CHAPTER IV DISCUSSION

4.1 The Improvement Teaching Vocabulary through Riddle Game 4.1.1 The Result of the Activities The writers applied the data used qualitative and quantitative method. The result of test can be result of the table. Before the writer doing the test, the writer was done interview one of English teacher in the school and asked her about students vocabulary mastery in teaching learning process in the class. From the observation, the writer finds that the students have lack vocabulary and they are did not interest in learning vocabulary. Based on the writers observation, the teacher used traditional method in teaching process. It can make the students did not interest in learning process. The students need media to encourage them in learning vocabulary better. To know the students background of vocabulary, the writer gave pre-test to the students. The score was not perfect. Most of students got average 57, 91 the lowest was 25 and the highest was 85. 4.1 The table 2 described the students score on pre-test before treatment NO 1 2 3 4 NAME A B C D Pre-test 50 45 30 60 NO 19 20 21 22 NAME S T U V Pre-test 70 60 85 60

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5 6 7 8 9 10 11 12 13 14 15 16 17 18

E F G H I J K L M N O P Q R

65 70 60 50 25 50 80 70 65 30 50 60 65 55

23 24 25 26 27 28 99 30 31 32 33 34 35 36

W X Y Z AB AC AD AE AF AG AH AI AJ AK

55 65 40 35 50 55 55 60 70 75 80 55 60 75 2085 57,91

TOTAL SCORE STUDENTS AVARAGE SCORE

The data above showed the average of students score was 57, 91. Its means that the teacher and students activities in teaching learning process did not run well. Besides that, this score became the basic for the writer to do research in classroom and give a new technique to improve students vocabulary mastery. In addition, the writer has done research used riddles game in two cycles. In the first cycle, the writer explained the materials about part of body, animal and profession. The students play riddles game based on the material itself. At the first meeting the students learn and play riddles game about part of body and animal, and the second meeting about profession. The activities in the first cycle were practice the material, play riddles game and take the meaning from the riddles to answer the writers questions. This activity was useful to know how far the

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students remember and know the meaning from the riddles, and also how to answer it. In the second cycle, the writer explained about thing around us, shopping list, and place (building). The problems on the first cycle must be improved on the second cycle, so there was improvement on the second cycle. 4.1.2 Time of the Research The research was implemented based on the schedule that has been planned by the writer. The writer conducted the research from 12th November until 17th November 2012. The implementation of the research was divided into two cycles, and each cycle consists of two meetings. 1. Cycle One a. Planning Based on the identification and observation, the writer has targeted to make the students vocabulary mastery. Before the writer did the cycle one, the writer prepared lesson plan for two meetings, digital camera for documentations, and the observation sheet for the other English teacher as the observer. In preparing the lesson plan, the writer chose the materials about part of body, animals, and professions. It was based on the syllabus in the school. The writer designed every meeting in communicative teaching learning process. In this case, the writer not only explains the material, but also asked question to the students and asked the students to make another example.

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b. Acting In the first meeting was conducted on Monday, 12th November 2012 at 7.15 am until 8.45 a.m. The teacher starts the study with the greeting, and the students enthusiast to response of the teacher questions and some student feel shame to response. The teacher explains the materials about part of body and animals. In this meeting, the teacher asked the students to read the kinds part of body and give some example and then write down in the white board. Besides that, the students divided into seventh groups and each group consists of five until six students. The teacher gave three riddles related to the part of body and animals for each group. They must discuss and answered the questions it in 15 minutes. One of students in every group read the question and the answer. The other group have to listen and gave the opinion whether the answer correct or not. In this meeting, some students have good attention and other students still feel shame to explore their ability and lack of interaction with other friends. The second meeting was conducted on Wednesday, 14th November 2012 at 8.45 until 10.15 a.m. In this meeting, the teacher began the class by recalling the material before. The teacher asked the students the several questions. The students still remember the last material it can be seen from the students respond they were enthusiast to answer the teachers question but some students still ashamed to respond. In this meeting, the teacher gave material about profession. Before delivered the material, the teacher asked question about their ambition in live. Some students answered that they want to be a doctor, teacher, etc. After that, the teacher gave the kind of profession and the students were

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listens the teacher explanation and read it together correctly. Then the students play riddles game like at the first meeting dealing with profession and read it in front of the class. The students were happier than before in this meeting. After the teaching and learning process were finished. The teacher also gave the students test of vocabulary related with part of body, animal, and profession. In this test, the students followed the test well and the class was very quiet. The test form was in multiple choices which consist of 20 numbers. In the first cycle, the students average of vocabulary test was increase. It was 72, 36, the highest score of the students was 100 and the lowest score was 50. 4.1 The table 3 the result of the test in cycle 1
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 NAME A B C D E F G H I J K L M N O P Q R Post-test 60 65 50 70 75 85 75 70 50 65 100 85 75 50 65 70 75 70 TOTAL SCORE STUDENTS AVARAGE SCORE NO 19 20 21 22 23 24 25 26 27 28 99 30 31 32 33 34 35 36 NAME S T U V W X Y Z AB AC AD AE AF AG AH AI AJ AK Post-test 80 70 100 90 75 70 60 55 70 65 65 70 80 85 95 65 70 85 2605 72,36

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c. Reflecting After collecting the data from the test and observation, the writer did the reflecting with the teacher. Play riddles game and answer the questions had been implemented for teaching vocabulary. From the test result the writer found that some students was still less score from the success indicator, and the teaching learning process still dominate by the teacher, because some students still did not listen the teacher explanation and they were ashamed to respond the teacher question. They more need attention from the teacher. It can be concluded that, the students still passive and less- enthusiast to the materials. Moreover, in cycle one the writer found some problems where the condition was not gave the advantages to the writer. Some students felt hard to read and remember the meaning of riddles. The writer had to force them by explaining the way how to remember and focus on part of body, animal, and profession. The problems that happen,ned in the cycle one then it reflected to the next cycle. The writer will do the improvement of students score in vocabulary test with the better method in order to make them enthusiast to follow the learning process. 2. Cycle Two a. Planning After was done the cycle one and got the result of test, the writer revised the lesson plan in cycle two. The teaching learning process in cycle two almost same with those in cycle one. The materials in this cycle were about the things around us, shopping list, and place (building).

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b. Acting The second meeting of cycle 2 held on Wednesday, 14th November 2012 at 8.45 until 10.15 a.m. The teacher begun the class by asked the students about the materials before. At this meeting, teachers delivered the materials about the place (building). Then the teacher asks the students to read correctly. After that, the teacher asks the students to play riddle game according to the material. In this cycle students feel happy and comfortable, and sometimes they laugh because they can answer the riddle game. They feel happy because they can increase a lot of vocabulary. They were more cooperative in this cycle. After the teaching learning process in the second cycle was finished, the teacher gives the post-test of all the material that was presented. This is done to see an increase in their vocabulary skills. The test form was in multiple choices which consist of 20 numbers. In the cycle two, the students average of vocabulary test was increase. It was 96, 52 the highest score of the students was 100 and the lowest score was 80. 4.1 The table 4 the result of the test in cycle 2 NO 1 2 3 4 5 6 7 8 9 10 NAME A B C D E F G H I J Post-test 80 90 100 85 95 100 95 85 80 100 NO 19 20 21 22 23 24 25 26 27 28 NAME S T U V W X Y Z AB AC Post-test 100 90 100 100 85 90 80 80 90 85

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11 12 13 14 15 16 17 18

K L M N O P Q R

100 95 90 80 85 90 95 90

99 30 31 32 33 34 35 36

AD AE AF AG AH AI AJ AK

90 100 100 100 100 85 90 100 3475 96,52

TOTAL SCORE STUDENTS AVARAGE SCORE

c. Reflecting The result of the test on cycle two showed that the success of indicator which had been targeted by the writer was successful. The score that reached by the students were increased significant than cycle one. The learning activity itself was more active, effective and efficiency. Furthermore, they can improve their vocabulary mastery. 4.2 The Result of Students Response 4.2.2 Observation This observation have three types, the writer was conducted observing the class for four times. It was described in the observation sheet. The students were difficult to paid attention to the teacher, because they lack of knowledge and was not enthusiastic to the material. The first one, on the pre-test the teaching learning process did not run well, the students didnt answer the question, because they feel shame. Most of them still got low score when they answered the question. The second one, during the activities some groups was answered all riddles game correctly and happily other groups still confuse to answer it and lack
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of enthusiast in learning. Based on the result of observation during the teaching and learning process in cycle one it can concluded that the students still ashamed and lack of enthusiast in learning process. Some students felt hard to read and remember the meaning of riddles. The writer had to force them by explaining the way how to remember and focus. And the third one, in this cycle the student more attention to listen the teacher explanation and they more active to answer the teacher questions. They were not ashamed to read the riddles in front of the class, and the teacher gave the post-test. On post-test the score that reached by the students were increased significant than cycle one. The learning activity itself was more active, effective and efficiency. So, the conclusion of the explanation above is in every cycle, around pretest, during treatment, and post-test, the student can increase their vocabulary mastery. So, the writer was got success in this research. The writer can increase students vocabulary mastery through riddle game.

4.1 Table 5 Mean, Median, Modus Category Mean Median Modus Pre-test 57,91 60 60 Post-test 1 72,36 70 70 Post-test 2 96,52 80 100

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Table Average of Students Vocabulary Improvement

TEST Pre-test Post-test 1 Post-test 2 Pre-test to Post-test 1 Post-test 1 to Post-test 2

SCORE 57,91 72,36 96,52 -

PERCENTAGE 14. 45 24. 16

4.2.2 Questionnaire This questionnaire has ten questions for students. Every number has different questions. Based on the data of the questions, the writer can reported the result of the questionnaire. Based on the result of the questionnaires, the researcher could be described the students vocabulary mastery through riddle games. 14 students known of the riddle game (41 %), 20 students did not know (59 %). 11 students ever used the game in their teaching learning process (32 %), 23 students never (68 %). 21 students liked learning English vocabulary through game (61 %), 13 students did not like (39 %). 27 students felt that their vocabulary increase easier by using game (79 %), 7 students did not feel (21 %). 18 students felt that learning vocabulary through game easier to be remembered (52 %), 16 students did not feel like that (48 %). 24 students needed to use game while learning vocabulary (71 %), 10 students did not need (29 %). 26 students motivated by using game when they learnt vocabulary (76 %), 8 students did not be motivated (24 %). 14 students got difficult in using game when they learnt vocabulary (41 %), students did not get difficult (59 %). 30 students interested in using game when learning vocabulary (88 %), 4 students did not interested (12

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%). 29 students were more active when teaching and learning process (85 %), 5 students did not active (15 %). Based on the result of the questionnaire, the researcher concluded that most of students were more enthusiastic and more active while teaching and learning process by using riddle games. 4.2.3 Interview

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