English Education Research Essay

CHAPTER I INTRODUCTION This chapter describes the background of the study, the research problem, the purposes of the study, the significances of the study, the scope of the study, and the definition of key terms. 1. 1 The Background of the Study In learning language, one of language components that should be mastered by learners is vocabulary. The learners should master vocabulary in order to be able to communicate in the target language and help the learners to understand and use the language easily.

Troike (2006: 138) states that vocabulary (or lexicon) is the most important level of L2 knowledge for all learners to develop–whether they are aiming primarily for either academic or interpersonal competence or a broader scope of communicative competence that spans two. Vocabulary is also important in the process of teaching and learning language because it supports the learner’s ability in language skills. The learners should master vocabulary well if they want to have better language skills.

Huyen and Nga (2003), Zhao (2009), and Cahyono and Widiati (2011) agree that the mastery of vocabulary plays a key role in the whole process of second language learning and is of critical importance to the learners. Without a solid mastery of vocabulary, listening, reading, translation, and writing are all attics in the air. So, vocabulary is one that links four skills. 1 2 The learners are not able to communicate well with each other in the foreign language if they have low vocabulary mastery.

They can not express their idea briefly because they do not have enough vocabulary. Akbari (2008) states that speakers cannot convey meaning and communicate with each other in a particular language. Moreover, Moras (2001) states that students need to broaden their vocabulary to express themselves more clearly and appropriately in wide range of situations. Vocabulary is important to be mastered by language learners, especially English learners, because English vocabulary is large. It is a must for the teachers to help their students to master vocabulary successfully.

By mastering vocabulary, students can learn and use language well. It is proved by Laufer (1997 in Akbari, 2008) who states that vocabulary learning is at the heart of language learning and language use. The importance of vocabulary mastery remains one of the problems in English communication. The result of the observation in the eighth graders and the interview with the English teacher of MTsN Aryojeding, Tulungagung, revealed several facts about the students’ vocabulary mastery and the teaching and learning process.

The researcher conducted observation on March 1, 2011 in class VIII-A whose students were not good at English. They got difficulty in expressing their idea, identified English words that they heard from the teacher, comprehended a text, and constructed writing. It was due to their limited vocabulary. It was showed by their low score in the vocabulary test. The results of vocabulary test which was done by the classroom English teacher showed that less 3 than 50% of the students passed SKBM (Standar Ketuntasan Belajar Minimal) or Minimum Passing Grade of 75.

The students’ low vocabulary mastery was caused by inappropriate teacher’s teaching technique. In vocabulary session, the teacher just asked the students to translate and memorize every single difficult word by looking up the dictionary. It was not effective to gain the students’ vocabulary mastery. Wright (1989: 137) states that translation might often provide meaning quickly but it does not develop this essential learning strategy which the students can continue to draw on long after they have left classroom.

In line with Wright, Zimmerman (1997 in Brown, 2007: 435) states that in traditional language-teaching methods highlighted vocabulary study with lists, definitions, written and oral drills, and flash cards“ the teaching and learning of vocabulary [were] undervalued. ” The teacher did not put the difficult words in the context which made the students get difficulty in using them in sentences or in expressing their ideas. Brown (2001: 377) states that the best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse.

Moreover, Coady (1997 in Rasekh, 2003) argues on the importance of context in vocabulary learning, recommending the use of vocabulary learning strategy instruction approach to lexical acquisition. The teacher also could use an instructional material in teaching vocabulary. In line with Brown and Coady, Hiebert and Kamil (2005: 1) state that one way of illustrating some of the challenges that readers can have with vocabulary is to provide a real-life example from instructional materials. 4 When the researcher did the observation, the students looked anxious and did not enjoy the teaching and learning process.

The teacher needed media in order to help the students to enjoy the vocabulary learning. The instructional media such as games are able to help the teacher to vary her teaching technique. Botturi and Loh (2008:2) state that when used within a classroom setting, games function as teaching aids in helping to explain or reinforce a learning concept. Games also make students more relax during the teaching and learning process. Uberman (1998 in Chen, 2005) states that games offer students a fun-filled and relaxing learning atmosphere.

After learning and practicing new vocabulary, students have the opportunity to use the language in anxious way. Games provide a pleasant environment which makes the students be more active in teaching and learning activities. Harris and Mayer (2010: 22) state that games can provide an environment that naturally promotes learning through structured play. Besides, games also motivate students to get involved in the class. Prasad (2003) states that games are natural self-expression for both the young and old.

They have the advantage of attention focusing, providing a self-motivation environment for the students to be more-actively participated. On March 8, 2011 the researcher gave a vocabulary test to the students of class VIII-A. The vocabulary test was designed by the researcher who was helped by the English teacher in selecting vocabulary. The researcher asked the students to do a vocabulary test. The vocabulary test consisted of 25 multiple-choice items, including nouns and verbs. The students were given twenty five minutes to do the test.

While the students were doing the test, the researcher and the English teacher walked around the classroom to make sure that each student did the test by 5 him/herself. The researcher found that the students got difficulty in doing the test and they complained that the test was very difficult. It was due to their limited vocabulary. It was indicated by the scores in the vocabulary test which were below 75 as determined SKBM (Standar Ketuntasan Belajar Minimal). The results of the vocabulary test showed that the average score was 69. 0 with the lowest score of 52 and the highest score of 88. Out of 42, 26 students (61. 90%) scored below the SKBM. The Preliminary Study-test, the answer sheet, and the answer key can be seen in Appendix 1, 2, and 3. Based on the observation and the results of vocabulary test above, the researcher noted that the teacher should find out a new strategy to solve the student’s problem in the vocabulary mastery. The teacher should realize that the aim of vocabulary learning is not only to know the meaning of words in Indonesian but also to understand and use the words appropriately.

If the teacher did not do that, the students would get worse. Cahyono (2008 in Heriyawati, 2010:154) states that teaching vocabulary aims at enabling the learners to understand the concepts of unfamiliar words, to gain a greater number of words, and to use words successfully for communicative purposes. The problem was caused by low vocabulary mastery. It was indicated by the average score of their vocabulary test that was below the school’s SKBM of 75. The problem made it difficult for them to write and speak English, as well as comprehend spoken and written text.

The researcher planned to implement Pictorial Board Game in this study, a modification of a Snake and Ladder to improve the students’ vocabulary mastery. The researcher chose the game because board game is very popular and 6 interesting. Bell and Cornelius (1988: 5) states that board games have a universal appeal. In order to make students more interested in playing games, the researcher puts a picture in every single step of the game. Raimes (1983 in Akbari, 2008) states that picture can help the teachers and students in teaching and learning vocabulary, as well as other components language.

Aryanta (2006) conducted research on the use of pictorial word puzzle to improve the vocabulary learning. The subjects of the study were the students at the eleventh graders of SMAN 8 Malang. The study was employed classroom action research. The results showed that the students had better mastery of English vocabulary through the implementation of pictorial word puzzle. It aroused the students’ interest and improved their vocabulary mastery. Another study documented was the use of media in improving students’ vocabulary mastery conducted by Welasati (2000) at SLTPN 1 Kepanjen.

The population of the study was the students at the first year of SLTPN 1 Kepanjen. This research aimed at investigating the use of picture in order to improve vocabulary learning. It was found that the students in the experimental group had better mastery of English vocabulary than the control group. Moreover, she concluded that pictures are important in the teaching and learning vocabulary since they enable the students’ memories to see the relationship of ideas. Kartikadewi (2009) used pictorial board game to improve the students’ vocabulary mastery. She conducted her study at SMPN 2 Pakel, Tulungagung for grade eight.

At the end of her study, she recorded that the use of pictorial board game was important to improve the students’ vocabulary mastery and made students felt comfortable in teaching and learning vocabulary. 7 The researcher planned to implement pictorial board game as the technique to improve the vocabulary mastery of the eighth graders of MTsN Aryojeding, Tulungagung. The pictorial board game is expected to help the students to achieve new vocabularies not through memorization, but they learn in meaningful context so that they will not forget the new words easily.

The use of pictures plays a great part in affecting the students and helps them to draw information. Moreover, there was no researcher conducted study related to the game in this school before this present study which made the students got curiosity in learning vocabulary by using games and fun activities. 1. 2 The Statement of the Problem Referring to the background of the study, the research problem is formulated as follows: How can Pictorial Board Game improve the vocabulary mastery of the eighth graders of MTsN Aryojeding, Tulungagung? 1. The Purpose of the Study In accordance with the statement of the research problem, this study aims to improve the vocabulary mastery of the eighth graders of MTsN Aryojeding, Tulungagung by using pictorial board game. 1. 4 The Significance of the Study The results of this study will be beneficial for the teachers and further researchers. For the English teachers of MTsN Aryojeding, the result of this study can be used to help them to solve the teaching problem related to the students’ ability in improving vocabulary. For other English teachers in the junior high school level, the findings of this research can be taken into consideration to improve students’ ability in improving vocabulary. Finally, for further researchers, the findings of this research can be used as valuable sources to conduct further research related to the use of pictorial board game. Moreover, further researchers can use the findings in this study as one of the references to carry out research on different grades and levels of education. 1. 5 The Scope of the Study This study was conducted at MTsN Aryojeding, Tulungagung.

The subjects were the students of class VIII-A of MTsN Aryojeding, Tulungagung in academic year of 2009/2010. It consisted of 42 students with 19 females and 23 males. This study was limited to explain and use one kind of media in teaching English vocabulary, which was pictorial board game. The vocabulary items dealt with in this study mainly belongs to the nouns and verbs related to the genre of the text, which was being taught at the second semester that is recount text. The topics were “My Holiday” and “My Experience”.

This study focused on improving eighth graders vocabulary mastery through pictorial board game. 1. 6 The Definition of Key Terms In order to have better understanding and to avoid misinterpretation about the terms used in the research, it is necessary for the researcher to explain them in detail. There are two key terms of this study; there are Pictorial Board Game and Vocabulary Mastery. They are defined as follows: 1. Pictorial Board Game is a game used for teaching learning English activities as an instructional media which played in groups by moving pieces of markers on a pictorial board and guessing the suitable words for those pictures. 2. Vocabulary Mastery is the achievement of “Nouns” and “Verbs” related to the topic presented as indicated by the students’ score in the vocabulary quizzes. The vocabulary mastery is showed by the score of the students’ achievement on the vocabulary quizzes. CHAPTER II RESEARCH METHODOLOGY This chapter presents the research methodology employed in this study. It includes the research design, the setting and subjects of the study, and the research procedure. 2. The Research Design The research design of this study was Classroom Action Research (CAR). The design was used because it was a kind of research which was intended to develop a new strategy to solve problems found by the teacher in his or her classroom. The fundamental aim of action research was to improve practice rather than to produce knowledge. CAR could be said a way for teachers to solve the problems faced by their students. Brown (2004:15) states that CAR is a way for instructors to discover what works best in their own classroom situation, thus allowing informed decision about teaching.

This study focused on a particular classroom, VIII-A students of MTsN Aryojeding, Tulungagung. The aim of this study was to solve the students’ problem in vocabulary mastery. In order to help the teacher solving the problem related to the difficulty of the students’ vocabulary mastery, the researcher implemented pictorial board game as instructional media in teaching vocabulary through reading section. 10 11 This study adopted Kemmis & Taggart action research model (in Burns, 1999:33) ` Planning an Action Planning the lesson plans, the research instruments, the materials and the criteria of success

Reflecting on the Observation Analyzing the data and comparing the results of the action with the criteria of success Observing the Action Observing (collecting the data) by using observation checklists, field notes, questionnaires and quizzes Implementing the Action Teaching vocabulary using pictorial board game The students were grouped by the teacher based on the students’ attendance list Unsuccessful The research continue to the next cycle Re-planning an Action Planning the lesson plans, the research instruments, the materials and the criteria of success

Reflecting on the Observation Analyzing the data and comparing the results of the action with the criteria of success Successful The research stopped Observing the Action Observing (collecting the data) by using observation checklists, field notes, questionnaires and quizzes Implementing the Action Teaching vocabulary using pictorial board game Students chose with whom they wanted to have group Playing the music at the beginning of the class Giving rewards for the students Figure 2. 1 The stages of Classroom Action Research 2 The model showed that the process of classroom action research covers repeated cycles which consisted of planning the action, implementing the action, observing the action, and reflecting the observation. The spiral of the action research was done after the problem was identified. It started with planning to solve the problem and preparing for the action. The next stage was implementing of the action. The implementation the action and the observation were done simultaneously. The last stage is reflecting which determined whether the data met the criteria of success or not.

According to the model, a cycle was followed by another cycle when it failed. The next cycle was carried out with an improvement based on the reflection of the first cycle. This study was carried out in collaboration with the teacher. The researcher acted as the English teacher of the particular class in which the action was implemented, while the collaborative teacher helped in planning the action and observation. The schedule of the action research can be seen in Appendix 4. 2. 2 The Subjects of the Study This study was conducted in MTsN Aryojeding, Tulungagung. The school is located in Jl.

Raya Blitar, Tulungagung. There are 24 classes in the school with following division 9 classes of 7th graders, 8 classes of 8th, and 7 classes of 9th graders. The subjects were eighth graders of class VIII-A in the academic year of 2010/2011. Class VIII-A consisted of 42 students with 23 males and 19 females. There was a reason why this study was conducted in the school towards class VIII-A. Based on the results of daily vocabulary test done by the teacher, class 13 VIII-A got the lowest average score. Thus, the researcher chose class VIII-A as the subject in this study. 2. The Procedures The design of the study was Classroom Action Research which consisted of some stages namely planning an action, implementing the action, observing the action, and reflecting on the observation. The research began with a preliminary study as problem identification. 2. 3. 1 Planning In the planning stage, the researcher prepared the lesson plans, the materials which were taken from the students’ text books and from the internet, the media, the instruments, and the criteria of success. a. Lesson Plan The lesson plan used in the class was prepared by the researcher (See Appendices 5a and 5b. . Also, it was constructed based on the current curriculum. It consisted of seven components namely standard competence, basic competence, indicators, instructional media, teaching method, teaching and learning activities, and sources. b. Materials The researcher took the materials from the internet downloaded from http://www. recounttext. com for meeting 1 and 2 cycle I, the students’ text book entitled Let’s Talk 2 untuk kelas VIII SMP/MTs for material in meeting 3 cycle I, a teacher’s book entitled Pegangan Guru Bahasa Inggris untuk SMP/MTs Kelas 4 VIII for material in meeting 1 cycle II, the students’ text book entitled Practice Your English Competence for SMP/MTs VIII for material in meeting 2 and 3 cycle II. The teacher and the researcher chose the topics randomly and came to the agreement that the topics taught in the research were “My Holiday” and “My Experience”. The two topics were chosen as the source of materials because they were in line with type of text the researcher taught (recount text). After deciding the text to be taught, the researcher listed the vocabulary to be taught from the text.

The vocabulary consisted of nouns and verbs. The researcher selected the vocabulary which could be visualized because each step of each question in the game needed a picture. From the sources, the researcher selected twenty nine verbs. They were swim, surf, drive, sweep, take a picture, stop, watch, sit, carve, love, walk, buy, cross, close, tie, flow, throw, ran, bring, get up, brush, knock, open, hold, ask, give, cry, call, and think. The researcher also selected thirty nouns.

There were vacation, plane, food, drink, airport, hotel, park, bathroom, key, door, restaurant, beach, car, sand, sea, foot, mat, child, ball, castle, necklace, dinner, bowl, table, rice, plate, milk, meat, vegetable, and fruit. The materials and list of vocabulary for cycle I and cycle II can be seen in Appendices 6 and 7. c. The Media The researcher designed the media in the form of pictorial board game by modifying the Snake and Ladder game. It was chosen because this game was quite familiar and simple for students.

The researcher modified it by putting some questions which helped the students to learn English easily. There were five kinds 15 of game equipment of each cycle. There were the media used in pictorial board game: 1. The game boards The game boards were made of cardboard. Both of the game board for the first and the second cycle were in the form of a rectangle, 21 x 29. 7 cm in size and laid out in portrait position for the first session and landscape for the second and the third session. The researcher used two kinds of games. They were nouns games and verbs games.

It was used to make students more interested in playing game. The nouns games used in the first and the third session of cycle I and in the second session of cycle II, while the verbs games used in the second session on cycle I and the first and the third session of cycle II. For session I, the board had twenty two ovals, sixteen of which were for vocabulary items, two of which for the Snake, two of which for the Ladder, and two of which for the Start sign and Finish sign. The number of circles was based on the number of vocabulary introduced to the students.

The circles pattern was used to make the board game more interesting and avoid monotonous shape. A number started from one to sixteen was printed on each circle. The number determined which vocabulary item the players had to guess. For session II, the board had twenty squares, fourteen of which were for vocabulary items, two of which for the Snake, two of which for the Ladder and two of which for the Start sign and Finish sign. Similar to session I, the number of square was based on the number of vocabulary introduced to the students.

The square pattern was used to avoid boredom and similarity as session I. 16 For session III, the board had twenty rectangles fourteen of which were for vocabulary items, two of which for the Snake, two of which for the Ladder and two of which for the Start sign and Finish sign. The players had to guess what words match with the clues for nouns and pictures for the verbs. Each board for session I, session II, and session III were different. It could make students interested in playing pictorial board game.

The game boards for meeting I, meeting II, and meeting III in cycle I can be seen in Appendix 8, 10 and 12, while game boards for meeting I, meeting II, and meeting III in cycle II can be seen in Appendix 14, 16, and 18. 2. The cards Following the pattern on the game board, the cards took the form of oval for session I, square for session II, and rectangle for session III. The cards were made of cardboard paper. Each card had two sides. For nouns games, the first side was giving the clues for nouns which was guessed by the players and for the second side was the picture of the nouns.

For the nouns games, the pictures sides were not showed to the players. For verbs games, the first side was a sentence which was omitted the verb and the second side was the picture which was guessed by the players. The second side was showed to the players. Below is an example of picture cards for nouns games which used in the first and third meetings of cycle I and the second meeting in the cycle II: 17 Figure 2. 2 the Picture cards for nouns game For the verbs games, the cards also had two sides. Below was an example of picture cards for verbs games used in the second meeting of cycle I and the first and third meeting of cycle II:

Figure 2. 3 the Picture cards for verbs game The cards were of the same number as the vocabularies taught in each session. The difficult vocabularies were repeated once in order to make students remember more easily. For example, if in session I the researcher taught verbs nouns, there would be sixteen cards for the first Pictorial Board Game because there were five difficult words. The cards for meeting I, meeting II, and meeting III in cycle I can be seen in Appendix 9, 11,and 13, while the cards in meeting I, meeting II, and meeting III can be seen in Appendix 15, 17, and 19. 18 3.

The dice The researcher made the dice by himself. The dice was made of thick paper. The dice was made colorful in order to look more attractive. The dice determined how many steps the player had to move the marker on the board. Each group got one dice. For session I and session II, the students used the same dice. Below were the dices used in this game. Figure 2. 4 the Dice 4. The markers Prisms were used as the markers because the researcher needed four different colors markers for the group consisted of five members and five different colors of markers for the group consisted of five members.

In addition, from a set of prisms, the researcher could give each group different kinds of marker. The marker showed the “area” the player occupied on the board. The player moved the marker based on the number showed by the dice. The markers used were as follow: Figure 2. 5 the Markers 19 The pictorial board game was designed to be played in groups since the pictorial board game was a modification of Snake and Ladder in the board game. The players had to compete with their friends to reach the finish sign by answering the questions.

If they could not answer the question correctly, they were not allowed to move to the next step. The winner was the group of which all the members reach the finish first. So, each member should do his/her best in answering the questions because they were in team work. 5. The Game Instruction There were three steps to play this game. First, the researcher divided the students into a group of five and explained the cards to the leader of each group. Second, the leaders led their members to play the Pictorial Board Game. At last, the leader of each group noted the right and wrong answers of their members.

The details of the game instruction in cycle I can be seen in Appendix 20. d. The Instruments The instruments used in this study were observation checklist, field notes, vocabulary quizzes, and students’ questionnaires. 1. The observation checklists The observation checklists were used to observe the students’ involvement in teaching and learning process and to know whether the criterion of process can be met or not (See Appendix 21). 20 2. The field notes The field notes were the description of the information gained from the observation checklist.

It was used to prove the data from observation checklist (See Appendix 22). 3. The vocabulary quizzes At the end of each cycle, the researcher asked the students to do a vocabulary quiz. The vocabulary quizzes were used to test the students’ memory and understanding of vocabulary used in each topic of materials. Each quiz contained twenty items, each of which required the students to complete a text with the help of the pictures. The pictures were given to suit the students’ level and prevent them from confusion (See Appendix 23a and 23b).

An answer sheet was provided for each vocabulary quiz (See Appendix 24a and 24b). The answer key for vocabulary quiz I and vocabulary quiz II can be seen in Appendix 25a and 25b. 4. The students’ questionnaires The questionnaires contained eight close-ended questions and three openended questions and were used to get information about the students’ comment, the Pictorial Board Game’s practicality, and the effectiveness of the use of Pictorial Board Game to improve vocabulary mastery (See Appendix 26). e.

The Criteria of Success The criteria of success were set to determine whether the teaching technique used was successful or not. The criteria of success in this study were emphasized on the teaching and learning vocabulary products and process of the students’ vocabulary mastery. Those criteria were determined as follows: 21 1. At least 75% of the students passed SKBM of 75 in vocabulary quiz. 2. At least 80% of the students involved in the teaching and learning process. Indicator 1 was analyzed based on the result of the students’ vocabulary quizzes.

Then, the next indicator was analyzed from the information gained from the observation checklists which were described in the field notes. 2. 3. 2 Action During this stage, the activities were carried out as it had been arranged in the lesson plan. The researcher acted as the teacher, whereas the teacher acted as collaborative teacher who observed the teaching and learning process. In the action stage, the pictorial board game came after the reading session and involved the vocabulary learned in this session. The researcher let the students work in a group of five and played the game.

When the game was over, the researcher reviewed the vocabularies had been learned. At the end of each cycle, the students were asked to do a quiz to test the student’s vocabulary mastery used in each topic. 2. 3. 3 Observation In the observation stage, the teacher observed and collected the data about any event that happened during the implementation of the action in relation to the criteria of success. In collecting the data, the observation checklist, the field notes, the quizzes, and the questionnaire entries were used.

The researcher provided questionnaires to obtain the students’ response toward the technique applied after all of the action finished. The result of observation was analyzed for further revision and planning of the next cycle. 22 During this study, the observation was done by the teacher at the same time with the implementation of pictorial board game. It was conducted to see the researcher’s and the students’ performance in the implementation of pictorial board game by using certain instruments. 2. 3. 3. 1 The Data and the Sources of the Data In this study, there were two kinds of data used.

The first data were the students’ score in the vocabulary quizzes and the second data were the students’ answer in the questionnaires, the results of observation checklists, and the results of field notes. The researcher used scores to get the data about the evaluation of the use of Pictorial Board Game. The research data were taken from several sources. They were the students of class VIII-A. The researcher asked about the students’ opinion about the effectiveness of the use of Pictorial Board Game in improving students’ vocabulary mastery trough the students’ questionnaire.

The researcher assessed students’ mastery twice through two vocabulary quizzes. 2. 3. 3. 2 The Technique of Data Collection The research data were collected through observation checklists, field notes, vocabulary quizzes, and students’ questionnaires. As an observer, the teacher recorded the implementation of Pictorial Board Game by using observation checklist. The recording of observation checklists was used as a data to the next action. The observation checklists recorded the implementation of Pictorial Board Game in every session. The purposes of 3 recording the observations were to have clear description of the existing condition and as sources of reflection for the next action. The observation checklists contained several aspects including the clarity of instruction given by the researcher, the researcher’s modeling and guidance during the implementation of Pictorial Board Game. It also contained several aspects on the part of the students. They were the students’ performance in the game and their responses to the teachers’ instructions. The field notes were used to prove the data taken from observation checklists.

The observer collected the data by using observation checklists and noted the students’ involvement in the teaching and learning activities by using field notes. The researcher asked the students to do a quiz at the end of each cycle. The quizzes were done to test the student’s vocabulary mastery related to the topics. Each quiz was done in twenty minutes. The students had to answer twenty items of completion test with the help of a picture for each item. The questionnaires were distributed to the forty two students as the subjects.

It provided additional data about the classroom situation, the activities of the teacher and the students and to get information about the problems during the implementation of Pictorial Board Game. 2. 3. 3 The Reflection In this stage, the researcher evaluated the use of pictorial board game and the effect of the action that was used to improve the student’s vocabulary mastery. The data were collected through the observation checklists, field notes, quizzes, 24 and questionnaires. The data analysis were compared to the criteria of success to see whether the strategy has been successfully solved the problem or not.

Based on the analysis, the researcher reflected on what had been done in the previous action. The reflection in cycle I provided data for further revision and planning on the next cycle. The result of the implementation was considered successful if it met criteria of success. On the other hand, if the reflection showed that the implementation of the action had not met the criteria of success yet, the researcher recommended revision and improving on the planning and continued to the next cycle. CHAPTER III RESEARCH FINDINGS This chapter presents the research findings which were elaborated in each cycle.

This section elaborates the procedure taken by the researcher during the classroom action research in each cycle. 3. 1 Findings This section presents the summary of findings, the findings of the implementation of pictorial board game in the study of vocabulary mastery, and students’ responses toward the implementation of pictorial board game. 3. 1. 1 Summary of the Findings The successful steps employed in implementing pictorial board game as follows: First, the researcher played the music at the beginning of the class. Second, he distributed the handouts.

Third, he asked the students to read the handouts and answer the questions based on the texts given. Fourth, he asked the students to list verbs/nouns in the text and he also informed them that the vocabulary used in the game only vocabulary which can be visualized. Fifth, he allowed students to make groups of five and they were allowed to choose with whom they wanted to have groups. Sixth, he informed the students that he would give rewards for the winner of the group and the students who got the highest score in vocabulary quiz II.

Next, he gave students thirty minutes to play the 25 26 game. The last, the teacher and the students discussed the vocabulary used in the game together. The criterion of success for product was not met in the first cycle because only 66. 66% or 28 out of 42 students passed SKBM of 75 and it was met in the second cycle because 88. 09% or 37 out of 42 students passed SKBM of 75. While the criterion of success for process was met in both of cycle I and cycle II because more than 80% students involved in the teaching and learning process in all meetings. 3. 1. Findings from Cycle I This section describes the teaching and learning process in each meeting. The first cycle was conducted for three sessions: On Tuesday, March 22, 2011 from 07. 00 a. m. – 08. 20 a. m. , on Wednesday, March 23, 2011 from 08. 20 a. m. – 09. 40 a. m. , and on Friday, March 25, 2011. 3. 1. 2. 1 Meeting I The researcher conducted the first meeting on Tuesday, March 22, 2011 from 07. 00 a. m. – 08. 20 a. m. The meeting lasted about eighty minutes. 3. 1. 2. 1. 1 The Implementation of Pictorial Board Game The researcher started the class by greeting and checking students’ attendance list.

Then, he told the students that he would be their teacher as long as his research in their class, while the classroom English teacher acted as a collaborator. Then, he opened the lesson by giving some leading questions. The students were asked to tell about their holiday in some places. No student wanted to tell about their holiday and they pointed each others. Finally, the researcher 27 pointed a student to tell about his holiday. He told about his holiday with poor vocabulary. After that, the researcher distributed handouts of recount text entitled “Vacation to London. The students read the text and answered the questions based on the text. The researcher pointed the students one by one randomly to answer each question. Then, the researcher asked the students to describe the language features and generic structures of recount text. There were only two students who could describe them correctly. Then, it was discussed together. The researcher asked the students to list all nouns in the text and pronounced them by repeating the researcher. The researcher informed the students that there were only nouns which could be visualized used in the pictorial board game.

The next activity was playing pictorial board game. The researcher asked the students to make groups of five and rearrange their seats and desks. There were eight groups. Six groups consisted of five students and the rest consisted of six students. The researcher grouped the students based on the students’ attendance list. Then, the researcher pointed a student of each group to be a leader randomly. The researcher gave all the pictorial board game equipments to the leaders. After all the groups were ready to play the game, the researcher explained how to play and also the rules of pictorial board game.

The researcher gave thirty minutes to the students to play pictorial board game. After students finished playing game, all the nouns in the game were discussed together. The researcher told the students that they would have a vocabulary quiz at the end of third meeting. He also said that the nouns in the pictorial board game were the materials of the quiz. 28 3. 1. 2. 1. 2 The Students’ Vocabulary Mastery The students were asked to make list of all nouns found in the text and one by one of they should write down a noun on the white board. Students looked familiar with the nouns, but they seldom put them in the context.

From the text, there were eleven nouns which could be used in the pictorial board game. There were vacation, plane, food, drink, air port, hotel, park, bathroom, key, door, and restaurant. This activity was expected to make the students more familiar with that nouns, understand, and they did not forget that nouns easily. On the other hand, students could not play pictorial board game if they did not understand those words. 3. 1. 2. 1. 3 The Students’ Attitude toward Pictorial Board Game Vocabulary session was filled by playing pictorial board game.

The researcher was walking around the classroom to lead each group when the students were playing pictorial board game, while the classroom English teacher observed that activity by using observation checklist and made notes by using field notes. The students looked very active in playing game, but they were very crowded. There was a leader who cheated by showing the answer to his members in order to finish the game as soon as possible and to be the winner. The group next to them knew and informed the researcher about it. It made the class more crowded. Then, the researcher came to that group and asked them to play fairly.

There was a group which was very crowded because all of the members were boys. They looked enjoy that game, but they also disturbed the other groups. When the researcher asked that group to not make noisy, they said that they enjoyed that game and laughed their friends if they could not answer the questions 29 in the game. This group was the last group which finished the game because most of the members took a long time to answer each question in the game. Besides, the leader of that group could not pronounce the questions well which made his members got difficulty to catch what he meant.

All the groups needed about thirty minutes to finish that game, except the group which all the members were boys needed thirty five minutes. Then, all the nouns in the game were discussed together. Most of the students were very active to discuss that nouns, even some of their answers were wrong. All the students paid attention to the researcher and they looked very interested in vocabulary session because the game was very fun. 3. 1. 2. 2 Meeting II The researcher conducted the second meeting on Wednesday, March 23, 2011 from 08. 20 a. m. – 09. 40 a. m. The meeting lasted about eighty minutes. 3. 1. 2. . 1 The Implementation of Pictorial Board Game In the second meeting, the researcher started the class by greeting and checking the students’ attendance list. As previous meeting, he gave the students some leading questions. He also reviewed the previous materials, especially in term of vocabulary. Students looked understand about the previous materials. Most of them could answer the questions from the researcher correctly. Then, the researcher distributed handouts of recount text entitled “Visiting Bali. ” The researcher asked the students to read the text and answered the questions based on the text.

Then, the researcher asked them to describe the language features and generic structures of recount text. Most of them could 30 describe them correctly and it was discussed together. Then, students listed all verbs in the text and wrote them on the white board. The researcher reminded students those verbs which could be visualized in the game. The meanings of the verbs were discussed together and all students already understood. The next activity was playing pictorial board game. The students rearranged the seats and desks without any instructions from the researcher.

The researcher asked the students to make groups of five. As previous meeting, there were eight groups. Six groups consisted of five students and the rest groups consisted of six students. There was a group complaining because the groups’ members thought that their leader was less able. Then, the researcher informed that the leader of the group would be changed for each meeting. The researcher gave all the pictorial board game equipments to the leaders. The researcher reminded the students how to play the game. The researcher gave thirty minutes to the students to play the game.

After they finished playing the game, all the verbs in the game were discussed together. The researcher reminded the students that they would have a quiz at the end of third meeting. He also said that the verbs in the pictorial board game were the materials of the quiz. The students said that they already understood what they should do. 3. 1. 2. 2. 2 The Students’ Vocabulary Mastery As previous meeting, the researcher asked the students to find out all the verbs in the text and asked one by one of them to write down the verbs on the white board.

The researcher explained the students about the use of V2, past tense, and past continuous tense in recount text. Students looked familiar with the verbs, 31 but they seldom use them in the context. There were ten verbs which could be used in the pictorial board game. There were swim, surf, drive, sweep, take picture, stop, watch, sit, carve, and love. This activity was expected to make students more familiar, understood, and did not forget easily with those verbs. The students should understand those verbs well if their groups wanted to be the winner. 3. 1. 2. 2. The Students’ Attitude towards Pictorial Board Game In vocabulary session, the researcher was walking around the classroom to lead each group when they were playing the pictorial board game, while the classroom English teacher observed that activity by using observation checklist and made notes by using field notes. The students looked very active in playing game, even though they were very crowded if the members could not answer the questions in the game. There was no student cheated in playing pictorial board game. All the groups played the game enthusiastically because they enjoyed the game.

The class was under control better than the previous meeting and the students were not very crowded as the previous meeting. However, there was a group, which all the members were boys, still took a long time to finish the game. They changed the leader as none of the leaders could not pronounce the words very clear which made their members got difficulty to understand what they meant. Finally, that group was still the last in finishing the game. The students finished the game in thirty two minutes. They were very crowded when there was only one group played the game. The researcher felt that 2 they competed each other and looked enjoy the game more than previous meeting. The students paid more attention to the researcher’s explanation. 3. 1. 2. 3 Meeting III The researcher conducted the third meeting on Friday, March 25, 2011 from 08. 20 a. m. – 09. 40 a. m. The meeting lasted about eighty minutes. 3. 1. 2. 3. 1 The Implementation of Pictorial Board Game In the third meeting, the researcher started the class by greeting and checking students’ attendance list. As previous meeting, he gave the students some leading questions. He also reviewed the previous materials, especially in term of vocabulary.

He reminded the students that they would have a vocabulary quiz I at the end of that meeting. The students looked understood about the previous materials. Most of them could answer the questions from the researcher correctly. Then, the researcher distributed handouts of recount text entitled “In the Beach. ” Students read the handouts and answered the questions based on the text without any instructions from the researcher. Then, they described the language features and generic structure of recount text. The researcher asked the boys who were crowded to write down the nouns from the text on the white board.

They got difficulty to spell the words “necklace” and “castle. ” Next, the researcher asked the students to play pictorial board game. Students still remembered that the nouns used in the game were nouns which could be visualized. The students rearranged the seats and desks before the researcher asked them. As previous meeting, there were eight groups. Six groups 33 consisted of five students and the rest groups consisted of six students. Most students wanted to change their groups because they wanted to have groups with their close friends. But, the researcher did not allow them because it would take long time.

The researcher gave all the pictorial board game equipments to the leader. The researcher reminded the students how to play the game. The researcher gave thirty minutes to the students to play the game. After students finished playing the game, all the nouns in the game were discussed together. At the end of this meeting, the researcher asked students to back to their own seats and gave them a vocabulary quiz I. No students tried to cheat because the classroom English teacher informed them that this quiz did not give any effect to their English score. 3. 1. 2. 3. The Students’ Vocabulary Mastery The result of students’ vocabulary mastery in quiz I showed that the pictorial board game was effective to improve the students’ vocabulary mastery (See Appendix 30). Out of 42, there were 28 students (66. 66%) who passed SKBM. The lowest score was 55, the highest score was 95, and the average score was 75. 95. The result showed that the students who passed SKBM increased 28. 57% as compared to preliminary study. Unfortunately, the percentage of students who passed the SKBM did not meet the criteria of success yet. 3. 1. 2. 3. The Students’ Attitude towards Pictorial Board Game After vocabulary quiz I was over, the collaborator gave the result of observation checklist and field notes in that meeting to the researcher. Then, the researcher distributed questionnaire to the students. The questionnaire was used to 34 collect the data about the students’ opinion about the implementation of pictorial board game. It was also used to correct and improve the researcher’s planning and performance in the cycle II. The result of questionnaire can be seen in Appendix 27. The data showed that there were 64. 28% students who agreed that the rules were very easy. . 1. 2. 4 Reflection of Cycle I The criterion of process in this cycle was met. It can be seen in the result of students’ observation checklist which showed the percentage of students’ involvement in teaching and learning process. It was also proven with the result of field notes. Based on the observation checklist and field notes, it can be seen that most of students were involved in the teaching and learning activities. The observation checklist showed that there were 93. 33% of students involved in teaching and learning activities meeting I and meeting III and 95% for meeting II.

The result of observation checklist and field notes in cycle I can be seen in Appendix 28 and 29. The criterion of success of product was not met in this cycle because only 66. 66% or 28 out of 42 students passed SKBM of 75 in vocabulary quiz I. The researcher and the classroom English teacher found that there were some activities were not successful in cycle I which made the improvement of the students’ vocabulary mastery not maximum. First, there was a leader cheated in playing pictorial board game. Second, some students seemed to have low motivation. Third, some students complained about the grouping done by the researcher.

Fourth, the students looked stressful if they were observed by their English teacher because her way to remind students if they were crowded was 35 little bit unkind. Fifth, the classroom English teacher said that the result of the vocabulary quiz I did not give any effects to the students’ score. It made some students not really serious in doing that quiz. Because of that, the teacher decided she would add her students’ English score if their scores were good in vocabulary quiz II. The media and treatment which were planned by the researcher to solve the problems faced by students were ood. For example, the researcher prepared pictorial board game equipments and explained the meanings of words which made the students interested in the teaching and learning activities. Considering the problems in cycle I, the researcher made some improvement in cycle II. There were: 1. Modification of the steps of the game There was a modification of the steps of game in cycle II which made the students felt more enjoyable. The researcher asked the leader to cover their cards by using a paper which made them could not cheat. The steps of the game in cycle II can be seen in Appendix 31. . Played the music at the beginning of the class. The researcher played the songs at the beginning of the class to make the students felt relax. The songs were: “We Are The Champions” for first meeting, “I Have A Dream” for second meeting, and “Mother, How Are You Today? ” for the last meeting. 36 3. The students chose with whom they wanted to have the group. The researcher allowed the students to choose with whom they wanted to have groups. However, they should have the same group for all meetings in cycle II. 4. Gave rewards for the students .

The researcher gave snacks for the winner of the groups in each meeting and the books for the students who got the highest score in vocabulary quiz II. 3. 1. 3 Finding from Cycle II The researcher did the second cycle in three sessions: On Tuesday, March 29, 2011 from 07. 00 a. m. – 08. 20 a. m. , on Wednesday, March 30, 2011 from 08. 20 a. m. – 09. 40 a. m. , and on Friday, April 1, 2011 from 08. 20 a. m. – 09. 40 a. m. Each meeting lasted about eighty minutes. The topic of this cycle was “My Experience. ” 3. 1. 3. 1 Meeting I The researcher conducted the first meeting on Tuesday, March 29, 2011 from 07. 0 a. m. – 08. 20 a. m. The meeting lasted about eighty minutes. 3. 1. 3. 1. 1 The Implementation of Pictorial Board Game In the first meeting, the researcher played the music entitled “We Are the Champion”. Students surprised and they sang the song by looking at the lyric given. Then, he started the class by greeting and checking students’ attendance list. As previous meeting, he gave the students some leading questions. He also reviewed the previous materials, especially in terms of vocabulary. The students looked getting new spirit in starting the class after singing that song. 7 Then, the researcher distributed handouts of recount text entitled “Go With Father to do Some Business. ” The researcher asked the students to read that text and answered the questions based on the text. Then, the researcher asked the students to describe the language features and generic structures of recount text. Most of students could describe them correctly and it was discussed together. The researcher asked the students to list all verbs in the text, wrote them on the white board, and pronounced them. He also reminded students about the vocabulary used in the game and the students were already understood.

The meanings of the verbs were discussed together. The next activity was playing pictorial board game. Here, the researcher allowed the students to choose with whom they wanted to have groups. The students looked happy and they changed their groups with their close friends. However, it took long time as they needed about ten minutes to change their groups. Then, the researcher informed the students that there were some rewards for the winner of the group and for the students who got the highest score in the vocabulary quiz II. As previous meeting, the students rearranged their seats and desks before the researcher asked them.

There were eight groups. Six groups consisted of five students and the rest groups consisted of six students. The researcher gave all the pictorial board game equipments to the leaders. The researcher reminded the students how to play pictorial board game. He modified the rules of the game by asking the leaders to cover their cards with white papers given which made the boys difficult to cheat. The researcher gave thirty minutes to the students to play pictorial board game. After they finished playing the game, all the verbs in the game were discussed together. 8 The researcher reminded the students that they would have a vocabulary quiz II at the end of third meeting. He also said that the verbs in the pictorial board game were the materials of the quiz. The students said that they already remembered. 3. 1. 3. 1. 2 The Students’ Vocabulary Mastery As previous meeting, the researcher asked the students to find out all verbs in text and one by one of them should write down a verb on the white board. Students looked familiar with the verbs, but they seldom use them in making sentences. The researcher explained to the students the use of V2, past tense, and past continuous tense in the recount text.

Then, they were asked to change V1 to V2 or the vise versa. There were ten verbs which could be used in the pictorial board game. There were walk, buy, cross, close, tie, flow, throw, run, bring, and, stop. This activity was expected to make the students more familiar with those verbs, understand, and they did not forget those verbs. Most of the students could play the game very fast which showed that their willingness to play the game was very high and some students did not want to have low score in vocabulary quiz II. So, they started to play the game as well as possible to master the vocabulary used in the game. . 1. 3. 1. 3 The Students’ Attitude towards Pictorial Board Game The pictorial board game was done in the last activity because it was used to improve the students’ vocabulary mastery. When the researcher helped the students to play the game, the collaborator observed and noted everything she needed to collect the data. The students looked excited and serious in playing the 39 game. They supported their friends to answer the questions in the game. Some students asked the researcher when they did not really understand the picture. All the groups tried to finish the game as soon as possible.

The groups who most the members were girls looked quiet and more serious in playing game. Most of the members could answer the questions very fast and correct. But, some of them did not lucky in throwing the dice, it showed the number which they did not expect which made them took more time to finish the game. They complained that they could answer all the questions, but the number shown by the dice made them take more time to finish the game. The researcher reminded them that the rules of the game were not only able to answer all questions but also able to reach “finish. All the groups needed about less than thirty minutes to finish the game, the last group needed twenty seven minutes. Then, all the verbs in the game were discussed together. Most of the students were very active to discuss the verbs, even some of their answers were wrong. All the students paid attention to the researcher and they looked very active in vocabulary session and they did not look bored even it was the 4th day they played the same game. 3. 1. 3. 2 Meeting II The researcher conducted the second meeting on Wednesday, March 30, 2011 from 08. 20 a. m. – 09. 40 a. m.

The meeting lasted about eighty minutes. 3. 1. 3. 2. 1 The Implementation of Pictorial Board Game In the second meeting, the researcher played the song entitled “I Have A Dream” and let students to sing together by looking at the lyrics given. Then, he 40 started the class by greeting and checking students’ attendance list. As previous meeting, he gave the students some leading questions. He also reviewed the previous materials, especially in term of vocabulary. The students looked understood about the previous materials. They could mention some verbs used in the game in previous meeting.

Then, the researcher distributed handouts of recount text entitled “Having Dinner. ” The researcher asked the students to read that text and answered the questions based on the text. Then, the researcher asked the students to describe the language features and generic structures of recount text. Most of the students could describe them correctly and it was discussed together. Then, students listed all nouns in the text and wrote them on the white board and the researcher mentioned the nouns used in the game. The meanings of the nouns were discussed together and all students already understood.

The next activity was playing pictorial board game. The students rearranged the seats and desks without any instructions from the researcher. As previous meeting, there were eight groups. Six groups consisted of five students and the rest consisted of six students. Then, the researcher gave all the pictorial board game equipments to the leaders. The researcher reminded the students how to play the game. The researcher gave thirty minutes to the students to play pictorial board game. After students finished playing the game, all the nouns in the game were discussed together.

The researcher reminded the students that they would have a vocabulary quiz II at the end of third meeting. He also said that the nouns in the pictorial 41 board game were the materials of the quiz. Some students said that they understood, but some of them still looked the opposite. 3. 1. 3. 2. 2 The Students’ Vocabulary Mastery As previous meeting, the researcher asked the students to find out all nouns in text and one by one of them should write down a word on the white board. They looked familiar with the nouns, but some of them could not pronounce the nouns correctly.

There were ten nouns which could be used in the pictorial board game. There were get dinner, bowl, table, rice, plate, food, milk, meat, vegetables, fruits. This activity was expected make the students more familiar with that nouns, understand, and they did not forget that nouns easily. They looked more familiar with the nouns used in this game, but they still could not pronounce them well. 3. 1. 3. 2. 3 The Students’ Attitude toward Pictorial Board Game In this meeting, the researcher found that the students were more enthusiastic in playing pictorial board game.

They did not get bored to play the game and looked busy with their groups. The researcher found a student looked pale and did not enjoy the game. When the researcher came to him and asked him to go to school health program if he felt ill. However, he said that he was fine and wanted to continue the game. The researcher was walking around the classroom to lead each group when the students playing the game, while the classroom English teacher collected the data by using observation checklist and field notes. The students looked very active in playing game, even though some of them made noisy.

All 42 the students played fairly and still, groups which most the members were girls finished the game faster than group which most the members were boys. All the groups needed less than thirty minutes to finish the game. The last group needed twenty eight minutes. Then, all the nouns in the game were discussed together. Most of the students were very active to discuss that nouns, even some of their answers were wrong. Students enjoyed the class and they were very happy when the teacher informed that she would add student’s English score if they got high score in vocabulary quiz II. . 1. 3. 3 Meeting III The researcher conducted the third meeting on Friday, April 1, 2011 from 08. 20 a. m. – 09. 40 a. m. The meeting lasted about eighty minutes. 3. 1. 3. 3. 1 The Implementation of Pictorial Board Game In the third meeting the song sung entitled “Mother, How Are You Today? ” and the researcher gave the students the lyrics and sang together. Then, he started the class by greeting and checking student’s attendance list. As previous meeting, he gave the students some leading questions. He also reviewed the previous materials, especially in term of vocabulary.

The students looked understood about the previous materials. Most of them could answer the questions from the researcher correctly. Then, the researcher distributed handouts of recount text entitled “Forgot to Brush My Teeth. ” The researcher asked students to read that text and answered the questions based on the text. Then, the researcher asked the students to describe the language features and generic structures of recount text. Most of students 43 could describe them correctly and it was discussed together. Then, students listed all verbs in the text and wrote them on the white board.

The meanings of the verbs were discussed together and most of students could make a sentence by using those verbs. The researcher mentioned the verbs used in the game. The next activity was playing pictorial board game. The students rearranged the seats and desks without any instructions from the researcher. As previous meeting, there were eight groups. Six groups consisted of five students and the rest consisted of six students. Because there was the last meeting, all the groups looked well-prepared in playing the game. They pointed the smartest student in their group to be the leader.

Then, the researcher gave all the pictorial board game equipments to the leaders. The researcher reminded the students how to play the game. The researcher gave thirty minutes to the students to play pictorial board game. After students finished playing game, all the verbs in the game were discussed together. The researcher reminded the students that they would have a quiz at the end of that meeting. He also said that the verbs in the pictorial board game were the materials of the quiz. The students looked ready to do the quiz. The documentation of this meeting can be seen in Appendix 35. . 1. 3. 3. 2 The Students’ Vocabulary Mastery The result of students’ vocabulary mastery in quiz II showed that the pictorial board game was effective to improve the students’ vocabulary mastery (See Appendix 32. ). Out of 42, there were 37 students (88. 09%) who passed SKBM. The lowest score was 65, the highest score was 100, and the average score was 83. 09%. The result showed that the students who passed SKBM increased 44 11. 43% compared to the result of vocabulary quiz I. Based on the result of Quiz I, it can be seen that the result met the criteria of success for product. 3. 1. 3. 3. The Students’ Attitude toward Pictorial Board Game In vocabulary session, the researcher was walking around the classroom to lead each group when students playing pictorial board game, while the classroom English collecting the data by using observation checklist and field notes. The students looked very active in playing game, even though they were very crowded. Each group did their best in playing the game. They competed each other because there was the last chance for them to be the winner and got the reward from the researcher. The class was very crowded when most of the groups finished the game.

They made a circle and laughed their friends who took long time. The group which still played the game could not be concentrate and they asked their friends to stop laughing. When their friends stop laughing, they finished the game two minutes later. All the groups needed less than thirty minutes to finish that game, the last group needed twenty six minutes to finish the game. Then, all the words in the game were discussed together. Most of the students were very active to discuss that verbs, most of their answer were true, but there was five students who looked passive and just waited their friends to answer the questions.

The researcher pointed one of them to answer the question and he could answer the question correctly. All students still wanted to play that game in the next meeting. They asked their teacher to give them the game in vocabulary session. The students did not 45 give back the pictorial board game equipments to the researcher; they kept them on the desks. The researcher gave all materials and board game equipments to the students. He also gave them the soft copy of media, materials, and new dices. The students said that they would use the game until they get bored, while the teacher would try to use pictorial board game to other classes. . 1. 3. 4 Reflection of Cycle II Observation checklist in cycle II showed that almost all students were involved in each meeting. There were 98. 33% of the students who were involved in the teaching and learning activity in meeting I and 100% in meeting II and meeting III. It was also proven by the result of field notes. The result of observation checklist and field notes in cycle II can be seen in Appendices 33 and 34. The new groups in cycle II allowed the students to have good team works because they had groups with their close friends.

Moreover, the modification of the rules made the students played the game more sportive, especially for the boys. They did not cheat in cycle II. The rewards given by the teacher made them more enthusiastic in playing game. The song which was played by the teacher at the beginning of the class made the students feel relaxed to start the lesson. Students really enjoyed that song; they sang together by looking at the lyric given. They did not understand all the meaning in that song and did not catch the lesson learned from the song. So, the researcher gave a general explanation of that song.

The media and treatment which were planned by the researcher to solve the problems faced by students were good. For example, the researcher prepared 46 pictorial board game equipments, prepared in making group of students and explained the meanings of words which made students interested in the teaching and learning activities. The following table showed the comparison of students’ score in vocabulary test in preliminary study, vocabulary quiz I, and vocabulary quiz II. Table 3. 1 the Comparison of the Result of Students’ Pre-test, Vocabulary Quiz I and II

Categories Lowest Score Highest Score Average Score Percentage of Students Met the Criteria of Success Preliminary study 52 88 69,90 38,09% Quiz 1 55 95 75,95 66,66% Quiz 2 65 100 83,09 88,09% Based on the reflection above, it can be said that pictorial board game is effective media to improve student’s vocabulary mastery and make the students learn vocabulary with fun. So, it is appropriate to solve the problems faced by the students. CHAPTER IV DISCUSSION Based on the research findings presented in the previous chapter, this chapter presented the discussion taken from the findings. Discussion In Cycle I, some students complained about the instructions of the game because they did not understand very well and the boys cheated in playing the game. In Cycle II, the researcher gave clearer model of the game and added the instruction by giving a paper for each leader of the group which made them could not cheat. Rachmajanti (2006: 65) states that clarity of the instruction is important. To give clear instruction can be done by giving number of good example and illustrations. In Cycle I, the students had low motivation in the teaching and learning activity.

Some of them just enjoyed the game, but they did not pay attention to the researcher explanation. Especially for the boys, they were very crowded and were not serious in playing the game and did the vocabulary quiz I. In Cycle II, the students looked more enthusiastic in teaching and learning activity because the researcher played the music at the beginning of the class, allowed the students to choose with whom they wanted to have group, and gave rewards for the winner of the group and the students who had the highest score in vocabulary quiz II. The music was played at the beginning of the class by using laptop.

It made the students enthusiastic to start the teaching and learning activity. Harmer 47 48 (2007: 319) states that a piece of music can change the atmosphere in the classroom or prepare students for a wish. Moreover, Read (2007, in Khoiriyah, 2011: 223) states that the use of rhymes, chants, and songs also promotes the development of positive attitudes and motivation towards learning a foreign language in both the immediate and longer terms. The researcher played different music for each meeting in Cycle II which made the students enjoyed more the class.

Robiatul (2011) states that the use of different kind of music for different session has succeeded in getting the students’ attention towards what is being presented. In the cycle II, the researcher allowed the students to choose with whom they want to have groups. This way makes them more responsible in their own group. Brown (2007: 225) states that group work places responsibility for action and progress upon each of the members of the group somewhat equally. Moreover, the researcher grouped the students into five or six students to make the teaching and learning more effective.

Harmer (2007: 105) states that in general, it is possible to say that small groups of around five students provoke greater involvement and participation than larger groups. In Cycle II, the researcher was giving reward for the winner group and the students who got the highest score in vocabulary quiz II. The reward made them more enthusiastic to attend the teaching and learning activity. Brown (2007: 6) states that a reward-driven conditioning theory of learning has some shortcomings that ultimately have a high impact in classroom instruction.

Moreover, based on the research conducted by Indrawati (2009), it is revealed that reward system was effective in teaching and learning English. One of her conclusions reveals that 49 reward system can motivate the students to participate activity in their English classroom. The improvement of the students’ vocabulary mastery through the implementation of pictorial board game was very good. It could be seen in the results of the students’ vocabulary quizzes which showed that pictorial board game improved students’ vocabulary mastery because they learn vocabulary with fun and not only translate difficult words.

Wright (1989: 137) states that translation might often provide meaning quickly but it does not develop this essential learning strategy which the students can continue to draw on long after they have left the classroom. There were 37 (83. 09%) students who passed SKBM in the vocabulary quiz II. The result met the criteria of success for product in this study. Moreover, in meeting II and meeting III in cycle II, the result of observation checklists which were proven by field notes showed that 100% of the students involved the teaching and learning activities.

It showed that pictorial board game was effective to improve students’ vocabulary mastery. Pictorial board game helped the students to learn vocabulary in the context which made them not forgot easily. Chen (2005) states that games in language-learning can create a meaningful context for language use and encourage creative and spontaneous use of language. By using games in the teaching of vocabulary, the students enjoyed the class and did not feel under pressure as they were not asked to memorize list of vocabularies. Games could create a new atmosphere which makes teaching and learning activity became fun and enjoyable.

Uberman (1998, in Chen 2005) states that games offer students a fun-filled and relaxing learning atmosphere. After 50 learning and practicing new vocabulary, the students have the opportunity to use language in a non-stressful way. The students’ response toward pictorial board game was very positive. They enjoyed the game very much and most of them liked the game. It revealed that most of the students (85. 71%) like pictorial board game in learning vocabulary. Moreover, they also said that the pictorial board game was easy to play. There were 64. 28% of the students who said the pictorial board game is easy to be played.

Moreover, there were 90. 47% students who said that their vocabulary rose after implementing pictorial board game and 97. 61% said that the use of the game was needed to be continued in teaching and learning vocabulary activity. The performance of the researcher in cycle II gave positive effect to the class’s atmosphere which made the students’ vocabulary mastery rose in vocabulary quiz II. The collaborator noted that the song played in cycle II made them ready to start the teaching and learning activity. She also noted that the reward made students more interested in playing the game.

In conclusion, the results of the analysis above showed that the pictorial board game was implemented successfully in class VIII-A to improve students’ vocabulary mastery. Therefore, it could be said that the implementation of pictorial board game improved the VIII-A students’ vocabulary mastery in MTsN Aryojeding, Tulungagung. The students’ vocabulary mastery improved by implementing pictorial board game with following procedure. First, the teacher played the music at the beginning of the class. Second, asking the students to make group of five and they 51 were allowed to choose with whom they wanted to have group.

Third, pointing a student for each group to be the leader. Fourth, giving all the game equipments to the leaders. Fifth, asking the students to play the game about thirty minutes. Sixth, the winner was the group which all the members reach “finish” and they got rewards. CHAPTER V CONCLUSSION AND SUGGESTION This chapter presents the conclusion based on the findings in the previous chapter and suggestions for the teachers, the school principal, and for the further researchers to this classroom action research. 5. 1 Conclusions Based on the findings in previous chapter, the researcher made the following conclusions. . Based on the students’ score in vocabulary test in preliminary study, vocabulary quiz I, and vocabulary quiz II, it can be concluded that pictorial board game can solve the students’ problem in mastering vocabulary of the eighth graders of MTsN Aryojeding, Tulungagung. The students’ score is very significant and finally reach the criteria of success. 2. Pictorial board game made students more active in teaching and learning process, especially in vocabulary session. They looked very comfortable, enjoyed the class and paid more attention to the teacher.

The atmosphere of the class was very different when the researcher conducted observation and when the researcher acted as a teacher for each meeting. 3. Pictorial board game can be used as alternative media in teaching and learning vocabulary activity. The teacher did not need to ask the students to make list of vocabulary and memorize them in a week as the teacher did in 52 53 the observation, but she put the words on the game which made the students learn vocabulary with fun. 5. 2 Suggestions 1. For the teacher It is suggested for the teacher to make the students relax and enjoy the teaching and learning activities. . For the school principal It is suggested to facilitate the use of pictorial board game to improve the student’s vocabulary mastery. The teacher can make students to be relax by giving rewards and playing the music at the beginning at the lesson. 3. For further researchers a. It is suggested to conduct similar study, but in different level of education, such as elementary school or senior high school with modified rules of the game and also the kind of vocabulary used in order to improve the student’s vocabulary mastery. b.

To make the students interested in teaching and learning process, the further researchers are suggested to use different style of teaching for each meeting, even though the media used are the same. 54 REFERENCES Agustin, H. I. R. 2005. Let’s Talk 2 untuk kelas VIII SMP/MTs. Bandung: Pakar Raya. Akbari, O. 2008. Teaching Vocabulary Items through Contextualization and Picture to Elementary Iranian EFL Students, (Online), (www. asian-efljournal. com/sep 08 sub. Vn. php), accessed on April 4, 2011. Aryanta, N. M. A. P. 2006. Improving Grade XI of SMA Negeri 8 Malang Students’ Vocabulary Learning Through Pictorial Word Puzzle.

Unpublished Sarjana Thesis. Malang: Faculty of Letters. State University of Malang. Bell, R and Cornelius, M. 1988. Board Games Round the World. A Resource Book for Mathematical Investigation. Cambridge. Cambridge University press. Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson education, Inc. Brown, H. D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education. Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, New York: Pearson Education. Botturi, L and Loh, C. S. 2008.

Once Upon a Game: Rediscovering the Roots of Games in Education. In Miller, Christopher T. (Ed. ), Games: Purpose and Potential in Education (pages 1-20). New York: Spinger Science+Business Media. Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Cahyono, B. Y and Widiati, U. 2011. The Teaching of English as a Foreign Language in Indonesia. Malang: State University of Malang Press. Chen, I. 2005. Using Games to Promote Communicative Skills in Language Learning, (Online), (http://iteslj. org/Techniques/Chen-Games. html), accessed on April 4, 2011.

Harmer, J. 2007. The Practice of English Language Teaching. Cambridge: Pearson Longman. Harris, C and Mayer, B. 2010. Libraries Got Game Aligned Learning Through Modern Board Game. Chicago: American Library Association. 55 Heibert, E. H. and Kamil, M. L. 2005. Teaching and Learning Vocabulary: Perspectives and Persistent Issues. In Elfrieda H. hiebert and Michael L. Kamil (Eds. ), Teaching and Learning Vocabulary Bringing Research to Practice (pages 1-26). New Jersey: Lawrence Erlbaum Associates, Inc. Heriyawati, D. F. 2010. Teaching English Vocabulary through Songs. In Bambang Yudi C. (Ed. , The Teaching of English Language Skills and English Language Components (pages 153-159). Malang: State University of Malang Press. Huyen, N. T. T and Nga, K. T. T. 2003. Learning Vocabulary through Games, (Online), (www. asian-efl-journal. com/dec_03_sub. Vn. php), accessed on April 4, 2011. Indrawati, D. 2009. A Descriptive Study on the Use of Rewards System at MIN Malang 1. Unpublished Sarjana Thesis. Malang: Faculty of Letters. State University of Malang. Kartikadewi, F. 2009. Using Pictorial Board Game to Improve the Vocabulary Mastery of the Seventh Graders of SMP Negeri 2 pakel, Tulungagung. Unpublished Sarjana Thesis.

Malang: Faculty of Letters. State University of Malang. Khoiriyah. 2011. Teaching English Using Jazz Chants. In Bambabg Yudi C. and Nur Mukminatien (Eds. ), Techniques and Strategies to Enhance English Language Learning (pages 237-244). Malang: State University of Malang Press. Kurniawati, C. 2010. Pegangan Guru Bahasa Inggris untuk SMP/MTs Kelas VIII. Klaten: Intan Pariwara. Moras, S. 2001. Teaching Vocabulary To Advanced Students: A Lexical Approach, (Online), (http://www3. telus. net/linguisticissues/teachingvocabulary. html), accessed on April 4, 2011. Prasad, U. 2003. Achieving communicative competence in English, (Online), (http://www. indu. com/thehindu/edu/2003/07/29/stories/20030729000102 00. html), accessed on April 4, 2011. Rabiatul, A. 2011. Suggestopedia: How It Works n A Classroom, (Online), (http://ezinearticles. com/? Suggestopedia:-How-It-Works-In-AClassroom;id=2 59665), accessed on May 14, 2011. Rachmajanti, S. 2006. Managing a Language Classroom: Guidelines. Unpublished Handbook used as the lecturer material of Classroom Management at State University of Malang. Odd semester, academic year 2010/2011. 56 Razekh, Z. E. 2003. Metacognitive Strategy Training for Vocabulary Learning, (Online), (http://www1. harenet. ejp/~waring/papers/cup. html), accessed on April 4, 2011. Troike, M. S. 2006. Introducing Second Language Acquisition. Cambridge: Cambridge University Press. Welasati, S. 2000. Using Picture Cards in Teaching Vocabulary to Increase the Students’ Mastery of Vocabulary at the First Year of SLTP 1 Kepanjen: An Experimental Study. Unpublished Sarjana Thesis. Malang: Faculty of Letters. State University of Malang. Wright, A. 1989. Pictures for Language Learning. New York: Cambridge University Press. Zaida, N. 2009. Practice Your English Competence for SMP/MTs VIII. Jakarta: Erlangga. Zhao, N. 2009.

Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students, (Online), (http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true ;_;ERICExtSearch_SearchValue_0=EJ674865;ERICExtSearch_Search Type_0=no;accno=EJ674865), accessed on April 4, 2011. 57 Appendix 1: The Vocabulary Pre-test Pre-test Choose the best answer based on the options below by crossing (X) a, b, c or d! 1. Caroline wanted to shower. She would go to … a. bathroom c. dining room b. bedroom d. living room 2. It is seven p. m. Wilson’s family had a … a. branch c. dinner b. breakfast d. lunch 3. Mr.

Daniel went to airport because he would go to Surabaya by … a. bus c. plane b. car d. train 4. Our country has two … there are the wet rainy and the dry. a. climates c. weather b. seasons d. zones 5. My mother asked me to lock the … before leaving the room. a. window c. gate b. garage d. door 6. Mr. Louis was selling meat in the market. He is a … a. butcher c. carpenter b. bricklayer d. tailor 7. Mr. Dave goes to field everyday. He is a … a. bricklayer c. farmer b. carpenter d. teacher 8. Catherine was walking on the catwalk. She is a/an… a. actress c. presenter b. model d. singer 9. My father wore a tie and a … when he was attending a edding party. a. coat c. sweater b. jacket d. shirt 10. People say that flower is the symbol of love. It is the … a. jasmine c. orchid b. rose d. tulip 11. Kristin would go sleeping. She would wear a… a. jeans c. pajamas b. skirt d. t-shit 12. … is an animal which has a trunk. a. Elephant c. Lion d. Tiger b. Giraffe 58 13. Maria was crying and holding her right cheek. She had a … a. headache c. stomachache b. sore throat d. toothache 14. On the plane, a passenger is a person who … a. flies a plane c. serves the people b. is traveling d. works on a plane 15. … is an animal lives in two terrains, water and land. a. Fish c. Frog b.

Fox d. Whale 16. The chef needed a knife to … meat. a. bring c. cut b. cook d. put 17. Thomson felt very tired. He would … a. take a rest c. take a look b. take a walk d. take a bath 18. The students went to mall to … a pair of shoes and some books. a. sell c. bring b. give d. buy 19. Martina was … her teeth before sleeping. a. cleaning c. sweeping b. brushing d. washing 20. The tourist’s skin looks darker after … from the beach. a. diving c. sailing b. sunbathing d. swimming 21. My father was bringing a cigarette he would like to… a. smoke c. sit b. eat d. drink 22. In the rainy season the farmers do not need to … the plants. a. grow c. pray b. harvest d. water 23. Mr. Joseph was in hurry because the plane would … at 7. 30 a. m. a. depart c. move b. land d. stop 24. The policeman was … the car which was passing the red lamp. a. calling c. stopping b. catching d. watching 25. Kiki was using a perfume. He was … all his body. a. dropping c. flowing d. spraying b. falling 59 Appendix 2: The Answer Sheet for Vocabulary Pre-test Vocabulary Pre-test Answer Sheet Name : Student’s Number: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 60 Appendix 3: The Answer Key for Vocabulary Pre-test Answer Key for Pre-test 1. a 2. c 3. c 4. b 5. 6. a 7. c 8. b 9. d 10. b 11. c 12. a 13. d 14. b 15. c 16. c 17. a 18. d 19. b 20. b 21. a 22. d 23. a 24. c 25. d 61 Appendix 4: The schedule of the Action Research The Schedule of Action Research NO 1. 2. 3. 4. 5. 6. 7. 8. ACTIVITY Observation Pre-test Cycle I Meeting I Cycle I Meeting II Cycle I meeting III Cycle II Meeting I Cycle II Meeting II Cycle II Meeting III DATE March 1, 2011 March 8, 2011 March 22, 2011 March 23, 2011 March 25, 2011 March 29, 2011 March 30, 2011 April 1, 2011 DAY Tuesday Tuesday Tuesday Wednes Friday Tuesday Wednes Friday PERIOD 1 -2nd 1st -2nd 1st -2nd 3rd -4th 3rd -4th 1st -2nd 3rd -4th 3rd -4th st 2 Appendix 5a: Lesson plan for Cycle I LESSON PLAN School : MTsN Aryojeding, Tulungagung Subject : English Skill : Reading Topic : My Holiday Class/Semester : VII/2 Time Allocation : 3×80 minutes A. Competence Standard : Reading Understanding the meaningful ideas of a short functional text and a simple short essay in the form of recount related to the close surrounding. B. Basic Competence To respond meaningful ideas of a short functional text and a simple short essay in the form of narrative related to the close surrounding. C. Indicators Responding to the recount text related to the topic “My Holiday” First meeting ?

Students are able to find the characteristics of the recount text ? Students are able to find the nouns in the recount text ? Students are able to answer the questions based on the text given Second meeting ? Students are able to find the characteristic of recount text ? Students are able to find the nouns in the recount text ? Students are able to answer the questions based on the text given Third meeting ? Students are able to find the characteristics of recount text ? Students are able to find the verbs in the recount text ? Students are able to answer the questions based on the text given D. Instructional Material ?

Recount text “Vacation to London”, “Visiting Bali”, “In the Beach” ? Pictures and descriptions of some objects E. Source and Media ? http://understandingtext. blogspot. com/2008/10/vacation-to-london-clearexample-of. html ? http://bos-sulap. blogspot. com/2010/02/visiting-bali-contoh-examplerecount. html ? Agustin, Helena I. R. 2005. Let’s Talk 2 untuk kelas VIII SMP/MTs. Bandung: Pakar Raya. ? Media : a Pictorial Board Game 63 F. Teaching and Learning Process First Session (2×40 menit) No Activities Pre Teaching Activities 1. Students greet to the teacher 2. Students are checked by the teacher 3.

Students are explained the objectives of teaching and learning process 4. Students are given some leading questions Main Activities 1. Students get handouts recount text entitled “Vacation to London” 2. Students describe what they know about recount text 3. Students describe the characteristics of recount text 4. Students answer the questions based on the text given 5. Students make lists of nouns found in the text 6. Students get information about pictorial board game 7. Students make groups of five 8. Students point the leader of each group 9. Students get an explanation about the rules of pictorial board game 10.

Students get the model how to play pictorial board game 11. Students were led by the researcher in playing pictorial board game 12. Students were evaluated after playing pictorial board game 13. Students answered about the text learned Post Activities 1. Students answered what they have learned from pictorial board game Time 64 G. Teaching and Learning Process Second Session (2×40 menit) No Activities Pre Teaching Activities 1. Students greet to the teacher 2. Students are checked by the teacher 3. Students are explained the objectives of teaching and learning process 4. Students are given some leading questions Main Activities 1.

Students get handouts recount text entitled “Visiting Bali” 2. Students describe what they know about recount text 3. Students describe the characteristics of recount text 4. Students answer the questions based on the text given 5. Students make lists of nouns found in the text 6. Students get information about pictorial board game 7. Students make groups of five 8. Students point the leader of each group 9. Students get an explanation about the rules of pictorial board game 10. Students get the model how to play pictorial board game 11. Students were led by the researcher in playing pictorial board game 12.

Students were evaluated after playing pictorial board game 13. Students answered about the text learned Post Activities 1. Students answered what they have learned from pictorial board game Time 65 H. Teaching and Learning Process Third Session (2×40 menit) No Activities Pre Teaching Activities 1. Students greet to the teacher 2. Students are checked by the teacher 3. Students are explained the objectives of teaching and learning process 4. Students are given some leading questions Main Activities 1. Students get handouts recount text entitled “In the Beach” 2. Students describe what they know about recount text 3.

Students describe the characteristics of recount text 4. Students answer the questions based on the text given 5. Students make lists of nouns found in the text 6. Students get information about pictorial board game 7. Students make groups of five 8. Students point the leader of each group 9. Students get an explanation about the rules of pictorial board game 10. Students get the model how to play pictorial board game 11. Students were led by the researcher in playing pictorial board game 12. Students were evaluated after playing pictorial board game 13. Students answered about the text learned Post Activities 1. Students do vocabulary quiz I

Time 66 Appendix 5b: The Lesson Plan for Cycle II LESSON PLAN School : MTsN Aryojeding, Tulungagung Subject : English Skill : Reading Topic : My Holiday Class/Semester : VII/2 Time Allocation : 3×80 minutes A. Competence Standard : Reading Understanding the meaningful ideas of a short functional text and a simple short essay in the form of recount related to the close surrounding. B. Basic Competence To respond meaningful ideas of a short functional text and a simple short essay in the form of narrative related to the close surrounding. C. Indicators Responding to the recount text related to the topic “My Holiday” First meeting ?

Students are able to find the characteristics of the recount text ? Students are able to find the nouns in the recount text ? Students are able to answer the questions based on the text given Second meeting ? Students are able to find the characteristic of recount text ? Students are able to find the nouns in the recount text ? Students are able to answer the questions based on the text given Third meeting ? Students are able to find the characteristics of recount text ? Students are able to find the verbs in the recount text ? Students are able to answer the questions based on the text given

D. Instructional Material ? ? Recount text “Go to with Father to do Some Business”, “Having Dinner”, “Forgot to Brush My Teeth” Pictures and descriptions of some objects E. Source and Media ? Kurniawati, Cicik. 2010. Pegangan Guru Bahasa Inggris untuk SMP/MTs Kelas VIII. Klaten: Intan Pariwara. ? Zaida, Nur. 2009. Practice Your English Competence for SMP/MTs VIII. Jakarta: Erlangga 67 ? Media : a Pictorial Board Game F. Teaching and Learning Process First Session (2×40 menit) No Activities Pre Teaching Activities 1. Students greet to the teacher 2. Students are checked by the teacher 3.

Students are explained the objectives of teaching and learning process 4. Students are given some leading questions Main Activities 1. Students get handouts recount text entitled “Go to with Father to do Some Business” 2. Students describe what they know about recount text 3. Students describe the characteristics of recount text 4. Students answer the questions based on the text given 5. Students make lists of nouns found in the text 6. Students get information about pictorial board game 7. Students make groups of five 8. Students point the leader of each group 9. Students get an explanation about the rules of pictorial board game 10.

Students get the model how to play pictorial board game 11. Students were led by the researcher in playing pictorial board game 12. Students were evaluated after playing pictorial board game 13. Students answered about the text learned Post Activities 1. Students answered what they have learned from pictorial board game Time 68 G. Teaching and Learning Process Second Session (2×40 menit) No Activities Pre Teaching Activities 1. Students greet to the teacher 2. Students are checked by the teacher 3. Students are explained the objectives of teaching and learning process 4. Students are given some leading questions Main Activities 1.

Students get handouts recount text entitled “Having Dinner” 2. Students describe what they know about recount text 3. Students describe the characteristics of recount text 4. Students answer the questions based on the text given 5. Students make lists of nouns found in the text 6. Students get information about pictorial board game 7. Students make groups of five 8. Students point the leader of each group 9. Students get an explanation about the rules of pictorial board game 10. Students get the model how to play pictorial board game 11. Students were led by the researcher in playing pictorial board game 12.

Students were evaluated after playing pictorial board game 13. Students answered about the text learned Post Activities 1. Students answered what they have learned from pictorial board game Time 69 H. Teaching and Learning Process Third Session (2×40 menit) No Activities Time Pre Teaching Activities 1. Students greet to the teacher 2. Students are checked by the teacher 3. Students are explained the objectives of teaching and learning process 4. Students are given some leading questions Main Activities 1. Students get handouts recount text entitled “Forgot to Brush My Teeth” 2. Students describe what they know about recount text 3.

Students describe the characteristics of recount text 4. Students answer the questions based on the text given 5. Students make lists of nouns found in the text 6. Students get information about pictorial board game 7. Students make groups of five 8. Students point the leader of each group 9. Students get an explanation about the rules of pictorial board game 10. Students get the model how to play pictorial board game 11. Students were led by the researcher in playing pictorial board game 12. Students were evaluated after playing pictorial board game 13. Students answered about the text learned Post Activities 1.

Students do the vocabulary quiz II 70 Appendix 6: The Material and Vocabulary List for Cycle I Vacation to London Mr. Richard’s family was on vacation. They went to London. They saw their travel agent and booked their tickets. They went to the British embassy to get visas to enter Britain. They had booked fourteen days tour. They boarded Boeing flight. On the plane the cabin crews were very friendly. They gave them food and drink. There was a film for entertainment. They had a very pleasant flight. They slept part of the way. On arrival at Heathrow airport, they went to hotel. The room had perfect view of the park.

The room had its own bathroom instead of key for the room; they inserted a key card to open the door. On the third floor, there was a restaurant serving Asian and European food. They had variety of food. The two weeks in London went by fast. At the end of the 14-days, they were quite tired but they felt very happy. List of nouns used in the game: 1. Vacation 2. Plane 3. Food 4. Drink 5. Airport 6. Hotel 7. Park 8. Bathroom 9. Keys 10. Door 11. Restaurant 71 Visiting Bali My friend went to Bali last week and he stayed in Kuta. He spent the first three days for swimming and surfing on Kuta beach.

He visited some tour agents and selected two tours. The first one was to Singaraja and the second was to Ubud. On the first tour, my friend and his group drove on Singaraja through mountains. Singaraja is a clean city because some workers sweep the road every morning. Beside that, there were many trees and there were many Old Dutch houses. The second tour was to Ubud. It was not to see or to take pictures the scenery but to see the art and the craft of the island. They stopped at Batubulan, a center of stone and sculpture. There, my friend watched young boys were sitting and carving out of big blocks of stone.

My friend ten-day-stay ended very quickly. He loved his tours very much and he was quite satisfied. List of verbs used in the game: 1. Swim – Swam – Swimming 2. Surf – Surfed – Surfing 3. Drive – Drove – Driving 4. Sweep – Swept – Sweeping 5. Take pictures – Took pictures – Taking pictures 6. Stop – Stopped – Stopping 7. Watch – Watched – Watching 8. Sit – Sat – Sitting 9. Carve – Carved – Carving 10. Love – Loved – Loving 72 In the beach Last month, my family and I went to the beach. We wanted to refresh our mind and enjoy the fresh air. We went there early in the morning by car to avoid the traffic jam.

After parking out car, we walked along the beach barefooted. We could feel the smoothness of the sand. Moreover, in that time the beach was very silent because we were the first visitors. The cold sea water touched our feet. Then, we looked for a place to take a rest. We rolled out the mat on the ground and had meals together. While eating, we saw many things. Many children built sand castles. Some of them played with their balls. We also saw some people sunbathing. After having meals, I was interested in doing the same thing. I made sand castles with my sister. Meanwhile, my father bought a necklace and gave it to my mother.

I was so happy and really enjoyed that day. List of nouns used in the game: 1. Beach 2. Car 3. Sand 4. Sea 5. Feet 6. Mat 7. Children 8. Balls 9. Castles 10. Necklace 73 Appendix 7: The Material and Vocabulary List for Cycle II Go with Father to do Some Business One day last year, I had to go with my father to do some business in another town. It was so boring that I decided to walk around the shops to buy soft drink. From this spot, I noticed two women and a man crossing the roads towards a doctor’s surgery. Unfortunately, the surgery was closed. I tell you what! The man was limping and had a handkerchief tied around his ankle.

I could know clearly see the man’s injury, but the blood was flowing all over his foot. Soon I threw a way my soft drink and grabbed the first aid bandages I had in the glove box. Then I ran over to the group and offered my help. One of the women used the handbags to restrict the blood flow. After that, I asked them to bring my glove box when they went home. I was grateful because I have done some kindness, and to see how that stopped me wallowing in self-pity and anger. I was so glad. Adapted from: Jennifer Cockburn, Mood for Helping, in Reader’s Digest March 2010, Singapore, Reader’s Digest Asia Pte Ltd, 2010.

List of verbs used in the game: 1. Walk – Walked – Walking 2. Buy – Bought – Buying 3. Cross – Crossed – Crossing 4. Close – Closed – Closing 5. Tie – Tied – Teeing 6. Flow – Flew – Flowing 7. Throw – Threw – Throwing 8. Run – Ran – Running 9. Bring – Brought – Bringing 10. Stop – Stopped – Stopping 74 Having Dinner It was seven p. m. in the evening. As usual, the Burhans were having dinner. There were a big bowl of vegetable soup and fried cuttlefish on the dinning table. Mr. and Mrs. Burhan were enjoying their meals because the meals were very delicious. Suddenly, Mrs. Burhan stopped eating.

She noticed that Fikri, her son, only put very little rice and cuttlefish on his plate. Mrs. Burhan was worried. First, she looked suspiciously to Fikri. Then, she asked Fikri. Fikri answered that he was full. But this answer didn’t satisfy Mrs. Burhan. Next, she explained the benefits of consuming nutritious food such milk as meat to Fikri. She strongly suggested him to consume food containing vitamins like vegetables and fruit. Finally, Mrs. Burhan ordered Fikri to have some more vegetable soup. Fikri said that he understood what his mother said. Then, he took the soup and the fish and ate them.

List of nouns used in the game: 1. Dinner 2. Bowl 3. Table 4. Rice 5. Plate 6. Food 7. Milk 8. Meat 9. Vegetables 10. Fruits 75 Forgot to Brush my Teeth I got a terrible day. Early in the morning, I got up with a pain on one of my teeth. I directly remembered that I forgot to brush my teeth last night. When Mom knocked on my door, I could not open the door. I stayed on my bed holding my cheek. Mom opened the door and asked me what happened. I told her that I got a terrible toothache. She gave me an aspirin to relieve my pain. Then, she asked me to get dressed and then called the dentist.

I cried loudly and refused to go to the dentist. I was so scared. My mom insisted me to go, but I refused it. Finally, Mom called the dentist to cancel the appointment. Soon, I thought I should do my mother suggestion because the pain on my tooth became worse. I promised to my Mom to go to the dentist with her tomorrow. List of verbs used in the game: 1. Get up – Got up – Getting up 2. Brush – Brushed – Brushing 3. Knock – Knocked – Knocking 4. Open – Opened – Opening 5. Hold – Held – Holding 6. Ask – Asked – Asking 7. Give – Gave – Giving 8. Cry – Cried – Crying 9. Call – Called – Calling 10. Think – Thought – Thinking 6 Appendix 8: The Game Board for Pictorial Board Game in Cycle I Session I “Noun Game” 77 Appendix 9: The Cards for Pictorial Board Game in Cycle I Session I 1. The Cards (the first side) 78 2. The Cards (the second side) 79 Appendix 10: The Board Game for Pictorial Board Game in Cycle I Session II “Verb Game” What were they doing yesterday? 80 Appendix 11: The Cards for Pictorial Board Game Cycle I Session II 1. The Cards (the first side) 81 2. The Cards (the second side) 82 Appendix 12: The Game Board for Pictorial Board Game in Cycle I Session III “Noun Game” If possible, change the nouns into it’s singular form! 3 Appendix 13: The Cards for Pictorial Board Game in Cycle I Session III 1. The Cards (the first side) 84 2. The Cards (the second side) 85 Appendix 14: The Game Board for Pictorial Board Game in Cycle II Session I “Verb Game” What did they do yesterday? 86 Appendix 15: The cards for Pictorial Board Game in Cycle II Session I 1. The Cards (the first side) 87 2. The Cards (the second side) 88 Appendix 16: The Game Board for Pictorial Board Game in Cycle II Session II “Noun Game” If possible, change the nouns into it’s singular form! 9 Appendix 17: The Cards of Pictorial Board Game in Cycle II Session II 1. The Cards (the first side) 90 2. The Cards (the second side) 91 Appendix 18: The Game Board for Pictorial Board Game in Cycle II Session III “Verb Game” What were they doing last week? 92 Appendix 19: The Cards for Pictorial Board Game in Cycle II Session III 1. The Cards (the first side) 93 2. The Cards (the second side) 94 Appendix 20: The Steps in Implementing the Pictorial Board Game in Cycle I THE STEPS OF PICTORIAL BOARD GAME (FIRST CYCLE) Step 1 1. Make a group of five. 2.

The researcher chooses one of the members of each group randomly to be the leader. 3. The leader takes the game set and listens to the researchers’ explanation about the board game and vocabularies on the board game. Step 2 1. Duty of the leader: Guide the game for 30 minutes. Decide which player will play first, and so on by throwing the dice. Keep the cards and read them when the player steps on one of the number of the card. Recording the member answer whether right or wrong. 2. Duty of the player : Putting their marker on the START. Throwing the dice and moving to the next step as many as the dice shown.

Mentioning their number and asking the leader to read the question on the card. Step 3 1. When all the players have reached the FINISH before time is over, the leader has to inform the researcher and than they can play the game again in order to open the card as many as possible. 2. At the end of the game, the leaders should raise his/her hand to know how many minutes they need to finish the game. 95 Appendix 21: Observation Checklist Observation Checklist for Student’s Activities Day/date : Topic : Observer : Observer Student’s activities

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