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USING GAMES TO IMPROVE VOCABULARY KNOWLEDGE
OF THE ELEVENTH GRADE STUDENTS
OF SENIOR HIGH SCHOOL
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Nage Pajo
Student Number: 101214182
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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USING GAMES TO IMPROVE VOCABULARY KNOWLEDGE
OF THE ELEVENTH GRADE STUDENTS
OF SENIOR HIGH SCHOOL
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Nage Pajo
Student Number: 101214182
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this Paper, which I have written, does not contain the work
or parts of the work of other people, except those cited in quotations and the
references, as a scientific paper should.
Yogyakarta, 28 July 2017
The Writer
Maria Nage Pajo
101214182
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Maria Nage Pajo
Nomor Mahasiswa : 101214182
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING GAMES TO IMPROVE VOCABULARY KNOWLEDGE
OF THE ELEVENTH GRADE STUDENTS
OF SENIOR HIGH SCHOOL
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 28 Juli 2017
Yang menyatakan
Maria Nage Pajo
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DEDICATION PAGE
I’VE MADE IT THIS FAR AND I REFUSED TO GIVE UP
BECAUSE ALL MY LIFE I HAD ALWAYS FINISHED THE RACE
I dedicated this Final Paper, my little piece of hard work as the gift for my
God, my Jesus Christ and these beloved people :
My beloved Father, Kanisius De
My beloved Mother, Ernesta Bola
My beloved Sister, Selviana Co’o
My beloved Brothers (Arminus, Alvianus, Debrinto and Gerarldus )
My best Grandpa, David Dha’e
My wonderful Uncles, Vinsen Mako & Mikael Gade
My dearest Aunt, Aplonia Tegu
My dearest Boyfriend, Dion Nay
My sponsor, Dinas Pendidikan Kutai Barat, Kalimantan Timur
My lovely big family in Flores and Kalimantan Timur
And everyone who has given me many experiences and many things to be
concious and courageous
“ Thanks a bunch for your great love”
However to anyone who does not work but trusts God who
justifies the ungodly, their faith is credited as righteousness.
Romans 4:5
Harapan adalah sebuah bisikan dalam hati yang berkata
MUNGKIN bahkan ketika seluruh dunia berkata TIDAK
-Andree Chris-
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ABSTRACT
Pajo, Maria Nage (2017). Using Games to Improve Vocabulary Knowledge of
the Eleventh Grade Students of Senior High School. English Language Education
Study Program Department of Language and Arts Education Faculty of Teachers
Training and EducationYogyakarta: Sanata Dharma University.
English as one of the international languages is spoken by a lot of people from
various countries, with various backgrounds and various cultures. English is often
regarded by some people as a difficult language to learn and to comprehend. For
those who learn English as a subject in senior high schools, English is also often
assumed as a difficult subject to learn. Students find difficulties in learning
English, especially in understanding vocabulary. The problem was they had very
limited vocabulary. So, the writer applied games as the solution to this problem.
The purpose of writing this paper is to improve students‟ understanding of
vocabulary especially among the eleventh grade. The objective of this writing is
to find out is the use of game in class can help the students to knowing new
vocabulary for eleventh grade students. Besides, the teacher should be able to
provide the students with the interesting media in teaching and learning activities.
In order to achieve the objective of the research, the method employed are
library research. George, (2008, p. 6) stated that library study „involves
identifying and locating sources that provide factual information or personal/
expert opinion on research question‟.
Games helped the students in understanding vocabulary fast and easily. Based
on data, it can be concluded that games helped the students in improving their
vocabulary.
It is suggested that teachers use games to improve students‟ vocabulary in
order to achive goals. Students are also suggested to improve their vocabulary by
playing games in the internet, games book such as “Doctor-Doctor, Kim‟s,
scrabble or crosswords” so the students can practice their English while
improving their vocabulary.
Keywords: vocabulary, knowledge, games
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ABSTRAK
Pajo, Maria Nage (2017). Using Games to Improve Vocabulary Knowledge of
the Eleventh Grade Students of Senior High School. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan
Ilmu Pendidikan. Universitas Sanata Dharma.
Bahasa Inggris sebagai salah satu bahasa internasional digunakan oleh banyak
orang dari berbagai negara, dengan berbagai latar belakang, dan berbagai budaya.
Bahasa Inggris sering diasumsikan oleh sebagian orang sebagai bahasa yang sulit
untuk dipelajari dan dipahami. Bagi mereka yang belajar bahasa Inggris sebagai
mata pelajaran di sekolah menengah atas, bahasa Inggris juga sering diasumsikan
sebagai pelajaran yang sulit untuk dipelajari. Para siswa mengalami kesulitan
dalam belajar bahasa Inggris, khususnya dalam memahami arti kata. Hal itu
dikarenakan keterbatasan pemahaman kosakata bahasa Inggris yang dimiliki para
siswa. Oleh karena itu penulis memberikan solusi untuk mengatasi masalah
tersebut yaitu dengan permainan.
Tujuan dari penulisan makalah ini adalah untuk membantu memperbaiki
pemahaman kosakata semua siswa sekolah menengah atas khususnya kelas
sebelas. Tujuan penelitian ini adalah untuk mengetahui apakah penggunaan
permainan didalam kelas dapat membantu penambahan kosakata baru untuk siswa
kelas sebelas. Selain itu guru juga harus mampu menyediakan pengajaran yang
menarik bagi siswa dalam kegiatan belajar mengajar.
Untuk mencapai tujuan dari penelitian ini, metode penelitian kepustakaan
dipergunakan. George, (2008, p. 6) menyatakan bahwa studi pustaka 'melibatkan
identifikasi dan penempatan sumber yang memberikan informasi faktual atau
pendapat pribadi / pakar mengenai pertanyaan penelitian'.
Permainan membantu para siswa untuk memahami setiap kosakata bahasa
Inggris dengan cepat dan mudah. Berdasarkan dari data-data yang didapat dapat
disimpulkan bahwa permainan dapat membantu para siswa dalam memperbaiki
pemahaman kosakata.
Permainan disarankan bagi guru untuk memperbaiki pemahaman kosakata
yang dimiliki siswa sehingga tujuan dari penelitian ini dapat tercapai. Siswa juga
disarankan untuk memperbaiki penguasaan kosakata dengan mencari permainan
yang terdapat pada internet, buku permainan seperti “Doctor Doctor, Kim’s,
scrabble game” atau mengisi teka-teki silang sehingga selain dapat melatih belajar
bahasa Inggris juga meningkatkan penguasaan kosakata yang dimiliki.
Kata kunci: vocabulary, knowledge, games
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ACKNOWLEDGEMENTS
First and foremost, I would like to bestow my deepest gratitude to my Gracious
God, my Jesus Christ, my Holy Mother for blessing and guidance that has been
given to me, especially in the process of finishing this Final Paper. I thank them
for their wonderful blessing in my hard days.
Second, special thanks go to my paper advisor, Laurentia Sumarni, S.Pd.,
M.Trans.St. for refining this paper. I really appreciate her valuable time, her
forgiveness, her willingness, her guidance, her suggestion, her motivation during
the process of writing this paper. I also thank Mr. Drs. Barli Bram, M.Ed.,
Ph.D. and Mr. Concilianus Laos Mbato, M.A., Ed.D. who has helped me and
supported me to never give up when I have problems. I don’t know how to thank
them all. May God always bless them.
Third, I would like to thank Mrs. Yohana Veniranda, S.Pd., M.Hum., M.A.,
Ph.D., Mrs. Henny Herawati, S.Pd., M.Hum., Mrs. Christina Lhaksmita
Anandari, S.Pd., Ed.M., Mr. Pius Nurwidasa Prihatin, Ed.D., Mr. Y.B.
Gunawan, M.A., Mrs. Yuseva Ariyani Iswandari, S.Pd., M.Ed. and all
lecturers and staff of Sanata Dharma University, especially in the English
Language Education Study Program for teaching and guiding me to study in
this University for seven years. The knowledge and the experiences that I have got
here were very precious for my life. May God always bless them all.
Fourth, I would like to give my special thanks to my Father, Kanisius De, my
Mother, Ernesta Bola, my Grandfather, David Dhae, my Uncles, Vinsensius Mako
and Mikael Gade also my Aunt Apolonia Tegu who have supported me, so that I
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can finish this Final Paper. I also thank my sister, Nona Selviana, my brothers (
Rino, Vian, Rinto and Gerarld ) and other family members for their support and
prayers and also for their love, patience, and understanding through the very long
duration of my study. I would not have finished this Final Paper without their
encouragement. I love them so much and I am nothing without their love.
Fifth, I would like to thank my close friends, (Kakak Dion, kakak Jimmy,
Nonik, Ike, Echa, Mice, Rian, Viyata, Alan, Tino, adik Epangk, adik Cila and all
my friends in PBI) for their patience, support, warmth, care, advice, solution, and
nice smiles. They are precious in my life. They open my eyes and make me realize
that I am not alone. They are always there to help and support me.
Last, there are also many people whose names I cannot mention one by one,
but I really thank them for supporting, advising and helping me. May God bless
them all.
Maria Nage Pajo
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................... i
APPROVAL PAGE ................................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY ..................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI......................................... v
DEDICATION PAGE ............................................................................................ vi
ABSTRACT .......................................................................................................... vii
ABSTRAK ........................................................................................................... viii
ACKNOWLEDGEMENTS .................................................................................... x
TABLE OF CONTENTS ....................................................................................... xi
LIST OF TABLES ............................................................................................... xiii
LIST OF APPENDICES………………………………………………………...xiv
CHAPTER I INTRODUCTION
A. Background of the Study .............................................................................. 1
B. Research Question ........................................................................................ 4
C. Methodology ................................................................................................ 4
CHAPTER II DISCUSSION
A. Vocabulary ................................................................................................... 6
1. The definition of vocabulary .................................................................. 6
2. The kinds of vocabulary ......................................................................... 8
3. Teaching vocabulary............................................................................... 8
4. The importance of vocabulary ................................................................ 9
5. The techniques in teaching vocabulary ................................................ 10
B. Games ......................................................................................................... 13
1. The meaning of games .......................................................................... 13
2. Criteria for choosing games .................................................................. 16
3. The advantages of using games ............................................................ 16
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4. The example of games .......................................................................... 17
CHAPTER III CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ................................................................................................ 22
B. Recommendations ...................................................................................... 23
REFERENCES ...................................................................................................... 24
APPENDICES ...................................................................................................... 28
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LIST OF TABLES
Table Page
Table 2. 1. The key vocabulary of Doctor doctor game........................................ 28
Table 2. 2. The key vocabulary of Kim’s game .................................................... 34
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LIST OF APPENDICES
Appendix A Page
1. Doctor doctor game ..................................................................... 28
Appendix B
2. Kim’s game .................................................................................. 43
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CHAPTER I
INTRODUCTION
In this Chapter, the writer presents the introduction. The information is
presented in three different parts. They are background of the study, research
question, and methodology.
A. Background of the study
English is one of the global languages and one of difficult languages to
learning particularly in the beginning but in this era learning English is very
important. English is an important language because when we go abroad or when
we meet some foreign people at least we must use English or be familiar with
some words of English. It is not only as the direct global language also as the
technology language terms of many gadgets or electronics. Almost all the aspects
of life require people to use English or master in English. Education, health,
occupation and communication are some of the examples why people should
master in English. This fact shows us the importance of English.
Here, vocabulary always becomes the first aspect before the other components
of language that support English competencies. Therefore, Napa (1991, p. 472)
observed that learning English vocabulary takes an important position. It means
that when people lack English vocabulary, they could not speak English well,
write a sentence well, comprehend a text well, and absolutely could not
understand about what the other people say.
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Vocabulary is important for the students of senior high school, in which having
much vocabulary can help students in mastering the four language skills;
listening, speaking, reading and writing skills well. Vocabulary is the main point
to understand ideas and expressions uttered by others.
Based on my experience when I was in the Senior High School and based on
my experience when I was doing my field practice, I found some several core
problems in learning and teaching English, there are:
First, lacking vocabularies make the students feel difficult to learn in English
especially for speaking and writing aspects.
Second, the teachers use monotonous materials to teach. Most of the English
teachers tend to use textbooks, photocopied exercises and workbooks in their
teaching and learning process as the main sources. Students find them boring
materials. As a result, students have low motivation in learning. Games can be
used to avoid monotonous activities in teaching language by encouraging the
learners to take a part in the games activity. Lewis et al. (1999, p. 5 ) explain that
games add variation to a lesson and increase motivation by providing a plausible
incentive to use the target language as cited in Somasari, (2012).
Third, the style of teaching vocabularies for the students is predictable. Most
teachers only ask the students to memorize words they learn. Not all of the
students have the ability to memorize and not all of the students like the activity
of memorizing. The students are usually given a vocabulary list to memorize in
every meeting by teacher. Memorizing technique make students bored and
unenthusiastic to learn the target language.
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This boring activity tended to make students noisy and not focused on the learning
process and this activity causes students to have low motivation because there is
no variation in the student‟s learning.
Fourth, lack of media used in learning and teaching. It is closely related to the
second problem above. Therefore, teachers as the facilitators in a teaching and
learning process should be able to create media that will bring out students‟
motivation and interest. Munadi, (2008) states that media for learning and
teaching process can create a helpful learning and teaching process so that the
students can learn effectively and efficiently (p. 7) because that is the biggest
misfortune.
In his research, Salim (2008, p. 125) stated that vocabulary is not an easy item
to be mastered in learning English. To enable students to master vocabulary
easily, some possible ways should be applied and one of them is teaching
vocabulary by using game. Some students in high school tend to learn through
playing because playing can increase their motivation and also make the situation
fun.
Games are chosen by the researcher because games are fun for the students to
learn. By using games, the students can give appropriate and enthusiastic
responses in class. The most important thing are that games improve the student‟s
motivation and by playing games, because with game they want to listen to the
teacher or to their friends. Lee, (1965, p. 1) states that in language learning, fun
and excitement can be profitable in every place.
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According to Wright et al. (2006, p. 1) game is an activity in which the learners
play and interact with their friends and the teacher. Besides, games add variation
to a lesson, Lewis et al. (p. 1) because games provide good motivation for the
students in language learning.
In conclusion, the writer assumes to use media in the teaching and learning
process. The media is used to English to students of senior high school in terms to
make and build the teaching and learning process to be more interesting. The
teacher can use many media in teaching English but here the writer attempts to
teach them by using games. The benefits of using games in the teaching and
learning process are students will get rid of their boredom from learning through
monotonous textbook and the style of memorizing in teaching vocabularies and
also they can enjoy learning English with the same goal but in a fun way which is
by contributing in such interesting activities set by the teachers. The writer
believed that to solve students‟ lack of vocabularies, they should be taught by
using various techniques of vocabulary learning. The purpose is of course to make
the material more enjoyable, interesting and challenging according Macaro‟s
(2012, p. 1) because challenging positive outcomes same as enjoyable and
interesting.
B. Research Question
The research question is: What games can be used to teach vocabulary to
eleventh grade students?
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C. Methodology
This paper conducts library study or library research which means that all data
were from library, such as books (the games books), internet, journals and many
others. By George, (2008) stated that library study „involves identifying and
locating sources that provide factual information or personal/ expert opinion on
research question‟ (p. 6). Here are several steps in library study or library research
used in this paper are locating, organizing and collecting information from the
sources. In locating information, a list of keywords about the topic of this paper
has been made easier. Many relevant books and journals had been taken from the
library and websites. The books and journals that have been located were read
before in order to collect the information c to support the arguments in this paper.
Then, the last is organizing information related to the topics.
This study is a qualitative study. There is dominant strategy for data collection
or may be employed in conjunction with participant observation, document
analysis, or other techniques. In contrast, a qualitative researcher holds that
understanding of a phenomenon or situation or event comes from exploring the
totality of the situation (phenomenology, symbolic interactionism), often with
access to large amounts of "hard data". It may begin as a grounded theory
approach with the researcher having no previous understanding of the
phenomenon or the study may commence with propositions and proceed in a
scientific and empirical way throughout the research process, Bogdan et al. (1987,
p. 183).
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York, (1998) a major focus on qualitative research is on the observation of
similarities and differences in social behaviour across social situation, as cited Da
Costa, (2016, p. 15). This study investigated the use of games to improve
vocabulary knowledge of the eleventh grade of Senior High School students. It
deals with conditions or relationships that existed, opinions that were held,
processes that we are going on, effects that we are evident or trends that are
developing.
To accomplish the objective, the researcher used a qualitative research, namely
library research or the documentary analysis and the result would be elaborated
qualitatively.
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CHAPTER II
DISCUSSION
This section is literature review which consists of vocabulary and games.
A. Vocabulary
1. The definition of vocabulary
Vocabulary is one of language elements which are important in English.
Vocabulary is the main element for people because it connects to the four skills of
English language especially for the students in the process of learning, mastering
and using language. Vocabulary is a set of words in English that is used to express
our ideas, feeling and information to others. In learning vocabulary, we have to
know the meaning of words itself and can use it in sentences. Vocabulary is one
of the major problems which cannot explained by teaching of English as a foreign
language. Vocabulary is the foundation or basis of a language.
Vocabulary is used in almost all aspects of English (speaking, writing, reading
or listening) because vocabulary is very important in English learning. Taylor,
(1990) stated that vocabulary is as important as a name of person or certain things.
Without name, it is very hard to accept the existence of an object, an event, or a
feeling (p. 1).
Thornbury, (2002, p. 15) said that in the most basic level, students are
considered as already knowing a word when they know its form and its meaning.
However, knowing and understanding vocabulary are not just the matter of
remembering or memorizing the words. The students should be able to understand
the meaning of the words, use the words in context, remember them, pronounce,
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spell and use them correctly as cited in Kumara, (2010). There are three aspects in
knowing the word, they are knowing its form, knowing its meaning, and knowing
its use. Here, the students have to know the spelling of the word, the meaning of
the word, and the use the word.
Vocabulary knowledge is often viewed as a critical tool for second language
learners because a limited vocabulary in a second language impedes successful
communication, Nunan (2003) as cited in Kumara, (2010, p. 10). Underscoring
the importance of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical
knowledge is central to communicative competence and to the acquisition of a
second language” (p. 55).
While without grammar very little can be conveyed, without vocabulary
nothing can be conveyed said Wilkins et al. (1984, p. 111). This is how the
linguist, Stahl (1999, p .3) summed up the importance of vocabulary learning, his
view is echoed in this advice to students from a recent course book. If you spend
most of your time studying grammar, your English will not improve very much.
You will see most improvement if you learn more words and expressions. You
can say very little with grammar, but you can say almost anything with words.
Vocabulary can be defined as words we must know to communicate effectively
words in speaking (expressive vocabulary) and words in listening (receptive
vocabulary) said Neumann et al. ( 2009, p. 385).
According to Wallace, (1982, p. 87) vocabulary is divided into two terms, they are
receptive and productive which refer to the using of words themselves. If words
have ability to be recognized in speaking and writing skill, they are called
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productive vocabulary but if words have ability to be recognized in reading and
listening skill, they are called receptive vocabulary, supported by Lehr et al.
(2011, p. 4). He also adds two types of vocabulary. First, words which students
will need to understand and also used themselves, and we called this active
vocabulary. Second, the words which we want students to understand (when
reading a text), but they will not use themselves, we called this passive
vocabulary.
The kinds of vocabulary:
Similarly, Cameron (2001) states three types of vocabulary, there are :
a. Active vocabulary is the words that are customarily used in speaking.
b. Reverse vocabulary is the words that are known but people rarely use in
ordinary speech, when they have more time to consider or when they are
searching for a synonym.
c. Passive vocabulary is the words that are recognized vague but people are not
sure of the meaning. They never use them either in speech or writing and just
know them because they have ever seen before.
From the definition above, the writer concludes that there are three types of
vocabulary, there are active vocabulary is customarily used in speaking,
reverse vocabulary is use in ordinary speech, searching for a synonym and also
passive vocabulary.
2. Teaching vocabulary
Learning a language, including English cannot be separated from its
vocabulary.
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It is important to introduce some English words first to the Senior High School
students as a basic step to learn English vocabulary. There are three steps in
teaching vocabulary. First, the students hear the new words for several times.
Here, the teacher plays an important role because he or she becomes the model of
a good pronunciation. Second, the students should be given the opportunity to
pronounce the new words. This second step will help students to remember the
word in a longer period of time. So, when the students pronounced the words
wrongly, the teacher should correct it and in that time the teacher should ask the
students to pronounce the words again. The last step is that students should predict
the meaning of the unfamiliar words. Those three steps are important in learning
vocabulary and have to be considered in the learning process and the students
should experience those three teaching vocabulary steps to understand
vocabularies.
3. The importance of vocabulary
As we know, vocabulary is the foundation or basis of a language. We cannot
improve our English without mastering vocabulary. Word mastery is not only to
support the four skills namely: listening skill, speaking skill, reading skill, and
also writing skill, but also the existence of words mastery is very crucial in
learning English as a foreign language.
Students with poor mastery of vocabulary cannot communicate in the target
language well; consequently they will not be able to infer any ideas transmitted to
them. Similarly, vocabulary is “ central to language and of critical importance to
the typical language learner” as cited in Wardani, (2016, p. 3). In learning English
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as a foreign language, vocabulary as one of the aspects of foreign language
components is seemed to be the big problem. If the learners‟ vocabularies are
poor, it will be difficult for them to express their ideas, feelings, opinions, and
they will not be able to grasp any expression addressed to them, and also they will
be difficult to comprehend words that heard or content of reading.
In addition, Tarigan (1988) argues that the more people have vocabulary, the
more skillful they will be in using the language. This statement indicates that the
quality of language skills produced by someone depends on the quality and
quantity of vocabulary that he has. Almost all the aspects of life require the people
to master English for examples education, health, occupation and communication
(p. 135).
From the statement above, the writer may conclude that having more
vocabulary can guide people in using skills in language and also can increase the
quality of human life. Based on the fact, it can be concluded that vocabulary is the
most important aspect in studying English. The improvement of the students‟
vocabulary can increase the students‟ life, attitude, development of their concept,
process of thinking and also increase the students‟ knowledge.The techniques in
teaching vocabulary.
Scarcella, (1994, p. 236) stated that guessing the meaning of words from
context is the most useful vocabulary learning technique. The teacher should be
able to lead the students and should ensure the students to communicate with
others. There are several three techniques concerning the teaching of vocabulary.
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They are:
a. Visual Techniques
Gairns et al. (1980) as cited by Marla, (1999, p. 12) says that "there are threee
visual techniques. It is relia, pictures, and mime or gestures. Relia means using a
variety of real object brought by the students in the classroom. It can be also
applied to remember written material. Students can act out what they read, or
associate physical sensation with specific words found in reading passages.
Referring to ideas mentioned above, Klippel (1994, p. 115) implies that mime or
gesture is useful if it emphasizes the importance of gestures and facial expression
on communication. Essentially, it cannot only be used to indicate the meaning of a
word found in a reading passage, but also in a speaking activity as it stresses
mostly on communication.
b. Verbal Techniques
This technique pertains to the use of illustrative situation, synonyms, opposites,
scale, definition and categories. More specifically, Marla (1990, p. 3) divides
verbal techniques into four parts, namely:
a) Definition and illustration sentences.
This technique the English teachers are expected to introduce a word in
English through the use of other word in the same language.
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b) Synonyms and antonyms.
Synonyms and antonyms are especially important in building new
vocabulary because learners are able to know vocabulary. Synonyms are
words that have the same meaning as the unknown in a given sentence. There
may be signals that identify the presence of synonym for the students. They
could be or commas, dashes, and colons. Meanwhile, antonyms are words
that have the opposite meaning of the unknown word in a given sentence.
Signals which identify the presence of the antonyms for readers are instead,
although, but, yet, and however.
c) Scale.
This technique is the presentation of related words in scales that include
the combination of both verbal and visual techniques, for example, in term
32° Celsius, the degree sign is the visual.
d) Explanation.
This technique explains the meaning and the use of a foreign word in the
foreign language itself.
Based on the explanation above, it can be concluded that English teachers,
before applying those techniques, should know the level of student‟s competency
and the goal of teaching in advance, particularly on teaching vocabulary.
Also, the teacher should be able to lead the students to learn a new word or some
words clearly. In relation to the employment of verbal techniques, of course,
English teachers have to regard the length of time and the English textbooks used.
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c. Dictionary Technique
In addition to the previous two techniques, the use of dictionary is a technique
in to find out the meaning of unfamiliar words and expression. In this respect,
students can make use a variety of dictionaries, such as bilingual, monolingual,
pictorial, and thesaurus.
According to Allen (1993, p. 83), using dictionaries is a passport to
independence and using them is one the student-centered learning activities.
Moreover, Gerald et al. (1989, p. 120) state that dictionaries are more easily used
to determine word meanings. Meanwhile, Readence adds that "the dictionary
definition is shared with a discussion when the words are presented both in
isolated form and in the context (1995, p. 35). In conclusion, the use of dictionary
is an effective way for the students in finding out the meaning of words. The
words are given according to the level related to techniques of teaching
vocabulary. It means that the word which is selected should be appropriate to the
student‟s level itself.
It can be summarized that there are some techniques in teaching of vocabulary.
They are visual techniques, verbal techniques and dictionary technique.
B. Games
1. The meaning of games
Games are fun activities which are usually considered inappropriate in the
lesson which needs serious activities. Therefore, we need to know the definition
of games first so that we do not have miss interpretation of games in education.
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Here, the writer describes some expert‟s expectation of games.
Game is an activity with rules, a goal and an element of fun. Game is useful to
present vocabulary to students. Teaching vocabulary through game will make the
students be easy to memorize the words that found and also will be fun in
studying. So, Wright et al. (1983, p. 1) suggests that games help and encourage
many learners to sustain their interest and work. Games also help the teacher to
create contexts in which the language is useful and meaningful.
According to Lee, (1965, p. 12), games help to ease the process of teaching
learning activity. It means games bring the teacher and students closer together.
By using games the teachers create contexts becomes useful and meaningful and
games also help the students to express their ability in reading, speaking and also
writing. Wright et al. (2006, p. 1) said that games is an activity in which the
learners play and interact with their friends and the teacher. That is clear that
games facilitate students to play, discover, experiment and interact with their
friends and teacher.
Games help to ease the process of teaching activity said Lee, (1965, p. 12)
because games bring the teacher and the students closer.
By using games, there is a tendency that the students want to take a part in class
activity for example in speaking or writing to express or show their ability. Games
also help teachers to create contexts so that the language becomes useful and
meaningful.
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Class, individual, pair work and group work are the four classifications of
games are usually used in teaching and learning activity. It means the students
have the optimum opportunity for speaking practice in using the target language.
Here are the definitions of the four classifications of games:
a. Class
Students do the game in class and work the task together. The games need
cooperation from each student. The games can be speaking, listening, writing and
reading games. The games should played by all students in the class.
b. Individual
Individual work in games is usually not really effective. The games given to
the students should be fun so the students can still enjoy the games.
c. Pair work
Pair work is usually better than group work if there are discipline problems.
Pair work is easy and fast to organize and to control by teachers. It provides
opportunities for intensive listening and speaking practice.
d. Group work
Group work is essential. If there is no such challenge, the teacher might choose
groups according to the ability. And if there is a competition between groups, they
should be of mixed ability.
From the explanation above, the writer can conclude that games should be fun
and bring the teacher and the students closer.
Teacher should make classification for that game with made class work,
individual work, pair work and group work to make the teacher easy to control.
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2. Criteria for choosing games
Cameron (2001) offers the criteria of games. He said that there are many
criteria of game for teaching English to children.
They are as follows:
a) A game must be more than just fun.
b) A game should involve a friendly competition.
c) A game should keep all of the students involved and interested.
d) A game should encourage students to focus to the use of language rather
than on the language itself .
e) A game should give students a chance to learn, practice, or review specific
language material.
f) A game should be familiar by students.
He suggests that there are many kinds of game which can be used in teaching
English. Of course, as a technique, game can be taught through teaching media.
The media can be pictures, flash card, object, puppet, cassette, project and many
other subject surround them. It is better if the games are familiar for the learners
because they can learn in a variety of ways, for example by watching, listening,
imitating, and doing things.
3. The advantages of using games
There are many advantages of using games in language learning. Wright et al.
(2006) say, “games encourage many learners to sustain their interest and work”
(p. 2). Morover, Bell et al. (1985) say that games can increase students‟
motivation in learning.
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It means that games will make the students active and participate in language
learning. Similarly, Nguyen et al. (2003) add that “ games contribute to
vocabulary learning if they give students a chance to learn, practice and review
the English language in a pleasant atmosphere. “Games are intended to keep the
students relaxed, interest, and active in the same time as cited in Somasari, (2012,
p. 3).
Teachers are expected to be creative to improve students‟ motivation because
students‟ motivation is important in learning activity, as Harmer (2007, p. 98) said
that, “without such motivation we will almost certainly to make the necessary
effort”. The teacher can create fun learning and conducive atmosphere in class to
improve students‟ participation by using games.
Lee, (1965) states that games bring a foreign language to life in the classroom
activity. It is obvious that games really help learners learn target language by
practicing and using the language in a fun way. Therefore, the students‟ skill in
language skills will improve. “Games are not only motivating and fun but also can
provide excellent practice for improving pronounciation, vocabulary, grammar
and the four English skills”, said Brewster et al. (2004, p. 172).
Moreover, Wright et al. (2006) say that games in EFL classes are language games
which help the students experience the language rather than study it.
This to support the Brewster and Ellis‟ opinion, so it is clear that games help the
learners to learn English and improve the learners‟ English skills. Afterwards,
games create more than only fun in language learning.
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4. The example of games
Here is the criterion to applying the game. Each game would require the
students to take part in playing it. The games used in the meetings were always
varied in order to avoid boredom, according Lewis et al. (1999, p. 5). The
procedure of implementing the games was adjusted to fit the students‟
characteristic and time allocation. The games used in all of the meeting were the
games which were intended to enhance the students‟ participation during the
implementation. The rule of selecting the appropriate game was that the game use
in particular meeting was no supposed to be similar to the one used in the
previous meeting. There were two games used in this paper. The first game,
“Doctor doctor” and the second game is “Kim‟s game”. These games are used by
the writer with consideration that they are group games which were adapted to be
suitable with students‟ needs.
a. Doctor doctor
This Doctor-doctor game taken from “games for vocabulary practice” book.
According, O‟Dell et al. (2003, p. 73) said that “the aim from this game is to
practise vocabulary related to everyday illnesses, their symptoms and treatments”.
In this game there are nine (9) major components. First, the materials consist of
patient card, sticky labels, doctors treatment card, one copy patient instrucions and
one copy doctor instructions. Second, the key vocabulary consist of symptoms and
treatments. Third, for warm up the teacher asked the class to imagine, to
brainstrom and to discuss about the game. Fourth, for the main activity, in this
main activity the teacher explaining about the steps how to playing this game.
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Fifth, the variation tells another plan and it depends on how many people on
groups. Sixth, for follow up there are six gold or silver stars for each. Seventh for
homework then, patient instructions and doctor instruction.
In this “Doctor doctor” game, first is the teacher divides the students into two
groups which are one group of doctors and one group of patients. Then, the
teacher arranges the class so each doctor has a surgery behind a desk with a chair
in front of it and make one part of the class the waiting room. Next, the teacher
gives a sticky label to the two of groups and ask them to choose a name, write it
on the table and wear it as a badge. Then, the teacher gives each patient one of the
patient cards and the patient instructions and do the same thing for the each
doctor. Afterwards, the teacher goes through the instructions sheet to check the
whole class that they understand the task. The last, the teacher allows the students
to do the role plays and to stop the activity after an appropriate time.
b. Kim’s game
O‟Dell et al. (2003) said that “the aim of this Kim‟s game is to practise
vocabulary of everyday objects and their descriptions” (p. 60). He showed seven
(7) major components on this book. First, the materials consist of the copy sheet
for each students in warm up and main activity components. Second, the variation
teacher should prepared ten objects that approximately correspond on the sheet
and a cloth or coat. Then, for the follow up the teacher should be prepared one
sheet of cards for each students and cut it up.
In the main activity, first the teacher asked the students to look at the sheet
carefully and ask them to remember where the objects are on it and then collect
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the cards after one minute. Second, the teacher divides the students into pairs then
tell them to divide a blank page into twenty squares, four across and five down,
and to label the columns A, B, C, D and the rows 1, 2, 3, 4, 5. Third, the teachers
asked pairs to note on their grid where each item was by writing down the name
of the object and any descriptive notes about the object, e.g. cracked cup with a
picture of rose on it (written in square 1A of their sheet ). The students should
described the object, instead of drawing it. Fourth, after five minutes the teacher
asked the students to stop and check how many items that they have remembered.
Fifth, the students will be given one point for each item in the correct place, e.g.
one point for cup in the top left-hand corner. And also the teachers give them an
additional point for each detail of description that they wrote, e.g. an extra point
for cracked and another extra point for with a picture of a rose on it. The last is
the teachers will see which pair of students got the best score.
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CHAPTER III
CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the writer provides the conclusions and recommendations of
the study.
A. Conclusions
Based on the analysis, several things could be concluded. Games help the
students to participate in the class by speaking in English. Games help the
students to enrich their vocabulary. Games help the students to ease the tension to
speak English. Playing game can increase students motivation. Through games,
students can give appropriate and enthusiastic responses in class. Games are an
activity in which the learners play and interact with their friends and the teacher.
Games help to get rid of students boredom from learning through monotonous
textbook and the style of memorizing.
In solving students‟ problem in learning vocabulary is by using games and
below also some opinion by many of experts. According to Lewis et al. (1995, p.
5) said that students feel more comfortable in their language learning process
since games are fun and young learners like to play them. It means that games
helped students feel comfortable in learning English since the games are fun for
them.
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B. Recommendations
In this section, the writer recommends some suggestions for English teachers
and also for the future researchers who want to conduct a study on the similar
topic.
The suggestions are presented below:
1. For the English Teachers
It is suggested to the English teachers who want to teach their students about
using games in improving vocabulary. The English teacher should provide the
explanation of the materials before starting the games. It would help the students
to draw meanings from the games instead of only having fun. The teacher should
also give clear instructions so the students could understand what they have to do
because games have various rules which, if not clearly described, might be
confusing. Also, the teachers should be well planned to make management.
2. For Future Researchers
For the future researchers who would like to conduct a study on a the similar
topic may use the data in this study to support their study. It would be better if the
future researchers can modify the games so they can be more interesting
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APPENDICES
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APPENDIX A
DOCTOR DOCTOR GAME
1) Materials
a) Sticky labels for each student
b) One Patient card for each patient
c) One Doctor‟s treatment card for each doctor
d) One copy of Patient instructions for each patient
e) One copy of Doctor istructions for each doctor
f) For Follow-up, six sticky gold or silver stars (or equivalent ) for each patient
2) Key Vocabulary
Table 2. 1. The key vocabulary of Doctor Doctor game
Symptoms Treatments
Be itchy
Catch a cold
Have a cough
Have a headache
Have a high temperature
Have a rash
Have a sore throat
Have backache
Have insomnia
Have stomach ache
Antibiotics
Bandage
Cough mixture
Cream
Diet
Exercise
Go to hospital for some tests
Have an operation
I‟ll give you a prescription for
Injection
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Lose weight
Put on weight
Rub
Scratch
Sneeze
Sprain
Suffer from stress
Painkillers
Physiotherapy
Stitches
Tablets
Vitamins
X- ray
3) Warm -up
Ask the class to brainstorm reasons why someone might go to see the doctor.
Make list on the board of the problems and symptoms, focusing on the Key
Vocabulary.
Ask students to discuss in pairs ways of treating each of the problems. Then
discuss as a whole class the treatments, eliciting the key vocabulary.
Tell students to imagine that they are at the doctor‟s surgery and try to elicit a
typical dialogue from them. Write up the key phrases on the board, e.g.
Doctor : Good morning. How can I help you?
Patient : I’ve got a rash on my arm.
Doctor : How long have you had it?
Patient : About two days.
Doctor : I’ll give you a prescription for some cream.
Patient : Thank you, Doctor. Good bye.
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Ask students to practise the dialogue in pairs and subtitute different health
problems and treatments.
4) Main activity
Divide the class into two equal groups; one group of doctors and one group of
patients.
Arrange the classroom so that each doctor has a surgery behind a desk, with a
chair in front of it, and make one part of the classroom the waiting room.
Give a sticky label to each doctor and each patient. Ask them to choose a
name, write it on the label, and wear it as a badge.
Give each patient one of the Patient cards and the Patient instructions, and
give each doctor a Doctor‟s treatment card and the Doctor instructions.
Go through the instructions sheet with the whole class and check that they
understand the task.
Allow students to do the role plays and stop the activity after an appropriate
time.
5) Variation
For small groups, put the Patient cards face down in a pile on the doctor‟s
desk. The patient students pick a card when they visit the doctor. After the doctor
has suggested a treatment, the patient goes to another doctor and picks a new card
from the pile on the doctor‟s table.
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6) Follow-up
Give each patient six stars to be awarded to the doctors as follows: three stars
for the most helpful doctor, two stars for the second best, one star for the third
best.
Students go and stick the stars on the doctors‟ name badges. If you do not
have star stickers, you can write the doctors‟ names on the board and write up
the number of stars the students award to each doctor. Ask students to explain
to the class why they awarded stars as they did.
Ask the doctors which patients were the easiest and which were the most
difficult to deal with.
7) Homework
Write a list of six common medicall problems and the possible treatments for
them.
Make a list of the things that is useful to have in a first- aid cabinet at home,
explaining why each thing is useful.
8) Patient instructions
You are not feeling well, and you want some medical advice. You have
had bad experiences with doctors in the past, so decide to visit three different
doctors to see who will give you the best treatment for your problem. You should
wait in the waiting room until a doctor is free to see you.
The doctor will ask you :
What your problem is
How long you have had the problem
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What you think caused it
You should answer the questions with as much detail as possible. After
each visit you should return to the waiting room. When you have seen three
different doctors, you should decide which is the best doctor and why.
9) Doctor instruction
A number of patients are waiting to see you with different problems. They will
ask you to help them.The patients are waiting in the waiting room. When you are
free, you should call a patient into your surgery.
Ask the patient :
What their problem is ( what can I do for you ? What seems to be the problem
?)
How long they have had the problem( How long have you had this trouble/
problem?)
What they think caused it ( What do yo think caused it? )
Listen to their answer and then suggest a treatment that will help them. You
will find out later whether each patient was satisfied with the advise you gave
them.
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Glossary of the Doctor Doctor game
1. Symptoms
1.1.The Indonesian meaning of symptoms
No Symptoms The Indonesian meaning
1. Be itchy Menjadi gatal
2. Catch a cold Masuk angin
3. Have a cough Batuk
4. Have a headache Mengalami sakit kepala
5. Have a high temperature Demam
6. Have a rash Memiliki ruam
7. Have a sore throat Sakit tenggorokan
8. Have backache Sakit punggung
9. Have insomnia Susah tidur
10. Have stomachache Sakit perut
11. Lose weight Penurunan berat badan
12. Put on weight Menambah berat badan
13. Rub Menggosok
14. Scratch Menggaruk
15. Sneeze Bersin
16. Sprain Keseleo
17. Suffer from stress Menderita stress
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2. Treatments
2.1. The Indonesian meaning of threatments
No Treatments The Indonesian meaning
1. Antibiotics Antibiotik
2. Bandage Perban
3. Cough mixture Obat batuk
4. Cream Krim
5. Diet Diet
6. Exercise Olahraga
7. Go to hospital for some test Pergi ke rumah sakit untuk tes
laboratorium
8. Have an operation Mengoperasi pasien
9. I‟ll give you a prescription for Saya akan memberikan kamu
resep
10. Injection Penyuntikan
11. Painkillers Penawar rasa sakit
12. Physiotheraphy Fisioterapi
13. Stitches Jahitan
14. Tablets Obat tablet
15. Vitamins Vitamin
16. X - ray Sinar X
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APPENDIX B
KIM’S GAME
1) Materials
For warm-up and Main activity, one copy of the sheet for each student.
For variation (optional), objects that approximately correspond to about ten of
the objects on the sheet, and a cloth or coat.
For follow-up, one set of cards, cut up, for each students.
2) Key Vocabulary
Table 2. 2. The key vocabulary of Kim’s game
Baseball cap, blade, blunt, broken, buckle, buttons, chewed, chipped, circular,
corkscrew, cover, cracked cup, diamond ring, dog-eared, dolphin, frame, half-
empty, half-full, high heeled, laces, logo, missing, oval, padlock and chain,
pencil case, penknife, plain, rectangular, rose, rubber, sandal, shabby, spots,
stamped addressed, stem, stone, strap, stripes, torn, transparent, zip.
3) Warm –up
Give a copy of the sheet to each student.
Elicit a description of each object from the students. Try to elicit the words
from the Key vocabulary section, although your students may come up with
additional points of detail. Write any new vocabulary on the board.
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4) Main activity
Ask students to look at the sheet carefully for one minute and try to remember
where the objects are on it. After one minute students collect the sheets.
Divide students into pairs. Tell them to divide a blank page into twenty
squares, four across and five down, and to label the columns A, B, C, D and
the rows 1, 2, 3, 4, 5.
Ask pairs to note on their grid where each item was by writing down the name
of the object and any descriptive notes about the object, e.g. cracked cup with
a picture of rose on it (written in square 1A of their sheet ). They should
describe, not draw the objects.
Stop the students after five minutes and check how many items they have
remembered.
Give students one point for each item in the correct place, e.g. one point for
cup in the top left-hand corner. Give them an additional point for each detail
of description that they wrote, e.g. an extra point for cracked and another extra
point for with a picture of a rose on it.
Pairs total their scores to see which pair got the best score.
5) Variation
Bring in as many objects that correspond to the pictures on the sheets as
possible. It is not necessary to find all the ten objects would be enough. It is also
not necessary to have identical objects you cracked cup might have a different
picture on it, for example.
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After doing the warm- up activity, show your students your objects and elicit how
they differ. Then place your objects in a specific order on a table or tray that all
the students can see. Ask them to memorise the order. Then cover the objects with
a blanket or coat and ask the students in pairs, or individually as preferred, to
write down where and what the objects were. Stop after five minutes and give
points as in the main activity above.
6) Follow –up
Give each students a set of cards.
Divide students into pairs and ask them to sit back to back with a table or flat
surface in front of them so that they cannot see each other‟s cards.
Tell student A to arrange their cards in five rows in any order they like.
Student B may then look at the cards for ten seconds. After this student B
must turn around and try to arrange their cards in exactly the same order. They
may ask their patner questions to help them with the ones they cannot
remember, e.g. Where’s the chipped mug? When student B has found the
correct order, it is their turn to arrange their cards for student A.
7) Homework
Write descriptions of the objects on the sheet but this time change one aspect
of the description e.g. a cracked cup with a picture of a bird on it. In the next
lesson show your description to a patner who has to identify what the
differences are between your descriptions and the original pictures.
Cut out ten pictures of objects from a magazine and stick them in rows on a
sheet of paper to make a new Kim‟s game for your class to play. On a separate
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sheet, write a brief description of each object in the same place as on the sheet
you have made. Use your sheet of pictures in another lesson to play Kim‟s
game again with a group of students. Go through the vocabulary for
describing your objects before you play the game.
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Glossary of the Kim’s game
1. The Indonesian meaning of Kim‟s game vocabulary
No Kim’s vocabulary The Indonesian meaning of Kim’s
game
1. Baseball cap Topi bisbol
2. Blade Bilah
3. Blunt Tumpul
4. Broken Pecah
5. Buckle Gesper
6. Buttons Tombol
7. Chewed Dikunyah
8. Chipped Cuil
9. Circular Bundar
10. Corkscrew Obeng
11. Cover Penutup
12. Cracked cup Cangkir retak
13. Diamond ring Cincin berlian
14. Dog eared Anjing bertelinga
15. Dolphin Lumba – lumba
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16. Frame Bingkai
17. Half empty Setengah kosong
18. Half full Setengah penuh
19. High heeled Bertumit tinggi
20. Laces Tali
21. Logo Logo
22. Missing Menghilangkan
23. Oval Lonjong
24. Padlock and chain Gembok dan rantai
25. Pencil case Kotak pensil
26. Penknife Pisau lipat
27. Plain Polos
28. Rectangular Persegi panjang
29. Rose Mawar
30. Rubber Karet
31. Sandal Sandal
32. Shabby Lusuh
33. Spots Bintik
34. Stamped addressed Alamat tertera
35. Stem Batang
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36. Stone Batu
37. Strap Tali pengikat
38. Stripes Garis – garis
39. Torn Robek
40. Transparent Transparan
41. Zip Risleting
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