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PROPOSAL IMPROVING UNDERSTANDING AND MASTERY OF

ENGLISH VOCABULARY THROUGH GAMES IN CLASS X

STUDENTS SMPN 5 TANJABTIM

Disusun Oleh :

NAMA : MARDIANA

NIM : TE. 090363

INSTITUT AGAMA ISLAM NEGERI SULTHAN THAHA

SAIFUDDIN

JAMBI

2012

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TABLE OF CONTENTS

Page

Abstract

Table of Contents

CHAPTER I INTRODUCTION

A. Problem Background

B. Problem formulation

C. Hypothesis

D. Research Objectives

E. Usability Research

F. Materials Learning Through Games

G. The game form

H. Selection of Games

CHAPTER II THEORY FRAMEWORK

A. Definition of Learning

B. Vocabulary Definitions

C. Benefits of Vocabulary English Communication

D. Types Vocabulary

E. Depth of Knowledge

F. Through Games Teaching Materials.

G. Applied to game shape.

H. Choosing a game.

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I. Improving communication and social skills

j. Helping assess a pupils skill level

k. Gaining a sense of pride for accomplishments

l.Covering more ground

CHAPTER III RESEARCH METHODOLOGY

A. Place, Time and Subject Research

B. Data Analysis Techniques

C. The data collection instrument

D. Data Collection Techniques

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FOREWORD

Praise and gratitude to convey the author of Allah SWT, because an abundance of His grace and

guidance so that the writing of the draft Class Action Research (PTK) with the title "Improving

understanding and mastery of English Vocabulary Through Games In Class X Students SMPN 5

TanjabTim, the writing of this scientific work to complete subject material. Action research in the

design of Class (Class Action Research) is the author of many to get feedback from instructors and

a group of friends. For that we thank haturkan sincere expression of gratitude to:

1. My be loving lecture.

2. All of a group of colleagues, and others who have helped so that the writing is completed.

Authors realize that writing Classroom Action Research is still far from perfect for that all

criticism and constructive suggestions that we received from all parties to open.

Jambi, April 24, 2012

Author

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ABSTRACT

"Improving the understanding and mastery of English Vocabulary Through Games In Students

Grades X SMPN 5 TanjabTim"

Facts prove that the teacher is one determinant of the success of efforts to improve the quality of

education. Efforts made in order to improve the quality of education has led to the teachers who

mengampu including English lessons at school. Changes due to renewal of the curriculum, the use

of new instructional media, methods of learning and new teaching and learning process suggested

in the curriculum that needs adjustment up to date, both in terms of teaching materials, teaching

methods and techniques, and attitudes based on mengajaranya constructivism and behaviorism.

Problems in this study were (a) How to increase learning achievement of English subjects with the

implementation of learning strategy game model? (B) How does learning strategy game model of

motivation to learn English subjects?

This study aims to obtain a clear picture of the mastery of vocabulary in class X bhs.inggris SMPN

5 TanjabTim, through active learning with game models include (a) to determine the ability of

students to the vocabulary in English in class X SMPN 5 TanjabTim through a model of the

English game (b) to improve the vocabulary of class X SMPN 5 TanjabTim through active and

interactive learning games with the model (c) to assess students' mastery of output, especially

against the English vocabulary for class X SMPN 5 TanjabTim through the model of the game

This study uses a class action (Action Research) as many as three rounds. Each round consists of

four phases: design, activity and observation, reflection and refisi. Objectives of this study were

students SMPN 5 TanjabTim. The data obtained in the form of a formative test results, observation

of teaching and learning activities sheet.

Of the analysts found that student achievement has increased from cycle I to IV ie, cycle I (25%),

cycle II (35%), cycle III (40%) and cycle IV (45%)

The conclusions of this research is a model of learning can play a positive influence on students'

motivation in class X, and this learning model can be used as one alternative learning subjects in

English.

CHAPTER I

INTRODUCTION

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A. Problem Background

Reading as an activity in acquiring knowledge and information is very important for all people,

especially students. According to Burns (in Farida Rahim, 2007: 1) the ability to read is vital in a

literate society. In fact not only the students, the general public must also be fond of reading

activities to improve themselves. Reading is the reality of the demands of everyday life in order

not to miss.

One important element in improving the self is to build a habit of continuous learning to be human

or learner who is always hungry for information and knowledge. No matter how old we are, if we

stop learning means we are old, whereas if we will ever learn to stay young feel. Because the best

thing in the world would we get to keep our minds in order to stay young.

One of the most effective way to learn is to read. But unfortunately, most of us never have time to

read. The main reason that we often tell the press of work. We are stuck in routines and pressures

of work so it does not have the opportunity to hone our minds by reading.

Reading is one way we are to improve ourselves and improve effectiveness. Although we have a

"limited time", we still need to sharpen our minds. The trick is to master an effective way of

reading that we use that time to be efficient.

According to R. Masri Sareb Putra (2008: vii) to read can change not only the point of view or set

one's mind, but also can change your life completely. Therefore, since the reading habit should be

inculcated in school, it would be better if done at any time.

Burke Hedges (in R Masri Sareb Putra, 2008: 56) says that if you want to succeed, you have to do

what successful people do. And that successful people do is read and become rich.

Although current information / news we can hear through other media, the electronic media in the

form of TV and radio, but the role of reading has not been replaced. Lots of information /

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knowledge / news conveyed by the print media only, and should be read to get it. In addition it is

also fun to read, because we can trace the region where we want. Reading is the window to the

world. Necessary to know the contents of reading comprehension, either express or implied. But to

understand a reading is not easy, so that the average elementary school children, especially very

low reading comprehension.

It is undeniable that most school-age children are very happy with the game models, it is in

accordance with the development of a child who is basically like the game. Already an instinct that

children would be very interested in the so-called game, so how do I make the game favored by

children it becomes a method of learning English language exciting and fun.

Seem to have mastered the English language is a requirement and necessity today. It is

characterized by the proliferation of Work Skills Institute (LPK), Center for Community Learning

Activities (PKBM), and the places where English language courses in various areas and even in

many schools, especially in big cities, English is taught from early childhood (early childhood) as a

local content subject.

If observed, the children of school age class X SMPN 5 TanjabTim still love to play, then, there is

no harm if the passion play is used to deliver teaching materials. Thus, they will acquire an active

learning experience, inofatif, creative, educational, and fun (paikem) happy and weighted (fat) with

great significance.

One way to memenfaatkan hobby is to play this game gives the game such as "Incomplate

Definition and I Spy" they have to use the balance of the brain, to study the idea of thinking,

solving problems, and applying what they learn. Active learning should be nimble, fun, vibrant and

passionate.

To be able to learn something well, we need to hear it, see it, ask questions about, and discuss it

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with others. Not only that, students need to "do it", which describes something in their own way,

showing for example, trying to practice skills, and a task that requires knowledge.

Mastery of the English vocabulary has a variety of aspects, which can be used as a means to

develop the knowledge, convey a message, and the form of the word. To uncover the problems that

the researchers chose the title 'Improving the Understanding of English Vocabulary Through

Games In Students in Grades X SMPN 5 TanjabTim.

B. Problem formulation

Based on the above background, the problems that arise in this study are as follows:

A. How is the level of mastery of English vocabulary comprehension grade X through

active learning model of the game?

2. How is the level of mastery of English vocabulary implementation of the model X-

graders permaianan?

3. How does the level of mastery of the meaning of the English vocabulary X-graders

through active learning model of the game?

C. Hypothesis

Based on the problems in action research, entitled 'Improving the Understanding of English

Vocabulary Through Games In Class X Students SMPN 5 TanjabTim, conducted by

researchers, can be formulated hypotheses of the following:

A. Through games of vocabulary pemaahaman vocational students in class X to be

increased

2. Through the mastery of vocabulary games vocational students to increase the class X

D. Research Objectives

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1. General purpose

In terms of enhancing the ability of students to the understanding and mastery of the

English vocabulary fourth graders X SMPN TanjabTim, through the game.

2. Special Purpose

a. This study aims to obtain a clear picture of the mastery of English vocabulary in class X

SMPN 5 TanjabTim

b. To improve the vocabulary of class X SMPN 5 TanjabTim through active and interactive

learning games with the model

c. To find out students' mastery of output, especially against the English vocabulary for

class X SMPN 5 Tanjabtim through a model of the game.

E. Benefits of Research

This study is useful for improving the ability of students to the understanding and mastery of

the English vocabulary for class X SMPN 5 TanjabTim through a model of the game.

CHAPTER II

FRAMEWORK THEORY

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A. Definition of Learning

Language is a communication tool that is essential for human life, as well as serve as a tool for

menyatakat thoughts and feelings of others, they serve as a tool to understand the thoughts and

feelings of others. Language skills are not only required by people who are adults, but also

necessary for adolescents and children. Therefore, to master the language skills can be realized by

the learning process.

Based on the elaboration of the definition in wikipedia, Learning is a process of interaction of

students with teachers and learning resources in a learning environment. Learning is the assistance

provided by educators in order to place science and the knowledge acquisition process, proficiency

and mastery of nature, as well as the formation of attitudes and beliefs on students.

Seeing such things, the role of schools as a place to educate and teach very necessary, in addition

to education in a family environment. Of education in the school's students begin to learn to

develop aspects of his personality, and language skills that are tailored to their normal

development and natural. Students' skills in language can be mentored and guided by a teacher

who unwittingly by students, that they've got a repertoire of new vocabulary.

Therefore, in delivering the development of materials teachers can choose one or combination of

methods appropriate to the material development, needs, interests, and abilities of students and the

environment. One form of activity is a game or games. With the atmosphere thus unwittingly by

students that the teacher is presenting material that had been developed, the goals can be achieved

ditetapkanpun.

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The formal definition of learning describes the process as ''a relatively

permanent change in behavior based on an individual's interactional experience

with its environment.'' As such, learning is an important form of personal

adaptation. Let's consider each critical element in this definition. Behavioral

change occurs in all animals, both human and non-human, and is a process of

personal, or ontogenic, adaptation that occurs within the lifespan of each

individual to make one's survival more likely. To say that learning is relatively

permanent is to emphasize that behavior is flexible and not genetically

pre-programmed in form or function. Learned behaviors may exist for a

lifetime, but they may also not appear throughout an individual's life.

Experience of, or interaction with, the environment that precedes and

follows behavior presents the adaptational requirement and consequence of

each interaction. An individual placed in a bubble and kept from any contact

with variations in stimuli from the day it is born does not learn many behaviors.

The actions of such an organism in this case would be very limited. A living

creature may barely survive such an existence.

Let's expand on each of the critical elements in the definition of learning a

bit more. Because learning is so intertwined with individual and environment, it

is often emphasized as one of the two major forms of biological adaptation.

Ontogenic adaptation, the basis of learning, creates behavioral change that is

unique for each individual and the process only occurs within the lifespan of

that individual based on that individual's experiences with its personal

environmental interaction history. This is in contrast to phylogenic adaptation,

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which creates the shared features that define all members of each species and

thus transfers from one generation to the next via genetic transfer and genetic

determination. Stressing individual-environmental interaction points out that the

environment brings about changes in behavior just as behavior then brings

about changes in the environment. Many psychologists believe that organisms

learn to adapt to environmental challenges as well as learning to adapt

(change) environments to better meet individual survival and comfort

requirements. We both create our environments and are created by our

environments.

We can observe the process of learning by noting changes in behavior or

even the development of new responses through these interactions or

experiences with the environment. For example, let's reflect on how you may

have learned to ride a bicycle. You may have been very young, and had surely

already mastered the various ways of getting from one place to another by first

being carried, then learning to crawl, then walk, then even skip or run.

You probably progressed to various other ways of getting around, such as

pedaling a tricycle and later perhaps even a bicycle with two added training

wheels to help you learn the balancing difference of pedaling from more of a

standing position rather than the lowered seating of your tricycle. On these

machines there wasn't much to master other than steering and pedaling

correctly. Then one day you were faced with riding a bicycle without training

wheels! Suddenly you found balancing was far more challenging than you ever

imagined.

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But a few repeated efforts and possibly some other-person support to get

you moving quickly showed you that balancing on two wheels was more a

matter of having the bike moving than anything else. So you soon learned to

pedal and mount simultaneously something you had never had to do with your

tricycle or with your training wheels. So you now discover that you have a new

and relatively permanent skill.

You'll probably always be able to ride a bike so long as you have the physical

bodily and balancing requisites. But you may find that as you began driving

cars, riding a bike (like riding tricycles) isn't something you have actually done

for a very long time. It has been abandoned in favor of an even more adaptive

and less strenuous mode of longer distance transportation.

But then one day you discover riding as a sport or exercise! Suddenly it isn't

transportation anymore and, in serving quite a different purpose, riding a

bicycle may reappear or disappear as life style and recreational opportunities

constantly change. So as environments change, so does the use and purpose of

the learned behavior of riding a bike. That's the relativity of the persistence or

permanence of use of the behavior.

But not all behavior is as obvious as riding a bicycle. Suppose you decide to

take a shortcut when biking to school one day and a very large and intimidating

dog suddenly barks and chases your bike as you ride by. You become more than

a bit aroused and feel the rush of adrenaline immediately as this happens. If

you decide not to take this route the next day, one behavioral change is

obvious. You altered your path of riding. However if you continue to take the

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shortcut the next day that behavior has not changed. But you may feel quite

anxious and cautiously look for the dog to appear again when you reach the

critical point on your path where he appeared yesterday. That is an alternative

form of your adaptation, and it is more emotional behavior vs. skill in riding.

These emotional changes are also only relatively permanent because if the

dog doesn't appear again over several days, you suddenly find you no longer

fear that part of your ride. But don't be surprised if you may one day suddenly

find yourself looking for a dog again when you reach that point in the path

where you suddenly remember having the initial fearful experience. It may be

more permanent than you once thought even though you haven't experienced it

for some time, as any veteran soldier is likely to tell you concerning the trauma

of experienced war events!

B. Vocabulary definitions

In the dictionary wikipedia, the vocabulary is a set of words that are part of a language and has a

specific meaning. And meaningful set of words is used as a medium to express the heart and intent

of a picture of it.

And someone will be able to communicate fluently if they have the vocabulary to meet the needs

for communication activities. And vocabulary is a major requirement for a person to be able to

communicate.

A person's vocabulary is the set ofwords within a language that are familiar to that person. A

vocabulary usually develops with age, and serves as a useful and fundamental tool for

http://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Languagehttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Language

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communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the largest

challenges in learning a second language.

the body of words used in a particular language: a comparison of the vocabularies of different

languagesthe Sanskrit vocabulary

a part of such a body of words used on a particular occasion or in a particular sphere: the

vocabulary of law[mass noun]: you will want to learn vocabulary that is used frequentlythe term

became part of business vocabulary

the body of words known to an individual person: he had a wide vocabulary

a list of difficult or unfamiliar words with an explanation of their meanings, accompanying a piece

of specialist or foreign-language text.

a range of artistic or stylistic forms, techniques, or movements: dance companies have their own

vocabularies of movement.

C. Benefits of vocabulary in English communication

In learning English, the vocabulary is necessary to understand and master. The following are the

important vocabulary words in a dictionary wikipedia:

1. Assist in delivering care or communicating intent

2. Amount of vocabulary is directly related to reading fluency

3. Assessment of a person's intelligence can be assessed the amount of vocabulary they have.

D. Types Vocabulary

relating to English language competence, the type of vocabulary is divided into:

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1. Vocabulary for reading (reading)

2. Vocabulary for listening (listening)

3. Vocabulary for writing (writing)

4. Vocabulary for talking (speaking)

Reading vocabulary

A literate person's reading vocabulary is all the words he or she can recognize when reading. This

is generally the largest type of vocabulary simply because it includes the other three, though in

some cases, notably Chinese characters, as in Chinese and Japanese, where the pronunciation is not

transparent, some words may be part of the oral vocabulary but not the written. For example, a

Chinese speaker may not recognize that (giraffe) is pronounced qi lin, a Japanese speaker

may not recognize that (giraffe) is pronounced kirin.

Listening vocabulary

A person'slistening vocabulary is all the words he or she can recognize when listening to speech.

This vocabulary is aided in size by context and tone of voice.

Speaking vocabulary

http://en.wikipedia.org/wiki/Reading_(process)http://en.wikipedia.org/wiki/Chinese_characterhttp://en.wikipedia.org/wiki/Chinese_characterhttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Listeninghttp://en.wikipedia.org/wiki/Reading_(process)http://en.wikipedia.org/wiki/Chinese_characterhttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Listening

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A person's speaking vocabulary is all the words he or she can use in speech. Due to the

spontaneous nature of the speaking vocabulary, words are often misused. This misuse though

slight and unintentional may be compensated by facial expressions, tone of voice, or hand

gestures.

Focal vocabulary

"Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a

certain group; those with a particular focus of experience or activity. A lexicon, or vocabulary, is a

language's dictionary, its set of names for things, events, and ideas. Some linguists believe that

lexicon influences people's perception on things, the SapirWhorf hypothesis. For example, the

Nuer of Sudan have an elaborate vocabulary to describe cattle. TheNuerhave dozens of names for

cattle because of the cattle's particular histories, economies, and environments. This kind of

comparison has elicited some linguistic controversy, as with the number of "Eskimo words for

snow". English speakers can also elaborate their snow and cattle vocabularies when the need

arises.

In order for the English vocabulary in demand by students, giving rise to an interest in students to

love English, can be introduced and developed the methods or techniques of the game. This

technique can be used to convey the subject matter. The use of these methods will facilitate the

students to remember the English vocabulary is simple and concrete, in accordance with the

development of students and student age. Thus will develop the attitude like language, with

communicative use of language.

Gradual addition students can mengusai English vocabulary students can also understand the

http://en.wikipedia.org/wiki/Speechhttp://en.wikipedia.org/wiki/Gesturehttp://en.wikipedia.org/wiki/Sapir%E2%80%93Whorf_hypothesishttp://en.wikipedia.org/wiki/Nuer_peoplehttp://en.wikipedia.org/wiki/Eskimo_words_for_snowhttp://en.wikipedia.org/wiki/Eskimo_words_for_snowhttp://en.wikipedia.org/wiki/Speechhttp://en.wikipedia.org/wiki/Gesturehttp://en.wikipedia.org/wiki/Sapir%E2%80%93Whorf_hypothesishttp://en.wikipedia.org/wiki/Nuer_peoplehttp://en.wikipedia.org/wiki/Eskimo_words_for_snowhttp://en.wikipedia.org/wiki/Eskimo_words_for_snow

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command, implement and communicate the content of the command correctly. Thus, students will

not feel inhibited in communicating due to lack of language skills.

E. Depth of knowledge

The differing degrees of word knowledge imply a greaterdepth of knowledge, but the process is

more complex than that.James Flynn reports the remarkable differences in vocabulary exposure of

pre-schoolers between different classes in the U.S.A. Apparently, pre-schoolers of professional

families are typically exposed to 2,150 different words, pre-schoolers from working class families

to 1,250 words, while those from households on welfare just 620.1

There are many facets to knowing a word, some of which are not hierarchical so their acquisition

does not necessarily follow a linear progression suggested by degree of knowledge. Several

frameworks of work knowledge have been proposed to better operationalise this concept. One such

framework includes nine facets:

1. orthography - written form

2. phonology - spoken form

3. reference - meaning

4. semantics - concept and reference

5. register- appropriacy of use

6. collocation - lexical neighbours

7. word associations

8. syntax - grammatical function

1Flynn (2008), p. 102.

http://en.wikipedia.org/wiki/Orthographyhttp://en.wikipedia.org/wiki/Phonologyhttp://en.wikipedia.org/wiki/Referenthttp://en.wikipedia.org/wiki/Semanticshttp://en.wikipedia.org/wiki/Register_(phonology)http://en.wikipedia.org/wiki/Collocationhttp://en.wikipedia.org/wiki/Word_associationhttp://en.wikipedia.org/wiki/Syntaxhttp://en.wikipedia.org/wiki/Orthographyhttp://en.wikipedia.org/wiki/Phonologyhttp://en.wikipedia.org/wiki/Referenthttp://en.wikipedia.org/wiki/Semanticshttp://en.wikipedia.org/wiki/Register_(phonology)http://en.wikipedia.org/wiki/Collocationhttp://en.wikipedia.org/wiki/Word_associationhttp://en.wikipedia.org/wiki/Syntax

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9. morphology - word parts

F. Teaching Through Games

Games can be used in the development of teaching materials. Especially in teaching grammar,

there are several types of games that can be used so that students are not aware already to study the

grammar is fun.

Shelley Vernon suggests that games can help teachers to teach grammar with some of the

following reasons:

1. Arif Saricoban and Esen Metin, author of "Songs, Verse and Games for Teaching Grammar"

explain how and why the game can be used to teach grammar in ESL class, where the games and

problem resolution directing siwa to engage in communicative activities. The game not only

increase students' knowledge but also bring students directly to the actual use of English .2

2. Using of game to train and connect intensive vocabulary and structure.

3. According Saricoban and Metin, the use of games as a tool to increase cooperation and

competition among students and teachers

4. Aydan Ersoz, author of "Six Games for the ESL / EFL Classroom" to explain that provide a

challenging and fun atmosphere. Also, the games provide meaningful activities according to

context.

2 (Teaching Grammar with Fun Learning Games) http://www.eslbase.com/articles/learning-

games)

http://en.wikipedia.org/wiki/Morphology_(linguistics)http://en.wikipedia.org/wiki/Morphology_(linguistics)

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G. Learning materials through the game

The game is very interesting for students in the learning process, especially the English language,

because students can interact through the game with an active and interactive, according to the

constructivist methods in a very favorable student to receive learning. In this case a lot of games to

enhance the ability of students to the vocabulary of English, according to WR. LEE in his book

Language Teaching Games and Contest, which was published in 2005 by Oxford University Press.

The game chosen is Incomplete Definitions on page 413. The game is based on the class X syllabus

students smk 1.3 basic competencies that describe objects, people, characters, time, day, month

and year

In this game one of describing things and challenge someone from the other team to guess and give

you extra points if the word is guessed right, depending on what is selected for the definition and

not a lot to give instructions. For example, an elephant can be interpreted as a large animal that

lives in India and Africa that could bring as good people but do not mention the elephant trunk,

which can make it too easy to guess. Another example is a useful furniture for storing clothes or

wardrobes that students can describe according to the shape, color, size, material and origin of the

cupboard.

H. Selection of Games

In the present study was not selected games from the game but the game according to the syllabus,

and students' basic competence by looking indicator. The game is not only done in the classroom

3 WR. LEE in his book Language Teaching Games and Contest,2005

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but can be done outside the classroom for example under a cool and shady trees to reduce the

effects of saturated students. They can use the objects that exist around them, so it will come up

with creative creations. For example, snake and ladder game in english.

i. Improving communication and social skills

Games in the classroom involve all the students and oblige them to interact socially with all the

other kids developing their communication as well. This happens particularly when they have to

speak to each other and develop tactics to beat their opponents in group games. Those kids who are

shy or not used to the presence of other kids can benefit from such games as they are exposed to

other children in a fun situation.

j. Gaining a sense of pride for accomplishments

Kids who are mastering English through games are encouraged to win the game. For them to win

the game, they have to study the language and master it to do well. With their achievement in

studying a great deal of the language, it instills in these kids a feeling of self-regard and

accomplishment.

k. Helping assess a pupils skill level

Games on the usage of English are not only helpful in increasing a childs knowledge of the

language, but they are also very simple and easy to create. Instructors can create games to manage

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the atmosphere inside the classroom and nourish the minds of the pupils. The teachers can then

easily determine the skill level of the students and enhance any appropriate assistance, like

acquiring help from Scramble With Friends Cheat, while the students are having fun playing the

game and learning the language.

Kids should not be pressured by any particular part of the game so they will continue to associate

the games they are playing with relaxation and entertainment, and thus they will maintain their

love for playing the game and learning the English language.

l. Covering more ground

When children are put in a situation where they are having a really good time, like playing games,

they are more likely to stick to it longer than anything else. And when learning English is

incorporated into the games theyre playing, they will end up studying more as they are playing

and enjoying the games. Hence, more learning material is covered in the same length of time as

compared to the conventional way of teaching. Instructors can easily answer pupils questions as

they arise while the games are executed, as opposed to the old-fashioned way where there is

specific time allotted for questions.

BAB III

RESEARCH METHODOLOGY

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b. Speaking skills of students grades 1st semester class X school year 2011/2012.

c. Scoring sheet (sheet value of speaking) students in describing something through the snake and

ladder game.

d. Final test results in the form of an oral test in the form of interviews.

e. Researchers observed by the observer.

f. Students involved in the learning process.

D. Data Collection Techniques

Data collection techniques used were observation, ie by systematically observing children'sbehavior. Interviews and documentation as complementary data. Data collection techniques arepartisifatif collaborative research, this is done to obtain the data as objectively as possible.

REFERENCE

Lee, WR. 2005. Language Teaching Games and Contest. Oxford University Press.

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