improving the students' ability in mastering, Lecture notes of English Language

Download improving the students' ability in mastering and more Lecture notes English Language in PDF only on Docsity! i IMPROVING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING FEELY BAG GAME AT GRADE VII PRIVATE ISLAMIC JUNIOR HIGH SCHOOL PESANTREN DAIRI A SKRIPSI Submitted to the Faculty of Tarbiyah and Teachers Training, State Islamic University of North Sumatera Medan as a Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan By: SAHNIDA SIREGAR 34.14.1.046 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA MEDAN 2018 1 IMPROVING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING FEELY BAG GAME AT GRADE VII PRIVATE ISLAMIC JUNIOR HIGH SCHOOL PESANTREN DAIRI A SKRIPSI Submitted to the Faculty of Tarbiyah and Teachers Training, State Islamic University of North Sumatera Medan as a Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan By: SAHNIDA SIREGAR 34.14.1.046 Adviser I Adviser II Dra. Retno Sayekti, MLIS Utami Dewi, M. Hum NIP: 19691228 19503 2 002 NIP: 19820227 200801 2 009 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA UTARA MEDAN 2018 4 3. Dr. Amiruddin Siahaan, M.Pd. The Dean of Tarbiyah Faculty and Staff of English Departments for facilities given to me during the completion of the thesis. 4. Dra. Retno Sayekti, MLIS and Utami Dewi M.Hum as my advisor who always be patience, guidance, excellent advice, and constructive comments during completing this study. 5. Thanks are also directed to Dr. Sholihatul Hamidah Dulay, S.Ag, M.Hum, the dean of PBI, head and her secretary of the English Department for their administrative help in the requirements process. 6. Thanks are also for Dr. Didik Santoso, M.Pd as Academic Advisor who always be patient guidance, excellent advice, motivator and nice teacher. 7. Thanks are also extended to all lectures, especially for those who gave taught us during the academic year. 8. Ismail Sholeh Banurea, S.H.I, S.Pd.I as the principle of Private Islamic Junior High School Pesantren Dairi who have allowed me to do research. 9. Syahfitri Dabutar, S.Pd.I as the English Teacher of Private Islamic Junior High School Pesantren Dairi who has helped her during conducting the research in the class. 10. All the students of Private Islamic Junior High School in Seventh Grade, who helped me to do the research. 11. My beloved sister Sahrona Siregar, my young sister Napsiah Marito Siregar and also my younger brother Alimanan Siregar and Teguh Afifin Siregar, who has given her excellent motivate. iii 5 12. My best Friends, (Nirma Azizah Tanjung, Sunita sari, Intan Melati) who always with me since the first semester until now, and also the deepest thanks are to all her beloved friends in PBI especially PBI-2. 13. Especially big Thanks for Ganda Hidayah Simbolon who has helped me to finish my thesis and gave her big patient to keep taking care of me. 14. Also big thanks for my friends Kos 3 b who has given me motivate to finish my thesis. Thank you very much for you all and for all of your kindness which is directly and indirectly involved in supporting, encouraging, and motivating her until finishing this thesis. The researcher realizes that this thesis cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for me to get critiques and suggestions to make this thesis better. Wassalamua’alaikum wr.wb Medan, 25 Juni 2018 SAHNIDA SIREGAR NIM. 34.14.1.046 iv 6 TABLE OF CONTENTS ABSTRACT ............................................................................................ i ACKNOWLEDGEMENT ...................................................................... ii TABLE OF CONTENTS ........................................................................ v LIST OF TABLES ................................................................................. vi LIST OF FIGURES ............................................................................... vii LIST OF APPENDICES ......................................................................... viii CHAPTER I INTRODUCTION ............................................................. 1 1.1 Background of the Study ....................................................... 1 1.2 Statement of the Problems .................................................... 4 1.3 Research Questions ............................................................... 5 1.4 Purposes of the Study ............................................................ 5 1.5 Significances of the Study ..................................................... 5 1.6 Limitations of the Study ........................................................ 6 CHAPTER II LITERATURE REVIEW ................................................. 7 2.1 Review of Literature .............................................................. 7 2.1.1 General Concept of Vocabulary ................................... 7 2.1.2 Strategies To Build Vocabulary Capability ................. 10 2.1.3 Vocabulary in Teaching and Learning English ............. 14 2.1.4 The Use of Game in Teaching Foreign Language ....... 17 2.1.5 Feely Bag Game ........................................................... 19 2.2 Conceptual Framework ......................................................... 25 v 9 LIST OF FIGURES Figure Title Page 2.1 The Frame of Conceptual Framework .................................... 26 3.1 Simple Action Research Model .............................................. 37 viii 10 LIST OF APPENDICES Appendix Title Page I : Lesson Plan In First Cycle And Second Cycle .................. 68 II : Pre-Test .............................................................................. 80 III : Post-Test I .......................................................................... 81 IV : Post-Test II ........................................................................ 82 V : Answer Key ..................................................................... 83 VI : The Score of Students In Pre-Test .................................... 85 VII : The Score of Students In Post-Test I ................................. 87 VIII : The Score of Students In Post-Test II ................................ 89 IX : The Students Score From The Pre- Test, Post- Test I In Cycle I And Post- Test II In Cycle II ................ 91 X : Data Analysis of Students’ Average Score ...................... 93 XI : Data Analysis of Students’ Percentage Score ................................................................................ 94 XII : Data Analysis of Students’ Improvement Score .................................................................................. 95 XIII : The Students’ Attendance List .......................................... 96 XIV : Observation Sheet .............................................................. 98 XV : Diary Notes ........................................................................ 100 XVI : Interview Sheet .................................................................. 104 XVII : Documentation ................................................................... 112 XVIII : Students’ Letter .................................................................. 114 ix 1 CHAPTER I INTRODUCTION 1.1 Background of Study English as one of the languages in the word is very important to learn because it can be used in giving or receiving information and for the development of education, technology, and arts. It is important and very beneficial to the young learners. Preparing the learner to study English as early as possible is very crucial because their brain is ready for learning and most of them can learn quite well. English is the world’s most widely used languages. A distinction is often made that depends on how the language is learned: as a native language (mother tongue), acquired when the speaker is a young student (generally in the home), or as a foreign language, acquired at home subsequent period. Overlapping with this distinction is that between its uses as a first language, the primary language of the speaker and as an additional language.1 Indonesia also makes English as the first foreign language to be studied and it has been taught at all school levels. Depdikbud stated, “English is the first language was studied in order to master and develop the knowledge, technology, arts, and create good relations with other countries.”2 The quotation shows the utility of English and how important it is. That is the reason why the student must learn English well. To enable students to communicate well in English, they must be able to speak, listen, read, and write in English. To achieve these aims, students must 1 Sidney Greenbaum and Randolph Quirk, (2003), A Student’s Grammar of the English Language, England: Person Education Limited, p. 1. 2 Departeman Pendidikan dan Budaya, (1993), Kurikulum Pendidikan Dasar Tingkat Pertama, Jakarta, p. 1. 1 4 vocabulary, they interest in learning English is low, and the media that the teacher uses is not the new one. So, based on the reason above, the researcher is interested in conducting a research with the title, “IMPROVING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING FEELY BAG GAME AT GRADE VII PRIVATE ISLAMIC JUNIOR HIGH SCHOOL PESANTREN DAIRI”. 1.2 Statement of the Problems Based on the background of the study, the researcher can get the statement of the problem, such as: 1. The student has a limited vocabulary to comprehend the meaning of each word. 2. The student is not able to hear the English words from the speakers. 3. The student cannot compose their writing task successfully. 4. The student gets difficult to communicate receptively in English. 5. The student does not have other media to support them in studying vocabulary. 6. The teacher does not use various games in teaching vocabulary. 7. The students’ interest in learning English is low. 8. The media that the teacher uses is not the new one. 5 1.3 Research Questions Based on the extent of the problem that has been given, then the research questions in this research include: 1. How is the use of Feely bag game in vocabulary at Grade VII Private Islamic Junior High School Pesantren Dairi? 2. How is the improvement of students’ ability in vocabulary by using Feely bag game at Grade VII Private Islamic Junior High School Pesantren Dairi? 1.4 The Purposes of the Study The purpose of the study is: 1. To describe the use of the Feely bag game in vocabulary at Grade VII Private Islamic Junior High School Pesantren Dairi. 2. To describe the improvement of the student in vocabulary by using the Feely bag game at Grade VII Private Islamic Junior High School Pesantren Dairi. 1.5 The Significance of the Study The findings of this study are supposed to be useful: 1. For English teachers in teaching vocabulary, as one of the alternative strategies to teach vocabulary. 2. For the students of English in learning vocabulary, to make the students more interested and motivated in improving their vocabulary. 3. For the readers who learn English, the Feely bag game is one of the games to improve English vocabulary and it can be used as the supplementary material of regular exercises, such as speaking, writing, listening, and reading. 6 1.6 Limitation of the Study In this research, the focus of the study is the teacher does not use various games in the teaching noun material. And one of the games that can use to increase the students’ ability in mastering noun material by using the Feely bag game. The Feely bag game was used in this study. 9  ⧫⬧ ⧫⧫    ☺◼⬧ ➔⧫  ⧫⬧ ⬧ ➔   ◼  ◆❑◆ ◆ ◼◆ ⧫ ⧫➔ ⧫◆  ⧫❑⬧  It means: “And He taught Adam the names of all things; then He places them before the angels, and said: tell me the names of these if you are right (31). They said: “Glory to Thee: of knowledge we have none, save what thou has taught us; in truth, it is thou art perfect in knowledge and wisdom (32). He said, “O Adam! Tell Them the names. When we had told them, Allah said; “Did I tell you that I know the Secrets of the heaven and earth, and I know what reveal and what conceal?9” Based on the verse above, it describes the teaching process that is given by Allah Almighty to Prophet Adam for the education process firstly. This means that education has been exemplified by the Almighty from the first creation of man. So at least the first the verse shows, that man was created in a state of not knowing anything (not knowledgeable). Learning vocabulary can be seen from the process teaching as Allah taught Adam the names of the whole thing. When education is as a process that must exist in human life. Allah SWT has prepared man the ability to call out words from names of the things. It is the fact that man can communicate well if he knows the names of anything. Therefore, from the definition above, we can conclude that vocabulary is a component of language. 9 Al-Qur’an Tiga Bahasa, (2010), Depok: Al-Huda. Departemen Agama RI, p. 8-9. 10 2.1.1.2 Mastering Vocabulary Mastering vocabulary is the competence or complete knowledge of a list or a set of words that make up a language which might be used by a particular person, class, or profession. Mastering Vocabulary is one component to master English as a foreign language in elementary, intermediate and advanced levels. In learning the four language skills (listening, speaking, reading, and writing), vocabulary is one basic component to be mastered. It is reasonable, remembering that the four language skills need knowledge of words because they will get nothing without vocabulary. The larger of students master vocabulary, the better they perform their language. By having too limited vocabulary, the students will find difficulties in mastering reading and other skills. Based on the curriculum, the student of junior high school is expected to master vocabulary 2000 words after graduated.10 It means that the students have to master at least 667 in one year. Thus, from the definition above that mastering, vocabulary is competence to know the words and the meaning of the word. 2.1.2 Strategies To Build Vocabulary Capability There are many ways to build vocabulary capability. The following are the techniques to build it. Dealing with the meaning There are two aspects of meaning to consider when we are learning vocabulary: 10 Dadang Dachajar, (2008), Get Success UN Bahasa Inggris, Anggota IKPI: Grfindo Media Pratama, p. 1 11 2.1.2.1 The Type of Meaning The various types of meaning that need to be learned are a) propositional meaning, b) register, c) metaphorical meaning, and d) connotational meaning. • Propositional meaning: This means the basic meaning of a word given in simple dictionaries. For example: o “Excellent” means extremely good. However, when given we use “excellent” to describe things, it takes on additional meanings. • Register meaning: Part of the meaning of a word is its register. Which types of language are the word used in: formal or informal, letters or reports, spoken or written, computer or business and so forth? For example: o “Thanks” is an informal word, typically used in speech: “gratitude” is the more formal equivalent, common in academic writing. • Metaphorical meaning: The meaning that a word has when it is first used in a new situation. When new ideas or products are made, very often old words are used for these new ideas and products. In some cases, the old meaning disappears or becomes less well known. Computer science and business use, many metaphors.11 For example 11 Tim Bond, (2003), Games for Social and Life Skills, London: HUTCHINSON, p. 204. 14 Teaching is a very personal activity, and it is not surprising that individual teacher being to teach very different beliefs and assumptions about what constitutes the effective teaching. Teaching vocabulary is one of the most discussed parts of teaching English as a foreign language. When the teaching and learning process takes place, problems would appear to the teachers. They have problems of how to teach students in order to gain satisfying results. The teacher should prepare and find out the appropriate techniques, which was implemented to the students. A good teacher should prepare himself or herself with various and up-to-date techniques. Teachers need to be able to master the material in order to be understood by students, and make them interested and happy in the teaching and learning process in the classroom. The teachers should be concerned that teaching vocabulary is something new and different from student’s native language. They also have to take into account that teaching English for young learners is different from adults. The teachers have to know the characteristics of his\her learners. They moreover need to prepare good techniques and suitable material in order to gain the target language teaching.14 Teaching vocabulary is one of the ways to develop English competence of a person who is learning English because it is one of the success keys in learning. It plays an important role in language acquisition because the mastery of vocabulary was helping students to master all the language skills: listening, speaking, reading, 14 MOFAREH ALQAHTANI, (2015), The importance of vocabulary in language learning and how to be taught . International Journal of Teaching and Education, Vol. III(3), pp. 21-34., 10.20472/TE.2015.3.3.002 15 and writing. It also includes the studying second language because vocabulary is the basic material to master the four language skills that are speaking, reading, writing and listening. Without understanding the new words, the students will get the difficulties in studying the English language. To raise students’ interest in learning vocabulary, the teacher should have appropriate ways and techniques. The mastery of vocabulary was achieved if the vocabulary teaching is effective. There are many strategies to present vocabulary to the students. Philips explains that “vocabulary is best learned when the meaning of the word(s) is illustrated, for example by a picture, an action, or a real object”. The student should then meet and use the word(s) in relevant contexts, in order to fix them in their minds. This helps establish their relationship to other words so the vocabulary network is built up.15 Teaching vocabulary is very essential. Vocabulary as a symbol of ideas should be at the center of language teaching. A teacher should give the best facility learning and attention in teaching vocabulary. The most important aspect of vocabulary teaching for students is to learner’s independence in order that they will be able to deal with new vocabulary. The teacher can help students with specific technique and practice in identifying the function of the word in the sentence. The use of a dictionary should be the main way in discovering meaning. Teaching vocabulary for a student is important to understand the material will be taught. The teaching must based on the appropriate strategy referred to the teaching principles. The learners also must understand in the teaching process and structurally transferred in order to they will gain English foundation. 15 K. Carr & D.K. Phillips, (2010), Becoming a Teacher through Action Research Second Edition: Process, Context, and Self-Study, New York: Routledge, p. 68. 16 2.1.3.2 The Principle of Teaching Vocabulary Nation exclaims about several principles of teaching vocabulary to young learners are: a. Types of words that students find possible learn to shift. b. Vocabulary development is not just learning more words, but it is also important about expanding and depending on word knowledge. c. Word and word knowledge can be seen as being linked in the network of meaning. d. Basic level words are likely to be more appropriate for student or when learning vocabulary for the new concept. e. Student change in how they can learn the words. Whereas the very young learner will learn words as collections, older student are much more able to make the connection between the words they learn, the organization of the word and concept as a help in vocabulary learning.16 2.1.3.3 Testing Vocabulary One of the ways of knowing the students’ development or students’ understanding about the material is through testing. Test in simple term is a number measuring person’s ability, knowledge or performance in a given domain. There are many published exercise on vocabulary. These include: a. Matching picture with words. b. Matching, part of words to other parts. 16 I. S. P. Nation, (2008), Teaching Vocabulary: Strategies and Techniques: Heinle, p. 81. 19 experience on specific issues. In addition, learning a foreign language by direct personal experience has far more impact than being advised on the basis of someone else’s experience, which is inevitably second-hand. The first-hand experience makes it easier for someone to relate to whatever they have learned from the game and the student can apply in their lives. 2.1.5 Feely Bag Game 2.1.5.1 Definition of Feely Bag Game The Feely bag game is to guess what’s in a bag; to identify objects from touch; to focus student’s attention on a central point.20 The Feely bag game is one of kind in strategy. The strategy is one of the important ways for the teacher to improve their ability in teaching their students, to make the students more active and easier to understand according to the teacher goals as a good teacher. It is suitable with Allah’s saying in Surah An-Nahl verse 125 in the Holy Qur’an, namely:  ◼  ◼◆ ☺⧫ ⬧→❑☺◆ ◆⧫  ◆      ◆ ◆❑➔ ◼ ☺  ⧫   ◆❑➔◆ ◼ ⧫⧫☺  Meaning: Invite (all) to the way of the Lord with wisdom and beautiful preaching (with good method) and argue with them in ways that are 20 Read Carol, (2007), 500 Activities for the primary classroom, Oxford: Macmillan Education, p. 156. 20 best and most gracious: for They know the best, who have strayed from His path, and who receive guidance.21 From the above verse, Allah asked the man to give the lesson of wisdom, wisdom means the mayor's strategy by right strategy, it can help the teacher to make the teaching learning process run well. Feely bag is a game that you can nurture and develop your student’s imagination and awareness of the world around him/her through this activity. Take a cloth bag or pillowcase and fill it with various items. Like: a spoon, familiar small toy, piece of wood, crayon, hair brush. Without allowing your student to see, ask the students to dip, students’ hand into the bag and feel one object kept in the bag. Before the students removes the object have the student guess what it is.22 The Feely bag game is a game that can start with the student sit in a circle. Select objects and items that you would like the student to learn names for. Show the student the objects; fill them what that are called and describe what you do with them. Let them touch the items and pass them round. Make a Feely bag out of an old pillow case or material stitched into a bag. Put one of the objects in the bag. Pass the bag around for the student to feel object through the cloth. Can anyone remember what the item is called? If this is difficult to let the student put their hands into the bag and feel the object directly; the tactile (touch) sense may 21 Al-Qur’an Tiga Bahasa, (2010), Depok: Al-Huda. Departemen Agama RI, p. 203. 22 Tim Bond, (2003), Games for Social and Life Skill, London: Hutchinson, p. 235. 21 help the student learn the language quickly. Lastly, pull the object out of the bag and see if the student can name it.23 The Feely bag perspective is we can use “Feely bags” for many games and activities that require a student to simply feel an object or to make a random draw. They are easy to make.24 The Feely bag game is a part of word game that was developed students’ vocabulary and simultaneously to enrich the stock of vocabulary. This game is effective activities as a technique for vocabulary subject. This game can be motivating and uncertain students and help them learn in a way which aids the retention and retrieval of the material for students. The Feely bag game was brought in relaxation and fun for students, thus help them learn and retain new word easily. 2.1.5.2 The Principle of Feely Bag Game In teacher preparation program, there is a more attention to acquire and apply a suitable and sophisticated technique of teaching vocabulary. One reason is that in many English language classes, even where teachers have devoted much time to vocabulary teaching the result has been disappointing. The importance of vocabulary in learning English is to enable students having the real meaning of a word successfully. Its mean the students can improve the students’ vocabulary mastery. Teaching vocabulary through Feely bag game games makes the classroom more enjoyable and productive place for both students and teacher. The Feely bag game can be an effective technique in the 23 Janet Cooper, (2013), The Early Years Communication Handbook, London: Andrews UK Limited, p. 12. 24 Suzanne L. Churchman, (2006), Bringing Math Home, Chicago: Review Press, p. 69. 24 In presenting Feely bag games, the teacher can do the various ways. The procedure of presenting a Feely bag game must make the students are interested to do the Feely bag game. The procedure of Feely bag game: a. The teacher put an object (nouns at class) in the bag without the student seeing. b. The teacher explains to the student that they are you going to take turns to guess what an object is by just feeling it. Explain that they should not tell anyone what they think the object is. c. The other student have to ask questions to find out what the object is. For example, ‘Is it small?’ ‘Is it used in the house?’ The student with the bag can answer only ‘yes’ or ‘no’. d. Limit the student to 10 questions. e. Encourage the student to listen carefully to each other’s answer to help them ask their next question. f. Finish student (feeler) asking the other student (questioner) to guess what the object is. Check to see if they are correct. g. Ensure all the students have turns being both the feeler and the questioner.25 2.1.5.5. The Advantages of Feely bag game Teaching through games such as Feely bag game is one effective technique to teach vocabulary in the classroom. One of the best ways of teaching is through games. There are many advantages of games in the classroom: (a) Students are motivating and challenging, (b) They create a meaningful context for language use, (c) Games are a welcome break from the usual routine of the language class, (d) Games provide language practice in the various skills speaking, writing, 25 Uppal Herjinder, (2010), Play Activities for the early years, Andrews UK Limited: Brilliant Publications, p. 26. 25 reading, and listening, (e) They encouraged students to interact and communicate.26 2.1.5.6 The Disadvantages of Feely bag game There are many disadvantages of games in the classroom: (a) As a kind of Active Learning, the class of Feely bag game strategy tends to be noisy, (b) Spend much time to answer each question, because the students must think first, (c) The students not seriously because they think this is just a game. 2.2 Conceptual Framework The aim of this study is improving the students’ ability in mastering vocabulary by using the Feely bag game at Grade VII Private Islamic Junior High School Pesantren Dairi. Teaching vocabulary is very essential. Vocabulary as a symbol of idealism in center of language teaching. A teacher was given the best facility learning and attention in teaching vocabulary. The most important aspect of vocabulary teaching for students is to learner’s independence in order that they will be able to deal with new vocabulary. The teacher can help students with specific technique and practice in identifying the function of the word in the sentence. The use of a dictionary should be the main way in discovering meaning. Based on my first observation of Grade VII student of Private Islamic Junior High School PESANTREN DAIRI in the year 2018, the researcher found there are many students who lack English vocabulary. And one of the causes the student lack of English vocabulary is the teacher does not use various games in teaching vocabulary. Based on the reason the researcher to solve the problem was made 26 Lee, (2013), Creative Games for the Language Class. English Teaching Forum, Washington: United States Department of State for Teacher of English, p. 35. 26 Feely bag game to improving the students’ ability in mastering vocabulary by using the Feely bag game. A. B. IMPROVING THE STUDENTS’ ABILITY IN MASTERING VOCABULARY BY USING FEELY BAG GAME AT VIITH GRADE MTs. S PESANTREN DAIRI 1. The student has a limited vocabulary to comprehend the meaning of each word. 2. The student is not able to hear the English words from the speakers. 3. The student cannot compose their writing task successfully. 4. The student gets difficult to communicate receptively in English. 5. The student does not have other media to support them in studying vocabulary. 6. The teacher does not use various games in teaching vocabulary. 7. The students’ interest in learning English is low. 8. The media that the teacher uses is not the new one. The teacher does not use various games in teaching vocabulary. By using feely bag game 1. Students are motivating and challenging, 2. They create a meaningful context for language use, 3. Games are a welcome break from the usual routine of the language class, 4. Games provide language practice in the various skills speaking, writing, reading, and listening, 5. They encouraged students to interact and communicate. Statement of the problems Limitations of the study Problem solving The advantages of feely bag games 29 base. Classroom Action Research goes beyond personal reflection to use informal research practices such as a brief literature review, group comparisons, and data collection and analysis.29 3.2 Research Setting and Sample This research was conducted at Private Islamic Junior High School Pesantren Dairi Sidikalang, which is located at Jalan Runding, Kec. Sidikalang, Kab. Dairi. The researcher chosen this location because some reasons, namely: (1) the English teacher still uses the old method in teaching learning process in class, (2) and the English teacher never uses feely bag game in teaching vocabulary. Prof. Dr. Rochiati Atmadja said that sample who being researched in qualitative is mentioned by an informant, which is becoming a relationship or counselor for getting information that needed by researchers. The sampling is based on total sampling technique.30 The sample of this research was conducted on the second year student of Private Islamic Junior High School Pesantren Dairi Sidikalang. Academic Year 2017/2018. There are three parallel classes. The researcher chosen class VIIa which consists of 26 students, namely 11 boys and 15 girls. 3.3. Data Collection The data for this study was collected through the quantitative and qualitative way. In collecting quantitative data, the researcher given written assessments to the students as the instrument. It was analyzed the students’ learning level. The student was asked to answer all the questions. There are about 10 questions for 29 Ibid, 102. 30 Syahrum & Salim, (2007), Metode Penelitian kualitatif, Bandung: Cipta Pustaka Media, p. 142. 30 each cycle. In scoring the vocabulary test, it was determined that the ranging from 0 – 100 by accounting the correct answer. The correct answer was given 10 while the wrong answer was given 0 and by applying this formula:31 Where: S = scores on the test. R = the number of correct answers. N = the number of the questions. In qualitative data, the researcher was used observation sheets focusing on what was happening in the classroom (classroom management) taken by the collaborator, interviewing the students to obtain about their interest and difficulties in learning vocabulary, diary notes to record events in a chronological events which show thoughts and feelings important to the researcher, as the instrument. 3.3.1 The Instrument of Collecting Data In this research, the data was collected by using quantitative data and qualitative data. In collecting quantitative data, the researcher conduct vocabulary test. There are two tests of vocabulary was given to the students. The tests are pre- test and post-test. The vocabulary test consists of 10 items based on the context of the subject, namely Things at School and Things at The Kitchen. The test was made by the researcher and it was mixes from some resources such as; students’ book exercises, internet, etc. The test was conducted by the researcher in order to 31 W. Saragih, Dipl Appl, (2008), Language Testing, Medan: State University of Medan, p. 35. R S = X 100% N 31 see the students’ mastery of the subject they was learned. It was analyzed the students’ learning level. The qualitative data describe the situation during teaching and learning process. The qualitative data are use diary notes, observation (observation sheet), interview (interview sheet), and photographic evidence. Action research requires a plan of method for gathering evidence in monitoring phases of action research. The data was collected in the research, and the researcher were used the following instruments, they are: Diary Notes, Observation, Interview, Test, and Documentation. 3.3.1.1 Diary Notes The researcher observed the students. The activity of students is guessing word to solve the clues of Feely bag game note in diary notes. The result of observing was known any event in every activity. The improvement of students in vocabulary mastery also keeps paying attention to the teacher for the first meeting until the last meeting. 3.3.1.2 Observation Sheet The researcher was given the observation sheet to English teacher as the observer. The English teacher as the observer was observed the researcher and the running class in every activity, include their way in teaching English, how far the students are interested etc. The results of observation sheet was used to describe the way of the researcher in presenting the topic and the situation of the class. The researcher observed the approach of the game that use by the researcher in order to improve the students’ vocabulary mastery. 34 3.4.3 Conclusion Drawing and Verification Conclusion drawing involves stepping back to consider what analyzed data mean and to asses their implication for the research question. In this phase, the researcher drew meaning from the data in a display.33 The analysis qualitative data used in this study was the observation of the students’ activities during the learning process, and the interview before and after classroom action research. In this case the writer collected the entire data which have gained. First the writer tries to get the average of students’ score per action within one cycle. It is used to know how well students’ score. The formula: ?̅? = ∑𝒙 𝑵 ?̅? : The mean of the students ∑ 𝑥: The total score N: The number of the students Next, to categorize the number of students who were competent in mastering vocabulary about noun material, the following formula applied. P = T R X 100% Where: P = the percentage of those who got the point up to 80 R = the number of those who got the point up to 80 T = the total number of the students. Third, after getting mean of students’ score in every actions, the researcher identified whether or not there might have students’ improvement score on 33 Matthew B. Miles, A. Micheal Huberman, Jhonny Saldana, (2014), Qualitative Data Analysis, United States of Americ: SAGE Publication, p. 11 35 building up vocabulary about noun material from pre-test up to post-test in cycle 1 and cycle 2. The formula whether or not there might have students’ improvement score from pre-test up to post-test I. Formula: P = 𝒚𝟏−𝒚 𝒚 x 100 % P: Percentage of students’ improvement y: pre-test result y1: post-test 1 The formula, whether or not there might have students’ improvement score from the post-test I up to post-test II. Formula: P = 𝒚𝟐−𝒚 𝒚 x 100 % P: Percentage of students’ improvement y: pre-test result y2: post-test 2 Furthermore, the data was checked for their sturdiness and confirmability. The researcher was checking validation of the data using triangulation strategy. According to Miles and Huberman, triangulating is a tactic for verifying of confirming findings by using multiple sources and modes of evidence. The researcher examined multiple sources, such as interview responses and 36 observational data as many times as necessary to obtain the valid findings of this study. 3.5 Research Procedure Before the procedures of data collection begin, orientation, test was administrated to identify the basic knowledge about the students’ ability in mastering vocabulary. The procedure of data collection of the study was conducted by making Classroom Action Research method. The procedure of data collection was conducted six meetings within two cycles. Each cycle consist of 6 meetings and involves 4 phases, namely planning, acting, observing and reflecting. Referring to Iskandar the application of four phases of action research in the classroom is as follows:34 34 Iskandar, (2009), Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, p. 49. 39 the scenario of teaching and learning process in the classroom. revised and confirm 3. Conducting the scenario learning was revised and confirm. 3. A meeting to conduct the learning was revised and confirm. 4. Final evaluation of learning by doing post-test in the last cycle. 4. The last students’ vocabulary improvement after the second cycle ending. 5. Conducting an interview to know students; perception about studying by using the Feely bag game. 5. Students’ perception about studying by using the Feely bag game. 3.6 Trustworthiness In qualitative research, the trustworthiness of a research study is important to evaluate its worth. The aim of trustworthiness in a qualitative inquiry is to support the argument that the inquiry’s findings are “worth paying attention to” According to Lincoln and Guba there are four criteria for establishing the trustworthiness of qualitative data, namely credibility (true value), dependability (consistency), confirmability (neutrality), and transferability (applicability). 36 Credibility is an evaluation of whether or not the research finding represents a “credible” conceptual interpretation of the data drawn from the participants’ original data. Dependability is an assessment of the quality of the integrated processes of data collection, data analysis, and theory generation. Confirmability is a measure of how well the inquiry’s findings are supported by the data collected. Shenton states that the concept of confirmability is that the qualitative investigator’s comparable concern to objectively. Here, steps must be taken to 36 Heather R. Hall, Linda Roussel, (2012), EVIDENCE-BASED PRACTICE:An Integrative Approach to Research, Administration, and Practice, United States of America: JONES & BARTLETT. p. 39 40 help ensure as far as possible that the work’s findings are the result of the experiences and ideas of the informants, rather than the characteristics and preferences of the researcher. The role of the triangulation in promoting such confirmability must again be emphasized, in this context to reduce the effect of investigator bias. Transferability is the ability to which findings of this inquiry can apply or transfer beyond the bounds of the project. The technique which is applied to establish the trustworthiness of the data is triangulation. Triangulation is typically perceived to be a strategy for improving the validity of the data. Miles and Huberman says that triangulation is supposed to support a finding by showing that independent measures of it agree with it or, at least, do not contradict it. Sheton states that triangulation may involve the use of different methods, especially observation, focus groups and individual interviews, which form the major data collection strategies for much qualitative research.37 Denzin identify four basic types of triangulation. Firstly, data triangulation involves time, space, and people. Secondly, investigator triangulation involves multiple researchers in an investigation. Thirdly, theory triangulation involves using more than one theoretical scheme in the interpretation of the phenomena. Fourthly, methodological triangulation involves using more than one method to gather data, such as interviews, observations, questionnaires, and documents. This study was used methodological triangulation. Multiple data gathering is conducted to get the data valid, such as observations and interviews. This is intended to create overlapping and therefore cross-validating data in the study of 37 Shenton, K, A. Strategies for ensuring Trutworthiness in qualitative research projects. (Education for Information 22 2004) 63-75 63. IOS Press. 41 the implementation of the students’ ability in mastering vocabulary by using Feely bag game at Grade VII Private Islamic Junior High School Pesantren Dairi. 44 Based on the result of students score achievement, it was indicated that the students’ vocabulary was low. It could be seen from the mean score of students was 55,76 with 4 of 26 students passed the test who get point up to 80. Table 4.1 The students’ score average in pre-test Total of students Total score Average 26 1450 55,76 4.1.1.2 Result After Implementing CAR The data of this phase was taken from the observation and interview during and after implementing of CAR. The data accomplished by 2 cycles of CAR. The observation was conducted during the implementing of feely bag game in learning process. In first cycle, the researcher observed all activities of students and class situation. Beside observed directly, researcher was helped by collaborator to filled the observation sheet that used to evaluated the steps of the lesson plan which needed to reflect researcher as teacher in teaching process. The observation stage in both cycles was done to observe the students activity, paid attention to how students enthusiastic in doing the test. The students were easier in understanding the vocabulary which given by description about noun at school. It could be seen also students more active in conducting discussions and convey opinions related to questions given. Then, during the implementation of feely bag game, the researcher observed the situation of the class, students’ activities and found out the problems faced of students during the process of learning in two cycles. The teacher as collaborator filled the observation sheet in order to know and observed the steps of learning that should be implemented by researcher in teaching. Based on the result of the observation indicated that the 45 learning process was good and increasing every meetings. It could be seen from the data of observation sheet in first meetings until six meeting and data observation of researcher that the students were exited, active and enthusiastic during learning process. In the last of the cycles, the researcher did interview with the students and English teacher to analyzed their opinion about the implementation of feely bag game in vocabulary about noun at school and kitchen. Based on the result of the data interview, it could be seen that students’ and teachers gave good opinion about the implementation of feely bag game. Most of the students felt that the implementation of feely bag game in vocabulary about noun at school and kitchen can improve their understanding and score achievement in every cycle. In addition, the English teacher also said that feely bag game could help students easier to understanding vocabulary about noun material. 4.1.2 The Quantitative Data The quantitative data were taken from the result of the test which was carried out in two cycles. In both of the cycle, the researcher was conducting meetings which conducted by applying four steps in action research. The quantitative data was conducted from the students achievement score of pre-test, post test I and post-test II. 4.1.2.1 Pre-Test Pre-test was given before using feely bag game, the result of students’ score achievement was described below: 46 Table 4.2 The students score achievement in pre-test No Initial Name Score Achievement Standard Statement 1 ARS 50 80 Unsuccessful 2 ASS 50 80 Unsuccessful 3 AB 40 80 Unsuccessful 4 BHS 50 80 Unsuccessful 5 CHB 50 80 Unsuccessful 6 DT 50 80 Unsuccessful 7 HAT 20 80 Unsuccessful 8 ISK 100 80 Successful 9 JAH 60 80 Unsuccessful 10 LSL 40 80 Unsuccessful 11 MKC 50 80 Unsuccessful 12 MS 50 80 Unsuccessful 13 NMS 50 80 Unsuccessful 14 NN 100 80 Successful 15 RBMAA 50 80 Unsuccessful 16 RB 50 80 Unsuccessful 49 7 HAT 40 80 Unsuccessful 8 ISK 100 80 Successful 9 JAH 70 80 Unsuccessful 10 LSL 40 80 Unsuccessful 11 MKC - 80 Unsuccessful 12 MS 100 80 Successful 13 NMS 100 80 Successful 14 NN 100 80 Successful 15 RBMAA 60 80 Unsuccessful 16 RB 70 80 Unsuccessful 17 RS 100 80 Successful 18 ROB 70 80 Unsuccessful 19 SRB 70 80 Unsuccessful 20 ST 100 80 Successful 21 SAK 100 80 Successful 22 SRS 100 80 Successful 23 SB 100 80 Successful 50 24 SHH 70 80 Unsuccessful 25 YLG 50 80 Unsuccessful 26 YNM 70 80 Unsuccessful TOTAL ∑= 1990 Based on the result of post-test I, the data showed that the mean score of post- test I was 79,6. There was 11 students who derived the score above the Minimum Mastery Criterion (KKM-Kriteria Ketuntasan Minimal) meanwhile the other 15 students were under the criterion. By the analysis of the result, it could be seen that almost of the students cannot understand about vocabulary so well. This data can be seen in Appendix VII. The mean score derived from the following formula: ?̅? = ∑ 𝑥 𝑛 ?̅? = 1990 25 ?̅? = 79,6 Then, to the percentage of students who passed the KKM score driveledfrom the following formula: 𝑃 = 𝐹 𝑁 x 100% 𝑃 = 11 x 100% 25 𝑃 = 44% 51 Based on the result of the test, it was found that the students score achievement improved from the result of pre-test. The student score achivement in post-tes I was higher than the pre-test. 4.1.2.3 Post-Test II The post test II was given to the students in the last meeting of second cycle. The result of students’ score achievement in post test II were shown in the table below: Table 4.4 The students’ score achievement in post-test II No Initial Name Score Achievement Standard Statement 1 ARS 100 80 Successful 2 ASS 80 80 Successful 3 AB 80 80 Successful 4 BHS 100 80 Successful 5 CHB 80 80 Successful 6 DT 90 80 Successful 7 HAT 70 80 Unsuccessful 8 ISK 100 80 Successful 9 JAH 100 80 Successful 10 LSL 100 80 Successful 11 MKC 80 80 Successful 54 In the pre-test, there was 4 students (15,38%) who got up to 80. In the post test in cycle I, there were 11 students (44%) who got up to 80. It means there was improved about 28.62%. In the post test in cycle II there were 24 students (92,30%) who got up to 80. This data can be seen in the Appendix VIII about the quantitative data analysis. The total of improvement from Pre-test, Post-Test I until Post Test II about 76,92%. 4.1.3 The Qualitative Data The qualitative data were taken from the observation and interview. The phase of observation and interview were accomplished in 2 times, before implementing CAR (preliminary study) and in time of during and after implementing CAR. 4.1.3.1 Cycle I The data of this cycle was collected after implementing feely bag game on vocabulary about noun at school at Grade VII Private Islamic Junior High School Pesantren Dairi. 1) Planning In planning, the researcher set the action based on the problems faced in previous section and made learning steps of feely bag game to apply in the classroom such as: selected the material and exercise, prepared the lesson plan and made the instrument of noun at school (post-test) to evaluate and reflected the lesson plan, and to know whether this game work or not in this phase. Besides that, the researcher also prepared observation sheet which needed to observe the researcher as teacher in the class, and the situation of students’ activities during learning process. 55 2) Acting The researcher used the teaching learning process based on the lesson plan had been made. In this phase, there were some activities done by researcher and students, they were: (a) The researcher explained the material and students listened the material given by the teacher. (b) The researcher gave the topic about vocabulary about noun material (c) The researcher gave the description about vocabulary about noun material. (d) The researcher starts the learning process by using Feely bag game and the students follow the rules given by the teacher. (e) The researcher puts an object (nouns at class) in the bag without the student seeing. (f) The researcher explains to the student that they are going to take turns to guess what an object is by just feeling it. Explain that they should not tell anyone what they think the object is. (g) The researcher asks the student as questioner and a feeler. And the other student have to ask questions to find out what the object is. For example, ‘Is it small?’ ‘Is it used in the house?’ The child with the bag can answer only ‘yes’ or ‘no’. (h) Finish student (feeler) asking the other student (questioner) to guess what the object is the researcher check to see if they are correct. (i) Both researcher and students evaluated the answer after students finished the learning process. (j) The researcher motivated the students and close the meeting. 3) Observing The observation was conducted during the implementing of feely bag game in learning process. The researcher observed all activities of students and class situation. Beside observed directly, researcher was helped by collaborator to filled 56 the observation sheet that used to evaluated the steps of the lesson plan which needed to reflect researcher as teacher in teaching process. 4) Reflecting The data and result which conducted from planning, acting, and observing were analyzed in this phase, in order decided whether the cycle should be continue or not. Based on the results of observation and students’ score test was showed that some students still got the difficulties in determining the important part of the vocabulary, especially in understanding about noun at class . Therefore, according to the discussion and the result of post- test I, the researcher decided that it was necessary to continue to the second cycle because the researcher found only few students who got significant progress. 4.1.3.2 Cycle II 1) Planning In this phase, researcher created a new plan such as made a new lesson plan that is an improvement from a review of previous lesson plan in cycle I, selecting the materials that are interesting and easy to understand, preparing necessary media. Prepared post test II as an evaluation material of cycle II. 2) Acting After reviewing the previous lesson by using slowly explanation. (a) The researcher asked the students to have a discussion about vocabulary based on the material that the researcher had been explained before. (b) After the researcher defined about the rules, the researcher started the game. (c) All the making 59 learning of foreign languages, teachers do their best to conform to the methods that they have learned, and they very carefully follow the instructions to ensure better results.38 Second, according to MOFAREH ALQAHTANI said that the teachers should be concerned that teaching vocabulary is something new and different from student’s native language. They also have to take into account that teaching English for young learners is different from adults. The teachers have to know the characteristics of his\her learners. They moreover need to prepare good techniques and suitable material in order to gain the target language teaching.39 So a good teacher should prepare himself or herself with various and up-to-date techniques. Teachers need to be able to master the material in order to be understood by students, and make them interested and happy in the teaching and learning process of foreign language in the classroom. Third, according to James D. Brown teaching foreign language can use the game. He said that games are used to cheer up the classroom atmosphere, to arouse students’ motivation and attention, to relax a strenuous situation and to have some fun.40 Games can give as a starter in the opening part, as an additional activity in the main part, or as a closing in the closing part. They also function as garnish of teaching-learning foreign language activities. Fourth, one of the games that can use in of teaching-learning foreign language is felly bag game. According to Tim Bond Feely bag is a game that you can 38 Melek ALPAR, (2013), The importance of games in teaching foreign languages to student, Academics Journal, Vol. 8(15), pp. 1247-1255 39 MOFAREH ALQAHTANI, (2015), The importance of vocabulary in language learning and how to be taught . International Journal of Teaching and Education, Vol. III(3), pp. 21-34., 10.20472/TE.2015.3.3.002 40 James D. Brown, (2005), Testing in Language Program, New York: McGraw- Hill, p. 3. 60 nurture and develop your student’s imagination and awareness of the world around him/her through this activity.41 Another opinion about the Feely bag game are Catherine and Jill, according to them the Feely bag game is single objects or several objects are put into a soft bag. The student may be invited to feel one object and guess want, it is, or to identify one object from the rest by feel. This game can also be used to practice describing words (the student is asked to say what an object feels like-soft, squashy, hard, square, round).42 This study reveals that one of the word games that can be used by teachers in the English classroom is a Feely bag game. By using Feely bag game, can nurture and develop student’s imagination and awareness of the world around him/her through this activity, it was made the students to get many new words and enjoy the word game while they are studying the vocabulary. Also, this game used to cheer up the classroom atmosphere, to arouse students’ motivation and attention, to relax a strenuous situation and to have some fun. Then Feely bag game was given to the student the skill or ways in developing vocabulary and simultaneously to enrich their stock of vocabulary. The last, Feely bag game makes material for studying more enjoyable, interesting and challenging. Based on the statement, by using Feely bag game can improve the students’ ability in mastering vocabulary at Grade VII Private Islamic Junior High School Pesantren Dairi. They are seven ways to improve students’ ability in mastering vocabulary about the noun material by using the Feely bag game are: First, the researcher 41 Tim Bond, (2003), Games for Social and Life Skill, London: Hutchinson, p. 235. 42 Catherine Delamain, Jill Spring, (2017), Achieving Speech and Language Targets, New York : Rotledge, p. 218. 61 should improve the ability in presenting the material. Second, the researcher should be able managing the class during the learning process. Third, the researcher should have prepared better. Fourth, Researcher should explain better the material of vocabulary and the rule of doing the Feely bag game. Fifth, the researcher also prepared the reward for the student who got the highest score and win the game. Sixth, the researcher should prepare the instrument of pre test, post test I, and post test II to collect the data. And the last, the researcher motivated the students and evaluate the whole activities. 2). Based on quantitative data the result was indicated that there was an improvement on the students’ ability in mastering vocabulary by using feely bag game. The mean of the first cycle was 79,6 that was still low. The mean of second cycle was 91,53. That was indicated that the scores and the mean in second cycles were better than first cycle. The percentage of students who got point > 80 also grew up. The percentage of the students’ score in the pre-test who got point up to 80 there were only 4 of 26 students (15,38 %). The percentage of the students’ score in the post-test of the first cycle who got point up 80 there were only 11 of 25 students (44 %). It means that there was improvement about 21,08 %. Then, the percentage of the students’ score in the pos-test of the second cycle who got point up to 80 there were 24 of 26 students (92,30 %). For the total improvement of the students’ score from Pre- Test to Post-Test I until Post-Test II was 77,12 %. In other words, the students’ ability at vocabulary mastery became well in the first meeting to the next meeting. 64 researcher should have prepared better. Fourth, Researcher should explain better the material of vocabulary and the rule of doing Feely bag games. Fifth, the researcher also prepared the reward for the student who got the highest score and win the game. Sixth, the researcher should prepare the instrument of pre test, post test I, and post test II to collect the data. And the last, the researcher motivated the students and evaluate the whole activities. 5.2 Suggestion The researcher also would like to contribute some suggestion for the teacher. The Feely bag game would be really helpful to the process of teaching vocabulary about noun material, especially and it can involve students being more active during the process of the learning, so the teacher needs to use this Feely bag game for the next time in teaching vocabulary about noun material. Having concluded the result of the research, the researcher proposes some suggestions for the English teacher, the institution of education, the students and to the other researcher. The suggestions described as follows: 1. For the English Teacher The teacher can use the Feely bag game in teaching English in order to make the student motivated and interested to study the material. It is important for the teacher to learn how to enhance their ability in teaching and to establish a good atmosphere in the class, so the students were more active an comfortable in the process of teaching learning. The teacher should build an enjoyable situation of teaching learning process in order to improve students’ braveness in sharing and asking opinions about the material. By using Feely bag game this kind of situation would be easily create. 65 2. For Students The students should be more active to practice their ability in studying vocabulary. The Feely bag game is one the way that could be choose by the students. Because they can share, they can discuss and they can help their friends to understand the material. The students could be more talkative and communicative during the process of learning. 3. For the other researchers The result of this research is expected to encourage other researchers to conduct further study deals with a Feely bag game in other skills area such as listening, speaking, reading and writing. 66 REFERENCES ALPAR, Melek. 2013. The importance of games in teaching foreign languages to children. Academics Journal. Vol. 8(15). pp. 1247-1255. ALQAHTANI, MOFAREH. 2015. The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education. Vol. III(3). pp. 21-34., 10.20472/TE.2015.3.3.002. Al-Qur’an Tiga Bahasa. 2010. Depok: Al-Huda. Departemen Agama RI. Arikunto, Suharsimi. 2006. Prosedur penelitian: Suatu Pendekatan Praktik, Jakarta: PT Rineka Cipta. B. Matthew. Miles, A. Micheal Huberman, Jhonny Saldana. 2014. Qualitative Data Analysis. United States of America: SAGE Publication. Bond, Tim. 2003. Games for Social and Life Skills. London: HUTCHINSON. Burns, Anne. 2009. Doing Action Research in English Language Teaching, UK: Routledge. Carol, Read. 2007. 500 Activities for the primary classroom. Oxford : Macmillan Education. Carr, K. & D.K. Phillips. 2010. Becoming a Teacher through Action Research Second Edition: Process, Context, and Self-Study. New York: Routledge. Cooper, Janet. 2013. The Early Years Communication Handbook. London: Andrews UK Limited. D, James Brown. 2005. Testing in Language Program. New York: McGraw-Hill. Dachajar, Dadang. 2008. Get Success UN Bahasa Inggris. Anggota IKPI: Grfindo Media Pratama. Delamain, Catherine, Jill Spring. 2017. Achieving Speech and Language Targets. New York: Routledge. Departeman Pendidikan dan Budaya. 1993. Kurikulum Pendidikan Dasar Tingkat Pertama. Jakarta. Greenbaum, Sidney and Randolph Quirk. 2003. A Student’s Grammar of the English Language. England: Person Education Limited. Herjinder, Uppal. 2010. Play Activities for the early years. Andrews UK Limited: Brilliant Publications. 66 69 - Memorize some new words - Understand the meaning of some new words B. Learning Materials Nouns at Class Name Meaning Description Ruler Penggaris A tool used to rule straight lines and measure distances. Book Buku A written or printed work consisting of pages glued or sewn together along one side and bound in covers. Pen Pulpen An instrument for writing or drawing with ink, typically consisting of a metal nib or ball, or a nylon tip, fitted into a metal or plastic holder. Dictionary Kamus A book or electronic resource that lists the words of a language (typically in alphabetical order) and gives their meaning, or gives the equivalent words in a different language, often also providing information about pronunciation, origin, and usage. 70 Map Peta A diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc. Crayon Krayon A pencil or stick of coloured chalk or wax, used for drawing Pencil Case Tempat Pensil A small container for pencils, pens, and other writing equipment. Eraser Penghapus A piece of soft rubber or plastic used to rub out something written Socks Kaos kaki A garment for the foot and lower part of the leg, typically knitted from wool, cotton, or nylon. Belt Ikat Pinggang A strip of leather or other material worn, typically round the waist, to support or hold in clothes or to carry weapons. C. Learning Method : Feely bag game The Methods are as follow: • Question and answer • Guess the object 71 • Discussing D. Steps Learning Activity I. Preliminary Activities a) Greeting b) Praying c) Express purpose to be achieved II. Main Activities a) Exploration The teacher explains about vocabulary (especially nouns at school and the description of each nouns) and the importance of vocabulary The teacher explains about feely bag game and its procedures b) Elaborations a. The teacher put an object (nouns at class) in the bag without the student seeing. b. The teacher explain to the student that they are you going to take turns to guess what an object is by just feeling it. Explain that they should not tell anyone what they think the object is. c. The other student have to ask questions to find out what the object is. For example, ‘Is it small?’ ‘Is it used in the house?’ The child with the bag can answer only ‘yes’ or ‘no’. 74 LESSON PLAN IN SECOND CYCLE LESSON PLAN (Second Cycle) EDUCATION UNITS : MTS.S PESANTREN DAIRI SUBJECT : ENGLISH TOPIC : NOUNS AT KITCHEN CLASS : VII TIME ALLOTMENT : 4 X 40 MINUTES MEETING TO : III & IV Competency Standards : Comprehension meaning in short functional text and monolog and sustained on daily activity. Basic Competencies : Comprehending the rhetoric ways in simple functional writing text by using language accurately, fluency and accepting an interaction with the closer environment. Indicator : 1. Write the vocabulary of nouns at kitchen . 2. Ask the students to write the description of nouns at kitchen A. Learning Objectives 1. Students can write the vocabulary of nouns at kitchen. 2. Students can write a description from a vocabulary of nouns at kitchen. 75 B. Learning Materials Nouns at kitchen Name Meaning Description Cup Cangkir A small bowl-shaped container for drinking from, typically having a handle. Plate Piring A flat dish, typically circular and made of china, from which food is eaten or served. Spoon Sendok An implement consisting of a small, shallow oval or round bowl on a long handle, used for eating, stirring, and serving food. Cooker Kompor An appliance used for cooking food, typically consisting of an oven, hob, and grill and powered by gas or electricity Bowl Mangkuk A round, deep dish or basin used for food or liquid. Skillet Kuali A small metal cooking pot with a long handle, typically having legs. Pot/Pan Panci A metal container used for cooking food. Rice Spatula Sendok Nasi An implement with a 76 broad, flat, blunt blade, used for mixing and spreading nouns, especially in cooking and painting. Teapot Teko A pot with a handle, spout, and lid, in which tea is brewed and from which it is poured. Napkin Serbet pembersih mulut A square piece of cloth or paper used at a meal to wipe the fingers or lips and to protect garments C. Learning Method : Feely bag game The Methods are as follow: • Question and answer • Guess the object • Discussing D. Steps Learning Activity I. Preliminary Activities a) Greeting b) Praying c) Express purpose to be achieved II. Main Activities 79 Sidikalang, Mei 2018 Mengetahui Guru Bahasa Inggris Researcher Syahfitri Dabutar, S.Pd.I Sahnida Siregar Kepala Sekolah MTs. S Pesantren Dairi Ismail Sholeh Banurea, S.H.I, S. Pd. I 80 APPENDIX II : PRE-TEST 1. The description of the thing is a written or printed work consisting of pages glued or sewn together along one side and bound in covers. What is it? 2. Please mention the description of the pen! 3. The description of the thing is a tool used to rule straight lines and measure distances. What is it? 4. The description of the thing is a book or electronic resource that lists the words of a language (typically in alphabetical order) and gives their meaning, or gives the equivalent words in a different language, often also providing information about pronunciation, origin, and usage. What is it? 5. Please mention the description of the map! 6. The description of the thing is a pencil or stick of colour chalk or wax, used for drawing. What is it? 7. Please mention the description of the pencil case! 8. Please mention the description of the eraser! 9. Please mention the description of the socks! 10. The description of the thing is A strip of leather or other material worn, typically round the waist, to support or hold in clothes or to carry weapons. What is it? 81 APPENDIX III: POST-TEST I 1. The description of the thing is a square piece of cloth or paper used at a meal to wipe the fingers or lips and to protect garments. What is it? 2. Please mention the description of the skillet! 3. The description of the thing is a pot with a handle, spout, and, lid, in which tea is brewed and from which it is poured. What is it? 4. The description of the thing is an implement with a broad, flat, blunt blade, used for mixing and spreading nouns, especially in cooking and painting. 5. The description of the thing is a metal container used for cooking food. What is it? 6. Please mention the description of the bowl! 7. Please mention the description of the cooker! 8. The description of the thing is an implement consisting of a small, shallow oval or round bowl on a long handle, used for eating, stirring, and serving food. What is it? 9. The description of the thing is a flat dish, typically circular and made of China, from which food is eaten or served. 10. Please mention the description of the cup! 84 8. Spoon 9. Plate 10. A small bowl-shaped container for drinking from, typically having a handle. POST-TEST II 1. A small bowl-shaped container for drinking from, typically having a handle. 2. Spoon 3. An appliance used for cooking food, typically consisting of an oven, hob, and grill and powered by gas or electricity. 4. Plate. 5. Bowl 6. A metal container used for cooking food. 7. Skillet 8. An implement with a broad, flat, blunt blade, used for mixing and spreading nouns, especially in cooking. 9. Napkin 10. Teapot 85 APPENDIX VI: THE SCORE OF STUDENTS IN PRE-TEST No Initial Name Score Achievement Standard Statement 1 ARS 50 80 Unsuccessful 2 ASS 50 80 Unsuccessful 3 AB 40 80 Unsuccessful 4 BHS 50 80 Unsuccessful 5 CHB 50 80 Unsuccessful 6 DT 50 80 Unsuccessful 7 HAT 20 80 Unsuccessful 8 ISK 100 80 Successful 9 JAH 60 80 Unsuccessful 10 LSL 40 80 Unsuccessful 11 MKC 50 80 Unsuccessful 12 MS 50 80 Unsuccessful 13 NMS 50 80 Unsuccessful 14 NN 100 80 Successful 15 RBMAA 50 80 Unsuccessful 86 16 RB 50 80 Unsuccessful 17 RS 70 80 Unsuccessful 18 ROB 100 80 Successful 19 SRB 40 80 Unsuccessful 20 ST 70 80 Unsuccessful 21 SAK 40 80 Unsuccessful 22 SRS 40 80 Unsuccessful 23 SB 50 80 Unsuccessful 24 SHH 50 80 Unsuccessful 25 YLG 30 80 Unsuccessful 26 YNM 100 80 Successful TOTAL ∑= 1450