CHAPTER I

INTRODUCTION

1.1 The Background of Research

Language is a useful tool to communicate with others. One of the languages is

English, it is considered as an International language. In Indonesia, English is one of foreign
language which is taught in elementary school, junior and senior high school, also in college.
In English learning there are four skills such as reading, writing, speaking, and listening
which the students are expected to master all of it. The main element to master the English
skill is Vocabulary. Vocabulary is vital to communicating with others and understanding
what is reading. The researcher know that information is known to everyone, acknowledging
in instead of taking it for granted as important goals to your child’s list of basic skills to
master. It means that vocabulary is important thing in our knowledge because its need start
from our basic until we have able or master.

The student will learn English easily if they know English vocabulary first. However,
to learn foreign language, the first element is master in vocabulary because is very important.
Mastery of vocabulary is very important because it can improve many subjects in English
learning. Vocabulary is central part of language. The more words students know well and can
use, the more meaning they can communicate in a wide variety of circumstance. In
vocabulary class, the students should have good ability in English vocabulary because it can
support all subjects in English. Learning vocabulary in class is success when the students
understood what the teacher teaches and they can give feedback about material. The mastery
of vocabulary is very important in language teaching.

However, in English learning as for students Junior High School in SMP N 3

PEMATANGSIANTAR academic year 2019/2020, the students still have problem about
vocabulary mastery. Usually, most of the students still consider that English is a difficult
lesson, especially in vocabulary mastery. Many students do not understand to what the
teacher teaches in English when the teacher gives them text or paragraph. The students do not
understand the meaning of the text or paragraph, so they cannot answer the question from the
teacher. Although the teacher explains mastery clearly, the students still do not understand
about the material because they are lack of vocabulary.
 This case happens because many students are not accustomed to read the English
book, listening English music or watching English movie. The students need habit and aware
about their problem to increase their vocabulary in English. Most students are taught not to
memorize vocabulary, usually if it is taught by appropriate method, the students will easily
receive a lesson which is taught by using game in learning. For example, the more often a
word is successfully retrieved from memory, the easier it becomes to recall. In this case, the
researcher tries to build the spirit of the students to increase their vocabulary by Dice Game.
This game provides opportunities for students to study while play fun game in the classroom.
Using game in learning English is very important in learning English in order to make
students easily to catch the material.

Based on the above explanation, the researcher wants to make action research to know
how dice game can to improving students’ vocabulary mastery. So the researcher conducts an
action research with the title “The Use Dice Game Strategy Improve the English Vocabulary
of Seventh grade Students of SMP N 3 Pematangsiantar academic year 2019/2020.

1.2 The Problem of Research

Based on the previous background, the research problem is formulated as follows:

“Does the Using of Dice Game Strategy effect to Improve the English Vocabulary of Seventh
Grade Students of SMP N Pematangsiantar in academic year 2019/2020.

1.3 The Objective of Research

The Objective of this Research is to know the Using of Dice Game Strategy to
improve the English Vocabulary of Seventh Grade Students of SMP N 3 Pematangsiantar in
academic year 2019/2020..
 CHAPTER II

REVIEW OF LITERATURE

2.1 Vocabulary

2.1.1 Definition of Vocabulary

According to Amy Benjamin and John T. Crow (2013:1) Vocabulary is the way we
obtain, and then access new knowledge. And through our vocabulary we pass it on to others.
Vocabulary is a basic tool that is owned by someone who will learn languages because
vocabulary has functions to form sentences. So, learning vocabulary is needed from junior
high school, senior high school, in college to build the spirit of the soul and build one's skills
in learning English. The researcher think learning English it is very fun because learning
vocabulary can be through games, singing, etc. so let's study together to increase our
knowledge because learning English is an international language that we need to use. If in
doubt please step back and if are sure please move forward.

2.1.2 The Importance of Vocabulary

William P. Bintz (2011:44) Vocabulary can be defined as “the words we must know
to communicate effectively: words in speaking (expressive vocabulary) and words in
listening (receptive vocabulary). An extensive body of research exists on teaching and
learning vocabulary. This research clearly indicates that enlargement of vocabulary has
always been and continues to be an important goal in literacy and learning.

2.1.3 The Types of Vocabulary

Some experts have classified types of vocabulary. Shepherd (1980: 1) classifies

vocabulary into two kinds: a receptive vocabulary and expressive vocabulary (productive
vocabulary). Further, he defines the receptive vocabulary as the words known when the
learner listens and reads. The receptive vocabulary is also called a passive process because
the learner only receives thought from others. In language application, the receptive
vocabulary is considered as the basic vocabulary.
2.1.4 Teaching of Vocabulary

Vocabulary Strategy It is important to know about learner’s strategies. According to

Brown and Payne (in Hatch & Brown, 1995: 373) mention five essential steps in vocabulary
learning that represent what learners must do. The five steps are: “(1) having sources for
encountering new words, (2) getting a clear image, either visual or auditory or both, for the
forms of the new words, (3) learning the meaning of the words, (4) making a strong memory
connection between the forms and meanings of the words; and (5) using the words.

2.1.5 Vocabulary Mastery

Vocabulary is one of the language aspects which should be learnt. Learning it is

important because in order to be able to speak, write, and listen learners have to know
vocabulary first. A person said to „know‟ a word if they can recognize its meaning when they
see it (Cameron, 2001: 75).

2.1.6 The Problem of Vocabulary

There are several strong reason for which the vocabulary components of language
course needs to be carefully planned. Firstly because different vocabulary gives greatly
different return for learning, it is important to make sure that learner have a good control of
high frequency words of the language before moving on the less frequent vocabulary.
Secondly, most language teaching course make vocabulary learning more difficult that it
should be as a result of the way vocabulary in the course is sequenced. Grouping, opposites,
synonyms, and items in a lexical set together courses. Interference that result in confusion for
the learners it is simple matter to avoid this problem. Thirdly, vocabulary learning
opportunities and the quality of vocabulary learning can be

2.2 Game

2.2.1 The Definition of Game

Game is a form of use competitive play or sport with rules Oxford Advanced
Learner’s Dictionary, International New Students Editionn (486). Teaching through game is a
technique to motivate students in learning English, it is very important especially in
refreshing and amusing students in learning, so it will not make the students bored while they
are studying English. Game is seen as a great strategy to teach English because by applying
games, teacher engaged students in a conducive and exciting surrounding.
2.2.2 Dice Game Strategy

According to Oxford dictionaries (2010:485) dice is a small cube with each side
having a different number of spots on it, ranging from one to six, thrown and used in
gambling and other games involving chance. It can be concluded that dice is a small cube that
used in pairs in various game. It has one to six dots in the cube and used in gambling and
other games involving chance.

2.2.3 The Procedures of Dice Game Strategy

According to Nul and Rozani (2018:607) In order to get a good result in teaching
vocabulary to elementary school students, it suggested to use word mapping technique. This
strategy can help students to learn vocabulary through play in group and stimulate them to be
active in the classroom with the procedures in the sequential order. There are some
procedures of teaching vocabulary by using Vocabulary Dice Game. The procedures include:

1. Teacher shows a clip or pictures of the vocabulary that will be taught today (e.g Daily
Activity)
2. Then, Teacher asks some question to stimulate students’ background knowledge
about the topic and students answer based on what they know. The question can be
one of these. What time do you usually wake up?
a. What do you do after breakfast?
b. What does mom usually do in the kitchen?
c. How does the sound of birds in morning?
3. Two flashcards will be given to each group. The groups are assisted to identify the
card then describe and tell things they know from the animal printed in the card such
as; the time of activity or the sound of the animal, how the people act.
4. The next stage is the teacher will stand in front of the class. Each group should send
group representative to roll the dice. Once they get the number, they will take the card
and return to the group to discuss the answer of the instruction.
5. After the last group got their instruction, group one will go to front and do the
instruction based on the number of dice they got before. If the answer is right, they get
the point. If the answer is not right, other group have right to answer on the spot and
the point goes to the group that answer correctly.
 Dice strategy games can help students to learn vocabulary easily because vocabulary
learning is done in groups. So, researchers teach vocabulary according to the procedures
listed and in learning vocabulary, researchers must really assess students who have good
achievements. So the strategy of playing dice is very fun and interesting.
 CHAPTER III
METHODOLOGY OF THE RESEARCH

3.1 Research Design

The research design of this research is using quantitative method. According To

Creswell (2014: 155) Quantitative methods involve the processes of collecting, analyzing,
interpreting, and writing the results of a study.

3.2 Population and Sample

3.2.1 Population

Before the sample was collected, the researcher had to determine the
population. According to Arikunto (2014:173) Population is the subject of research.

Table 3.2 The Population of the Research

GROUP Number
VII1 32
VII2 32
VII3 32
VII4 32
VII5 32
VII6 32
VII7 32
VII8 32
VII 9 32
Total 288
Source: Tata Usaha SMPN3 Pematangsiantar(2019)

3.2.2 Sample

According to Arikunto (2006:109,134), a sample must be representative to a

population and if the subject has less than 100, it is better to take all subjects. 3.3 The Data
and Sources of Data
3.3.1 The Data

The data of the research is scores from pre-test and post-test at seventh grade of SMP
N 3 Pematangsiantar. Pre-test and post-test at given about Daily activity.

3.3.2 Source of Data

Source of data of this research is taken from “When English Rings a Bell” Book that
given to the students at seventh grade in SMP N 3 Pematangsiantar with the topic about Daily
Activity.

3.4 The Instrument of Research

1. Pre-Test

Pre-test is done before implementation of Dice Game, when pre-test the researcher
will give them 10 multiple choices about Vocabulary in Daily Activity without using Dice
Game. So the researcher knows of the students is ability in vocabulary improvement.

2. Post-test

Post-test is implemented after using Dice Game in Vocabulary. Researcher asks the
students to do this Game with using some part in it. After that in the end of the learning
researcher give the test, the test is similar to the pre-test about Vocabulary in Daily Activity
to all students to get the result from the technique.

3.5 Technique of Analyzing of Data

a. Mean
According to Ebel & Frisbie (1991:60), the mean is the average score, obtained by
summing all the scores and dividing that sum by the total of scores. The formula of the mean
can be represented as follows (Hadi, 1981: 246-258):

M=
∑X
N

Where:
M : mean
∑x : Individual score
 N : The number of students

3.6 Data Analysis Technique

In data analysis technique, the researcher used quantitative data. The analysis
quantitative data is used measure the score of the students by using test (pre-test and post-
test). According to Arikunto (2009:245) to analyze the data, this research will use analyzing
of the five categories “very good”, “good”, “enough”, “low”, “very low”. The table of
scoring of the five categories:

Table 3.6

Classification of Students Achievement

Score Classification
90-100 Very Good
70-80 Good
50-60 Enough
30-40 Low
0-20 Very Low
Source : Arikunto (2009:245)
 CHAPTER IV

CONCLUSION AND SUGGESTION

4.1 Conclusion

In this chapter, the researcher presents some conclusions on several points of views
the use of dice game strategy to improve the English vocabulary at seventh grade of SMP N 3
Pematangsiantar in academic 2019/2020, The researcher analyzes the students’ improvement
based on the result of analyzing in pre-test and post-test. The improvement is the mean of the
pre-test is 52.85 with only 22.85% students who god enough criteria 77.15 who got fair
criteria. But it increase to be 70.28 in the post-test with 60% students who got good criteria or
40% who got fair criteria. And researcher found that the mean score of students increased up
to be 89.42 with 100% students have got very good criteria. The standard deviation is 18.99.
Beside that the standard error for the mean difference is 3.25. And researcher found the t-test
of this researcher was 11.60.

In other hand, the researcher found the effect of dice game strategy game in cycle two
also give the strong effect. We can see from the statistical calculation below, The standard
deviation is 7.70. Beside that the standard error for the mean difference is 1.32. And
researcher found the t-test of this researcher was 6.92.

4.2 Suggestion

Referring to the conclusions above, there are some suggestion that are suggested by
the researcher, they are as following:

1. To Teacher
Dice game strategy was effective in teaching vocabulary. The researcher
recommended for the teacher to use dice games in teaching vocabulary to increase
vocabulary achievement of the students because Dice Game Strategy helps students to learn
vocabulary easily by using media that was Dice Games and the students will be easy to
memorize the word and the students become motivated to join learning process.
2. To Students
The researcher recommended for the teacher to teach the students using Dice Game
Strategy when they are learning vocabulary because it was proved that using Dice Game.