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RESEARCH PROPOSAL
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By :
LAURINA DIMPUDUS
07 311 748
English
is
very
important,
because
English
has
become
international language, which is used by most communities in the world. Many countries
use English as their second language. In spite of the difficulties in studying English, it is
worthwhile to study the language because it plays a very important role in almost all fields of
life such as: communication, commerce, economy, politics, education, science, technology and
so on.
proficiency level, cultural context, timing, learning topic, and the classroom
settings are factors that should be taken into account.
One of the aims of teaching English is to enhance students to be able to
understand English words which they might find in their environment. In fact,
students often find problems in learning the words. So it needs more teachers
attention to make the transfer of the vocabulary process easier to grasp and
more fun to learn. To do this hard job, teachers are hoped to have ingenuity in
teaching by using any kind of teaching aids that already exist in their
environment. One of those aids is using games. The writer chooses games
because games help and encourage many learners to sustain their interest and
work. With games student can have a lot of fun and get rid off their tiresome
during the lesson.
Based on the background above the research entitled Improving
Students Mastery of Vocabulary will be conducted to see if games can improve
the mastery of vocabulary.
2. RESEARCH PROBLEM
The students cannot master English well, because they are lack of
vocabulary, the lack of motivation. Games are one effective and interesting
technique that can motivate and challenge the student interest to improving the
student communicative competence. Through games can improve the
student mastery of vocabulary because vocabulary is one of the language
components that have to be taught to the students in learning a foreign language.
3. REASON FOR CHOOSING THE TOPIC
There are several reasons for choosing the topic, they are:
- Teaching vocabulary through games is effective technique.
- Using games bring so many advantages for student and teacher.
- The researcher interested using games when teaching in the classroom.
4. PURPOSE OF THE STUDY
This study is done under the following purpose :
- To find out whether the using games can improve the students mastering of
vocabulary.
5. BASIC ASSUMPTION
- Games activities can increase the students mastering of vocabulary.
- If the teacher is using games in the classroom, the student mastery of
vocabulary will be automatically increased.
- Mastery of vocabulary is very important because without mastery of vocabulary,
student cannot increase their English competence in listening, speaking,
writing, and reading.
6. RESEARCH QUESTION
Can teaching vocabulary through games improve the studentsmastery of
English vocabulary?
7. HYPOTHESIS
In teaching and learning vocabulary through games can improve students
mastery of vocabulary.
8. SIGNIFICANCE 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.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.
10.
DEFINITION OF TERMS
- Game activities : Games also help the teacher to create contexts in which the
language is useful and meaningful. The learnerswant to take part and in order
to do so must understand what others are saying or have written, and they
must speak or write in order to express their own point of view or give
information.
- 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
CHAPTER II
REVIEW OF LITERATURE
1. Teaching
Teacher plays an important role in teaching learning process. In teaching
English as a foreign language the teacher need to vary way of teaching in order
to get the students interest and attention to the lesson. In teaching learning
process there are some factors, which can influence the successful goals in the
school. They are curriculum, materials, method, teachers, students and the
technique.
Richey (1912:1) stated that : teaching may be considered to be basic to
all the other professions are made possible through the work of teachers in
elementary and secondary school, college, and university.
Furthermore Brown (1980:7) stated that : teaching is showing or helping
someone how to do something, given instruction, guiding in the study of
something providing with knowledge, causing to know or to understand.
Teaching is building and facilitating learning, enabling the learner to learn,
setting the conditions for learning.
It means teaching is a systematic way, teacher as an organizer should be
creative to make learner interested in following the subject. Teaching may be
said to cover not only activities of guiding students activities but also those
which aim at helping students develop themselves and be able to adapt
themselves in the group to which theyre belong. At the result of teaching the
students should be able to interest in their group. Theyre learning to think,
feel, and act in harmony through social groups of which they are a part.
2. Vocabulary
Vocabulary is one important aspect in learning a foreign language.
Without a proportional amount of vocabulary anyone will get trouble in her
speaking, reading, listening, and writing. Without a shred of doubt, the writer
said that the acquisition of vocabulary would help people in gaining,
understanding, and also enhancing the process of knowledgeable transfered for
a better life. Indisputably the chances for progress or success in any kind of
fields, like computers, technology, economy, politics, tourism, and educational
increase with the size and applications of vocabulary.
Vocabulary plays important roles in mastering English. Rivers in
Nunan(1992: 17) stated that vocabulary is essential for successful study on the
secondlanguage. Wilkins in Thornbury (2002: 13) summed up that without
vocabularynothing can be conveyed. Vocabulary refers to all words in the whole
languageused in a particular variety.
According to Harimukti Kridalaksana, vocabulary is a component of a
language that maintains all of information about meaning and using word in a
language.
3. Games
Games also help the teacher to create contexts in which the language is
useful and meaningful. The learners want to take part and in order to do so
must understand what others are saying or have written, and they must speak
or write in order to express their own point of view or give information.'
According to Jeremy Harmer, games are a vital part of a teachers
equipment, not only for the language practice they provide, but also for the
therapeutic effect they have. They can be used at any stage of a class to provide
an amusing and challenging respite from other classroom activity about their
English class.
4. The Types of Games
a. Hang Man Games
Hang Man Games is game that the student played on groups. Before
start the games, teacher explain how to play the game. The student must
memorise the word about everything. For Example about Animal, the student
must memorise the name of animal. After that, teacher devided rthe student
into two groups, the student must guess the word. Is that A,I,U, etc and if
the word they guess false, teacher make on the board the picture people hang.
b. Guessing Games
Guessing games can be painless ways to develop or reinforce any number
of concepts. Guess What I am or Guess Who I am for example, can be used
to teach about animals, professions, or people in different age groups (baby,
child, teenagers, young adult, middle-age adult, elderly person). Guess What
Im doing can be used to teach recognition in the target language of activities
such as taking a bath, go finishing, doing homework, and so forth.
Various sources for game ideas are mentioned, but teachers are
reminded that one of the best sources is the students themselves.
c. Word-Focus Games
Games that using word to see how many other words they can make
from them. For example, the following words can be made from the word
teacher: ear, her, teach, reach, cheer, each, hear, here, arch, tea, eat, and so
forth.
d. Treasure HuntsStudent must move along the connecting lines without
skipping any letters. A single letter cannot be used twice in succession but can
be returned to if there is an intervening letter. For example, regret is acceptable
but great is not.
A treasure hunt is a favorite game among second language learners. It
allows them to work cooperatively in a group effort to find the items required.
The following steps are taken in organizing a treasure hunt.
1.
2.
3.
CHAPTER III
RESEARCH METHODOLOGY
1. Research Design
In this research, the writer would like to collect; process; analyzes the
data to get conclusion of the research. This research is called quantitative
research because it will use numbers or statistics. In this research preexperimental design with one group pre-test and post-test design will be used.
Pre-test is the test which given to the students, before the treatment. The posttest is given to the students after the treatment to find out the students
achievement.
Butler (1985;65) stated that experimental studies are those in which the
investigator deliberately manipulates some factors or circumstances in order to
test the effect on some other phenomenon.
So there are two test: T1- the pre-test and T2- the post test. X is used to
symbolize the treatment in the representation of the design:
T1
T2
The design above means that the teacher gives them pre-test before
using games then gives them post-test after teaching several times using
games.
2. Population and Sample
Population
Population is the area in which you are trying to get information from.
According to Burns (1990 : 62) Population is an entire group of people
or objects or events which all have at least one characteristics one common,
and must be defined specially and unambiguously.
In this study, the population is the students of MTs Tarbiyah Tondano
Sample
Sample is a section of your population that you are actually going to
survey.
= Mean score
= All score of the sample
= Total number of students
BIBLIOGRAPHY
Brown, H. D. (1980). Principle of language learning and teaching. New York: Prentice
Hall.
Butler, C. 1985. Statistics in linguistics. New York: Basil Blackwell.
Ersoz, A. 2000. Six Games for the EFL/ESL Classroom. The Internet TESL Journal,
Vol. VI, No. 6. Juny.
Hatch, E. & H Farhady. 1982. Resarch design and sttistics for applied linguistics.
Cambrirdge : Newbury House Publisher
Lee Su Kim. 1995. Creative Games for the Language Class. Forum vol. 33 No. 1.
January-March.
McMillan and Schumaker. 1984. Research in Education. Boston: Little Brown and
Company.
Richey, R. W. 1912. Planning for teaching an introduction to education. California:
department of education Saint Marys College.