help the

students to make and sustain the effort of learning. d. Games provide language practice in the various skill-listening,

speaking, reading and writing. e. They encourage students to interact and communicate. f. They create a meaningful context for language use.11

From the statement above, it shows that the function of game in

language teaching is that it:

a. Helps students remember things faster and better under low

pressure, game as a way to practice the language.

b. Enables the students to get involved. This situation gives shy

students more opportunity to express themselves.

c. Enables the learner to use the language consciously or

unconsciously without worrying about the correct from of the

language.

3. Principle of Using Games

Before using a game in teaching-learning process, we as English

teachers should think carefully about the game we choose, so the using game

could be effective. Julia Dobson points out that to create the greatest success

with the game, there are several suggestion to be considered:

According to Dobson “a good language game is one that (a) requires little or no advance preparation, (b) is easy to play and yet provides the students with an intellectual challenge, (c) is shout enough to occupy a convenient space during the classes period, (d) entertains the students but does not cause the class to get out of

10 Rita Susanna Larcabal, The Role of Games in Language Acquisition, English Teaching

Forum, April, 1992, p. 28

11 Lee Su Kim, Creative Games For The Language Class, English Teaching Forum, Vol. 33, No. 1, January, 1995, p. 35-36

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control and (e) requires no time-consuming correction of written responses after word.12 Wright said that, there are five essential criteria of language games. They are: (a) ease of preparation; the time and energy required to make the game is realistic, (b) ease to organization; using the game is easy and/or worth the effort, (c) intrinsic language; language must be used to play the game successfully and that same language must be useful in other situation, (d) density of language; while chess, for example: is wonderful game, it requires so little language classroom (Rixon 1981), and (e) like hood of interest for the learners.13

From the criteria above, it can be considered that games used in a

language teaching have to meet these qualifications:

a. Suit to the students (their age, knowledge, and capability).

b. Challenging, exciting, entertaining and encourage students to

produce the language.

c. Ease of preparation.

4. Procedure for Playing Games

When a teacher use game, he/she should have a good plan such as

choosing the suitable game for their students ability, decides what the players

should do, how which the time allocated, and the teacher should know how

the procedures of game are:

According to Adewui-Abalo, there are many procedures for

playing game such as:

1. Choose games on the basis of their suitability in terms of the language they put into practice and also with regard to the students themselves (e.g. their age and interest).

2. Prepare the game carefully beforehand; try to predict the language items that maybe needed.

3. Explain to the students (in the mother tongue if necessary) the purpose of rules for the games.

12 Julia Dobson, Try One of My Game, English Teaching Forum, Vol. VIII, No. 3, 1996,

p. 18

13 Sandra J. Savignon and Margie S. Berns, op. cit., p. 211

14

4. Involve as many students a possible e.g. by dividing the class into two teams and also by letting the students take over for you if the game permits.

5. If the games are played on team basis, points should be awarded for each correct answer and the scores are written on the blackboard. Deduction can be made for grammatical errors (e.g. half point) but credits should be given for creative expression.14

C. Reinforcing Vocabulary Through Puzzle

1. Definition of Puzzle

Puzzle which is part of games and defined in the Collins

COBUILD new student’s dictionary, is question, game, or toy which you

have to think about carefully in order to answer it correctly or put it together

properly.15

In this study the writer tries to describe puzzle as one of many

language games used to teach vocabulary at junior high school.

2. Kinds of Puzzles

There are many kids of puzzles, among other are:

a. Word Search Puzzle

In this game the students will be given a list of encoded letter

which contain hidden names of subject. The students will have to find

those names by circling those words, for example:

Find out three part of body in the boxes, and clues bellow will

help you to find out them:

1. We have a pair of this part, we use them to see.

2. All the thread like growth on the skin, especially on the human

head.

3. We have five of it in each hand.

14 Adewui-Fauwi Abalo, The Role of Game, In The Learning Process, English Teaching

Forum, July, 1987., p. 46

15 Collins COBUILD, New Student’s Dictionary, Second Edition (Glosgow: Harper Collins Publisher, 2002), p. 559

15

I H O M E L

R A J S Y U

F I N G E R

O R E N D F

W I G H T S

b. Crossword Puzzles

This game is very familiar to the students for they can find

such a puzzles in their language in this game, the students will have to fill

the boxes latter by latter based on the question. For example:

1. Instituting for educating children. Like secondary and primary

school.

2. Four legged, solid-hoofed animal with flowing mane and tail,

used from early times to carry loads, for riding.

3. Seaman, member of ship’s crew.

2

1

3

16

c. Scramble Letters Puzzle

It is kind of puzzle where the player have to rearrange the

scramble letters based on the clues. This puzzle is useful primarily for the

recognition of words and their spelling. For example:

By unscrambling the following letter you will get the kinds of

fruits.

Arrange these letters into the correct word!

e.g. RANOGE: ORANGE

1. STRYWABERR :

2. LPPEA :

3. RAGPE :

4. NABANA :

5. CONUTCO :

(Answer: Strawberry, Apple, Grape, Banana, Coconut)

D. Hypothesis

1. The experimental hypothesis (Ha): there is a significance difference in

teaching English vocabulary through puzzle and without puzzle

technique for second year students of SMPN 1 Jonggol.

2. The Null Hypothesis (Ho) : there is no significance difference in teaching

English vocabulary through puzzle and without puzzle technique for

second year students of SMPN 1 Jonggol.

CHAPTER III

THE PROFILE OF SMPN 1 JONGGOL

A. Brief History

SMPN 1 Jonggol was established in 1963. It was built on 2566 m2 of

land on Jl. Menan, Sukamaju Jonggol. The schools founders are:

1. R. Abdurrachman Komara

2. R. Mangun Sudibja

3. R.M. Mulyana

4. R.A. Mangun Sugara

At the beginning, the establishment of the school is aimed to focus on

giving the lesson around of the school. The school was expanded its educational

coverage by opening some classes. The expanding had a purpose to give a bigger

opportunity for the students to access the education.

For several years, the people’s demand for education increased, while

the member of educational institutions was limited, therefore the school decides to

open the class until nine classes.

B. Vision and Mission

1. Vision

SMPN 1 Jonggol as a junior education center, as a society pride

that graduated only qualified cadres preeminent in science and technology.

17

18

2. Mission

Contain steps should be done in order to render vision above by:

o Preparing the young generation who is mastering in knowledge and

technology based on IPTEK and IMTAQ.

o Improving the students’ intelligence.

o Creating the best graduation as a Junior High School.

C. Achievement

Up to now, SMPN 1 Jonggol has existed for 47 years; it won over many

challenges and obstacles. During those years, many achievements had been

achieved by school, some of them are:

1. The first winner of Cultural Dance in Bogor.

2. The first winner of Mathematics Olympiads in Province.

3. First Winner of Tilawatil-Qur’an in Bogor.

D. Students

Like other schools, SMPN 1 Jonggol also faced the increased every

years or up and up of its student’s number, it is affected by many factors. Some of

them are school achievements and society environment.

Table 3.1

Students Total Number

Class VII Class VIII Class IX Total Total Total

Year

Total of

Registrar Students Students Students

Total of students

2006/2007 715 363 381 385 1129 2007/2008 710 396 364 362 1122 2008/2009 653 405 374 358 1137 2009/2010 840 423 409 377 1209

19

E. Teaching Staff

Table 3.2

Personal Detail of the Teachers

No Name/NIP Position Subject Matter

1 Rachmat Mulyana,S.Pd 130924827 Headmaster -

2 M. Sukarmawijaya, S.Pd 130672919 Vice of Headmaster Pejaskes

3 Dedi Subarna Rendiawan, S.Pd 131614038 Vice of Headmaster PLS

4 Drs. Wawan Gunawan 131685908 Vice of Headmaster Elektro

5 Dedi Karyana, S.Pd 131887450 Curriculum staff PPKn

6 Tri Wahyudi, S.Pd 131831286 Students’ Consultant Matematika

7 Purrnama Sari, S.Pd 132232402 BP/BK staff IPS

8 Sri Erlina, S.Pd 130881793 Teacher staff B.indonesia

9 Imas Rusyanti 131421947 Teacher staff B.indonesia

10 Turenih 132041394 Teacher staff Matematika

11 U. Suhandi, S.Pd 131422158 Teacher staff Biologi

12 Ea Juariah, S.Pd 131967531 Teacher staff Bioligi

13 Ernida, S.Pd 131959757 Teacher staff Biologi

14 Dra. Musrini 132146185 Teacher staff Fisika

15 Djaka Sudjana, S.Pd 132205894 Teacher staff Geografi

16 Dra. Risa Nurhayati 132205891 Teacher staff Geografi

17 Nurwidi Astuti, S.Pd 132223970 Teacher staff B.inggris

18 Dadang Kusnendar, S.Pd 132196655 Teacher staff B.inggris

19 Maman 131904861 Teacher staff B.sunda

20 Elly Saadah Teacher staff Kesenian

20

131119686

21 Elon Darwita 130879269 Teacher staff IPS

22 Sahroni, S.Pd 131849400 Teacher staff IPA

23 Taufan Suriyanto, S.Pd 132118687 Teacher staff Matematika

24 Yuli Purnamawiati, S.Pd 480141158 Teacher staff Sejarah

25 N. Ratna Komala, S.Pd 131962087 Teacher staff B.indonesia

26 Esep Muhamad, S.Pd 132185638 Teacher staff B.indonesia

27 Aam Muharam, S.Pd 480140912 Teacher staff Penjaskes

28 Eva Syelly Syahvitri, S.S 480183307 Teacher staff B.inggris

29 Agung Mahmilasari, S.Pd 480183392 Teacher staff Ekonomi

30 Heni Windiarti, S.Pd 480183016 Teacher staff Ekonomi

31 Ismayani, S.Pd 480183454 Teacher staff B.indonesia

32 Asep Hermansyah, S.Pd 480183466 Teacher staff B.inggris

33 Ujang Anwar, Sag 150239064 Teacher staff Pend.Agama

Table 3.3

Personal Detail of the English Teachers

No Name/NIP Teaching Experiences

Class Latest Education

1 Nurwidi Astuti, S.Pd 132223970

Since 3/1/1999 VIII g,h,i IX d,e,f

English Department

2 Eva Syelly Syahvitri, S.S 480183307

Since 2/1/1998 VII g,h,i IX a,b,c

Science and Technology

3 Asep Hermansyah, S.Pd 480183466

Since 1/1/2008 VII d,e,f IX g,h,i

English Department

4 Dadang Kusnendar, S.Pd 132196655

Since 1/1/2008 VII a,b,c VIII a,b,c

English Department

21

F. Facilities of the School

In order to make the students learning process run well, it is a necessary

for the school to provide good supporting facilities, without those facilities the

learning process may lead to a disorder situation. SMPN 1 Jonggol realizes this

fact so that it always tries their best effort to provide good learning facilities. The

writer will mentions as follow:

Table 3.4

The Infrastructures Supported of the School

No Name of Infrastructures Total 1 Head Master Room 1 2 Administrative Stuff 1 3 Teachers lounge 1 4 OSIS 1 5 Medical Room 1 6 Science Laboratory 1 7 Computer Laboratory 1 8 Classes 27 9 Warehouse 1 10 Productive unit room 1 1 Canteen 1 12 Library 1 13 Mosque 1 14 Teachers’ Restroom 5 15 Students’ Restroom 10

CHAPTER IV

RESEARCH METHODOLOGY AND FINDINGS

1. Research Methodology

1. Time and Place

The writer did the research at SMPN 1 Jonggol-Bogor. He

conducted this research at the school from May16th 2009 to 25th of August

2009.

2. Population and Sample

The writer took the population and research sample from the VIII

grade students. The total number of students in the VIII grade is 409 students

which is divided into nine classes, from A, B until I classes, the writer only

took 40 students from I class.

3. The Instrument of Research

The instrument carried out in this research divided into two

seasons, the first season consisted the pre test (the evaluation test given before

teaching through puzzle) and the second season consisted the post test the

evaluation test given after teaching through puzzle), and the results of both

used as data. (The form of the test can be seen in appendixes)

The instrument of this research is vocabulary test which consisting of 35

(thirty five) questions. The test is divided into four test form; they are essay

22

23

tests, matching tests, fill in the blank tests, and scrambled words. The essay

tests consist of 7 items from number 1 to number 7. It’s score per item is 2. it

means if all tests answer correct the score is 14. For the matching tests, it

consists of 10 items from number 1 to number 10. It’s score per item is 1.it

means if all the answer correct the score is 10.

Fill in the blank tests consist of 10 items from number 1 to number 10.

It’s score per item is 2. If they can choose the answer of 10 items correctly,

they will get 10 scores. The scrambled words consist of 8 items from number

1 to number 8. It’s score per item is 2. it means if all tests answer correct the

score is 16. And the sum of all form’s score will be multiply by two for the

final score.

From the description of each test form above, we can see that the highest score

of this test is 100.

4. Teaching Procedures

The teaching procedures that the writer held as follow;

The First Season:

a. Motivation

o Teacher greets the students

o Teacher asks the students about their condition

o Teacher does the attending list check of students

b. Presentation

o Teacher mentions something that related to the topic (Flora and

Fauna).

o Teacher explains about the topic.

o Teacher simulates students about the topic by asking some

question:

24

“Tell me what animal do you know? Mention them”. Teacher

writes the answer on the board. The teacher guiding students to specify

animal into two kinds: domestic animal (pets) and wild animal. “How

many kind of animal do we have? Or What is the special characteristic of

the dog?, etc”.

o The class divided each group get firs turn by answer the question

orally:

1. What is a long nose of an elephant?

2. How does a cat sound like?

3. Lion, tigers and bear are pets or wild animal?

4. If a young cat is kitten, what is young dog?

5. Snake is kind of? Birds or Reptiles.

o Teacher writes the answer on the board.

c. Evaluation

Teacher gives the students some question (pre-test) to get the result as

the pre-test scoring.

The second season, taken two weeks after the first season;

The teaching procedures that the writer held as follow;

The Second Season:

a. Motivation

Teacher greets the students

Teacher asks the students about their condition

Teacher does the attending list check of students

b. Presentation

o Teacher mentions something that related to the topic (Flora and

Fauna).

o Teacher explains about the topic.

o Teacher simulates students about the topic by asking some

questions:

o “Tell me what animal we can see in farms? Mention them”.

25

o Teacher writes the answer on the board by making a semantic

mapping.

FARMS

o Some students read aloud the text about animal farms.

o Each group is given the hand out.

o Each group has to find 10 words related to the topic animals in the

puzzle.

o The group has to make sentence for each word, and write the

sentence on the space provided.

o Students write the letter into the correct order based on the clue

given.

e.g. MSOQIUOT Small and like a human blood

A B

A cat Some mammals live in the sea.

A butterfly Small animal with soft fur, often

keep as a pet or for catching mice.

A frog Reptile

A dolphin An insect with long thin body and

four usu brightly colored wings.

A snake Amphibian

c. Evaluation

Teacher gives the students some question (post-test) to get the result

as the post-test scoring.

26

2. Research Findings

1. Description of Data

To know the result of the test, the writer makes the table of

student’s score Pre-test and Post-test, as follows:

Table 4.1

The Test Scores of Students’ Pre-test

STUDENT SCORE STUDENT SCORE

1 78 21 88

2 52 22 86

3 70 23 84

4 50 24 84

5 76 25 88

6 74 26 72

7 72 27 84

8 76 28 83

9 76 29 73

10 56 30 80

11 88 31 90

12 88 32 90

13 84 33 80

14 84 34 80

15 80 35 72

16 80 36 78

17 78 37 84

18 78 38 82

19 66 39 80

20 84 40 86

27

Table 4.2

The Test Scores of Students’ Post-test

STUDENT SCORE STUDENT SCORE

1 80 21 96

2 66 22 88

3 70 23 88

4 54 24 84

5 84 25 84

6 76 26 72

7 72 27 84

8 84 28 84

9 80 29 80

10 56 30 80

11 80 31 92

12 84 32 92

13 84 33 84

14 88 34 84

15 88 35 72

16 80 36 80

17 88 37 92

18 84 38 88

19 60 39 84

20 92 40 88

28

2. Analysis of Data

Table 4.3

The Result Calculation of Test both Pre-test and Post-test

NO X Y X y x2 y2

1 80 78 -1.15 -0.35 1.3225 0.1225

2 66 52 -15.15 -26.35 229.5225 694.3225

3 70 70 -11.15 -8.35 124.3225 69.7225

4 54 50 -27.15 -28.35 737.1225 803.7225

5 84 76 2.85 -2.35 8.1225 5.5225

6 76 74 -5.15 -4.35 26.5225 18.9225

7 72 72 -9.15 -6.35 83.7225 40.3225

8 84 76 2.85 -2.35 8.1225 5.5225

9 80 76 -1.5 -2.35 2.25 5.5225

10 56 56 -25.15 -22.35 632.5225 499.5225

11 80 88 -1.5 9.65 2.25 93.1225

12 84 88 2.85 9.65 8.1225 93.1225

13 84 84 2.85 5.65 8.1225 31.9225

14 88 84 6.85 5.65 46.225 31.9225

15 88 80 6.85 1.65 46.225 2.7225

16 80 80 -1.5 1.65 2.25 2.7225

17 88 78 6.85 -0.35 46.225 0.1225

18 84 78 2.85 -0.35 8.1225 0.1225

19 60 66 -21.15 -12.35 447.3225 152.5225

20 92 84 10.85 5.65 117.7225 31.9225

21 96 88 14.85 9.65 220.5225 93.1225

22 88 86 6.85 7.65 46.225 58.5225

23 88 84 6.85 5.65 46.225 31.9225

24 84 84 2.85 5.65 8.1225 31.9225

25 84 88 2.85 9.65 8.1225 93.1225

26 72 72 -9.15 -6.35 83.7225 40.3225

29

27 84 84 2.85 5.65 8.1225 31.9225

28 84 83 2.85 4.65 8.1225 21.6225

29 80 73 -1.15 -5.35 1.3225 28.6225

30 80 80 -1.15 1.65 1.3225 2.7225

31 92 90 10.5 11.65 110.25 135.7225

32 92 90 10.5 11.65 110.25 135.7225

33 84 80 2.85 1.65 8.1225 2.7225

34 84 80 2.85 1.65 8.1225 2.7225

35 72 72 -9.15 -6.35 83.7225 40.3225

36 80 78 -1.15 -0.35 1.3225 0.1225

37 92 84 10.5 5.65 110.25 8.1225

38 88 82 6.85 3.65 46.9225 13.3225

39 84 80 2.85 1.65 8.1225 2.7225

40 88 86 6.85 7.65 46.9225 58.5225

TOTAL Σ 3246 Σ 3134 Σ 0.1 Σ 0 Σ 3551.978 Σ 3417.3

1. Determining Mean I with formula:

11 N

XM ∑=

403246

= 15.81=

2. Determining Mean II with formula:

2

2 NX

M ∑=40

3134= 35.78=

3. Determining of Standard of Deviation of Variable I:

NX

SD ∑=2

11 40

978.3551= 79.88= 422.9=

4. Determining of Standard Deviation of Variable II:

NY

SD ∑=2

12 40

3.3417= 242.9=43.85=

30

5. Determining of Standard Error Mean Variable I:

11

11 −=

NSD

SEM39422.9

=140

422.9−

= 49.0=241.0=

6. Determining of Standard Error Mean Variable II:

12

22 −=

NSD

SEM 140

242.9−

=39242.9

= 236.0= 485.0=

7. Determining Standard Error Mean Difference of M1 and M2: 222

22

121 485.049.0. +=+= SEMSEMSEMSEM

235225.02401.0 += 475325.0=

68.0=8. Determining to with formula:

11.468.08.2==68.0

35.7815.81 −=

21

21

.SEMSEMMMto

−=

9. Determining t-table in significance level 5 % and 1 % with df:

( ) 391401 =−=−= Ndf

The writer gained t table:

Significan level 5 % = 2.02

Significan Level 1 % = 2.69

10. The Comparison between t-score with t-table

t-score = 2.69 < 4.11 > 2.02

3. Test of Hypothesis

The writer hypothesis is that teaching by using puzzle in

vocabulary subject has reinforced students’ ability in memorizing

vocabulary.

31

The statistic hypothesis states that:

If to > tt = there is difference and Ha is accepted

If to < tt = there is not difference or the same and Ha is

rejected and Ho is accepted

to = t observation

tt = t test

As Sudijono states that if the result of calculation to (t

observation) is bigger than tt (t table), to > tt; so the zero hypothesis (Ho) is

rejected. It means that the experiment technique is accepted) and if the

result of calculation to (t observation) is smaller than tt (t table), to < tt; so

the zero hypothesis (Ho) is accepted. It means that the experiment

technique is rejected)1.

It means that the influence of using the puzzles is higher than the

influence of without using it. It can be concluded that teaching by using

puzzle in vocabulary subject has reinforced their ability in memorizing

vocabulary.

4. Interpretation of Data

Based on the data collected from pre-test without using puzzle

the scores are 78.35. After teaching by using puzzle and giving post-test

the mean scores was 81.15 It means, teaching by using puzzle in

vocabulary subject has reinforced their ability in memorizing vocabulary.

After giving the test, they got the better scores than before; from the result

of statistic calculation indicates that the value of t- score (to) is 4.11 which

is higher from the t-table (tt) in level 1% and 5% as described above. Since

to score in the table is higher than tt score obtained from the result of

calculating, the alternative hypothesis (Ha) is accepted and the null

hypothesis (Ho) is rejected.

1 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 1994), p.

270.

32

The degree of freedom (df) is 40 obtained from (N1 =`40 – 1 =

39). In this paper, the writer uses the degree of significance of 5 % and 1

%. In the table of significance, it can’t be found the df of 39 so it’s used

the df of 40. And on the degree of significance of 5 % and 1 %, the values

of the degree of significance are 2.69 and 2.02. Comparing the to with each

value of the degree of significance, the result is 2.69 < 4.11 > 2.02.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the students’ achievement of the research stated, that most of

the students often get difficulties in studying vocabulary when they learn English.

The writer concludes that the use of puzzles for reinforcing vocabulary on

students at second grade of SMPN 1 Jonggol can be an alternative way to

reinforce vocabulary; that fact can be seen from the total score of the students. It

is clear that the use of puzzle is better than without.

Based on the results of the research analysis by using the puzzles, the

students who got the difficulties were lower than before. Then in the T-test

analysis the result shows that “to (t- observation)” is higher than “t table”. It means that

there is significant difference between using English puzzle and without using

English puzzle at second grade of SMPN 1 Jonggol.

B. Suggestion

Dealing with conclusion, the writer would like to suggest as follows:

1. Nowadays, the technique by using puzzle is not familiar. Perhaps, in

some institution this technique can be applied.

2. Today students need something fun and different in learning process

which can motivate them to study. By using puzzle, it is hoped that

students can enjoy more in learning English, it has been proved by the

32

33

technique that the writer use by using English puzzle to reinforce

students vocabulary.

3. In presenting the puzzle, teacher should have as follows:

a. Knowledge on how to teach puzzle to the pupil.

b. Choose the best puzzles that convey the necessity toward the

material that need to be taught.

c. Teacher should consider the interest level and age of the

students in the choosing puzzle

4. Students should be creative in learning English, not just depending on

the material given by teacher in the class.

BIBLIOGRAPHY

Abalo, Adewui-Fauwi, The Role of Game, In The Learning Process, English

Teaching Forum, July, 1987.

Brooks, Nelson, Language and Language Learning New York: Harcourt, Bruce &

World Inc, 1964.

COBUILD, Collins New Student’s Dictionary, Second Edition Glasgow: Harper

Collins Publisher, 2002.

Dobson, Julia, Try One of My Game, English Teaching Forum, Vol. VIII, No. 3,

1996.

Edge, Julian, Essentials of English Language Teaching, Singapore: Longman

Singapore Publisher, 1993.

Gairns, Ruth and Redman, Stuart, Working With Words, A Guide To Teaching

And Learning Vocabulary Cambridge: Cambridge University Press,

1991.

Hatch, Evelyn and Brown L. Cherry, Vocabulary, Semantics and Language

Education Cambridge University press, 1995.

Hornby, AS. Oxford Advanced Learner’s Dictionary Oxford: 1981.

Kim, Su Lee, Creative Games For The Language Class, English Teaching Forum,

Vol. 33, No. 1, January, 1995.

Larcabal, Susanna Rita, The Role of Games in Language Acquisition, English

Teaching Forum, April, 1992.

Long, H. Michael and Richard, Methodology in TESOL: A Book of Reading New

York: New Barry House Publisher, 1987.

Miriam Webster’s Ninth New Collegiate Dictionary America: Miriam Webster’s,

Inc., 1983.

Mukarto, English on sky for junior high school students, Jakarta: PT Glora Aksara

Pratama, 2004.

Savignon, J. Sandra and Berns S. Margie, Initiatives in Communicative Language

Teaching II, New York: Addison-Wesley Publish Company, 1987.

34

35

Savignon, J. Sandra and Berns S. Margie, op. cit.

Shoemaker, L. Connie, and Shoemaker, F. Floyd, Interactive Techniques for the

ESL Classroom Boston: Heinie and Heinie Publisher, 1997.

Swan, Michael, Practical English Usage New York: Oxford University Press,

1995.

Taylor, Linda, Teaching and Learning Vocabulary New York: University

Cambridge Press, 1990.

Trumble Bill and Elliott, Julia, Word Power Dictionary, London: The Reader’s

Digest Association Limited, 2000.

Ur, Penny, A course in language teaching Practice and Theory New York:

Cambridge University Press, 1996.

Wardiman, Artono and Jahur, B. Masduki, English in focus for VII Grade,

.Bandung: Pusat Pembukuan Departemen Pendidikan Nasional, 2008.

Zaenuri, A.M. Vocabulary 1. 2003

o CROSS WORD PUZZLE

1M A 1M M A L S 4I

I 2F N

C 3P I S 5G

2B E A R S E O

R H C O

R 3C 6A T S

4G O A T N E

T T

ACROSS DOWN

1. …. Give milk to their babies. They

have warm blood.

2. … A large heavy wild animal with

thick fur and live in cave.

3. Small animal with soft fur, often

keep as a pet or for catching mice.

4. A small lively animal with horns

1. … An animal like a small rat

with a long thin tail.

2. …. … Live in the water and lay

eggs. They have cold blood and

can swim.

3. Any of various types of usual

tropical birds.

4. … Have six legs. Most of them

have wings and can fly.

5. A bird like a duck with a long

neck.

6. Tiny animals that lives in

colony.

o SCRAMBLE WORD PUZZLE

A B

A cat Some mammals live in the sea.

A butterfly Small animal with soft fur, often keep

as a pet or for catching mice.

A frog Reptile

A dolphin An insect with long thin body and

four usually brightly colored wings.

A snake Amphibian

o SEARCH WORD PUZZLE

Domestic Wild

o SEARCH WORDS PUZZLE

Find 15 words of animal and the habitat, the selected 3 word and

mark a sentence for each word!

Z B C D E T I G E R A

K E M N O P Q R S T B

U V B E Y Z A B C D F

E F G R I J K C M Z R

K A N G A R O O W T O

B Z A B C D E W G H G

U J H A B I T A T W K

F A R M W X Y Z A B C

F D E F G H T J K L X

A N O P Q D E S E R T

L I O N E W Y S E U Q

O P Q E R S T V X N R

N A S I C A V E S G O

A E B C D E F L A N D

G U J H O R S E I I N

1. …………………….

2. …………………….

3. …………………….

o Answer Three Questions!!!

1. Draw the semantic mapping of animals.

Food

Types

Habitat

BATS

2. Draw the semantic mapping of animals.

TORTOISES

Food

Types

Habitat

o Give Your Description of WILD ANIMALS

……………………………………………………………………

……………………………………………………………………

o Why DOMESTIC ANIMALS are tame? Explain

……………………………………………………………………

……………………………………………………………………

o Rewrite the letter into the correct order based on the clue!

R P T I L E S

1. ………………………………

L E P H A N T T

2. ………………………………

R I R S V E

3. ………………………………

M A C E L

4. ………………………………

D K E Y O N

5. ………………………………

LESSON PLANNING

School : SMPN 1 Jonggol

Level : 2nd year

Theme : Flora and Fauna

Sub theme : Domestic Animals

Approach : Active Learning

Method : Discussion, Work Classes

Time allocation : 2 x 40 minutes

Basic competence : Students are able to communicate in spoken and written language by using

appropriate register fluently and accurately in interactional discourse and/or

monologues in the forms of narrative, descriptive and recount.

Indicator : Student could classify animals includes to domestic animals, and mention the

characteristic of animals.

Evaluation : Written text

No Activity Time

minutes

Class

organization

Material

attendance list

Description

1 Opening 7 - - o Teacher gets students

“Asslamualaikum Wr. Wb,

good morning students, how are you

today?

(Respond by the students).

o The teacher checks the attendance list by

calling the students’ name one by one.

2 Warming up /

Brainstorming

10 - - o The teacher begins the lesson “lets start

our lesson today by reciting Basmallah”.

o The teacher informs the students the

topic of the lesson “today we are going to

talk about animals”.

o The teacher simulates students about the

topic by asking some question:

“tell me what animal do you know?

Mention them”. Teacher writes the

answer on the board. The teacher guiding

students to specify animal into two kinds:

domestic animal (pets) and wild animal.

“How many kind of animal do we have?”

What is the special characteristic of the

dog, etc?

3 The lesson 50 Students are

divided into 5

group

Discussion o The class divided each group get firs turn

by answer the question orally:

1. What is a long nose of an elephant?

2. How does a cat sound like?

3. Lion, tigers and bear are pets or wild

animal?

4. If a young cat is kitten, what is young

dog?

5. Snake is kind of? Birds or Reptiles.

o Teacher writes the answer on the board.

4 Review /

Evaluation

8 Individual Exercise o Students answer the question below.

1. C – O – R – C – O – L – I – D – E.

2. R – O – O – N – O – G – K –A.

3. U – D – C – K.

4. L – E – P – A – H – N – T – E.

5. B – T – E – U – T – R – L – F – Y.

5 Closing 5 - - o The teacher asks the students about the

best conclusion about the lesson.

o The teacher indeed the lesson ok, that’s

all the lesson for today, see you on

Wednesday, lets end the lesson by saying

Hamdallah.“

Jonggol, August 18th 2009

Mengetahui:

Guru Mata Pelajaran Mahasiswa

Nurwidi Astuti, S.Pd Zaini Rahman

NIP : 197202281999032004 NIM 105014000368

LESSON PLANNING


Level : 2nd year


Sub theme : Habitat


Method : Discussion and Work Classes





Indicator : Student could classify animals includes their habitat, and mention the



No Activity Time

minutes

Class

organization

Material

attendance list

Description


“Asslamualaikum Wr. Wb

Good morning students, how are you

today?




2 Warming up /

Brainstorming

10 individual - o The teacher begins the lesson “let’s start



topic of the lesson “today we will go to

continue about animals”.



“Tell me what animal we can see in

farms? Mention them”. Teacher writes

the answer on the board.

3 The lesson 1 15 Individual Text o Some students read aloud the text about

animal farms.

4 The lesson 2 35 Individual Discussion o Students discuss about animals and their

habitat.

1. Each group has to find 10 words

related to the topic animals.

2. The group has to make sentence for

each word, and write the sentence on

the space provided.

3. Students have to identify the habitat,

types and foods.

5 Review /

Evaluation

8 Individual Test of

vocabulary

o Students write the letter into the correct

order based on the clue given.

e.g. MSOQIUOT

Small and like a human blood

o Students have to identify the scrambled

word.

A B

A Cat ………………

A Frog ………………

A Butterfly ………………

A Dolphin ………………

A Snake ………………




all the lesson for today, see you on ……

lets end the lesson by saying

Hamdallah.“

Jonggol, 25th August 2009

Mengetahui:



NIP : 197202281999032004 NIM 105014000368

LESSON PLANNING


Level : 2nd year


Sub theme : Habitat


Method : Using Puzzles





Indicator : Student could classify animals includes their habitat, and mention the



No Activity Time

minutes

Class

organization

Material

attendance list

Description


“Asslamualaikum Wr. Wb

Good morning students, how are you

today?




2 Warming up /

Brainstorming

10 individual - o The teacher begins the lesson “let’s start



topic of the lesson “today we will go to

continue about animals”.



“Tell me what animal we can see in

farms? Mention them”. Teacher writes

the answer on the board by making a

semantic mapping.

FARMS

3 The lesson 1 15 individual Cross word

puzzle

o Some students read aloud the text about

animal farms.

4 The lesson 2 35 Students are

divided into 5

group

Word search

puzzle

o Each group is given the hand out.

1. Each group has to find 10 words

related to the topic animals in the

puzzle.

2. The group has to make sentence for

each word, and write the sentence on

the space provided.

5 Review /

Evaluation

8 Individual Test of

vocabulary in

the scramble

letter puzzle

form

o Students write the letter into the correct

order based on the clue given.

e.g. MSOQIUOT

Small and like a human blood

A B

A cat Some mammals live in

the sea.

A butterfly Small animal with soft

fur, often keep as a pet

or for catching mice.

A frog Reptile

A dolphin An insect with long thin

body and four usu

brightly colored wings.

A snake Amphibian




all the lesson for today, see you on ……

lets end the lesson by saying

Hamdallah.“

Jonggol, 25th August 2009

Mengetahui:



NIP : 197202281999032004 NIM 105014000368

ULANGAN HARIAN SEMESTER GANJIL

SMP NEGERI 1 JONGGOL

TAHUN PELAJARAN 2009/2010

Name : …………………… Date : ……..,……….. 2009

Class : …………………… Time : 40 minutes

Sex : Male / Female Score :

Read the following text with the suitable words in the box!

ALL KINDS OF ANIMALS

You have probably seen many different animal of TV. There are animals

that live on land and animals that live in water. Some animals have wings, some

animals don’t. Some animal lay eggs while others give birth. To make easier to

study animals, scientist usually divide them into groups.

The first group is mammals. Lions, bears, elephants, horses, monkeys,

mice and sheep are mammals. Mammals give birth to their babies. Then, they feed

their babies with milk from their breast, like humans. Some mammals live in the

sea. They are whales and dolphins.

The second group is called birds. Birds have wings and feather and most

of them can fly. Birds don’t give birth, instead they lay eggs. Birds like ducks,

geese and swans can also swim in the water. Some birds like chicken, penguins,

and ostriches can’t fly.

The third group is reptiles. Reptiles are cold blooded. Most reptiles are lay

eggs. They are lizard, snakes, crocodiles, and komodo dragons.

Amphibian can live on land and in the water. They look like reptiles. A

commonly found amphibian is a frog.

A group of animals can only live in the water. They are called fish. To

help them to swim, they have fins. Fish also can breathe in the water using their

gills.

The last group is insects. We can see many insect everyday like flies, bees,

mosquitoes, cockroaches, crickets, and grasshopper. Most insect has wings. Their

bodies are divided into three parts. Insect usually has six legs.

1. What are the characteristic of mammals?

2. Do birds give birth?

3. What does fish have to help it swimming?

4. Does fish breathe with lungs?

5. Is all bird able to swim?

6. Mention the mammal which lives in the sea?

7. How many legs do usually an insect has?

Complete the sentence below with can or can’t

1. Zebras ............. climb but they ............. run very fast.

2. Penguins ............. fly but they ............. swim.

3. Kangaroos ............. jump very well but their babies ............. jump for eight

month.

4. Kangaroos ............. jump for 9 metres but they ............. walk

5. Tigers ............. run very fast but their babies ............. see.

6. Bears ............. climb but their babies ............. see for two weeks.

7. Ostriches ............. fly but they ............. run fery fast.

8. Polar bears ............. run very fast and swim very well but they .............

jump.

9. Male gorillas ............. climb well but the female and young gorilas

............. climb.

10. Chameleons ............. look at two directions at the same time but

they............. fly.

Put the verb in the brackets into present tense!

1. Whales and dolphins (be) ....................... mammals.

2. Female elephants (carry) ....................... the baby for 20-22 month.

3. A snake (not give birth) ........................ It (lay eggs) ........................

4. A rabbit (like) ....................... carrot very much.

5. Koala bears (come) ....................... from Australia.

6. A plant (give) ....................... fruits. It also (release) .......................oxygen.

7. A kangaroo (have) ....................... a pouch.

8. Mammals (give birth) ....................... while bird (lay) .......................egg.

Arrange the letter into the correct order!

1. C – O – R – C – O – L – I – D – E.

2. R – O – O – N – O – G – K –A.

3. U – D – C – K.

4. L – E – P – A – H – N – T – E.

5. B – T – E – U – T – R – L – F – Y.

6. R – O – H – S – E..

7. T – G – E – I – R.

8. K – E – Y – M – O – N.

GOOD LUCK

Answer Key

1. What are the characteristic of mammals?

Mammals give birth to their babies. Then, they feed their babies with milk

from their breast.

2. Do birds give birth?

No, they lay eggs

3. What does fish have to help it swimming?

To help them to swim, fishes have fins. Fish can also breathe in the water

using their gills.

4. Does fish breathe with lungs?

No, they are not

5. Is all bird able to swim?

No, not all of them can swim

6. Mention the mammal which lives in the sea?

Dolphins and whales

7. How many legs do usually an insect has?

Insect usually has six legs

1. Zebras can’t climb but they can run very fast.

2. Penguins can’t fly but they can swim.

3. Kangaroos can jump very well but their babies can’t jump until eight

months.

4. Kangaroos can jump for 9 metres but they can’t walk

5. Tigers can un very fast but their babies can’t see.

6. Bears can climb but their babies can’t see for two weeks.

7. Ostriches can’t fly but they can run fery fast.

8. Polar bears can run very fast and swim very well but they can’t jump.

9. Male gorillas can’t climb well but the female and young gorilas can climb.

10. Chameleons can look at two directions at the same time but they can’t fly.

1. Whales and dolphins are mammals.

2. Female elephants carry the baby for 20-22 month.

3. A snake does not give birth. It lays eggs

4. A rabbit likes carrot very much.

5. Koala bears comes from Australia.

6. A plant gives fruits. It also releases oxygen.

7. A kangaroo has a pouch.

8. Mammals give birth while bird lays egg.

1. C R O C O D I L E.

2. K A N G O R O O

3. D U C K.

4. E L E P H A N T .

5. B U T T E R F LY.

6. H O R S E.

7. T I G E R.

8. M O N K E Y.

ULANGAN HARIAN SEMESTER GANJIL

SMP NEGERI 1 JONGGOL

TAHUN PELAJARAN 2009/2010

Name : …………………………… Date : May 2009

Class : …………………………… Time : 40 minutes

Sex : Male / Female Score :

A. Complete the description with the correct answer!

Is/are lives/live eats/eat sleeps/sleep climbs/climb

Koala bears

Koala bears (1)....... mammals. They (2)....... in Australia. They (3)....... in

trees and they also (4) ....... in trees. They (5)....... leaves. They can (6)....... very

well.

Koala bears (7) ....... usually small. The babies (8)....... only two

centimeteres Tall. This koala bear (9) ....... an adult koala. It (10) ....... about 0.5

metres tall. It (11) ....... about 1 kg of leaves a day.

B. Fill in the blank with appropriate word below.

Climate Season Sun Hot Enough Warm

In the dry (12) …….. the (13) ……. Shines brightly. The skies are blue

and the day is usually very (14) …., but It is (15) …. All day and there is very

little rain. The rivers do not have (16) …. water. Some rivers are even dry.

C. Choose the correct answer!

17) A cat (give, gives) milk to its babies.

18) Reptiles (has, have) thick skin.

19) Butterflies (are, is) insects.

20) A snake (lays, lay) eggs.

21) A lion (sleep, sleeps)

22) Zebra (come, comes) from afrika.

23) Bats (live, lives) in trees. Their blood (is, are) cold.

24) A tortoise (eats, eat) leaves and grass.

25) A tortoise (is, are) a reptile.

D. Arrange the letter into the correct order!

26) N – D – I – O – S – A – U – S – R

27) K – E – Y – M – O – N

28) R – O – G – F

29) B – B – T – I - R – A

30) M – S – E – O – U

Answer key

1) Are

2) Live

3) Eat

4) Live

5) Sleep

6) Climb

7) Are

8) Are

9) Are

10) Is

11) Is

12) Season

13) Sun

14) Warm

15) Hot

16) Enough

17) Gives

18) Have

19) Are

20) Lays

21) Sleeps

22) Come

23) Live

24) Easts

25) Is

26) Dinosaur

27) Monkey

28) Frog

29) Rabbit

30) mouse

36

Appendix 1

37

Appendix 2

38

Appendix 3

39

Appendix 4

40

Appendix 5

44

Appendix 6

48

Appendix 7

53

Appendix 8

56

Appendix 9

61

Appendix 10

65

Appendix 11

REINFORCING STUDENTS’ VOCABULARY THROUGH … · REINFORCING STUDENTS’ VOCABULARY THROUGH ....

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