THE ANALYSIS OF BINGO GAME TECHNIQUE TOWARD STUDENTS’

VOCABULARY IMPROVEMENT

Made Irma Arisudhani

1412021048

6B

CHAPTER I

INTRODUCTION

I. Background of Study

Communication is the most important aspect for all human being to make interaction

among others. In order to considerate this thing, language is needed to be the communication

system which helps human to express their feeling, idea, emotional, and desire. Mostly,

language is used by the people to interact or communicate with others in term of idea, feeling,

emotional, and desire. As we know, English is an international language, because of that most

people from all over the world use English to make them easier communicate among each

other from one country to another country. Nevertheless, students nowadays use English as

their second language has lack of language skill because they also lack in understanding the

vocabulary. This thing is the main problem for students in mastering English as their second

language. Therefore, in mastering vocabulary will help the students easier to communicate to

other people in English as their second language. No matter how good the speakers in

mastering grammar, if there is not enough vocabulary they cannot express their selves

fluently unless they reach the level of vocabulary needed. Deighton (2005:341) states that

vocabulary is the most important element of language power. It means that vocabulary will

give the big impact to the ability of someone in make communication to other people.
Deighton believes that some of meaningful words can make language. So, if there is someone

who can master speaking, listening, reading, and writing skills well at the same time, he/she

will be considered as a master of vocabulary as well. In fact, as the main issue that has been

observed proves that in teaching English for the students, the teacher often focus on

mastering grammar and forget to give emphasizing in vocabulary mastery.

Regarding to this issue, most of junior High school students are faced this problem

especially in mastering the vocabulary. Based on researcher pre-observation in SMP

Saraswati Seririt, it was proved that the eight grade students of VII 1 class faced the big

problem in vocabulary mastery. The teacher just explained the material that they taught and

asked the students to open dictionary to find the meaning of the words. Then, the teacher

asked the students to finish the task and then the class is finished. The teacher did not give

such a stimulation to make the students interest or even motivation in learning the material.

Because of that, the teacher has to challenge themselves to create such an interesting

environment for students to learn vocabulary mastery. In order to improve their level of

learning, the teacher has to provide the best activity for the students’ need, that is vocabulary

mastery. One of the best techniques to teach the students in fun and challenging way to teach

their vocabulary mastery is giving games.

In this research, the researcher observes the use of “Bingo Game Technique” in

teaching vocabulary. Bingo game technique that the researcher observes here has been

modified from the original Bingo Game to make the learning process becomes fun and

challenging. This is a kind of students-centered learning where the students are the center of

learning and the teacher here becomes the facilitator which facilitates the students to gain the

information by themselves. The teacher asked the students to solve the problem by

themselves. It is done in order to make the students easier to remember the words that they

have found by themselves when they are actively solve the problem by their own. So, they
will be easier to recall the information rather than explained directly by the teacher. In this

technique, the vocabulary is not such a random collection of words but a series of a system

which is relate among each other. The vocabulary will be put in some group to make the

students easier to remember new words that they learn. The focus of this technique is in the

series of words which are distinguished in group of words that will affect to the process of

learning vocabulary mastery. In this research, the researcher decides to observe vocabulary

that used in inviting cards and greeting cards which is commonly used in daily life.

II. Research Questions

The problem stated in this research, as follow:

1. What is the effect of Bingo Game Technique on students’ vocabulary achievement?

III. Purpose of the research

Based on the problem, there is a purposes in this research, as follow:

1. To know the significant effect of Bingo Game Technique on students achievement in

learning English vocabulary

IV. Significance of The Study

Some advantages which can be gained from this study are:

1. For students

It will help students to learn vocabulary easily and effectively. The learning process

becomes fun and challenging, and this will influence the students’ motivation.

2. For teacher
 It will ease the job of the teacher to teach vocabulary. The teaching will be effective

and fun. The English acquisition teaching process also becomes more balanced and

not only grammar-centered.

3. For other researchers

I hope this study can help the next researchers of vocabulary learning as their

inspiration and reference to conduct their studies.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Review of previous study

There are several previous studies which concern about vocabulary mastery

that has been done by the researchers. It means that besides mastering grammar,

vocabulary is also important for the students in learning English.

Another study entitled Improving Vocabulary Mastery through Group A

Versus Group B to the Seventh Grade Students of Smp Negeri 1 Selemadeg Barat in

Academic Year 2012/2013. The objective of the study was to find out the

effectiveness of group A versus group B in improving vocabulary mastery to the

seventh grade students’ of SMP Negeri 1 Selemadeg Barat in academic year

2012/2013. This was an experimental research which was done by I Wayan Pery

Surya Adnyana (2013). The design which used in this study is a kind of “pre-test post-

test design” where the researcher gave try out test or commonly known as pre-test

before the experiment in order to get the mean score of the students. Next meeting,

the researcher gave experiment using Group A and Group B. After that, the researcher

gave such kind of post-test in order to get the mean score of the students after

treatment. The result of this study showed that the use of Group A versus group B

could improve the vocabulary mastery of the seventh grade students of SMP Negeri 1

Selemadeg Barat in academic year 2012/2013. It could be seen from the significance

improvement of the grand mean score they got in IR was 4.2 then it improved in cycle

I became 6.0 and the last improved in cycle II became 8.0. The conclusion of the

study was Group A versus group B were effective to improve the students’

vocabulary mastery especially in seventh grade students

 The study entitled Improving Students’ English Vocabulary through Cluster

Technique (the case of year VIII students of SMP Al-KautsarBKUI Jakarta). The

objective of the study was to know the empirical evidence about the improvement of

the students’ vocabulary through Clustering Technique at the Second Grade of SMP

Al-Kautsar BKUI Jakarta. This was a kind of classroom action research which was

done by Dian Surya (2014). The conclusion of the study was using Clustering

Technique on the second grade students of SMP Al-Kautsar BKUI can improve

students English vocabulary mastery.

Recent study entitled The use of Bingo Game Technique to Improve Students’

Vocabulary Mastery (the case of year eighth students of SMPN 1 Batealit, Jepara).

The objective of the study were to describe how effective Bingo Game Technique in

improving vocabulary mastery. This research was conducted by Yusuf Akhyar

Jauhari (2015). This was a kind of experimental research by using pre-test post-test

design. The conclusion of the study was bingo game technique significantly improve

students’ vocabulary mastery.

Based on researchers above, it can be concluded that teaching vocabulary

using media is effective especially for junior high school students. It is because there

have been so many researcher who did study in teaching English vocabulary for the

students using media. In this research, the researcher also observes media especially

game in teaching English vocabulary for the students. The researcher will observe

Bingo Game Technique related with the last study above as the media in teaching

English vocabulary for the eighth grade students of Saraswati Seririt.

2.2 Review of Related Literature

There are some related literatures which are presented to support this study.

2.2.1 Vocabulary

Everybody who learns English as their second language should master the

English vocabulary well. It is very important because it will help them in make

interaction in term of communication to other people. It is also help people to be able

to understand the meaning of the words when they use English language. If their

vocabulary mastery is weak they will not able to speak or even understand what

others say, write, and interpret anything in English. So, mastering vocabulary is very

important for the students to make progress on their learning process, especially

English language.

According to Penny (1999:101), Vocabulary is one of the most important

aspects in language teaching, besides grammar and pronunciation. As a series of the

words which is used to create meaning, it can be concluded roughly as the words that

we learn in the target language. Hibert and Kamil (2005:5) state that vocabulary is the

knowledge of meaning of the word. It means if the students choose the wrong

vocabulary in order to make a context of the sentence, they will miss the meaning of

the word itself. Furthermore, Thornburry (2002:4) states that in therm of the meanings

associated with these word classes, we can make a crude division into two groups. On

the one hand, there are words like for, and, them, to that mainly contribute to the

grammatical structure of the sentence. These are called grammatical words (or

function words) and are generally prepositions, conjunctions, determiners, and

pronouns. On the other hand, there are content words, those that carry a high

information load. Content words are usually nouns, verbs, adjectives, and adverbs. It
means that Thornburry believes that there are two types of the vocabulary,

grammatical words and content words as what he states above.

Based on the definitions above, I conclude that vocabulary is one of the

important aspects in learning English. It is such knowledge of the words in order to

create meaning of the sentence, and it can be divided into two types. There are

grammatical words and content words.

2.2.2 Learning Strategy

Learning strategy is used to be considered in achieving the goal of teaching plan

during learning process. Chamot et. Al (1999: 2), states that learning strategies are

procedures or techniques use by the teacher to facilitate learning process. In line with

it, Cohen (1998:5), states that language learning strategies include stategies for

identifying the material (e.g. grouping vocabulary by category into nouns, verbs,

adjectives, adverbs, and so forth), having repeated contact with the material (e.g.

through classroom tasks or the completion of homework assignments), and formally

committing the material to memory when it does not seem to be acquired naturally

(whether through rote memory techniques such as repetition, the use of mnemonics,

or some other memory technique).

Sadiman et al (2003) argue that the instructional media for teaching learning

process in Indonesia can be classified into five categories as follows:

1. Games and Simulation; e.g. words, people, and role playing.

2. Visual media

Media that can be seen and its function are distributing the message from the

sources to the receiver. The example of visual media are pictures/photo,

sketch, diagram, chart, cartoon, map, globe, flannel board.

 3. Audio media

Audio media is a media that is useful because of its sounds. The examples of

audio media are radio, tape, or Compact Disk.

4. Audio-Visual media

It is a media that are useful because of their sounds and pictures. TV, Video,

Computer, DVD, and so forth are the example of this kind of media.

5. Still projected media

Slides, film strip, OHP, opaque projector, micro film, film are the model of

still projected media.

Based on theories above, it shows that learning strategy is a technique or a

weapon in teaching and learning process which brings both teacher and students

achieving the goal of learning. If the teacher can choose the best learning strategy or

technique based on students need, it will make learning process success especially for

students in achieving vocabulary mastery.

2.2.3 Games as technique in achieving the goal of learning

There are some media that can be used by the teacher in teaching and learning

process. One of the good media in teaching the students in fun and challenging way is

game. It can bring an interesting situation of learning and motivate the students to

learn. Vernon (www.teachingenglishgames.com ) as sited by Shaheen Ara (2009:166)

states that “just like songs and rhymes, games also provide wonderful atmosphere in

the children‟s language class. It is widely documented that English language games

improve learning, and with children, they are one of the most effective classroom

tools.” There are some reasons why games are useful to be used in teaching and

learning language. They are as follows :

1. The first reason why games are so useful is that since games make learning

fun, children are willing participants and are not just present in class because

they have to be. Students pay more attention because when they enjoy

themselves, they do better, feel better about themselves, and do even better – it

is a learning cycle working in their favor.

2. Next reason is playing a game has a purpose and an outcome. In order to play,

students have to say things. Therefore, they have a reason to communicate and

this makes them want to know and learn more. In addition to this, games

stimulate and motivate children to a new level. They know that if they do not

pay attention, they will not be able to play the game well and they will let their

team down so they make more effort to join in and learn as much as possible.

3. The proverb repetition is the mother of skill becomes very meaningful during

the games in children‟s language class as students get to use the language all

the time with a lot of repetition. Although repetition is boring in some cases,

during games it is fun for children. Also because of the fun involved in the

game a massive amount of vocabulary and grammar can be revised in a short

time because it is very difficult for learners to remember vocabulary if they

never use it. Furthermore, the physical movement involved in some of the

games also helps keep children stimulated and alert. Children naturally have a

lot of energy and are not good at attending formal lessons for long periods,

and so if they participate in a game involving physical movements from time

to time, they will never get impatient and bored. Most importantly, the

philosophy of encouragement incorporated into these games increases

confidence in all students. Usually this does not just mean they get teachers
 more motivated and optimistic, and they can really make a difference in their

lessons.

4. Apart from all this, language games like any other games involve learners in a

healthy competition that can help them learn more. “As long as no one is

forced to participate, competition can be positive and encourage player

discovery, examination and learning.”

5. Finally language games create a bond between the teacher and their students,

which is fulfilling for the teacher and students alike. In short, if used properly

by the teacher, games are excellent ways whereby children have fun and at the

same time acquire a language.

Based on theories above, it shows that game is one of the good media that the

teacher should use in teaching and learning process to make it become successful for

students in achieving the goal of learning. Game can make the atmosphere of learning

become fun and challenging for students and also make them motivate to learn. Also,

it can create a good relationship between teacher and students and also among the

students.

2.2.4 Bingo Game

Bingo is played in halls. Bingo rules have many variations from place to place.

Many Bingo brochures detailing particular games and rules are usually available at

each country. However, basically players get cards with numbers on them in a 5 x 5

grid corresponding to the five letters in the word B-I-N-G-O. The numbers are

randomly arranged until one player completes a 'Bingo' pattern, such as a line with

five numbers in a vertical, horizontal or diagonal row on his card. There are many

possible patterns to play for. However, there is exact rules of many variations of bingo

game: the numbers in the B column are between 1 and 15, in the I column between 16
and 30, in the N column (containing four numbers and the free space) between 31 and

45, in the G column between 46 and 60, and in the O column between 61 and 75.

After all equipment is completed, the numbers are announced quickly by the caller, so

the players must pay careful attention to the numbers that are called and they must

mark them quickly and accurately on their cards. The caller keeps calling numbers

until one or more players claim Bingo. Then the game stops and the numbers are

verified. If there is a winner, the prize is awarded and a new bingo game begins with

new cards. If there is more than one winner, the prize is split among all the winners.

Nowadays, Bingo game starts to be applied in education world. Ward (1997) states

that “bingo is often used as an instructional tool in American schools and in teaching

English as a foreign language in many countries. Typically, the numbers are replaced

with beginning reader words, pictures, or unsolved math problems.” The

characteristics of Bingo Game :

1. Materials

To play Bingo Game, we need two worksheet (about irregular verbs in the

form of past tense and past participle), one worksheet for the teacher and

another one is for the students. We also need one marker for each student in

the class.

2. Dynamic

The game is played individually by the students.

3. Time

The time will depend on how fast one student win the game.

Based on theory above, it shows that bingo is a kind of game that can be used

by the teacher in teaching the students in the classroom. It is such an interesting and
challenging game for the students to create their motivation to learn and make the

situation in the classroom become fun.

2.2.5 The Psychology of Junior High School Students

One thing that should be considered as the teacher in teaching the students is

knowing students’ character. It will help the students to know their feeling, their need,

their ability in understanding the material. Jeremy (2001:37) states that: “the age of our

students is a major factor in our decisions about how and what to teach. People of

different ages have different needs, competences, and cognitive skills; we might expect

children of primary age to acquire much of a foreign language through play, for example,

whereas for adults we can reasonably expect a greater use of abstract thought”. Students

of junior high school are typically those who are in the age of 12-15 years old. They can

be categorized as teenagers or adolescents. At this age, adolescents are looking for their

identity and so that they have labil emotion. In addition, Harmer (2001:39), states that “It

is widely accepted that one of the key issues in adolescence, especially perhaps in the

west, is the search for individual identity, and that this search provides the key challenge

for this age group”. Furthermore, he also states that “teenagers, if they are engaged, have

a great capacity to learn, a great potential for creativity, and a passionate commitment to

things which interest them. There is almost nothing more exciting than a class of involved

young people at this age pursuing a learning goal with enthusiasm”. He also adds that “we

have some way from the teaching of young children. We can ask teenagers to adress

learning issues directly in a way that younger learners might not appreciate. We are able

to discuss abstract issues with them. Indeed part of our job is to provoke intellectual

activity by helping them to be aware of contrasting ideas and concepts which they can

resolve for themselves-though still with our guidance”.

Based on theories above, it shows that junior high school student is a process

toward maturity where in this stage the children are still finding their selves-identity.
They still have taste of childish where they still like playing something in fun way.

Therefore, it is very challenging for the teacher in choosing the media of learning for the

students to make them learn the material in fun and interesting way. So, they will involve

themselves during the process of learning enthusiastically.

 CHAPTER III

RESEARCH METHOD

3.1 Research Subject

The subject of this research is a teacher who taught English subject and Junior

High School students at eighth grade (VIIIC) in SMA Saraswati Seririt.

3.2 Research Design

This research will be designed in qualitative research where the data is

analyzed descriptively by the researcher. According to Burns and Grove

(2003:201) descriptive research is designed in order to provide a picture of a

certain situation as it naturally happens. It is used to make judgment of certain

theories which is practiced in real situation. In line with it, there are three

kinds of descriptive research. There are observational research, survey

research, and case study research. In this research the researcher will use

observational research where the researcher is observed the situation in the

classroom which involved teaching and learning process from teacher and

students. The researcher also has to record some important behavior which is

happened during teaching and learning process in order to describe the

behavior which will be the data. In descriptive research, the researcher do not

has to involved his/her self in teaching and learning process. The researcher

just observed and record process of learning without sets the situation in the

classroom. It is happened naturally within teacher and students. In this case,

the researcher observes and records the technique which is used by the teacher

in teaching vocabulary for eighth grade students of SMA Saraswati Seririt.

3.3 Data Collection

3.3.1 Research Instruments

In order to collect the data, the researcher needs to set up research

instruments. There will be five instruments that used in this research

1. Observational sheet

Observational sheet is a kind of method of gathering the data that

uses a structured form to record the data based on sample

observations. Here, the observer observes the technique, in this

case bingo game technique, while teaching the students in the

classroom. The observer just focus on the process of teaching and

learning that will be conducted by the teacher then wrote some

important points which is related with bingo game technique that

will be applied in that learning process. This instrument will use to

collecting the data which belong to bingo game technique that

occurred during the process of learning in order to answer research

problem.

2. Interview guide

Interview guide is a method of data collection which means a set of

questions that will be given to the teacher as the informant from the

observer. It is done in order to gain the information related with the

research such as the implementation of bingo game in teaching and

learning process. It is done in order to gain the information which

will be answered research question.

3. Field notes
 Field notes is a kind of note that will be used to write the

information of certain behavior and other observing description. It

will be help the researcher to gain the information which is not able

to be recorded in pictures or interviewing by writing it in the note

for data analysis later on. It is done in order to supporting the

answer of research questions which is not able to be recorded in

picture or interviewing.

4. Camera / recorder

Camera or recorder will be used to record whole activities which

will be conducted during process of learning. It is done because the

observer just has limit time to observe the whole activities directly

and also to anticipate the data which may be forgotten by the

observer. Also, recording the activities will give chance for the

observer to describe the data more detail in order to answer

research question.

3.3.2 Trustworthiness

There are two important things that the researcher has to consider in

conducting the data and want to get trustworthiness, validity and

readability. There is a method name Triangulation which means a method

of cross-checking multiple data source and collection procedures in order

to evaluate the extent to which all evidence converges. According to

Denzin (1970) as cited in (Yeasmin & Ferdousour, 2012) there are four

basic types of triangulation.

1. Data Triangulation, in this type the data involves time, space, and

person
 2. Investigator triangulation, in this type the data involves multiple

researcher in an investigation

3. Theory of triangulation, in this type the data involves using more

than one theoretical scheme in interpreting the problem

4. Methodological triangulation, in this type the data involves using

more than one method, for example interviews and observations.

In this research, the researcher will use one of the four types of

triangulation. That is methodological triangulation which involves more

than one method in order to gain the data. the researcher will use

observation, documentations, and interview techniques.

3.3.3 Methods of Data Collection

There are three methods that will be used by the researcher in collceting

the data.

1. Observations

The researcher will conduct the observations in collecting the data

by selecting instrument such as observation in order to classify the

technique, which is bingo game technique that will be used by the

teacher in conducting teaching and learning process. All the

activities will be recorded using camera or recorder to record and

take some picture to collect the data during teaching and learning

process. So, the researcher will get the data in detail related with

the implementation of bingo game technique in the classroom.

2. Documentations

The researcher will be used document in form of video and

pictures. Video will be considered to the anticipation of

 forgetfulness of certain important things in observation. The video

will help he researcher to describe some points related with this

research in details. While the pictures here will be considered as

certain important points related with this research.

3. Interview

The researcher will conduct interview based on interview guide in

collecting the data. Interviewing use when the researcher need to

investigate some certain problems in order to get information about

bingo game technique which will be occurred in the classroom.

The informant here can be anyone that can give certain information

related with bingo game technique in teaching and learning

process. Here the researcher will interview teacher and students as

the informant related with the problem.

3.3.4 Procedures of Data Collection

There will be some steps that the researcher has to consider in collecting

the data. Firstly, the researcher has to ask permission to SMP Saraswati

Seririt’s principle to take the data in that school. After that, the researcher

has to ask permission to the teacher, especially English teacher that the

researcher wants to observe, to do pre-observation at eighth grade of junior

high school students in SMP Saraswati Seririt. Then, ask permission to the

teacher to do observation, make video recording and take some pictures

while the teacher conduct teaching and learning process in the classroom.

When teaching and learning process occur, the researcher will record and

take some pictures to the all activities which happen in the classroom using

camera and do the observation while filling the observational sheet. Last
 step, the researcher will interview the teacher to get the additional

information related with bingo game technique after doing the observation.

3.3.5 Data Analysis

In this research, all things which is conducted in data collection

(observation, pictures, video recording, and transcript interview) will be

analyzed to answer research question about bingo game technique which

will be applied at eighth grade of junior high school students in SMP

Saraswati Seririt. The data will be analyzed based on Miles and Huberman

theory. Miles and Huberman (1994) state that there are three steps in

analyzing the data.

1. Data Reduction

In this phase, the data will be selected, focused, simplified, and

transformed the raw of data which appear in written up field note

or transcription of interview guide. Here, the researcher will

transcript the data and classify in order to answer research question

of bingo game technique.

2. Data Display

In this phase, the researcher will present the data in specific

patterns. Here, the data will describe in form of table teaching and

learning activities in systematic patterns, classifications and

interrelation steps based focus on this research that is bingo game

technique.

3. Conclusion Drawing / Verifying

This is the last phase of analyzing the data. In this phase the

researcher will interpret the effect of bingo game technique on

 students’ vocabulary achievement. The researcher will make such a

conclusion in qualitative form which will be new finding that is

never find before. The finding will be in the form of description or

theory.

In this research, the researcher will use all the phase in Miles

and Huberman (1994) theory of data analysis.