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CHAPTER I
INTRODUCTION


1.1. Background of the Problem

We, as human, communicate by exchanging symbols to describe our ideas
and experience. Language is a common symbol system which we use for sharing
our experience with others. As international language, English is very important
since it requires as a bridge of communication of many countries in world. As
nicely described by Patel (2008) on his book English Language Teaching:
English is the international language. International English is the
concept of the English language as a global means of
communication in numerous dialects, and also the movement
towards an international standard for the language. It is spoken all
over the world. So it is very useful to establish international
relation for communication purpose and for the exchange of views
with different countries of the world.
In Indonesia, English is one of the compulsory subjects which is taught in
junior high school, senior high school and university as the first foreign language.
In addition, it is taught in elementary school and some kindergartens.
English is the first foreign language taught to the students of elementary
school. Teaching English in the elementary school has been accepted in Indonesia
in line with the governments plan on the nine years basic education. In elementary


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school, students are introduced four skills that must be mastered in English. They
are: speaking, listening, reading and writing.
In mastering the four skills, students must have recognized words in
English by using their vocabulary. In Elementary School, vocabulary is the first
step to learn English, because without knowing a lot of vocabulary in English the
children will get difficulties in mastering the language skills.
It is important to improve vocabulary of students to help them increasing
their ability in English skills. Many ways those teachers can take to improve their
students vocabulary, one of them is by using games.
Word game means an activity which is entertaining and engaging, often
challenging, and an activity in which the learners play and usually interact with
others (Wright, 2006). There are many facts prove that by using games is effective
to develop students ability in memorizing English words. in playing games,
students are possible to use repeated words. They also experience many word
without being afraid of mistakes because they enjoy playing the games.

1.2. Identification of the Problem
This study mainly concerned in the effect of games to the elementary
students vocabulary mastery. Their vocabulary is not good enough, because
they are the beginner level in studying English. However, vocabulary is the most
important thing in language because it is the basic of all.
The teacher should give another media to encourage the students
vocabulary mastery. Game, which is kind of a media, can help the students to
learn the basic of english, especially on learning vocabulary. By using games, the


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researcher hope that the students will be more motivate, relaxed and interested in
learning vocabulary.

1.3. Limitation of the Problem
This study was limited to the applying of three kinds of games namely
Hang man Game, Guessing Game and Word Card Game to improve the
students mastery of vocabulary. Students in this study means students in grade
junior high school. Clearly the writer only discussed the role of game in helping
students learn vocabulary.
1.4. Formulation of the Problem
Is it effective to improve junior high school students vocabulary by using
games in classroom in teaching English?
1.5. Objective of the Study
This research gives some useful important information about the
effectiveness of using games for teaching English in classroom for improving the
mastering of students vocabulary for grade junior high school.
1.6. Significant of the Study
This study is expected to get the result that will be useful for readers, in
terms of:
1. As an input data for the English teachers about the using games in
the classroom and the importance of vocabulary in teaching
English.
2. To motivate students to increase their vocabulary.


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3. It is hoped that this study will contribute or would be of any value
to other students in conducting further research of the similar topic.
4. Directly, the writers knowledge can be developed by investigating
the topic.
1.7. Definition of the Key Terms
There are some terms in the object of topic should be explained from many
theories of terminology related that makes this research is really clear, and for the
reader of this research to minimize misunderstanding or misinterpretation is quite
important. They are:

a) Improving is formed by word improve. Improve is a verb that
means making or become better or Develop or increase in mental capacity
by education or experience or Achieve or produce something better than.
(http://www.oxforddictionaries.com/definition/english/improve)
The other explanation about word Improve is Act of enhancing or
making better in terms of quality, value or usefulness. This can be by
making ideas, objects or processes more desirable by adding or removing
components. The term can be also be applied to people as well, via methods
such as performance reviews which are meant to try and improve an
employee in some manner.
(http://www.businessdictionary.com/definition/improve.html)


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b) Vocabulary : acording to Huyen and Nga (2003) : In order to
communicate well in a foreign language, students should acquire an
adequate number of words and should know how to use them
accurately.
The writer will take motivation is for spirit to get every action and need,
that motivation is caused by inside feeling (intrinsic) for example the
students have planning and dream in their live, the will have spirit, on the
contrary accommodation and facility should fulfill getting inside
motivation, it means out side feeling (extrinsic)

c) Word game means an activity which is entertaining and engaging,
often challenging, and an activity in which the learners play and usually
interact with others (Wright, 2006).












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CHAPTER II
REVIEW OF THE RELATED LITERATURE

2.1. Definition of Motivation
Motivation is the reason or reasons for engaging in a particular behavior,
especially human behavior as studied in psychology and neuropsychology. These
reasons may include basic needs such as food or a desired object, hobbies, goal,
state of being, or ideal. The motivation for a behavior may also be attributed to
less-apparent reasons such as altruism or morality. According to Geen, (Geen, R.
1994:6). Motivation refers to the initiation, direction, intensity and persistence of
human behavior. (http://en.wikipedia.org/wiki/Motivation) another definition that
motivation is The intentions, desires, goals, and needs that determine human and
animal behavior. An inquiry is made into a person's motives in order to explain
that person's actions. (http://www.answers.com/topic/motivation?cat=health)


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Motivation is devided into Intrinsic and extrinsic motivation; intrinsic
motivation is when people engage in an activity, such as a hobby, without obvious
external incentives. Because students are not always internally motivated, they
sometimes need situated motivation, which is found in environmental conditions
that the teacher creates.
There are two kinds of motivation: Second, Intrinsic motivation occurs
when people are internally motivated to do something because it either brings
them pleasure, they think it is important, or they feel that what they are learning is
significant. Scond, Extrinsic motivation comes into play when a student is
compelled to do something or act a certain way because of factors external to him
or her (like money or good Years). (Deci, Edward L.; & Ryan, Richard M. 1985;15)
Intrinsic motivation is the motivation that comes from inside the
performer. E.g. they compete for the love of the sport. Extrinsic motivation comes
from outside of the performer. E.g. The crowd cheer the performer on, this
motivates them to do well, or to beat a PB (Personal Best). Another example is
trophies or a reward. It makes the performer want to win and beat the other
competitors, thereby motivating the performer.
2.2. Definition of Achievement
Achievement in dictionary meaning is for noun 1. a thing done successfully,
typically by effort, courage, or skill: to reach this stage is a great achievement. 2.
the process or fact of achieving something. a child's or student's progress in a
course of learning, typically as measured by standardized tests or objectives. 3.


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Heraldry a representation of a coat of arms with all the adjuncts to which a bearer of
arms is entitled. (The Oxford Pocket Dictionary of Current English).
While, according to A Dictionary of Sociology achievement motivation
Defined as the need to perform well or the striving for success, and evidenced by
persistence and effort in the face of difficulties, achievement motivation is
regarded as a central human motivation. Psychologist David McClelland (The
Achieving Society, 1961) measured it by analyzing respondents' narratives; rather
more controversially he hypothesized that it was related to economic growth.
Lack of achievement motivation was, for a period during the 1950s and 1960s, a
fashionable explanation for lack of economic development in the Third World
notably among certain American modernization theorists. This thesis was much
criticized by dependency theorists such as Andre Gunder Frank (Latin America:
Underdevelopment or Revolution 1969).
(http://www.encyclopedia.com/doc/1O999-achievement.html )
2.3. Definition of Assumption
An assumption is a realistic expectation. It is something that we believe to
be true. However, no adequate evidence exists to support this belief. An
assumption is an act of faith. It will not be tested in your research.
If critics can dismiss your assumptions, then your research is not likely to
be taken seriously. Thus, assumptions must be identified and considered with
care.


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In the Research is built upon assumptions since not everything needed to
move forward is known. "One must assume something to learn something." "The
more assumptions or the stronger assumptions that one makes, the more one
insures that her analysis will yield clear-cut and interpretable results; at the same
time, the researcher, more than the empirical observations or records, is
determining these results."
All research is built upon assumptions. We are limited in what we can test
at one time. Some variables may not be measurable until later.
(http://web.utk.edu/~wrobinso/540_lec_assume.html)
2.4. Review of The Related Finding
The relationship correlation between motivation and achievement on the
above explanation, said that Achievement is something that gains and reaches by
effort or getting something done. For Gardner, motivated students tend to be more
active and more proficient, but the relationship between motivation and
achievement is a dynamic and reciprocal process.
These will be described by hypothesis the following chapter that both of
them there is correlation or not, and the result will clear, between two variables
independent variable (motivations student by questioner data from students) and
dependent variable (achievements student by document from student).
The significant result is positive or negative; it will be appeared after we got
the hypothesis on the next chapter.



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2.5. Conceptual Framework
In this study, the learning situation level of (Dornyei.S, 2001) extended
framework on motivation was adopted because the elements and factors in the
framework were all relevant to the samples selected for the study.
Dornyei.s model consisted of three levels of motivation: language level,
learner level and learning situation level. The level of learning situation of
Dornyei.s framework was adopted in this empirical study as this study mainly
dealt with the social aspect of motivational factors affecting English attainment
rather than the relationship of the two from a psychological point of view. This
framework included most of the important social factors considered by the past
researches as having impact on language learning.
Statistic of the research use The Simple Linear Correlation (Pearson r).
Pearson correlation (hereafter called correlation), assumes that the two variables
are measured on at least interval scales, and it determines the extent to which
values of the two variables are "proportional" to each other. The value of
correlation (i.e., correlation coefficient) does not depend on the specific
measurement units used; for example, the correlation between height and weight
will be identical regardless of whether inches and pounds, or centimeters and
kilograms are used as measurement units. Proportional means linearly related;
that is, the correlation is high if it can be "summarized" by a straight line, sloped
upwards or downwards. (http://www.statsoft.com)


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How to Interpret the Values of Correlations? As mentioned before, the
correlation coefficient (r) represents the linear relationship between two variables.
If the correlation coefficient is squared, then the resulting value (r
2
, the coefficient
of determination) will represent the proportion of common variation in the two
variables (i.e., the "strength" or "magnitude" of the relationship). In order to
evaluate the correlation between variables, it is important to know this
"magnitude" or "strength" as well as the significance of the correlation.
(http://www.statsoft.com)
The writer wills Concept of framework from limitation of the problem
above, that will explain more detail on the next chapter (Chapter IV)
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Elizabeth, Hall, Psychology Today an introduction, 5
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(http://www.answers.com/topic/motivation?cat=health)
(http://en.wikipedia.org/wiki/Motivation)
(http://www.encyclopedia.com/doc/1O999-achievement.html )
(http://www.merriam-webster.com/dictionary/correlation)
(http://www.socialresearchmethods.net/kb/statcorr.php)
(http://www.statsoft.com)
(http://www.surveysystem.com/correlation.htm)


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(http://web.utk.edu/~wrobinso/540_lec_assume.html)
(Table Value)