EXPLORING STUDENTS’ MOTIVATION IN VOCABULARY

LEARNING THROUGH SING-ALONG TEACHING

TECHNIQUE

A DRAFT

Submitted as a Fulfillment of the Requirements for the Educational Degree (Sarjana

Pendidikan) in English Educational Programs

By:

MUAFFIQ NURFAUSAN
Student Id. 882032019101

TARBIYAH FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES

IAIN BONE

2022

i
 CHAPTER I

INTRODUCTION

A. Background

Understanding language according to Walija (1996), language is the most

effective and complete communication to convey massages, ideas, intentions,

feelings, and opinions to others. While according to Teuku Mahadi Sapora T. &

Moghaddas Jafari S. (2017) language is an instrument for humans’ communication

with each other, the growth and development of their talents, causing creativity,

innovation, and novelty, exchanging and transferring their experiences, and on the

whole, for the formation of society. Learning the language is very important,

especially for English language, because English is one of international language in

the world. We have learned English from elementary school, middle school, high

school, even we are in college, we still learn it because English language is the one of

supports so that we are accepted in a job / company that we want.

As we all know, English have four skills: speaking, reading, listening, and
writing. Apart from that, there are three very important basic components in English,

namely pronounciation, grammar and vocabulary. Vocabulary is one of the language

component that have an important role in the development of language skills because

for large majority of learners, the ultimate goal of studying is able to communicate.

The importance of vocabulary is demonstrated daily in and out school (Mofareh

Alqahtani, 2015, p.22). Especially in learning English, vocabulary as one of the

supporting components that will help a lot in learning and developing these 4 skills.

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In fact, one of the most common problems we find in students’ English

progress is the lack of vocabulary. This will also limit students in their development

in speaking English because vocabulary is a basic to mastery all English skills. For

example if we give a short story to students to read, some of them may not be able to

read it well due to lack of mastered vocabulary. Moreover for their understanding of

the text they read, of course it is also lacking due to lack of vocabulary.

There are many media that can help improve students' vocabulary skills, songs

are one of them. Songs as learning media can be a good alternative in improving

various aspects of students' vocabulary learning, both from their learning motivation

and their vocabulary.

Therefore, the researcher will conduct a research on “Exploring Students’

Motivation in Vocabulary Learning Through Sing-Along Teaching Technique”,

because it’s hoped that with this research students are able to enrich their vocabulary

as one of the most important basic component in learning English.

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B. Problem Identification

Based on the background described above the problem identifications are as

follows :

1. Lack of student motivation in vocabulary learning.

C. Research Question

Based on the previous background, the questions of this research is

“How is the students' motivation in learning vocabulary using the sing-along

teaching technique?”

D. Research Objectives

Based on the research questions above, the objectives of the research are to

describe how students’ motivation and interest in learning vocabulary with sing-along

teaching technique?

E. Research Significance

1. Theoritical

Based on the research statement, this research was to see how students’

motivation in learning vocabulary with sing-along teaching technique.

2. Practically

a. For students are expected to be motivated to learn and explore more

vocabulary.
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b. For teachers are expected to be motivated to improve the quality of

teaching, especially vocabulary with interesting and effective techniques,

including with sing-along teaching technique.

c. For the researcher will get advantages and source of knowledge as

information from this research about students’ motivation in learning

vocabulary with sing-along teaching technique . It also is expected to be

useful information to develop their research in the future.

F. Researh Scope

The researcher feels the need to first confirm the scope of the research

so that it will make it easier for readers to understand the title in order to

maintain and avoid mistakes or misunderstandings.

The full title of this study is "Exploring Students’ Motivation in

Vocabulary Learning Through Sing-Along Teaching Technique." Participants

in this study specifically mentioned VII grade at one of the Junior High

School in Indonesia. This study will concentrate on students’ motivation in

learning vocabulary with sing-along teaching technique.

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CHAPTER II

LITERATURE REVIEW

A. Review of Related Literature

The researcher took some previous studies or findings that probably support

this research. There are some studies about Exploring Students’ Motivation in

Learning Vocabulary Through Sing-Along Teaching Techniques.

The first research was written by Aisah Ekarani, 2022, with the title

“Enhancing English Vocabulary Mastery Through Sing-Along Teaching Technique

at 11th Grade of MA Mu’min Cendekia Babelan”. This research aims to prove that

English songs can be used as interesting tools to teach English, especially for

enhancing the teaching vocabulary. In her research, she uses Classroom Action

Research (CAR) design with 4 stages in each cycle, namely planning, action,

observation and reflection. The research was done with two cycles, each cycle

consisted of two meetings. The result of this research showed that there are

significant improvements of students’ vocabulary achievement based on the score

comparison of the pretest, cycle 1 test and cycle 2 test. The researcher also noticed

that the students motivation during the learning-teaching process increased. Then one

of the difference with this research is the method. The research was done with CAR

method while this research will use qualitative case study method.

The second research was written by Eva Faliyanti, 2017, with the title “The

Influence of English Song Toward Students’ Vocabulary Mastery and Students’

Motivation”. The objectives of this research were to know whether English song can

improve the students’ vocabulary, increase students’ motivation and to potray how
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much English song influence the students’ vocabulary mastery and students’

motivation. This research is an experimental research that involved two groups, an

experimental group and control group. The subject of this research is the second

semester of students Muhammadiyah University of Metro in academic year

2015/2016. The result shows that there is a significant difference between students

who taught by using song (experimental group) and without song (control group).

The mean scores of experimental group is higher than control group. The researcher

also found that the students enjoyed and they were fun while learning vocabulary

with English Song. Beside the method, the difference with this research is the subject.

The research subject is the second semester of college students while this research

subject is junior high school students.

The third research was written by Rizky Gushendra, 2017, with the title “An

Experimental Study : Improving Students’ Vocabulary Mastery By Using English

Songs”. This research aimed to find out the use of English songs to improve students’

vocabulary mastery. This is a quantitative research by an experimental design. There

are two variables of this research, English songs as variable X and vocabulary

mastery as variable Y. There were 54 students as the population of this research

which were finally selected into 40 students as the sample. Just like the usual

experimental research, there are two groups namely experimental group (with

treatment) and control group (without treatment). The result of the research showed

that the students’ vocabulary mastery in the experimental group is better than the

control group. Based on the post-test showed that there is a significance improvement

of experimental group students’ before and after treatment. Then one the difference

with this research is the variable. The research variables are English songs and
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vocabulary mastery while this research variables are sing-along teaching technique

and students’ motivation.

The fourth research was written by Dwi Ma’rifat, 2017, with the title “A Case

Study of Using Songs In Teaching English Vocabulary To Young Learners”. This

research was conducted to investigate the song-based activities and stages in teaching

English vocabulary through song. This is a qualitative research with three research

instruments, namely observation, interview and written documents. There were

twenty students of grade one in one private elementary school as the sample of this

research. There were four stages implemented by the researcher, namely opening,

main, follow up and closing stage. The result showed that the students had positive

response towards the used of song in learning English vocabulary. The students felt

happy and enjoyed during the teaching learning process. Also, by using song, it

helped them in understanding English vocabulary even better. Even though both use

the same method, but the difference with this research is the subject. The research

subject is 20 students of grade one in elementary school while this research subject is

students of junior high school.

The fifth research was written by Belinda Gereuw. Meity Muntuuntu, Maikel

Sanger, 2022, with the title “The Use of Song To Increase Students’ Vocabulary at

Seventh Grade of SMP Negeri 1 Siau Timur Selatan”. This research objective was to

increase students’ vocabulary by using songs techniques of SMP Negeri 1 Siau Timur

Selatan. This is a pre-experimental study with 21 students of the seventh grade as the

subject. The research used two instruments for this study namely pre-test and post-

test. The pre-test score is 4,47 while the post-test score is 7,57. It means song is the

right method to use in increasing students’ vocabulary. Both researchs actually chose
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the same level of students as the subject but the difference is the method. The

research used pre-experimental method while this research will use qualitative

method.

B. Theoritical Review

1. Concept of Vocabulary

a. Definition of Vocabulary

If we talk about vocabulary then we talk about words and everything

about it. Vocabulary is a set of words that are combined, so that they have

meaning. Vocabulary cannot be separated from the four skills in language,

namely reading, writing, listening, and speaking (Hornby, 1984, p. 959).

Linse (2006, p.121), also stated that ‘Vocabulary is the collection of words

that an individual knows.’ It can be interpreted that vocabulary is a

collection of words or phrases that are usually used to describe everything in

communication between people, therefore we can use it in communicating

with the others.

Beside pronounciation and grammar, vocabulary is one of the

language aspect that students should pay more attention to because

vocabulary is so important, it’s the main foundation in language. David

Wilkins, a well-known linguist said that the role of vocabulary is very

important in language learning. proven in one of his quotes, namely

"Without grammar very little can be conveyed, without vocabulary nothing

can be conveyed.
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Vocabulary is an essential part in learning a foreign language, where

students learn to memorize word for word so as to allow the increase in the

student's vocabulary. Thus, it can be said that students' memorize of

vocabulary will certainly make it easier for students to speak fluently,

especially English. Richard (2002) explains that vocabulary is the core

component of language proficiency and provides much of the basis for how

well learners speak, listen, read and write. Penny Ur (1996) also put forward

the definition of vocabulary as the words that we teach in a language. From

his statement it can be interpreted that vocabulary is all words in a language

(foreign) taught by the teacher with the aim that students can use these words

in composing sentences for use in everyday communication.

From the definitions above, I conclude that vocabulary is a set of

words that are owned by a person or other entity, or are part of a particular

language. A person's vocabulary is defined as the set of all words understood

by that person or all words that are likely to be used by that person to

construct new sentences. this is what they will use in their daily life.

Vocabulary is very important, especially in the world of education for

students, teachers, and others. Because that's what we need and we use.

Vocabulary will continue to grow, there will always be some new

vocabulary born or appear every day and our job is to keep exploring and

finding out about it so that we can still communicate with the others and our

communication can run smoothly.

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b. The Types of Vocabulary

Based on the general concept, vocabulary lessons are material that

discusses words. Words are different from other linguistic units such as

phrases. One of the differences is words can stand alone and still have

meaning. But of course, when discussing vocabulary, the scope will be wider

than just meaning. According to Nation (2001) there are two types of

vocabulary namely perspective and productive vocabulary. Perspective

vocabulary means the words that usually understand and recognize by the

native speakers but hardly ever use. Passively, it will be used in either

reading or listening. While the productive vocabulary is generally used in

writing or speaking. Beside these two, vocabulary also can be presented in

four kinds namely reading, writing, listening and speaking vocabulary.

Harmer (1991) also divided vocabulary into two types :

1) Active Vocabulary

Active vocabulary refers to the words that we know and expected to be

able to use in our conversation. Normally, the meaning of these words

would come naturally from our communication. This type of vocabulary

filled with words that we can understand and use in writing or speaking.

2) Passive Vocabulary

Passive vocabulary means all the words that we recognize or will

recognize. We will find a lot of passive vocabulary that requires us to

know the meaning of the word. Sometimes, if these passive words appear

in a sentence with more common words, we can recognize their meaning.

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Usually from reading and listening, we will know more about this types

of vocabulary.

In vocabulary, There is also what is called as a tier system (Thaashida,

2008). Tier system in vocabulary is classified into 3 as follows:

1) Basic Vocabulary

This is the first tier in vocabulary. Vocabulary in this tier usually have

a single meaning and don’t require instruction. Examples words of this

tier are often found in adjectives, nouns, verbs, etc.

2) High-frequency Vocabulary

This second tier of vocabulary is filled with words that usually used in

a variety of domains, literature, adult communication, etc. The

characteristics of the vocabulary in this tier are that their vocabulary

usually has many meanings, is widely used in adult discussions,

descriptive vocabulary, usually used for direct instructions, etc.

3) Low-frequency Vocabulary

This third tier of vocabulary is filled with special words that are

usually used for special purposes or in certain situations and conditions

like vocabulary about weather, occupation, technology, school, hobbies,

geographical region, etc.

c. The Importance of Vocabulary

As we all know, vocabulary is one of the most important thing in

language learning. It would be so hard for the learners to understand and

continue to learn a language if they are lack of vocabulary. Alemi and

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Tayebi (2011) states that in language learning including English, vocabulary

can be used as a basic so we can read, write, speak and understand the

language when we listen to it. In addition, Harmon, Wood & Keser (2009) as

well as Cameron (2001) state that vocabulary is an important aspect of

learners’ language development. If their vocabulary development is lacking,

it means their language development is also lacking.

These two statements above clearly state that vocabulary is really an

important factors in language learning. Vocabulary can be used as the key to

master the four skills in language namely reading, writing, listening and

speaking. So learning and develop our vocabulary is a must for the learners

because it is the basic of language and additionaly it will help us to

understand the language better and comunicate with the others.

d. The Aspects of Vocabulary Learning

As an early step in language development, there are several aspect of

vocabulary learning that must be considered for the learners. Lado in

Mardianawati (2012) state that these are five things that can be considered as

the aspects of vocabulary learning :

1) Meaning

In learning vocabulary, is a must to know and understand the meaning.

As a teacher, our role is so important to help the student to memorize the

vocabulary along with the meaning. Teacher also should teach the

possibility of one word having more than one meaning.

2) Spelling
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As we all know, one of the four skills in learning language is reading.

In reading, spelling is an important thing that we must pay attention to in

learning vocabulary because it is the connector sound a letter. It is a must

for the teacher to pay attention to students’ spelling so they can spell

words correctly

3) Pronounciation

Pronounciation refers to how we make the sound of words. In learning

vocabulary, it won’t be suprising if we needed more time only to learn the

pronounciation. It’s because there are several words that have multiple

ways to pronounce it.

4) Word Classes

Well known as part of speech, this aspect also must be considered for

the learners in learning vocabulary. Word classed are important in

learning vocabulary especially in semantic aspect because there are so

many types in it, such as verbs, nouns, adjectives, preposition, etc.

5) Word Use

Word use refers to the way a word, phrase, or concept is used in a

language. Grammar may also included in this aspect and also it is

important because it related to the pattern of regional or social usage as

well as meaning.

e. Teaching Vocabulary

Teaching vocabulary is so important for all teachers especially english

teacher. Nation (2005) explains that the main problems in teaching

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vocabulary is just a few words and a small part of what needed to know a

word can be handled at one time. In addition, he also said that vocabulary

learning is believed to have a positive impact because it will help students in

many ways. Teaching is not easy, including teaching vocabulary. When

students looks like there is no interest in learning or low motivation to learn,

at that time the teacher must think of appropriate and interesting ways so that

students' motivation to learn vocabulary increases. The chosen strategy is

very important because it will greatly affect the increase in student interest

and motivation. Therefore it is important for teachers to know more about

the class and their students to also pay attention to teaching strategies in

order to effectively help students increase their learning motivation.

2. Singing A Song as Teaching Technique

In vocabulary teaching, it is necessary to explore the method which can

arouse students’ motivation. This aspect needs to be considered more because it

will greatly affect the vocabulary learning experience of students in class.

Learning vocabulary with alternative methods that do not match with the

students’ interest could conduct some stress or progressively lose their interest

(Luo, S. (2019). So it’s a must to consider the method in teaching vocabulary to

achieve learning goals properly.

Rizky Ayudhityasari (2021) in his research state that an effective

method is the method that could creates the interest and abilities of the student.

A method will be considered as a proper method if it’s successfully improve

students’ understanding and motivation. In today's education era, many

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researchers have found that most students like to sing and have a high interest

in songs. Most of them spend their free time to enjoy listening and singing to

their favourite song. Some students even think singing songs while studying or

doing assignments help them more focus and relax. This has become a habit

among students which indirectly makes them memorize their favorite songs if

they sing it frequently (Faliyanti, 2017). They will remember the lyrics of the

songs if they enjoy it.

This is why many teachers choose music or songs as alternative media

in learning. This is in line with the research conducted by Syamsiah Depalina

Siregar (2018) that learning with music and songs as alternative media is

believed to increase the role of students during learning, create a positive

learning environment and provide opportunities for students to achieve better

results. Some components of songs such as lyrics, music, melodies, etc. can

increase students' interest in learning vocabulary, especially if afterwards

students can develop their creativity by trying to make their own songs with the

vocabulary they have mastered before. Maemunah (2022) also stated that the

tension that often occur in the middle of learning can be minimized by using

songs as learning media.

Huda, M. S. (2018) also state that in applying sing-along as a

vocabulary teaching technique, researchers are expected to be able to choose

songs that are familiar among students and the lyrics should relevant to the

learning material. Then, students can enjoy the learning process well and

researchers can apply the learning concepts with this technique effectively.
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3. Motivation

Motivation is a process that initiates, guides and maintains a person's

behavior with the aim of achieving a certain goal. In essence, the thing that

drives us to achieve a goal. Motivation is a force within us that triggers us to

act. So, you could say motivation is the main key for us to do something. The

existence of motivation itself is influenced by two things, our needs and desires.

If we feel we need to do one thing, surely there will be a motivation to do it.

Likewise when we want something. We must cultivate self-motivation in

ourself to achieve the goals we want.

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In learning, motivation plays a very important role. because when we

have the motivation to do something, then we will definitely do it in earnest.

Likewise in learning, if we have a strong learning motivation, then we will have

a strong learning spirit as well. It will be very difficult if students lack

motivation to learn. Learning will feel in vain, and students will not be able to

understand the material.

Student learning motivation is also strongly influenced by teacher

performance in the classroom. if we position ourselves as teachers, we must

first know how the class and the students we will teach. By knowing their

characteristics and interests, we can provide the expected learning according to

their style. teachers must continue to see the progress and complaints of

students. From there, we must continue to improve our learning model so that it

remains effectively applied in our classrooms.

Determining the best learning model for students is not an easy.

Therefore, teachers must increase their experience and knowledge in order to be

able to deal with things like this. teachers also play an important role in

increasing students' learning motivation. The teacher can do that by presenting

a learning atmosphere that is in accordance with the wishes of the students.

teachers are required to continue to develop their creativity and innovation in

teaching methods that are more effective and interesting.

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C. Conceptual Framework

The conceptual framework is concluded by the researcher as follows:

Conceptual Framework

STUDENTS’ MOTIVATION IN
LEARNING VOCABULARY

PLANNING ACTION OBSERVING REFLECTING

ADVANTAGES &
PICTIONARY GAME
DISADVANTAGES

INCREASIG STUDENTS’
MOTIVATION IN
LEARNING VOCABULARY

Based on the framework above, the researcher will apply the

Pictionary Game as the strategy to increase students’ motivation in learning
vocabulary.
 CHAPTER III

RESEARCH METHOD

A. Research Approach & Design

This research used a qualitative approach using experimental design

techniques in Classroom Action Research (CAR). CAR is a method of finding

out what works best in a classroom so that we can improve student learning

(Julian Hermida, 2001). In the application of CAR, it is usually carried out

several cycles. However, CAR that the researcher applied in this research only

consisted of one cycle. In one cycle, there is one pre-cycle and 4 stage of

cycle include planning, action, observation & reflection.

1. Pre-cycle

In pre-cycle the researcher planned to conduct a pre-observations at the

school that is the subject of research, namely MTS Al-Amir Fil Jannah Bajoe.

In this step, researcher found out the problems faced by teachers in teaching

especially English as well as to observe classroom conditions and student

learning.

2. The stage of cycle

a. Planning

1) In this step, the researcher prepared the material

2) Making lesson plan, lesson plans are made tailored to the topic of

learning and the problems faced by the teacher in teaching English.

3) Preparing learning media as a support in the learning process.

4) Preparing research instrument.

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b. Action

In this activity, the researcher conducted the activities based on the

planning that have been made previously. The activities in this step are:

1) The researcher wrote, mentioned with correct pronunciation and

explained a little about some vocabulary about fruits and vegetables.

2) The researcher applied the Pictionary Game.

3) Giving the chance to the students to ask question and giving respond

about about the difficulties or problems that may be encountered in the

learning process.

4) Giving test

c. Observation

The researcher observed the students, the teaching and learning

process during the action research. The researcher observed several

things during the action research such as the students’ enthusiasm during

the class, students’ response, and also student's ability to do the test

given. The researcher used an observation checklist to ensure that all

stages of the planned learning take place properly.

d. Reflection

In this activity, the researcher determined whether the application of

the new method (Pictionary Game) was successful in providing

improvements to students’ motivation in learning vocabulary or vice

versa. Beside that in this activity, the researcher also reviewed the entire

CAR process as a lesson for further research.

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B. Site and Participants

1. Site of The Research

The site (location) of this research takes place in MTS Al-Amir Fil Jannah

Bajoe at Kesehatan street, Bajoe Village, East Tanete Riattang Sub-district,

Bone District. Before choosing the school, the researcher also had several

other school options. The reason the researcher chose the school was because

the researcher identified the relationship between the problem that was the

object of research and the problems that existed in the school.

2. Participants of The Research

The participants (subject) in this research are 10 students at seventh grade

(group A) of MTS Al-Amir Fil Jannah Bajoe. As for the informants in this

research is the English teacher of seventh grade of MTS Al-Amir Fil Jannah

Bajoe.

3. Data and Data Source

This research uses data primary and secondary as the source of this

research. The data primaries from this research are test, documentation,

observation, and interview that taken in the classroom of the seventh grade

(group A) at MTS Al-Amir Fil Jannah Bajoe. While the data secondary from

this research are some journal, thesis, book and other supporting sources that

related to this research.

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C. Research Instruments

The instruments used to get the data in this research are:

1. Test

Tests are used to find out the effects of the CAR actions that have been

applied. Students will be given test after the CAR action is applied in the

classroom, namely learning vocabulary using Pictionary Game. The test

consist of 10 multiple choices question with picture. Each question have score

10. If students can answer all questions correctly, the students will get score

100. The test is given in paper form.

2. Observation

Observation is intended to see and know about the condition of teacher and

students in the class. For teacher, we observe the real problems that teachers

face in teaching in the classroom. While for students, we observe the students’

activity during English teaching and learning process. Observation is also

carried out during the action research in the classroom to see whether the

applied methods have a good impact on the existing learning process or vice

versa. The researcher used an observation checklist as well as an observer

during the class.

3. Documentation

This research use documentation as one of the instrument for this research.

The researcher will take some photos that related in the research and being as

data collecting.
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4. Interview

The researcher also interviewed several samples of research subjects about

the perceived effect of the application of the new method applied by the

researcher.

D. Validity and Reliability of Instruments

Validity and reliability are two main factors that need to be considered in

developing and testing instruments that will later be used in research. Both are very

important considerations that will help the researcher ensure the quality of the

measurements and data collected for the research.

1. Validity

Validity is used to be a reference for the extent to which the instrument

accurately measures what it wants to measure. Three types of validity that are

generally used by researchers as material for consideration are content,

construct and criterion validity. Content validity is used to indicate the extent

to which the instrument accurately measures or represents the content of the

trait or property that the researcher wants to measure. Construct validity is

used to indicate whether the measurement method accurately represents a

research and produces observations that are different from those produced by

other researches. Criterion validity used as a consideration is used to show the

extent to which the instrument score is correlated with the external criteria of

other instruments that are used in the research.

In testing the validity of the instrument, the researchers used the

following formula:
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rpbi =
SDt √
M p −M t p
.
q

2. Reliability

Reliability in research is a consideration of how consistently an

instrument measures what it wants to measure. Three types of reliability that

are generally used by researchers as material for consideration are test-retest,

interrater and internal consistency. The test-retest is used to prove whether the

results of using the instrument will be the same if it is repeated several times.

if it repeatedly gives the same results, then the instrument has a high test-retest

reliability. Interrater is used to test whether the instrument can produce the

same results even though it is used by different researchers. Then internal

consistency is used to test whether the instrument obtains the same results

from various sections of the test designed to measure the same thing.

In testing the reliability of the instrument, the researchers used the

following formula:

N  xy   x  y 
rxy 
[ N  x 2   x  ][ N  y 2   y  ]
2 2
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E. Procedure of Data Collection

Some of the steps that researchers took in collecting data for this research are

as follows:

1. Researchers did a pre-observations in MTS Al-Amir Fil Jannah Bajoe at

Kesehatan street, Bajoe Village, East Tanete Riattang Sub-district, Bone

District before setting an action for the problem to be studied.

2. In this pre-observation, the researcher reviewed many things starting from

the condition of the class, students, teachers and also the school.

3. The researcher also chooses the class that will be used as the object of

research

4. The researcher also collected a lot of data by conducted an interview with

English teachers at the school.

5. The data collected from the interview include the names and number of

students from the class that is the object of research, as well as the

problems that English teachers often face in teaching vocabulary at the

school.

6. In addition, researchers also collect data by finding out students' interest in

learning or learning motivation, especially in learning vocabulary.

7. The follow-up of the pre-observation process with regard to research is

further communicated with the teacher or homeroom concerned via

whatsapp.
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F. Technique of Data Analysis

Technique of data analysis is the process of collecting data systematically to

facilitate researchers in obtaining conclusions.

In analyzing the data of this research, the researcher used the techinque of data

analysis by Miles & Huberman (1992, p. 16). Based on their concept, data analysis

consists of three steps of activities that occur simultaneously, namely: data reduction,

data display, conclusion drawing/verification. The three steps can be described as

follows:

1. Data Reduction

Data reduction is defined as the process of selecting, focusing on

simplification, abstraction, and transformation of rough data that emerges

from written notes in the field. Data reduction takes place continuously during

a qualitative research-oriented project.

Data reduction is part of the analysis. Data reduction is a form of data

analysis in which we carry out the process of categorizing, directing,

sharpening, removing unnecessary, and organizing data in such a way that it is

easier for researchers to draw final conclusions and be verified.

2. Data Display

Miles & Huberman defines a display as an organized collection of

information that provides the possibility to conclude and taking action. They

believe that better display are a primary means of valid qualitative analysis.

All of them are designed to combine organized information in a form that is

neat and easy to understand. In this way an analyst can see what is going on,
 23

and determine whether to draw the right conclusions or continue to do the

analysis that the display suggests might be useful.

3. Conclusions Drawing/Verification

Drawing conclusions according to Miles & Huberman is only part of

an activity from a complete configuration. During the study, the conclusions

also remain verified. The verification may be as brief as a rethink running

through the analyst's (researcher) mind as he writes, a review of field notes, or

it may be thorough and laborious with reviewing and brainstorming among

colleagues to develop intersubjective agreements or as well as extensive

efforts to place copies of a finding in other data sets.

 CHAPTER IV

FINDINGS AND DISCUSSION

The purpose of this research is to describe the increase in students' motivation

of seventh grade of MTS Al-Amir Fil Jannah Bajoe to learn vocabulary by using

Pictionary Game. In this research, the researcher uses the classroom action

research as method with one cycles. In this chapter, the researcher will describe the

results of the research based on the planning and other steps that have been passed

by the researcher. The researcher were doing planning, action, observation,

reflection and data analysis. Besides that, the object of this chapter was to present

the research finding and which provide evidence answering research question of

this research (Chapter 1).

A. Findings

1. Pre-cycle Report

The first step that the researcher took in this study was pre-observation.

Observations were carried out for approximately one day to see the condition

of the school and class and to collect data from the English teacher through

an interview at the school. The data obtained from this pre-observation is

about the class that will be the object of research, including the problems that

teachers face in teaching vocabulary for students of MTS Al-Amir Fil Jannah

Bajoe especially in the seventh grade. In summary, the data obtained by the

researchers showed that the students' interest in learning English at MTS Al-

Amir Fil Jannah Bajoe could be categorized as still quite low. However, the

motivation of students there to learn English is still there even though it’s

24
 25

subjective. Subjective meant here is the reason students are excited to learn

English is not purely because of the lesson, but they are happy with the

teacher and the learning methods applied. But in fact it is not enough to

increase students' real learning motivation, especially in learning vocabulary.

So the main problem found in this stage is the low motivation to learn

vocabulary for students at seventh grade (group A) of MTS Al-Amir Fil

Jannah Bajoe.

2. Cycle Report

a. Planning

In this research, researcher planned to conduct the cycle in one meeting.

The meeting is scheduled for Tuesday, June 21, 2022, at 08.30 – 09.00

WITA based on the student schedule in the school (for one meeting).

Before doing the teaching learning process, the researcher prepared the

following things:

1) Material and lesson plan

2) CAR Design (Proposal)

3) List of student name

4) Observation checklist

5) Test

In this meeting, the researcher planned to discuss material namely

vocabulary about fruits and vegetables using Pictionary Game. the meeting is

held face to face in class 7A of MTS Al-Amir Fil Jannah Bajoe. Beside that,

the researcher planned to test students' vocabulary about fruits and

 26

vegetables after applying the learning method using Pictionary Game. At the

same time the researcher planned to review the extent to which students'

motivation to learn vocabulary increased after the application of the method.

b. Implementation of the Action

In this research, the researcher acted as a teacher and teaches students

using the material which prepared before. However, the researcher also

acted as an observer in the class. The researcher observed all of the activities

in the class including the teaching-learning process and also filled in the

observation checklist that has been prepared.

In this step, the researcher taught the students based on the lesson plan

that has been prepared. Tuesday, June 21, 2022, the researcher did the

research. First, the researcher started the class by pray and checked student

attendant list. Second, the researcher introduced himself. In this meeting, the

researcher gave introduction about the material. The researcher also

explained about the learning objectives. Besides that, the researcher also

introduced the pictionary game as strategy that used in teaching vocabulary.

After that the researcher the researcher wrote, mentioned with correct

pronunciation and explained a little about some vocabulary about fruits and

vegetables. Then the researcher lead the students to pronunciate the names

of the fruits and vegetables with good and correct pronunciation. Next, the

researcher explained about the characteristic of some fruits and vegetables.

Then the researcher guided students to try to memorize the name & the

characteristic of Fruits & Vegetables using picture as learning media. After

 27

that, the researcher applied the Pictionary Game as main act to increase

students’ motivation in learning vocabulary. Then the researcher gave the

chance to the students to ask question and answered/responded about some

question from the students. For evaluation, the researcher gave test based on

the material that had been studied. Last, the researcher closed the class by

concluding the material, pray and thank the students.

c. Observation

After the implementation of the action above, the researcher found all

student had got the material evenly. In this step, the researcher did an

observation using the observation checklist. The observation checklist was

made by the researcher himself by considering many aspects that related to

the research. The results of the observation checklist are described as

follows:

1) The students really pay attention while the teacher explains.

2) The students are good at pronounce the vocabulary with correct

pronounciation.

3) The students memorize half of the vocabulary that has been

taught.

4) The students don’t really understand the other things about the

vocabulary (characteristic, benefit, etc)

5) Many students are active in asking questions.

6) Almost all of the students are brave enough to talk about things

they agree and disagree with.

 28

7) All students follow the teacher's instructions.

8) Some students are pretty brave to express their opinion or their

own ideas.

9) The students are really excited during the game session.

10) Some of the student not really excited during the test

d. Reflection

After the class, the researcher conducted an analysis of the results. The

results of the analysis show that the application of the pictionary game is

successful in increasing students’ motivation in learning vocabulary. First,

this is shown from the results of the observation checklist described above.

Second, the researcher feels confident that the action implemented is

successful by looking at the results of the test. The test results showed that 4

out of 10 students got perfect test results by answering all the questions

correctly. While the other 6 answered incorrectly on one or two questions.

This really shows that the application of the action (Pictionary game)

succeeded in increasing the students' vocabulary. Third, this result was

further strengthened by the results of interviews conducted by researchers

with students after the class. The researcher chose a sample consisting of 3

out of 10 students who had attended the class. The topic of the interview was

their experience of learning vocabulary by using a pictionary game. The

results of the interview are as follows:

“In my opinion, the material presented by Kak Fausan is very interesting

also with an interesting method. The material presented increased my

 29

knowledge of various name fruits and vegetables in English. The game was

also very exciting. I became more and more interested in learning other

vocabulary using pictionary game” (Syafa Az-Zahrani, she answered all the

questions on the test correctly, 100 points)

“At first, I thought that only some easy vocabulary that we will learn, but

it turns out that there are many things I don't know. but sir fausan teached it

very fun and easy to understand. Because of that, I can find out more names

of fruits and vegetables in English” (Zaskia Amirah, she answered 9

questions correctly, and one question incorrectly, 90 points)

“Sir Fausan's English class added more knowledge and explore more

about the names of fruits and vegetables along with their English and the

correct pronounciation. The game was very fun, I like it” (Zaskia Amirah,

she answered all the questions on the test correctly, 100 points)

B. Discussion

Based on the findings, the result showed that the pictionary game are really

useful in increasing students' motivation in learning vocabulary. It indicates that

after using pictionary game as strategy, based on the interview, the students

become more interested in learning more vocabulary by using Pictionary Game.

This showed that the actions that the researcher applies have a positive impact on

vocabulary learning at seventh grade (group A) of MTS Al-Amir Fil Jannah

Bajoe. The test results also show that they feel motivated and excited when

learning is given with interesting methods such as this pictionary game. In

addition, one of the benefits of the picctionary game in vocabulary learning is to

 30

make it easier for students to recognize and memorize vocabulary and strengthen

students' memory of the vocabulary being taught which of course if taught with

boring methods such as ordinary memorization, students will be bored and not

interested in learning vocabulary. Beside that, the researcher succeeded in

making the classroom atmosphere more lively by provoking students to continue

to provide feedback, whether it be in terms of pronunciation or characteristics,

etc.

The conclussion is the use of Pictionary Game as a vocabulary teaching

method is proven to increase students' motivation to be more excited in learning

more vocabulary in the future.

 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presented the conclusion and suggestion based on the data

findings of the research.

A. Conclusion

Based on the research findings, the use of Pictionary Game is proven to

increase students' motivation in learning vocabulary. This fact is showed by the

qualitative data collected during the study. The data showed an increase in

students' motivation in learning vocabulary as well as students' enthusiasm in

learning English in general. Based on the research findings, the researcher can

also conclude that the use of Pictionary Game as a vocabulary learning media

clearly showed that vocabulary learning becomes very interesting and entertaining

for students if it is used with the right method. In addition, the application of this

method successfuly made the classroom atmosphere more interesting and exciting.

In conclusion, based on the results of tests and interviews, it clearly showed

that there is a significant increase from students' motivation which is higher than

before. This research as a whole really showed the use of Pictionary Game in

increasing students' motivation in learning vocabulary at seventh grade (group A)

of MTS Al-Amir Fil Jannah Bajoe is succesful.

31
 32

B. Suggestion

After finishing the research, the researcher considered some useful

suggestions for teachers, students and future researchers about increasing

students' motivation in learning vocabulary.

First, the suggestions for teachers to have the ability to make

vocabulary teaching more creative and fun by applying various strategies

so that teaching process can runs actively, innovatively and effectively.

Second, for the students. The researcher really hope the students can more

enthusiastic in learning vocabulary, because vocabulary is very important as our

foundation in language, especially in English. One of the technique that will

simplify the process of memorizing vocabulatu is by using pictures. Students also

try and study hard to solve their own problems. In this case, it is about self-

confidence, motivation and enthusiasm in learning vocabulary.

For the next researcher, the researcher hopes that the next researcher can

explore more about the use of Pictionary Game in increasing students' motivation

in learning vocabulary. Further researchers are also expected to prepare everything

as well as possible in their research and can follow up on this research.

Researchers also hope that the results of this study can provide benefits and

sources of knowledge and can be a reference or comparison for the next

researchers.

In addition, this mini project thesis is really far from being perfect, because

of that constructive criticism and suggestions are highly expected to support this

thesis in the future.

 BIBLIOGRHAPY

Akrimah, Rilly Yaumil, Nainggolan, Flora, Sinaga, Tuntun. (2016). Teaching

Vocabulary Through Pictionary Game To The First Grade of SMPN 1 Way

Tuba, University of Lampung, p.6.

Alqahtani, Mofareh. (2015). The Importance of Vocabulary in Language Learning

and How To Be Taught, International Journal of Teaching and Education,

Vol III, No. 3, p. 22.

Genesisd. (2017). 10 Vocabulary Games to Get Your Students Seriously Enganged.

Fluentu English Educator Blog.

www.fluentu.com/english/educator/blog/esl/tefl/ell/vocabulary-games/.

19.32 pm, July 10th 2022.

Hinebough, J. P. (2009). A Board Game Education, Lanham: R & L Education.

Hornby, AS. (2005). Oxford Advanced Learner’s Dictionary (7th edition), Oxford:

University Press, p. 959.

Huberman, Miles. (1992). Analysis of Qualitative Data, University of Indonesia, p.

16.
Iswandari, Rina Dyah. (2017). The Effectiveness of Pictionary Game in Improving

Students’ Vocabulary Mastery To The Fifth Grade Students of SDN 2 Ukir

Rembang, Faculty of Languages and Arts, Semarang State University, p. 6.

Linse, C. T. 2006. Practical English Language Teaching young Learners, New

York: McGraw Hill Book Company, p. 121.

Nation. (1990). Teaching and Learning Language, New York : New Burry House, p.3

33
 34

Richards, Jack C, Willy A. (2002) Renandya, Methodology in Language Teaching,

New York: Cambridge University Press, p. 255.

Sapora,Teuku Mahadi, Jafari, Jafari. (2017). Language and Culture. International

Journal of Humanities and Social Science, Vol. 2, p. 17.

Ur, Penny. (1996) Acourse in Language Teaching, United Kingdom: Cambridge

University Press, p. 60.

Walija. (1996) . Indonesian in Conversation. Jakarta, IKIP Muhammadiyah Jakarta

Press.

Wikipedia, Pictionary Game, https://en.wikipedia.org/wiki/Pictionary, 14.32 pm, July

12th 2022.
34
APPENDICES

35
 APPENDICES
 LESSON PLAN
 TEST
 OBSERVATION CHECKLIST
 DOCUMENTATIONS

36
 LESSON PLAN

School : MTS Al-Amir Fil Jannah Bajoe

Subject : English

Class/semester : VII/2

Topic : Fruit & Vegetables

Time of meeting : 1

Time allotment : 40 Minutes

1. Standards of Competence

Know and understand about the names & the characteristic of Fruits & Vegetables.

2. Basic Competence

Respond by repeating words or sentences in various games out loud about Fruits &

Vegetables.

3. Indicators

 Students are able to say the name of Fruits & Vegetables with good and correct

pronounciation.

 Students are able to describe the characteristic of Fruits & Vegetables.

4. Learning Objective

Students can communicate verbally well at a simple level regarding the mention of the

name of Fruits & Vegetables and more things about Fruits & Vegetables in everyday

life.

5. Media & Learning Resources

Media : Whiteboard, pictures, paper, etc.

Learning resources : Teacher.

37
 38

6. Learning Activities
 Time
Activity Description
Allocation

 Teacher greets the students by 39

saying “Assalamualaikum
Warahmatullahi Wabarakatuh”
and asking about how they are.
 Teacher guides the students to
Lead - in 5 minutes
pray before starting the class.
 Teacher checks the students
attendance list.
 Teacher gives an introduction to
the material to be studied.
 Teacher mentions some of main
points that students will learn.

 Teacher mentions some

vocabulary about kinds of Fruits
& Vegetables.
 Students reiterate some
vocabulary about kinds of Fruits
& Vegetables with good and
Kinds of Fruits & correct pronunciation. 20 minutes
Vegetables  Teacher explain about the
characteristic of Fruits &
Vegetables.
 The teacher guides students to try
to memorize the name & the
characteristic of Fruits &
Vegetables.

 Teacher gives interesting games

to students about Fruits &
Vegetables.
Games & Evaluation 10 minutes
 Teacher evaluates students'
understanding about Fruits &
Vegetables

 Teacher for the last time gives

students the opportunity to ask
questions about the material that
just been studied
 40

Watampone, 12th July 2022

The
Researcher,

MUAFFIQ
NURFAUSAN
Student Id. 882032019101
40
 41

Name :
Class :
Serial Num. :
TEST

Direction : Circle in on the correct answer!

1. What fruit is this?

A. Guava
B. Watermelon
C. Avocado
D. Grape

2. What vegetable is this?

A. Carrot
B. Bean
C. Broccoli
D. Mushroom

3. What fruit is this?

A. Apple
B. Pineapple
C. Guava
D. Banana
 42

4. What vegetable is this?

A. Corn
B. Chili
C. Spinach
D. Tomato

5. What fruit is this?

A. Strawberry
B. Grape
C. Banana
D. Tomato

Direction : Put a tick to the correct image!

6. Description : It’s sweet and the skin is dark red.

 43

7. Description : It’s big, the skin is light green and

dark green and has many seeds.

8. Description : It’s sour, and purple.

9. Description : It’s round and oval in shape. The

skin is brown and has a savory
and delicious taste.
 44

10. Description : It’s yellow and slightly

orange and tastes sweet
 Observation Checklist

School’s Name : MTS Al-Amir Fil Jannah Bajoe

Study Year : 2021/2022

Class/Semester : VII A/2

Main Lesson : English

Cycle/Meeting : 1/1

Checklist one of the four numbers in the scores column!

No What did you observe 5 4 3 2 1
The students pay attention while the teacher
1 ✓
explains.
The students pronounce the vocabulary with
2 ✓
correct pronounciation.
3 The students memorize the vocabulary. ✓
The students understand the other things
4 about the vocabulary (characteristic, benefit, ✓
etc)
5 The students follow the teacher's instructions. ✓

6 The students feel free to ask questions ✓

7 The students feel free to agree and disagree ✓

The students feel free to express their own
8 ✓
ideas
The students are excited during the game
9 ✓
session.
10 The students are excited during the test. ✓

Note: Excelent:5; Good:4; Enough:3; Unsatisfactory:2; Not Applicable:1

45
DOCUMENTATIONS

46