CHAPTER I
INTRODUCTION
A. Background Issues
It is undeniable that most school-age children are very happy with game models, which is in line with the development of the child which is basically like the game. Already a sense that children would be very interested in the so-called game, so how do I make the game favored by the young boy becomes a method of learning English fun and exciting.
Mastering the English language seems to have a need and a necessity these days. It is characterized by the proliferation of Work Skills Institute (LPK), Community Learning Center (PKBM), and places an English course in different regions and even in many schools, especially in big cities, English is taught from Early Childhood Education (ECD) as a local content subject.
If you notice, the children of school age class X SMKN 4 Malang still love to play, so it does not hurt that the play was used penchant for delivering teaching materials. Thus, they will gain experience of active learning, inofatif, creative, educational, and fun (paikem) happy and weighted (fat) with full significance.
One way to play this memenfaatkan craze is to give the game such as the game "I Spy Incomplate Definition and" they have to use the balance of the brain, examine the idea in thinking, solving problems, and apply what they learn. Active learning must be nimble, fun, vibrant and passionate.
To be able to learn something well, we need to hear it, see it, ask questions about it, and discuss it with others. Not only that, students need to "do it", which describes something in their own way, showing for example, trying to practice the skills and knowledge demanding tasks.
Mastery of the English vocabulary has various aspects, such can be used as a means to develop the knowledge, deliver messages, and word form. In order to uncover the problems that the researchers chose the title 'Improve English Vocabulary Understanding Through Students In Class X Games SMKN 4 Malang.
B. Problem Formulation
Based on the above background, the problems that arise in the study were as follows:
1. How does the level of mastery of English vocabulary comprehension grade X through active learning model of the game?
2. How is the level of English vocabulary penguasan graders permaianan X implementation models?
3. What level of mastery of English vocabulary meanings graders X through active learning model of the game?
C. Hypothesis
Based on the problems in action research, entitled 'Promoting Understanding English Vocabulary Through Games At SMK Grade X 4 Malang, conducted by researchers, can be formulated the following hypothesis:
1. Through pemaahaman game against vocabulary vocational students of class X to be increased
2. Through the mastery of vocabulary games vocational students of class X to be increased
D. Research Objectives
1. The general objective
In terms of improving the ability of students to the understanding and mastery of the English vocabulary for grade X SMKN 4 Malang, through the game.
2. Specific Objectives
a. This study aims to gain a clear picture of vocabulary in English class X SMK 4 Malang
b. To improve the vocabulary of class X SMKN 4 Malang through active and interactive learning games model
c. To determine students' mastery output especially against English vocabulary class X SMKN 4 Malang through game model
E. Benefits of Research
This study to enhance the ability of students to the understanding and mastery of English vocabulary class X SMKN 4 Malang through game model.
CHAPTER II
THEORY FRAMEWORK
A. Definition of Learning
Language is a communication tool that is essential for human life, as well as serve as a tool for menyatakat thoughts and feelings of others, as well as serve as a tool to understand the thoughts and feelings of others. Ability not only required by the human adult, but also necessary for adolescents and children. Therefore, to master the language skills can be achieved by learning processes.
Based on the translation of the wikipedia definition, learning is a process of interaction of students with teachers and learning resources in a learning environment. Learning is an educator assistance given to the process of acquisition of science and knowledge, mastery of skills and character, as well as the formation of attitudes and beliefs on students.
Seeing such things, the role of the school as a place to educate and teach is necessary, in addition to education in a family environment. Of education at the school that students begin learning to develop aspects of his personality, and language skills that are tailored to their normal development and natural. The ability of students in the language can be led and guided by a teacher who unwittingly by the students, that they've got a new vocabulary.
Therefore, in delivering the materials development teachers can choose one or a combination of methods appropriate to the material development, needs, interests, and abilities of students as well as the environment. One form of activity is a game or games. In such an atmosphere is unnoticed by the students that the teachers were presenting material that has been prepared, ditetapkanpun goals can be achieved.
B. Vocabulary Definition
In the dictionary wikipedia, the vocabulary is a set of words that are part of the language and have a certain meaning. And a set of words that is used as a medium to express their intentions and the picture of a thing.
Someone will be able to communicate fluently and if they have the vocabulary to meet the needs for communication activities. And vocabulary is a major requirement for a person to be able to communicate.
C. Benefits of vocabulary in English communication
In learning English, vocabulary is necessary to understand and master. Here is the importance of vocabulary according to wikipedia dictionary:
1. Assist in delivering or communicating intentions
2. The number of vocabulary is directly related to reading fluency
3. An assessment of the intelligence of a person can be assessed amount owned vocabulary.
D. Type Vocabulary
In connection with 4 competence in English, then the type of vocabulary consisting of:
1. Vocabulary for reading (reading)
2. Vocabulary for a hearing (listening)
3. Vocabulary for writing (writing)
4. Vocabulary for talking (speaking)
In order for the English vocabulary in demand by students, leading to an interest in students to speak English pleasure, can be introduced and developed the method or technique of the game. This technique can be used to convey the subject matter. The use of these methods will facilitate the students to remember English vocabulary is simple and concrete, in accordance with the development of the student and student's age. Thus will develop a happy attitude speak, with melatihkan communicative use of language.
Gradually addition students can mengusai English vocabulary students can also understand the commands, implement and communicate the content of the order correctly. Thus, students will not feel inhibited in communication due to the limited ability to speak.
D. Teaching English Through Games
Games can be used in the development of teaching materials. Especially on teaching grammar, there are several types of games that can be used so that students are not aware of work that grammar is fun.
Shelley Vernon suggests that games can help teachers in the teaching of grammar with some of the following reasons:
1. Arif Saricoban and Esen Metin, author of "Songs, Verse and Games for Teaching Grammar" explain how and why the game can be used to teach grammar in the ESL classroom, where games and problem resolution directing siwa to engage in communicative activities. The game not only adds to the student's knowledge but also brings students directly to the actual use of the English language
2. Bermasfaat game to train and connect vocabulary and structures extensively.
3. According Saricoban and Metin, use the game as a tool to enhance cooperation and competition among students and teachers
4. Aydan Ersoz, author of "Six Games for the ESL / EFL Classroom" explaining that provide a challenging and fun atmosphere. Also, the game provides a meaningful activity in its context.
(Adapted from "Teaching Grammar with Fun Learning Games) http://www.eslbase.com/articles/learning-games)
E. Materials Learning through games
The game is very exciting for the students in the learning process especially English, because through the game students can interact with the active and interactive, in accordance with the constructivist method very favorable student learning in receiving. In this case a lot of the game to improve students' English vocabulary, according to WR. LEE in his book Language Teaching Games and Contest, which was published in 1979 by Oxford University Press. The selected game is Incomplete Definitions on page 41. The game is based on the syllabus of class X students smk basic competences 1.3 Describe the objects, people, characteristics, time, day, month, and year
In this game one of the members to describe something and challenge someone from the other team to guess and give you extra points if you guess right word, depending on what is selected for the definition and there is little hint. For example, an elephant can be interpreted as a large animal living in India and Africa that could bring as good but did not mention the elephant trunk to make it too easy to guess. Another example is a useful furniture for storing clothes or wardrobe students can describe conform to the shape, color, size, material and origin of the cupboards.
F. Selection of Games
In this study, the chosen game is not the origin of the game but the game according to the syllabus, and the basic competence of students by looking indicator. The game not only in the classroom but can be done outside the classroom for example under a cool and shady trees to reduce the effects of saturated students. They can use the object that is around them, so it will come up with creative creations. In addition to the all members of the class had no children involved in this lazy all must participate. For the first time should be determined by the teacher, so clear and well accommodated. To the delight of the student teacher should give rewards or prizes to students, it can be in the form of praise or gift items.
G. Shape Games
Besides Incomplete definition games by WR. LEE there are other forms of the game are very interesting for students to describe an object or person, the game is in the form of rhyme:
I Spy
With my little eye
Something beginning with B.
Students can form 5 groups of 4 people each, then the representative of the group stepped forward to demonstrate the game. Students said I spy with my little eye, something begining with B. One of the group to guess the object, eg: Susan: (answer) The Blackboard? Then the students had to make an educated guess to answer, No, not the blackboard, the other replied: A biscuit? And the students had answered No, I can not see a biscuit. Then another group actively address whether: A Dick's Ball? Then the students answered Yes that's right, Dick's Ball. Then the student had the correct answer gets a turn to make an educated guess as creations of their own, with the same steps as above. If they do not like to use the word spy they could use numbers as an example:
What can I see?
Something in this room (or garden)
Beginning with .........
Thus they can learn to describe an object through the game, so that learning can be fun and exciting, without explanation or students should listen to the teacher lecture that results are not active students.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research activity of researchers collaborate with others. The presence of researchers in learning activities carried out as usual as there is no research. So students are left to do all the activities as usual. One of the researchers will conduct a class act and a few more as an observer in charge of observing the learning process in the classroom.
Setyadin and Wiyono concluded that a class action research is a form of teaching practice acts committed by individuals or groups through inquiri system based on specific research methodology in order to find solutions for problems in learning. Thus PTK is very useful for teacher educators in finding solutions to any problems encountered and discovered teaching, thus improving the quality of education will be achieved.
The main purpose of PTK is the activity that is used to describe the activity in developing curriculum, school improvement programs, system development planning and policy (Grundy & Kemmis in Setyadin and Wiyono,This means that the action research can be used as one of the activities to develop curriculum content standards that conform to the conditions of the educational unit concerned
According to the type of research, that of action research, this study uses a model of action research, Kemmis and Taggart (in Setyadin and Wiyono,), which is a spiral from one cycle to the next cycle. Each cycle includes planning (plan), action (action), observation (observation), and reflection (reflection). The next step in the cycle of the revised perncanaan, action, observation and reflection. Before entering the first cycle of the action in the form of a preliminary identification of the problem. Cycle spiral steps of action research can be seen in the following figure.
Figure 3.1 Flow PTK
Explanation of the above plot are:
1. The design / original plan, before conducting research to formulate research problems, objectives and plan of action, including research instruments and tools of learning.
2. Activities and observations, including actions taken by the researcher in an attempt to build students' understanding of concepts and observe the results or effects of applying learning methods model of the game.
3. Reflection, researchers examined, to see and consider the results or effects of actions taken based on the observation sheets filled out by the observer.
4. The design / plan revised, based on the reflection of the observer to make a revised draft for dilakssiswaan the next cycle.
Observations were divided into three rounds, the rounds 1, 2 and 3, where each round is the same treatment (the same flow activity) and discusses the sub topics that ended with formative tests at the end of each round. Created in three rounds are intended to improve the teaching system that has been implemented
So it can be concluded that racangan study design used is qualitative observation techniques.
B. The place, time and subject of study
1. Place of Research: Religious studies is used in research to obtain the desired data. The research was held at SMK 4 Malang
2. Time Research
The time is the time course of study or research when the research took place. This study was conducted in January semester 2012/2013.
3. Subjects Research
Subjects were students of class X SMKN 4 Malang on the understanding and mastery of vocabulary.
C. Data Collection Techniques
The data needed in this study were obtained through observation processing model of active learning games, student activities and teacher observations of student motivation questionnaire, and a formative test.
D. The data collection instruments
The instrument used in this study consisted of:
1. Syllabus
Ie a set of plans and regulations on administration of classroom learning activities, and assessment of learning outcomes.
2. Lesson Plan (RP)
That is a learning device that is used to guide teachers in teaching and prepared for each round. Each RP contains basic competences, indicators of achievement of learning outcomes, specific learning objectives and learning activities.
3. Formative tests
This test is based on learning goals to be achieved, is used to measure the ability of understanding mathematical concepts in mastering the command line. Formative tests are given each end of the round. Forms of the given problem is multiple choice (objective). Formerly these questions are 45 questions that have been tested, and the authors conducted the analysis of test items that have tested the validity and reliability of each question. This analysis is used to select a good question and qualifies used to retrieve the data.
E. Data Analysis Techniques
To determine the effectiveness of a method in the learning activities necessary to hold the data analysis. In this research, using qualitative descriptive analysis techniques, a method of research that is describing the fact or facts in accordance with the data obtained in order to determine student achievement attained also to obtain students' response to the learning activities and the activities of the students during the learning process.
To mengalisis success rate or percentage of student success after the learning process every revolution is done by giving an evaluation form about the written test at the end of each round.
This analysis was calculated using a simple statistic, namely:
1. To assess the test or tests formative
Researchers summation of the value obtained by students, which is further divided by the number of students in the class in order to obtain an average of formative tests can be formulated:
By: = average value
Σ X = Total all grades of students
Σ N = Number of students
2. For mastery learning
There are two categories of mastery learning which individually and in the classical style. Based on the teaching and learning guidelines (Permendiknas number 25 of 2006), that a student has thoroughly learned when it reaches a score of 65% or a value of 65, and the class is called complete when the class learned there are 85% who have reached the absorption of more than or equal with 65%. To calculate the percentage of mastery learning to use the following formula:
PROPOSAL
CLASS ACTION RESEARCH
IMPROVING THE UNDERSTANDING AND MASTERING ENGLISH VOCABULARY BY GAMES IN CLASS X SMKN 4 MALANG
Created by :
Gede Edi Gunawan
INSTITUTE OF TEACHER TRAINING AND EDUCATION
FACULTY OF SOCIAL SCIENCE AND HUMANITY EDUCATION ENGLISH EDUCATION DEPARTMENT IKIP BUDI UTOMO MALANG
2013
Selasa, 15 Januari 2013
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