Jurnal

USING HYPONYMY GAMES TO IMPROVE THE STUDENTS’ VOCABULARY IN DESCRIPTIVE TEXT OF TENTH GRADE AT SMA AN NUR PEKANBARU *Dahler M.Pd **Ratna S Padang *Dosen Fakultas Keguruan dan Ilmu Pendidikan-Universitas Lancang Kuning **Alumni Fakultas Keguruan dan Ilmu Pendidikan-Universitas Lancang Kuning Email: [email protected] Abstract : In this research, the researcher find that the students in class X have lack ability in learning vocabulary where their average score in vocabulary did not reach the KKM (Kriteria Ketuntasan Minimum). The objective of this research was to improve the students’ vocabulary by using Hyponym Games. KKM in that school was 76 because of that, the researcher applying Hyponymy Games that was able to improve the students’ vocabulary in descriptive text. Teaching Vocabulary through Hyponymy Games could improve their vocabulary in the class SMA An Nur Pekanbaru. It can be seen from the achievement of students in the first and second cycle where higher scores from base score (65 in base score, 82.54 in cycles 1 and 90.52 in cycle 2), the value of the student has reached the KKM 76, and it proves that the Hyponymy Games could improve students' vocabulary in descriptive text. Based on the result, it was got some factors that influenced the students’ vocabulary. Hyponymy Games assists the students’ in vocabulary, Hyponymy Games makes the students have interested and enjoyable in learning vocabulary. The researcher concluded Hyponymy Games could improve the students’ vocabulary in descriptive text. Keywords: Classroom Action Research, Hyponymy Games, Vocabulary. Abstrak : Pada penelitian ini, peneliti menemukan bahwa siswa di kelas X memiliki kemampuan yang rendah dalam belajar kosa kata di mana skor rata-rata mereka dalam berbicara tidak mencapai KKM (Kriteria Ketuntasan Minimal). Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan kosa kata siswa dengan menggunakan Hiponim Game.. KKM di sekolah itu adalah 76 karena itu, peneliti menerapkan Hiponim Game yang mampu meningkatkan kemampuan kosa kata siswa dalam deskriptif teks. Pengajaran kosa kata melalui Hiponim Game dapat meningkatkan kemampuan kosa kata mereka di kelas X SMA An Nur Pekanbaru. Hal ini dapat dilihat dari pencapaian siswa pada siklus pertama dan kedua dimana skor yang lebih tinggi dari skor awal (65 dalam skor awal, 82,54 dalam siklus 1 dan 90,52 pada siklus 2), nilai siswa telah mencapai KKM 76, dan itu membuktikan bahwa Hiponim Game dapat meningkatkan kemampuan kosa kata siswa dalam deskriptif teks. Berdasarkan hasil, terdapat beberapa faktor yang mempengaruhi kemampuan kosa kata siswa. Hiponim Game membantu siswa dalam belajar kosa kata, Hiponim Game membuat siswa memiliki ketertarikan dan

menyenangkan dalam belajar kosa kata. Peneliti menyimpulkan bahwa Hiponim Game dapat meningkatkan kemampuan kosa kata siswa dalam deskriptif teks. Kata kunci: Penelitian Tindakan Kelas, Hyponymy Games, Kosakata 1. INTRODUCTION was mentioned the students should be Vocabulary was totally elements of able to comprehend in monolog text. language, the more vocabulary the To comprehend those texts, the learners have, the easier it is for them students should acquire vocabulary to to develop the four language skills. For understand the meaning of the words. that reason, those who are learning It is important for students to master English as a foreign language, the vocabulary because without vocabulary is needed in learning knowing the vocabulary students was English. In addition, in the term of not be able to read properly. In this teaching English, vocabulary was one research, the reseacher focuses on of skill that should be learned by descriptive text. students in English class besides listening, speaking, reading and Based on the English syllabus at writing. tenth grade of SMA An Nur Teaching English in SMA An Nur Pekanbaru, students are targeted for Pekanbaru refers to the system reading aloud daily variety of Kurikulum Tingkat Satuan Pendidikan meaningful discourse discussed with (KTSP, 2006). As in the curriculum, it the correct pronunciation and was stated that for the tenth grade intonation, identify the topic of a text SMA is the students should be able to was read, identify specific information, get the main ideas, to answer the identifying the meaning of the word questions, to find supporting ideas and the text readable, and identify the details based on the text for example characteristics of the object / person the monologue texts which consist of described, it was related to descriptive descriptive text and narrative text. It text. The researchers was used descriptive text as the material in the

study because it suitable to the research under the title “Using technique that the researcher was used. Hyponymy Games to Improve the In this case, there are some Students’ Vocabulary in Descriptive phenomena in teaching descriptive text based on the researchers’ interview Text of Tenth Grade at SMA An Nur result with English teachers at tenth Pekanbaru.” The researcher problem grade of SMA An Nur Pekanbaru, on March 1st, 2016. First, the students can be formulated as follows: should be well known in term of generic structure of descriptive text as 1. To what extend the hyponymy like identification and description. But the students had lack of vocabulary, so games can improve students' they could not understand the word in the text. Second, in identification, the vocabulary in descriptive text students should be able to know what the topic was described or explained. at tenth grade of SMA An Nur Like object, place or person, but students often felt difficult when asked Pekanbaru? to identified form of noun and verb. Third, in description, the students 2. What factors influencing the should be understood the explanation of the characteristics or nature improvement students’ contained in objects, places or people that have been identified. But, most of vocabulary in descriptive text students are still incorrectly when asked to recognized adjective and using hyponymy games at tenth adverb. Fourth, the students had less motivation in learning English. grade of SMA An Nur Researcher will apply this way in my Pekanbaru? To avoid misinterpretation, the terminology in this research can be defined, as follows: 1. Vocabulary is defined as a list of new words which should be mastered to recognize, understand and produce stock word and their meaning. 2. Hyponymy is relationship which defines the meaning of a word to another word.

3. Games are effective ways to 6 males and 5 females as the encourage students to more active in the teaching learning participants in this research. The process. reason for taken this class as 4. Descriptive text is a text which lists the characteristics of participants because of the students something like person, place, and thing. had lack of vocabulary in the class that 2. METHOD OF THE knowing from interview with the RESEARCH English teacher. This research was Classroom Action Research (CAR). The In collecting the data, the researcher was conduct the research collaboratively with English teacher to researcher was used some instruments prevent the problems of students’ vocabulary skill by using Hyponymy as the following: Games. 1. Test According to Cresswell (2005:550) action research designs are systematic The first step to gather the data procedures done by teachers (or other individuals in an educational setting) is test. It was gave to the to gather information about, and subsequently improve, the ways their students in the end of every particular educational setting operates, their teaching and their student cycle. learning. 2. Observation The researcher was takes the students at tenth grade of SMA An- Collaborator was check the Nur Pekanbaru were 11 students with observation sheets based on the indicators of reading comprehension that implemented by them during teaching and learning process. 3. Field note Field note is the instrument that the researcher w use to collect the data. 4. Interview This interview was used to determine the opinion or

responses students regarding previous or original of hyponymy games learning their vocabulary. model in order to improved the b. The specific lesson plan skill to learn vocabulary in and teaching materials English. based on the problem. In this process, researcher was c. The researcher prepare use the structured interview. observation checklist to According to Kemmis and Mc Taggart obtain the data needed. in Burns (2007:10) typically involves d. The researcherplan in four broad phases in a cycle of the applying of research. The action research process hyponymy games in the describes as follows: teaching and learning Figure Research Procedure process. 2. Action 1. Plan This step, the researcher was Before conducting the action, carry out the entire detail action program as planned above in the the researcher was prepared all need class. The teaching activities or to found out the condition of the Hyponymy Games will be student performance in English conducted step by step based on the teaching learning process, the lesson plan. researcher was planned: 3. Observation The observation was conducted a. Based score in order to to knew the students’ learning know the students’ process and their involvement or engagement, their response and their attitude of the learning process would be observed and recorded by both of the researcher and the

collaborator through direct researcher introduced the descriptive observation text and presented topic about “My 4. Reflection Friend (Yudha)”.There were some students paid attention and another In the last step,the researcher busy with their own activity. The was evaluated the result to found researcher asked the students to whether it is necessary to conducted mention the vocabulary based on the another cycle. Also, useful to nature of “Yudha” that the researcher handle the weakness of teaching presented before. For example like, and learning activities found during body, tall, uniform, shoes and friendly. the cycle process. But some students had difficulties in identifying which is noun and 3. FINDINGS adjective then the researcher gave an To what extend the hyponymy explanation to the students. The games can improve students' students were asked to write down the vocabulary in descriptive text at vocabulary that they got from the text tenth grade of SMA An Nur on their book and found the meaning. Pekanbaru? After that, the researcher asked the a. The Result of Cycle I students to read or pronounce the new 1) Plan vocabulary that they got. Then, the On Cycle I, the researcher provided researcher reviewed again the lesson. five meetings with one topic to four The activities did not run well yet, but meetings and one topic for test Cycle I the students looks interested in in five’s meeting. learning vocabulary. This second meeting was conducted 2) Action on May, 10th2016, in this meeting was quite better than before. The class The first meeting was conducted on started at 14.20 pm. After praying and May, 10th2016, the researcher came to checked the attendance list. The the class and checked the attendance list at 12.50 pm. After that, the

researcher continued the material that most of the students were about teaching vocabulary by uses interested and entusiastic in learning Hyponymy games. Before students vocabulary in descriptive text by learn the new vocabulary, the using hyponymy games. Before the researcher introduced and given lesson begun, the researcher reviewed example about Hyponymy games. The the last lesson. Students mention about researcher gave motivated to students’ the last (My Dora). Then, the how to learn the new vocabulary based researcher presented the topic for this on the topic “My Dora (Cat)”. The meeting about “The National researcher practiced the technique of Monument (Monas)”. The researcher teaching as the example before the gave vocabulary from the topic students do it. After the students example; symbolizing and fight. Then, understand, the researcher asked them asked the students to found the to mention and write down the name of meaning the word and wrote new new vocabulary from the text. The vocabulary like symbolizing that can researcher asked the students to found be belong to flag, tower, sign and new vocabulary that belong to pets image. And fight can be belong to (example: cat, rabbit, dog), adorable patriot, independent, colonizer. After (example: lovely, beautiful), cute that the students asked to write down (example: sweet, funny) and other new vocabulary and the meaning that words. Finally, the students were asked they got on their book and read their to write down new vocabulary and work.Students can finished the task meaning on their book and read their and enjoyed during the learning collection of word that they got. The process. students are enjoyed in learning The fourth meeting was conducted on process. May, 12nd 2016. The lesson started at The third meeting was conducted on 10.20 am. It showed that students were May 12nd 2016. The researcher started interested in learning process, most of the lesson at 08.50 am. It could be seen students can found the meaning of the

new words that they got and students the use of hyponymy games could can read their collection of words well. motivate the students in learning The researcher gave a good English, especially in learning motivation, the teacher reminded that vocabulary. It can be seen from their they have to pay attention during activeness during the class. The class learning process happened. Teacher can be controlled although sometimes revised learning from the first meeting they are noisy during the lesson. Over to third meeting.And the researcher all, thestudents showed a good prepared the students for next meeting performance during having class. to the final exam in the cycle 1. From the students’ vocabulary 3) Observations test given after conducting the This steps in referring to the classroom action research in cycle 1 by applying hyponymy games was able to above actions, while learning process improve the students’ vocabulary. It was done, the collaborator observed was found the result of students’ the students’ and teacher’s and vocabulary test improve in the cycle 1. activities. It was applied in every The results in the entire test can be meeting. To observe the result of the presented as in following: action done in the cycle 1, the researcher used some technique such Table 4.3 as test, observation and field note. The Students’ Vocabulary Score Test researcher conducted the vocabulary test in the end of cycle 1in order to Cycle I measure how far the improvement the students were made. The improvement Vocabulary Average the students’ achievement could be No Score in seen from the percentage of the Cycle I students test score. From the observing Indicators the teaching learning process in the 20 first cycle, the researcher found that 1 Noun 20.72 2 Verb 21.45 3 Adverb 20.36 4 Adjective

From the students’ vocabulary attention but another was busy with test result it can be concluded that the their own activity. Some students still students’ vocabulary can be improve got difficult when the researcher asked by using hyponymy games. It can be them to found form of vocabulary such seen from the students’ score in every as noun, verb, adjective and adverb cycle which has significant from the text. improvement. The average score of cycle 1 score for noun was 20. Verb in b. The Result of Cycle 2 cycle 1 was 20.72. Adverb in cycle 1 1) Plan was 21.45. Adjective in cycle 1 was The researcher wanted to solve the 20.36. In the first cycle, there was problem, as result the researcher and significant improvement for each collaborator did some revise, gave indicator. It shows that the student some more stress in understanding the have good improvement in their topic presented. After presenting, in vocabulary. Most the students get a the end of the meeting, the researcher rising value. helped the students to explain again the main difficulties faced by the 4) Reflection students. The researcher gave more While the researcher was chance to ask questions they did not know. The phases of the second cycle conducting learning process by using were 5 meeting. hyponymy games, the researcher and 2) Action collaborator give the observation by The first meeting of cycle 2 was taking fieldnote and the other conducted on May, 13th 2016. The requirements of implementing researcher came to class as usually. Classroom Action Research The researcher opened the class and Procedure.In the cycle 1, the checked attendance list. In this researcher and collaborator found meeting, it could be seen the students some problem. Some students paid paid attention to the teacher. The researcher gave explanation about

descriptive text and hyponymy games students, and students responded well. and also students do their task well. The researcher continued the material Students answer teacher’s question. about descriptive text and hyponymy The students were asked to found the games. The researchersupported new word based on the topic, and students to got the new vocabulary in found the meaning. Students write descriptive text aboutanimal (Rabbit), down their new vocabulary that they the students can found the word that got from the topic and read their work has related with the word Rabbit, such well. as jump, white, sweet, pet and others. The second meeting was conducted The students were serious in learning on May, 17th 2016. In this meeting that process, every students made started at 12.50 pm, after the collection of words, students interested researcher checked the attendance list, to read their new collection words. The the researcher continued the material researcher asked them to write their about the learning vocabulary using work on their book. hyponymy games. The researcher The last meeting in cycle 2, it was asked the students to found new conducted on May, 19th 2016 at 08.50 vocabulary from the descriptive text am. The researcher gave good (My Mom), students gave attention motivation to the students, The well, the studentsfocus to their own researcher given example based on the task. The students were disciplined in topic in this meeting (Tanjung Setia the class and they like to found the beach), after the researcher explained new vocabulary from the text and the topic, the students asked to found found the meaning. The researcher the new vocabulary in describe about asked the students to write down their Tanjung Setia beach. The students new vocabulary and read their work. write down their collection word and At the third meeting that was read their work. The students also gave conducted on May, 17th 2016 at 14.20 comments to other students about their pm, the researcher gave greeting to new vocabulary. Students were

interested in learning vocabulary in found the result of students’ descriptive text.The researcher vocabulary test improve in cycle 2. It prepared the students for next meeting was much better than cycle 1. The to final exam in the cycle 2. results in the entire test can be presented as in following 3) Observation As long as the researcher was Table 4.5 conducting the teaching learning Students’ Vocabulary Score Test process through hyponymy games, the researcher and the collaborator kept Cycle II doing the observation by taking fieldnote and observation checklist. Vocabulary Average However, after presenting or applying No Score in hyponymy games, a progress of Cycle I understanding and ability in Indicators vocabulary in descriptive text. The 24.36 researcher and collaborator found that 1 Noun 21.09 most of the students were active in 2 Verb hyponymy games in their class. They 3 Adverb 24 enjoyed the classroom and classroom 4 Adjective 21.09 atmosphere. In order to know that better improvements of students’ Based on the table above, it can vocabulary in descriptive text. The be concluded that the students’ researcher set up a test at the end of the vocabulary in cycle 2 there was an cycle.From the observation checklist, improvement. The average score for it could be seen that hyponymy games noun in cycle 2 was 24.36. Verb in was applied and done well. cycle 2 was 21.09,adverb in cycle 2was 24 and adjective in cycle 2 was After doing the cycle 2, 21.09. It means that by using researcher decided to carry out the hyponymy game in teaching vocabulary test for the students. It was vocabulary, the student can received well. It shows that the students’ vocabulary better than before. Based

on the result, it could be concluded There were some factors that that most of the students of SMA An- Nur Pekanbaru would like hyponymy made the students interested during games was implemented in teaching vocabulary. conducting the teaching and learning 4) Reflection process by applying hyponymy games. Extracting from the evidence above, both of the researcher and the First, the technique, hyponymy games collaborator finally stated that students’ vocabulary scores from cycle was a technique in which students I to cycle II have an environment. Additionally, it showed an increase learn to found new word that had relate that was needed by the students. Also, they followed the hyponymy games in to another word. The technique gave learning vocabulary in descriptive text. Because of those factors researcher opportunity to the students active. So, decided to finish the research. they could learn by do read. If they The Factors Influenced Students’ Vocabulary in Descriptive text by were interested in learning English, Using Hyponymy Games Referring to the analysis data obtained they more attention when they were during the research, the factors influenced the improvement of the studying English especially students’ vocabulary could be identified s follows: vocabulary. Then, in this research, a. The students were interested most of the students were active through hyponymy games. students, the teacher only as a facilitator for them. So, when the researcher applied this technique they were very interested in practicing hyponymy games. b. The students were more motivated toward hyponymy games. In applying this technique, the students were more motivated, happy and enjoyable toward the hyponymy games. From the explanation above, it could be seen that if the students interested with the technique of

teaching, it made them self motivate 4. DISCUSSION and enjoy in learning. If they were In order to overcome the students’ highly motivated, so they really problem in vocabulary, the researcher wanted to learn and they had powerful as a teacher implemented hyponymy reason for doing so. The students could games to find out the extent of media be easy to memorize and understand to improve the students’ vocabulary about the vocabulary. Moreover, the and the factors influenced the students’ happy atmosphere classroom was vocabulary by using hyponymy games. created. The researcher also gave As stated in the previous chapter, this motivation to the students. study was mainly focused on the problem of the tenth grade students of c. The use of hyponym games was SMA An Nur Pekanbaru in mastering beneficial. English vocabulary. The result of During the conducting the based score from students’ vocabulary in descriptive text was 65 research by applying hyponymy (insufficient). It was hard to find out games, the students felt that hyponymy why the ability of the students in games was very beneficial to improve vocabulary mastery was low as there their vocabulary. They could develop were many factors dealing with it. their knowledge about vocabulary. It Since the vocabulary is essential in was support with hyponymy games learning a language, which will help that focus on found the word that had students to understand both spoken and relate to other word. Moreover, there written language, this problem should were some benefits in applying be solved. Therefore, this study, the hyponymy games, they were; engaged use of hyponymy games technique was students’ interest and active conducted to overcome the problem participation gives an authentic and improve students’ vocabulary experience. So, they can learn from mastery. their experience to improve their vocabulary.

Based on the findings discussed which could be seen from the scores above, it could be stated that this that students obtained. Finally, almost objective was successfully achieved. It of the students were improved, could be seen clearly from the result of although one of them obtained the the quantitative data and the qualitative scores that were categorized into data. The result of the quantitative data insufficient level of in the last cycle. indicated that the students had made an Thus, it can be said that the use of improvement in mastering English hyponymy games can improved the vocabulary. The mean score that was students’ vocabulary mastery, although obtained from the base score, cycle 1 there was one student got decrease and cycle 2 clearly showed that there score. was continuous improvement in students’ achievement. It could be The improvement also could be concluded that the problem of students seen from the words that gained by the in mastering vocabulary had been students. When conducting the based solved. score, the students were only familiar with the word “House”. But after they The students’ vocabulary mastery learned English through hyponymy improved which could be seen from games, they know another word which the increase of their mean score from has related to the word of house, there test to test. The students’ achievement are “family, furniture, room”. increased from 65 in the base score which meant this mean score belonged The result of quantitative data was to poor level of mastery, into 82.54 for supported by the result of qualitative the result of cycle 1 test which was data, which was found during categorized into good level. Then, the conducting the action in every cycle. mean score in cycle 2 also increased to The interview which included the 90.52. The result was categorized into students’ response toward the teaching excellent level of mastery. Moreover, and learning process during the the students’ vocabulary also improved implementation of the use of hyponymy games supported the

improvement of the students in English participation during the teaching- vocabulary. All of the students gave learning process and doing the tasks. positive response toward the All of the students looked enjoying the application of the technique. There activities in the class. Their attention to were like to learn English vocabulary the teaching learning activities became through the use of hyponymy games. more serious and they did the Besides, all of the students also said instructions enthusiastically. It was that this technique could motivate observed their activeness in studying them in learning and made them easier from cycle to cycle. As the result, the to learn English vocabulary. teaching and learning process ran well in which all of the students got As the result, the interview showed involved in the activity. Besides, that this technique was beneficial for during the class was conducted, all of them because it could help them in them were present that made the learning vocabulary. According to teaching learning process could be Hatch and Brown (2000: 401), followed by all students. teaching strategies refer to everything teachers do or should do in order to In conclusion, based on the result helptheir learners learn. Which of the quantitative data that supported teaching strategy a teacher will by the qualitative data, the students’ employdepends on the time available, vocabulary mastery was improved by the content (i.e. the component of the implementation of the use of knowledge learners are to acquire), as hyponymy games. well as on its value for the learner (i.e. which learning strategy he or she can 5. CONCLUSIONS AND learn or apply). SUGGESTIONS Moreover, from the result of researcher it showed that the students’ A. Conclusions motivation was good after given a test. It could be seen from the students’ Having completed analysis of data obtained from the test, observation and

field note, the finding of this research b) Hyponymy Games can be concluded as follows: makes the students’ have motivated and 1. The research was conducted enjoyable. based on two cycles. The students’ vocabulary has c) Hyponymy Games was improved in the first cycle beneficial, they were and second cycle. It because some benefits; engaged that the students more active students’ interest and and understand about active participation vocabulary understanding gives an authentic after applying hyponymy experience. games. B. Suggestion 2. Teaching vocabulary through Based on the data gotten and the hyponymy games can found in this classroom action help the students to learn research, there are some suggestions to more new vocabulary easily describe as follows: and can better improve the 1. It is better for the teacher to students’ vocabulary. apply the hyponymy games 3. Teaching Vocabulary through in teaching and learning Hyponymy Games had some activities to improve their factors that influenced the students’ vocabulary that has students’ vocabulary in the same problem as the descriptive text at the grade research. X of SMA An Nur Pekanbaru 2. Teacher needs to be creative as follows : and innovative in hyponymy a) Hyponymy Games games, so the students assists the students’ interest become more active and in vocabulary. participative in learning

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