CHAPTER I

INTRODUCTION

1.1. Background

English is as foreign language for the user of this language especially in

our region that is our country. So that, it is very urgent for learners to study and

master it, English has specific rule for us who wants use to get in touch with the

others people. One of part from English that should be mastered namely

vocabulary.

Vocabulary is important point in learning a language, because it is main

part to begin our writing, speaking, reading and listening, it makes us easy to

translate some words into English or Indonesia. If the students have good

vocabulary in their mind, they can understand the meaning of the text and they

can converse to others. The fact many students cannot understand the text and

there is miscommunication, because they do not master vocabulary. It means,

mastering vocabulary is one important thing for the students because by mastering

vocabulary they can express their ideas.

Vocabulary is very important in a language, when we learn a language like

English we learn the words of the language. Vocabulary is seen as incidental to

the main purpose of language teaching, namely the acquisition of grammatical

knowledge about the language. Vocabulary was necessary to give students

something to hang on when learning structure, but was frequently not a main

focus for learning it self Jeremy Harmer (1992).

1
 2

Sometimes in learning English, the teachers always teach the students

without thinking whether the students have understood or not about the material and

then they always explain the material quickly. Therefore the students do not enjoy the

learning process. It is a real problem to the students in learning vocabulary. Besides,

the reason that make the students were difficult to memorize English vocabularies

because they are bored with the teachers’ way in teaching English especially and no

more method that can motivate them.

The problems previously also faced by the students at the tenth year of

SMPN 6 Lermatang. The students felt bored in studying English because teacher in

SMPN 6 Lermatang giving material just use one way which never changed when they

teach English to the students. Besides, the way of teacher in explain the material is

very quick, they never think whether the students have understood or not. It also the

students do not enjoy and un interested to learn vocabulary during the learning

process.

One to such evidence previously, the researcher wantsed to provide

stimulation for the students of SMPN 6 Lermatang through alternative method like

using game, and also the students must be encouraged. Many matters students faced

when they study English, namely: lack of vocabulary, have no motivation more, and

the students are not active in learning process.

The explanations previously showed that a teacher has to choose a good

method in teaching learning process to create interactive activities in the classroom

 3

and make the students easily in learning vocabulary. There are many methods that

can be used to improve the students’ vocabulary and one of them is using snowball

throwing. Snowball throwing method is one of vocabulary games which make

students enjoy and can decrease worry in learning vocabulary. Snowball throwing is

enjoyable when applied in classroom because it is interesting and make the student

attractive in learning process so they can be easily receive the material. Besides,

through snowball throwing students get a new vocabulary by using it, because there is

new vocabulary therefore students can improve their vocabulary. The last, they also

can study vocabulary easily.

Based on the descriptions above, the researcher decided to present a

thesis which is entitled of “IMPROVING STUDENT’S VOCABULARY

MASTERY THROUGH SNOWBALL THROWING AT SMP NEGERI 6

LERMATANG”.

1.2. Problem Statements

Based on the explanation on background above, the researcher formulates

the research question:

“Is the use of snowball throwing effective in teaching vocabulary at the

seventh year students of SMPN 6 Lermatang?

1.3. Objective of the Research

Based on problem statements, the objective of the research is to find out the

effective of using snowball throwing in teaching vocabulary at the seventh year

 4

students of SMPN 6 Lermatang.

1.4. Significance of the

Research

The researcher hopes that the result of this research to be useful

information for the teachers to use Snowball Throwing in teaching vocabulary to

enrich students’ vocabulary. It can be useful to all readers who want to use Snowball

Throwing as media in conveying their aims, especially in enriching vocabulary in

English and be reference for the student in improving their ability in studying

vocabulary by using Snowball Throwing.

1.5. Scope of the Research

The scope of the research is restricted in teaching students’ vocabulary,

where the researcher used pictures and music as instrumental to give sign in applying

Snowball Throwing for Seventh year students of SMPN 6 Lermatang. The pictures

are animals and transportation picture.

 5

CHAPTER II
REVIEW OF RELATED LITERATURE

2.1. Review of Related Literature

In this thesis, the researcher found some researchers which are closely related

to this research, those researchers:

a. The researcher, Febrianti Indrasari (2012) in thesis which written under title

“Improving Students’ Vocabulary Mastery Using Snowball Throwing (A

Classroom Action Research at the Fifth Year Students of SDN Banyuanyar I

Surakarta in the 2011/2012 Academic Year)”. The research findings show that

Snowball Throwing games can improve the students’ English vocabulary

mastery including understanding meaning, pronunciation, spelling, and using of

words. The highest improvement was the aspect of using of words. Snowball

throwing games could increase the students’ motivation and self-confidence in

learning vocabulary. Snowball throwing games could change the students to be

active learners as they involved in the activity and they automatically learned by

doing.

b. The researcher, Kurnianengsih (2013) in thesis which written under title “Using
 6

Snowball Throwing Model to Increase Speaking Ability of the Second Year

Students of SMPN 21 Pekanbaru”. The result show that after two cycles of the

Snowball Throwing Model treatment, it was found that there was improvement of

speaking ability of the second year students and could perform a good speaking

on all post-tests. However, the statistically significant differences of the score

results of the two cycles were found on the Post-test 2, where about 83.33% of the

students reached the school minimum standard of English subject in speaking

ability in narrative text. Moreover, the students’ activeness during the Snowball

Throwing Model treatment also improved from one meeting to others. Regarding

the effectiveness of the Snowball Throwing model on the observation sheets and

field notes results showed that the students had positive attitudes towards and that

the approach could help them speak better and make the class more interesting.

Both of the previous studies above its so different from this research

where the result of this research showed that from cycle 1 to cycle 2 there was

effectiveness in applying snowball throwing at the seventh year students of

SMPN 6 Lermatang. It proved with mean score in cycle 2 was 85,5 meanwhile in

cycle 1 was 50,5. Through snowball throwing the researcher used picture and

music so that the students could enjoy and got fun with this material.

2.2. Definition of Teaching

Generally teaching is not only transferring knowledge or taught to the

student, but it is guiding the students in order that they are able to be success. Jack
 7

C. Richards explain clearly, “Teaching is showing or helping someone to learn

how to do something, giving information, providing with knowledge, causing to

know or understand, Jack C. Richards (1995). According to Douglas, teaching is

Guiding and facilitating learning, enabling the learner to learn, setting the

condition for learning, Douglas Brown (1987).

From some definitions above, the researcher concludes that teaching is

an activity in learning process to give knowledge and information to the others

people.

The process of teaching has three main components, the components are

researcher who teaches, students who accept the knowledge and the last is

material or knowledge itself which is taught.

2.3. Vocabulary

a. Definition of Vocabulary

Vocabulary is an important thing in learning language. It would be

impossible to learn a language without knowing vocabulary. Vocabulary is one

of the components of language and that no language exists without words. More

words we know, more ideas we can explore. So, we can communicate the ideas

effectively.

When learning a language, learners will be introduced to the

components of that language, such as structure, spelling, pronunciation, and

vocabulary. Vocabulary as one of the language components is badly needed in

 8

order to master a language. There are some definitions of English vocabulary.

Hornby (1995) states that vocabulary is: All the words in a particular

language; The words that people use them they are talking; A list words whit

their meanings, especially in book for learning a foreign language,

Penny Ur defines vocabulary: it is as the words we teach in the foreign

language; however a new item of vocabulary may be more than a single word.

Meanwhile, Jeremy Harmer (1992) stated that vocabulary is seen as incidental to

the main purpose of language teaching, namely the acquisition of grammatical

knowledge about the language. Vocabulary was necessary to give students

something to hang on when learning structure, but was frequently not a main

focus for learning it self, Penny Ur (1991).

Based on some understanding of above researcher concludes that

vocabulary is vocabulary is a list of words express a wide range of meaning and

it is something very fundamental in learning English because it covers four basic

skills in English.

b. Type of Vocabulary

In general, the vocabulary we know can be divided into two groups,

passive vocabulary and active vocabulary. Passive vocabulary contains all

the words that you understand when you read or listen, but which we do not use
 9

(or cannot remember) in our own writing and speaking. Active vocabulary is all

the words you understand, plus all the words that we can use ourselves. Our

active vocabulary, in English and your own language, is probably much smaller

than our passive vocabulary.

Kenji Kito et al (2013), In detail the vocabulary are divide into four

types of vocabulary, those are:

a) Active speaking Vocabulary is words that the speakers are able to use

in speaking.

b) Passive listening vocabulary, words that the listener recognize but

cannot necessary produce when speaking.

c) Passive reading vocabulary refers to words that a reader recognizes but

would not necessarily be able to produce.

d) Active writing vocabulary, words that a writer is able to use in writing.

Jeremy Harmer (1992) also divides vocabulary into two types, those are:

a) Passive vocabulary refers to words, which the student will recognize

when they meet them but they will probably not be able to produce.

b) Active vocabulary refers to words that students have learned. They are

expected to be able use by the students.

 10

Collier writes that there are words lists, one of function words and

contain words that containing basic two thousand words English vocabulary,

Collier (1997). White page and Thomas in Ali divided vocabulary into four kinds

as follows:

a) Oral vocabulary; consist of words actively used speech.

b) Writing vocabulary; the word that come reading to one finger vocabulary.

c) Listening vocabulary; the stock of woods one responds with meaning and

understanding in the speaking of other, and

d) Reading vocabulary; the words which one responds in the writing of others,

(Ibid, P.10)

c. Vocabulary Selection

Teaching vocabulary is an important part of language and it must be

done carefully. English researcher should know which words will not be useful to

the students. Useful words are the word that occurs frequently in everyday

English.

To select the important vocabulary, means that the researcher or instructor

should choose the actual words that can be used by the students. In this case,

before teaching it, the researcher should select the vocabulary students need.

Vocabulary for beginners, middle, and intermediate the researcher or instructor

 11

should choose what vocabulary the students need.

Jeremy Harmer (1992) states that a general principle of vocabulary

selection has been that of frequency. We can decide which words we should

teach on the basis of how frequently they are used by speakers of the language.

The words which are most commonly used are the ones we should teach first.

Based on the explanation above, it can be concluded that when teaching

vocabulary it must be related to the students need by considering their level/age,

environment and anything that relate to their words. Make the students like to

study by, games, role play, singing or song, etc, (Ibid, P.37)

Ibid (P.40) some methods for teaching vocabulary namely:

a) Demonstrating the games

b) Showing some picture

c) Singing a song

d) Creating some words

e) Realita

In this case the writer just chooses the first method in doing the research,

that is games.

2.4.The Class of Words

1. Function Words
 12

By ‘Function words’ we mean a word that does not belong to one of the

four major part of speech in English (noun, verb, adjective, and adverb). Their

purpose is not only to express meaning but to relate other words to each other.

These are the words you must know in order to speak or understand English with

any fluency at all. Not only are they among the most frequent in the language, but

they are also indispensable in forming sentences.

Among the function words are articles, auxiliary verbs, conjunctions,

preposition, pronoun, noun-determines, substitute nouns, intensifiers, and other

specialized expressions. They also include numerals, day of the week, and month

of the year. Many of the words can be used in more than one way.

Function words are those that often have little meaning in the dictionary

sense but which serve important functions in relating other words in the language

to each other. Examples are: is, at, to, which, for, by, he etc. since these are the

words that occur most frequently the language, they are sure to be mastered in any

good elementary language course. You simply cannot say much of any looking

them up in the dictionary is not of much use. Since they acquire most of their

meaning from the sentences in which then are used, it is rather pointless to discuss

them in isolation.

The other function of words is the basic building in speech and writing.

No one can communicate without words that convey exact meaning. The purpose

the word is not only to express meaning but to relate other words to each other.
 13

These are the words we must know in order to speak or understand English with

any fluency at all. Not only they are among the most frequent in the language, but

they are also indispensable in forming sentence.

Among the function words are articles, auxiliary verbs, conjunctions,

prepositions, pronouns, noun determines, substitutes nouns, intensifies and other

specialized expressions. They also in include numeral, days of the week, and

months of year. Many of the words can be used in more than one way.

2. Contents Words

Content words are words which refer to a thing, quality, state, or action

and which have meaning (lexical meaning) when the words are used like noun.

Hornby (1995) stated that a noun is a word used to name or identify any

of a class of things, people, place or ideas. Nouns have subclasses. They are

pronoun and function nouns. Pronoun comprise seven words namely I, We, You,

They, He, She, It. All of them have inflectional variants, but they do not have

plural suffix- (e)/s, and the possessive suffix-‘s as most nouns do.

Function nouns consist of fifteen words which have the following

characteristics:

a) They are morphemically identical with or closely related to certain noun

determiners.

b) They are unchanging in form, showing neither of the characteristic noun

inflections, -es and s.

 14

c) They have no noun-marking derivational suffixes.

d) They may appear in mote of the structural positions usually occupied by

nouns.

There are some types of nouns. They are proper nouns, concrete or abstract

nouns, countable or non countable nouns, and collective nouns, Marcel Frank (1972).

Proper nouns: Mr. John Smith, Holland, Dutchman, Easter, June, Liberty,

etc.

Concrete noun: is a word for a physical object that can be perceived by the sense-

we can see, touch, smell the object (flower, girl, etc.).

Abstract nouns: a word for a concept-it is an idea that exists in our minds

only (beauty, justice, and mankind).

Countable nouns: a girl, two girls, etc.

Noncountable noun: is not used in the plural.Mass nouns form one typeof

noncountable noun. They are words for concrete objects stated in an undivided

quantity (coffee, iron). Abstracts nouns (including names of school subjects and

sports) are noncountable. Some noncountables nouns may also be used in

countable sense and will therefore have plural. In addition, a noncountable noun

may be used in the plural with special meaning of kinds of.

Collective Nouns: audience, committee, class, crew, crowd, enemy, faculty,

family, flock, folk, government, group, herd, jury, majority, minority, nation,

orchestra, press, public, team, etc.

 15

2.5. Snowball Throwing

Kisworo (2013) stated that snowball throwing is learning that be

started with form group then each leader get job from techer to make vocab in

paper and then the paper is thrown into another group, and then every student

present vocabulary in the paper. According Saminanto in the same source state

that snowball throwing is practice students so that more active receive messages

from other students in form snowball that be made from paper, and deliver its

messages to other students in one group.

Based on explanation above, it can be understood that Snowball

throwing is one of vocabulary games which make students enjoy and can

decrease worry in learning vocabulary. Snowball throwing encourages the

students to be active in speaking participation in the classroom, because this

method contains a rich communication where students must be active. Snowball

throwing methods have positive effect on the students’ memory development. In

addition, the purpose of this method is appropriate in reviewing the vocabulary

for the students. In teaching learning process, snowball throwing method can be

a good media in developing students’ vocabulary, Deansatriawan (2013)

1. The rule of teaching vocabulary through Snowball Throwing Method.

This method is not difficult to apply. The rule is very simple to the

subject under study when the play this method. The role of teaching snowball

throwing method can play like a game. It can be explained as below:

 16

a) Giving one topic for the student about what topic will you teach. For

example:“Animals”.

b) Asking the students to stand up.

c) The researcher divides students into four groups.

d) The researcher throws the ball to the first student. The first student throw

the ball to the other students, taking turns from the right side to the left

side during the music plays and then suddenly the researcher stop the

music.

e) The researcher shows a picture about the topic to the students. The last

student which holds the ball must answer what the researcher shows. If

the student cannot answer, the games will be continue to the next

student until anyone can answer correctly and if all of the students

cannot answer correctly, the researcher will answer what the picture is

about. This situation can make students adroit in three activities at the

same time (seeing, hearing, and speaking).

f) The researcher explains and gives simple question that related to the

picture.

g) This step continues until the researcher finishing the last picture

h) This method can make the players or in this case the students more adroit

and their ability about memorizing the English vocabulary is more

increased because they learn in an enjoyable way. Fun in learning with

snowball throwing method brings real word context in to the classroom

 17

and enhances students to use English in flexible communicative way. It

can make students relax and fun to study (Ibid, p.20)

2. Advantages and disadvantages Snowball Throwing method

The Advantages of Snowball throwing method, namely:

a) This method can make the players or in this case the students more

adroit and their ability about memorizing the English vocabulary is

more increased because they learn in an enjoyable way.

b) Fun in learning with snowball throwing method brings real word

context in to the classroom and enhances students to use English in

flexible communicative way.

c) It can make students relax and fun to study.

d) The teaching learning process more attractive

e) The researcher more easy to teach about the vocabulary

Disadvantages of snowball throwing in vocabulary are :

a) Snowball throwing need a lot of time to finish all the picture, because

if the student can not answer so the researcher should continue to

another student

b) The researcher should control the situation of classroom, this method

makes situation more crowded because the student screams when the

ball running

c) This method not too effective measure the students’ vocabulary

 18

because not all the students get the chance to study because limit of

the time, (Ibid, p.21)

2.7. Conceptuan Fromework

The conceptual framework showed the process of the research of

teaching vocabulary through snowball throwing at the seventh year students of

SMPN 6 Lermatang. The researcher used picture and music in teaching

vocabulary through snowball throwing. The learning process was fun and

interesting for them. The researcher used classroom action research it consisted

two cycles. The researcher made planning, action, and observation. The

researcher explained the vocabulary and the way of snowball throwing in

teaching process. The researcher did the observation, students’ responses,

participation, analyzing and making conclusion. The researcher could identify the

students’ achievement in vocabulary. So the snowball throwing was effective in

teaching vocabulary.

Conceptual Framework

Learning Method

Picture and Teaching

music Snowball Throwing Method Vocabulary

Fun

Result
 19

Interesting
 CHAPTER III
METHOD OF RESEARCH

3.1. Research Type

This research applied the Classroom Action Research (CAR) method that

consist of four stages, they are: Planning, Implementation of Action, Observation, and

Reflection. Judging from its name already indicated the content contained is a research

activity conducted in the classroom. Because there were three words that make sense,

then there were three terms that can be explained, as follows:

1. Research, namely: refers to an activity looking at an object by using a specific

model and rules for obtaining the data or information useful in improving the

quality of the things that interest and importance to researcher.

2. Action, namely: point to something deliberate motion activities with a specific

purpose. In a series of cycles in the form of research activities for students.

3. Classes, namely: in this sense is not tied to the classroom, but in more specific

terms. As has long been recognized in the field of education and teaching, the

meaning of the term class is a group of students who are in the same time, receive

the same lessons from the same teacher as well, Suharsimin Arikunto (2007).

There were three cycles that be done by the researcher. Each cycle was the

series of activities which have close relation. The realization of the next cycle will

continued and repaired from the previous cycle.

20
 21

3.2. Setting of the Research

The researcher did research in SMPN 6 Lermatang, especially at the seventh

year students of SMPN 6 Lermatang class VII. The total number of students was 20

students. This research was done in two cycles, in order to find out the effective way in

teaching vocabulary by using snowball throwing to the students.

3.3. Research Participant

The participants of the research are:

1. English Researcher

English researcher was a researcher in this research, where the English researcher

applied snowball throwing in teaching vocabulary.

2. Students

The position of the students in this research was as the subject of the research

3. Partner and Collaborator

The collaborator in this research as the observer, the collaborator helped the

researcher to observe the students, so the researcher was able to know the students

condition in learning process and gave the suggestion for the problem in each cycle.

3.4. Method and Instruments of Collecting Data

1. Methods

The collecting data methods in this classroom action were:

 22

a. Observation list : It was useful to observe the students’ participation during the

use of snowball throwing in teaching vocabulary. Also, as the basic instrument in

discussion part among the researcher and the collaborators as a way to make

reflection in each cycle.

b. Interview : To find out the level of successful in implementing the use of snowball

throwing in teaching vocabulary.

2. Instrument

The instrument was used in collecting data in this classroom action research were:

Test : To find out the students’ score.

3.5. Data Analysis

The data which collected in every observation in each cycle was analyzed

descriptively through percentage method.

1. Vocabulary test result : Students’ score of vocabulary test was counted by using the

formula, as follow:

Total correct answer

Score= x 100
Total test item

2. Calculating the mean score of the students’ reading comprehension test by using the

formula :

∑X
X=
N
 23

Where :

X = Mean score

∑X = Total rown score

N = Total sample (Anas Sudijono, 2009)

3. Activities of students during the learning process: it was analyzed by considering the

students’ participation and classify into passive and active classification.

3.6. Prosedure of the Research

Cycle 1

The first cycle of this classroom based research consist of planning, acting,

observation and reflecting.

a. Planning
1) Make a lesson plan about the use of snowball throwing in teaching

vocabulary.

2) Researcher prepared all facilities needed in doing snowball throwing such us

the material of vocabulary, and picture. Kind of pictures were animals.

3) Make the instrument which used in each cycle of the classroom action

research.

b. Action

1) The researcher prepared all of the instruments in the class before starting

teaching such as pictures, paper, etc.

2) The researcher prepared the list of vocabulary.

 24

3) The researcher introduced of materials of the lesson included.

4) The researcher distributed the list of vocabulary and then plays the game.

5) The researcher asked the students to see the picture and guess the picture.

6) The students wrote down in a paper the vocabularies that have been showed.

7) The researcher discussed the picture with the students, then explains and list of

vocabulary and also practices how to pronounce the vocabularies correctly.

8) Closed the class

c. Observation

Students’ participant during the learning process.

d. Reflecting

The result of the data have been done, it was continued until can be made

as reflection after action research. The reflection was discussed with a guidance

lecturer while the researcher should make research planning for the next cycle. The

research plan was the plan for the next cycle which repaired from cycle 1.

Cycle 2

In this section, the researcher is going to do the next action based on the

value of cycle 1reflection namely:

a. Planning

1) Continue the activity that had been done in cycle 1.

2) Repair the weakness in the cycle 1.

 25

3) Make planning again in the scenario learning process from the result of cycle 1

reflection.

4) Action research repaired.

b. Action

In this stage, action is done to upgrade the result based on the cycle 1

reflection. The stages were different because the picture which used about

transportation pictures:

1) The researcher prepared all of the instruments in the class before starting

teaching such as pictures, paper, etc.

2) The researcher prepared the list of vocabulary.

3) The researcher introduced of materials of the lesson included.

4) The researcher distributes the list of vocabulary and then plays the game.

5) The researcher asked the students to see the picture and guess the picture.

6) The students write down in a paper the vocabularies that have been showed.

7) The researcher discusses the picture with the students, then explains and list

of vocabulary and also practices how to pronounce the vocabularies

correctly.

8) Closed the class

c. Observation

In doing observation at the cycle 2 was almost same with observation at

cycle 1.
 26

d. Reflecting

Reflection was done to see the result of cycle 2 action processes, to

analyze, understand and make conclusion activity. Researcher analyzes cycle 1 to

know whether the action of this cycle reaches success criteria based on the result

action. This classroom action research was success if some of the following

requirement were fulfilled:

1) Most of the students have a good score in evaluation (vocabulary test) (65).

2) Most of the students’ active in learning process (75%)

3.7. Indicators of Success

Successfully in this action research, if the value ofstudents learning will

have an improvement. According to thecriteria of completeness of material (CCM)

who is established by SMPN 6 Lermatang for English subjects is 70 . There were also

changes inattitudes of the students during the learning process is characterized by

increased attendance, attention, and the activity of students in the learning process that

can be seen inthe observation sheet.

 CHAPTER IV

FINDINGS AND DISCUSSION

4.1. Findings

The findings of the research explained the cycles of teaching and learning

process of this current research. In this case, there were two cycles, it can be seen in

general through the following chart:

Cycle 1

Problem Planning
Acting

Observing/data
Reflecting I
analysis I

Unfinished

Next Cycle

27
 28

Cycle 2
Finished
Problem Planning
Acting

Observing/data
Reflecting II
analysis II

Cycle I

The first cycle of this classroom based research consist of planning, acting, observation

and reflecting.

1. Planning

a) Researcher made a lesson plan about the use of snowball throwing in

teaching vocabulary.

b) Classroom management numbers of students were 20 students, make

the classroom more comfortable.

c) Researcher prepared the material about vocabulary.

d) Researcher prepared all facilities needed in doing learning teaching process

through snowball throwing, such as picture, the camera, students’ test, and

observation sheet.
 29

2. Acting

The action of cycle 1 started on 16 January 2024, at the first lesson at 7:30

a.m. The researcher opened the class by greeting all the students and introduced

himself and his collaborator. After that, he asked the condition of the students then

explained what the snowball throwing is and the steps of it in learning vocabulary or

what must they did during the class. Before starting the lesson, he divided the

students into four groups then gave them one topic, the topic was about the animals.

To make the students easier in learning process, the researcher gave them list of

vocabulary that would be used during using snowball throwing. He wrote the

vocabulary on the whiteboard and prepared the first ball that would be thrown.

The vocabularies are:

Crocodile : buaya camel : unta

Harimau : tiger rabbit : kelinci

Goat : kambing bat : kelelawar

Horse : kuda cow : sapi

Elephant : gajah bear : beruang

 30

The animal’s pictures using in learning

Firstly, the plastic ball was thrown by the researcher to the first student and

then the first student threw the plastic ball to the other students in other groups,

during the activities the music was played and then suddenly he stopped the music.

It indicated that the last student which held the ball must answer the question and

also all the students had to answer question related to the picture in the plastic ball.

The question was “ what picture is this?” then the students answered the question

related to the picture, the first picture was crocodile. Next, the students must

continue to throw the plastic ball to other groups when their member in each group

that could not answer the question that related to the picture would be out and the

plastic ball would be thrown continually until anyone can answer correctly and if all
 31

of the students cannot answer correctly, the researcher could give the correct answer.

By the end of the class, the researcher closed the class with conclusion as

appreciation to all students that the students had done well in learning although there

were still some of them unable to answer the questions because their vocabulary was

less.

3. Observation

During the implementation of teaching leaning process by using snowball

throwing in the first cycle, the researcher and the colaborator did observation. They

found that some of students got improvements in vocabulary. The students said that

the learning process was interesting, enjoyable and they felt happy. In other side, He

also found that some others were still under the target or the criteria. Such as; the

students were not familiar with the learning by using snowball throwing, they didn’t

have a braveness to be active during the learning process, they have limited

vocabulary and some of them didn’t know how to pronounce some vocabularies. For

example, when they pronounce “/horse/”, they still say” /hor-se/” instead of “/hors/”

Evaluation of the students’ vocabulary test showed that there were some

students who got low scores and the mean score was only 50.5.
 32

Table 1

The mean score of student’s vocabulary in Cycle 1

CYCLE
NO. RESPONDENTS
MEAN SCORE

1 R001 50

2 R002 30

3 R003 60

4 R004 50

5 R005 80

6 R006 20

7 R007 60

8 R008 30

9 R009 60

10 R010 60

11 R011 70

12 R012 70

13 R013 40

14 R014 60

15 R015 70

16 R016 50

17 R017 30
 33

18 R018 50

19 R019 40

20 R020 30

TOTAL SCORE 1.010

Calculating the mean score of the students’ vocabulay test of cycle I

∑X
X=
N

1010
= = 50,5
20

Table 2

The rate percentage of students’ score in cycle I

Classification Score Frequency Percentage

Very Good 81-100 - -

Good 61-80 4 20%

Fair 41-60 9 45%

Poor 21-40 6 30%

Very poor 1-20 1 5%

The table above shows that the students’ score in the test of cycle I;

there was none student got ‘very good’, 4 (20%) students got ‘good’, 9(45%)

students got ‘fair’, 6 (30%) students got ‘poor’ and 1 student got ‘very poor’

classification.
 34

Table 3

Diagram Result of the Test in Cycle 1

Cycle 1 Score
90

80

70

To 60
tal
sc 50
or
e 40

30

20

10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Total of students

Besides, the researcher and collaborator also did observation about the students’

activeness during the class and the they got some data, It can be seen in the table bellow:
 35

Table 4

The result of observation on student’s activities in Cycle 1

No Respondents Not Active Less Active Active Very Active

1 001

2 002

3 003

4 004

5 005

6 006

7 007

8 008

9 009

10 010

11 011

12 012

13 013

14 014

15 015

16 016

17 017
 36

18 018

19 019

20 020

Total 3 7 6 4

Where :

Very active : the students are responsive and participated fully in all activities in

the learning and teaching process.

Active : the students responses the material and interacting with others, whether

to the teacher or his/ her friends.

Less active : the students pays attention and gives responses once in a while.

Not active : the student does not give respond to the material, she/he looks

confused, bored and sometimes leaves the class, sleepy, fiddling mobile, write or

something beyond of the material, etc.

Table 5

The percentage of students’ active participation in cycle 1

Classification Frequency Percentage (%)

Very active 4 20 %
Active 6 30 %
Less active 7 35 %
Not active 3 15 %

F
P= N x 100
 37

Where :

P:

Percentage F

: Frequency

N : Total of students.

Table 6
Diagram the Students’ Participation

Student's Activities in Cycle 1

Not Active
Less Active
Active
Very Active
 38

Based on research data in the cycle 1 which is shown by the description above

that included 20 students, there were 4 (20 %) students were very active in the class.

The active students were 6 (30 %), the less active students were 7 (35 %). And the

students not active were 3 (15%) students. This section was not success because there

were still weakness that the researcher and collaborator found.

4. Reflection

The reflection was done by the researcher and collabolator as it was found

some weaksness in implementing or using snowball throwing and it needed to repair

then continued to the cycle 2.

There were significant weaknesses in the first cycle that the researcher found

such as;

a) The students were lack of vocabulary

b) The students were lazy to memorize some vocabulary

c) The students did not focus to the material. Because the students just needed

to help them answer it.

d) They did not understand about how to pronounce the word well.

To solve these problems above, the researcher gave more practice about

the using snowball throwing to make them easier in memorizing vocabulary, still

gave list of vocabulary to them and told how to pronounce the words correctly and

gave new interesting picture.

 39

Cycle 2

1. Planning

The content of this planning was the results from reflection of cycle I. The

results of cycle I was used to plan the action in cycle 2. The planning was done in

the cycle 2 where :

1) Researcher and collaborator discussed about the results of reflection in cycle

I. the goal of discussion was for solving the problem or weakness which was

become in the cycle I as effort to increasing the participation of cycle 2.

2) Researcher prepared list of vocabulary about transfortation.

3) Researcher prepared the picture related to the topic.

Actually the plan of cycle was closely same with cycle I. but the researcher

made new strategy for increasing the cycle 2. Such as the researcher gave more

practice about the using snowball throwing to make them easier in memorizing

nouns, gave list of vocabulary then told them how to pronounce the words correctly

and gave new topic and interesting picture. The researcher hoped in the cycle 2 the

students could be better.

2. Acting

At the beginning of the first meeting was closely same with previously

meeting. Researcher opened the class by greeting the students like saying hi or hello

and asked their condition by saying how are you? then reviewed about the material
 40

that had been given before where the question was” what is the Indonesia of horse?.

In this section, the researcher gave more practice to make them easier in memorizing

vocabulary and to make the students interest in learning process, he gave new

picture, the picture was about the transportation. The researcher also gave list of

vocabulary that used in learning process then told them how to pronounce the words

correctly.

The vocabularies are:

Plane : pesawat terbang car : mobil

Ship: kapal laut pedicab: becak

Boat: perahu

Train : kereta api

The transportasion pictures using in learning
 41

In this cycle the researcher asked the student threw the base ball to the other

students in other groups, during the activity the music was played and then suddenly

the researcher stopped the music. It indicated that the last student which held the

base ball had to answer the question. “what picture is this?” After answering the

question, the student who held the base ball continued threw the base ball to other

groups. In this activity, most of the students could answer the questions. After all of

the picture had been showed, the researcher calculated the true answering by the

students in each group and also the researcher looked for the winner of this activity.

Then he gave a reward to the group that had been the winner.

By the end of the class, the researcher motivated them so that they got spirit

and was active in learning process. After that, he closed the class by giving

conclusion as appreciation to all students that the students had done well in learning.

3. Observation

Based on the observation activity made by the researcher and collaborator

in the action cycle 2, they found that students’ participation was very good. The

teaching material seemed interesting for the students. There fore almost of them

followed the learning process enthusiastically so that the class seemed more active

than before. The quality of learning process increased from the first cycle to the

second cycle could be seen from the students’ oral tested. The researcher and

collaborator also found that most of the students could catch the vocabulary easily
 42

and relax the situation during the use of snowball throwing. And the last,

evaluation of student’s vocabulary achievements showed that the students got better

score than in the first cycle. The mean score was 85.5.

Table 7
The mean score of students’ vocabulary in Cycle 2
CYCLE I
NO. RESPONDENTS
MEAN SCORE
1 R001 90

2 R002 80

3 R003 90

4 R004 90

5 R005 90

6 R006 90

7 R007 90

8 R008 90

9 R009 70

10 R010 90

11 R011 80

12 R012 90

13 R013 90

14 R014 90

15 R015 80
 43

16 R016 80

17 R017 80

18 R018 70

19 R019 90

20 R020 90

TOTAL SCORE 1.710

Calculating the mean score of the students’ reading test of cycle I

∑X
X=
N

1710
= = 85,5
20
Table 8

The rate percentage of students’ score in cycle 2

Classification Score Frequency Percentage

Very Good 81-100 13 65 %

Good 61-80 7 35%

Fair 41-60 - -

Poor 21-40 - -

Very poor 1-20 - -

The table above shows the students’ score in cycle II; in which there were no

student got ‘ fair, poor and very poor’, 13 (65 %) students got ‘ very good’. And
 44

7(35%) students got ‘good’.

Table 9

Diagram Result of the Test in Cycle 2

Cycle 2 Score
100

90

80

70
Total score

60

50

40

30

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Total students

After that the researcher also did observation about activities of students

in the class. He did it with observer, and got some data about activities of students in

learning process. Based on the result of observation he got some data, such as none

students were not active, 2 students were less active, 12 students were active, and

just 6 students were very active. It can be seen in the table bellow:
 45

Table 10

The result of observation on student’s activities in Cycle 2

No Respondents Not Active Less Active Active Very Active

1 001

2 002

3 003

4 004

5 005

6 006

7 007

8 008

9 009

10 010

11 011

12 012

13 013

14 014

15 015
 46

16 016

17 017

18 018

19 019

20 020

Total 0 2 12 6

Where :

1. Very active : the students are responsive and participated fully in all activities

in the learning and teaching process.

2. Active : the students responses the material and interacting with others,

whether to the teacher or his/ her friends.

3. Less active : the students pays attention and gives responses once in a while.

4. Not active : the student does not give respond to the material, she/he looks

confused, bored and sometimes leaves the class, sleepy, fiddling mobile, write or

something beyond of the material, etc.

 47

Table 11
Diagram the Students’ Participation

Classification Frequency Percentage (%)

Student's Activities in Cycle 2
Very active 6 30 %
12
Active 12 60 %
10
Less active
8
2 10 %
12
Not active
6 - -
2 6
4
Not Active
Less Active F
P= N xActive
100
Very Active

Table 12

The percentage of students’ active participation in cycle II

Where :

P:

Percentage F

: Frequency

N : Total of students.
 48

Based on the percentage of students’ active participation above research

can be known that from 20 students, there were 6 (30%) students were very active in

the class by using snowball throwing. There were 12 (60 %) students were observed

as the active ones. And there were still 2 (10%) students who less active and there

was not student not active in cycle 2. Based on the result of data analysis above, the

researcher found that in the cycle 2 the students’ active participation was better than

the result in the cycle 1, because the researcher gave more practice about the using

snowball throwing to make them easier in memorizing nouns, still gave list of

vocabulary then told them how to pronouncing the words correctly and gave knew

topic and interesting picture. He also believes that the criteria of success in the cycle

2 had been achieved as the accumulation from the percentage of very active and

active. It reached 90%.

4. Reflecting

Some successful points in the Cycle 2 namely: most of the students were

familiar with the using snowball throwing in vocabulary achievements. Most of the

student were active in learning activities, 12 students were active, 6 students were

very active, 2 students were less active, and none of student was not active. It is

mean that 90% students were active in learning process and 10% were not really

active. Therefore, researcher and collaborator decided to stop the CAR. Researcher

did not need revise plan or move to the next cycle.

4.2. Discussion
 49

Based on the result of the previous findings, it can be discussed that:

For the first section, the researcher wanted to discuss about students’ active

participation during learning vocabulary by using snowball throwing. At the first

cycle, she found that there were 4(20%) students were very active in learning

process by using snowball throwing. The active students were 6(30%), there were 7

(35%) students were less active, and there were 3(15%) students who were not

active. The accumulation from very active students and active students reached 50%.

It did not reach the criteria and the data took from observation list that was done by

collabolator during learning process.

From data and observation, he found that there were 10 students very

active and active during learning process, it caused they like the way the researcher

taught them by using snowball throwing which they could enjoy and have fun with

their friends, and also they felt happy so that they easier to receive and understand

the lesson. Besides, he also found the problems of the class, why students not active

and less active because the students were not familiar with the learning by using

snowball throwing, they didn’t have a braveness to be active during the learning

process, they have limited vocabulary and some of them didn’t know how to

pronounce some vocabularies. For example, when they pronounce “/horse/”, they

still say” /horse/” instead of “/hors/”. The result of the students’ score in the first

cycle 50,5 and the criteria of success had not been achievewhich was determined.

In the second cycle revised from the first cycle, the researcher did new
 50

plan in order to solve the problems in cycle 1. Such as; the researcher gave more

practice about the using snowball throwing to make them easier in memorizing

nouns, gave list of vocabulary then told them how to pronouncing the words

correctly and gave knew topic and interesting picture.

By doing the procedures above, she found that there were 6 (30%) students

were observed very active in the teaching learning process by using snowball

throwing. There were 12 (60%) students were observed as the active ones. There

were still 2(10%) students who was less active and surprisingly there was no not

active student in the cycle 2 were found. Referred to the result of data analysis, he

found that the students’ active participation was better than the result in the cycle 1.

He also found that the criteria of success in the cycle 2 had been achieved as the

accumulation from the percentage of very active and active. It reached 90%.

And the result of students’ score in this cycle showed 85,5 and the criteria of

succes had been achieved. According to explanation above, the researcher concluded

that the students’ participation was very good at the time. The teaching material

seemed interesting for the students. Therefore almost of them followed the

learning process enthusiastically so that the class seemed more active than

before. The quality of learning process increased from the first cycle to the

second cycle could be seen from the students’ oral tested. The researcher and

collaborator also found that most of the students could catch the vocabulary easily

and relax the situation during the use of snowball throwing. The last, evaluation

of student’s vocabulary achievements showed that the students got better score
 51

than in the first cycle. It means that, teaching vocabulary by using snowball

throwing was effective and this researcher could say succesed.

It is supported by Febrianti in her thesis which written under title

“Improving Students’ Vocabulary Mastery Using Snowball Throwing (A Classroom

Action Research at the Fifth Year Students of SDN Banyuanyar I Surakarta in the

2011/2012 Academic Year)”. The research findings show that Snowball Throwing

games can improve the students’ English vocabulary mastery including

understanding meaning, pronunciation, spelling, and using of words. The highest

improvement was the aspect of using of words. Snowball throwing games could

increase the students’ motivation and self-confidence in learning vocabulary.

Snowball throwing games could change the students to be active learners as they

involved in the activity and they automatically learned by doing, Febrianti Indrasari

(2012).
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

This chapter consist of two sections. The first section deals with the

conclussion and other deals with the suggestion.

5.1. Conclusions

After finishing the research, the researcher concluded that there were some

effective ways of using Snowball Throwing to teach vocabulary at the seventh year

students of SMPN 6 Lermatang. Those were:

1) Giving more practice about the using snowball throwing to make the students easier in

understanding and memorizing the word.

2) Giving list of vocabulary then told them how to pronounce the words

correctly.

3) Giving interest picture and topic.

4) Changing the atmosphere of the students in the classroom during learning process and

making the students fun and active in learning process.

The students’ vocabulary progressing during Learning activity through

snowball throwing was good. The students said that they felt happy and have fun

because learning by using snowball throwing was interesting for them.

52
 53

5.2. Suggestions

Based on the conclussions previously, the researcher would like to suggest:

1) Snowball throwing was the effective way of the teaching process, because that is a

good way to be applied in the classroom to improve their mastery in vocabulary. An

English teacher should be more creative in giving an appropriate strategy to the

students which can make them rilex and enjoy getting the material and also the

teacher should make the classroom situation to be a fun.

2) To achieve the goal of teaching the teacher should adapt between material and

strategy that teacher apply in the classroom.

3) For the next researcher who wants to do the research on the use of snowball

throwing too, hope this research paper can be a reference to make them easier in

doing their research. It is better to find more theories that support the use of

snowball throwing in teaching vocabulary.

 BIBLIOGRAPHY

A, L, Hill. Word Power 1500, Tokyo : Oxford University Press. 1982

Arikunto, Suharsimi et al Classroom Action Research, Jakarta : Bumi Aksara, 2011

Brown, H. Douglas. Teaching by Principles an Interactive Approach to
Language Pedagogy. New York : Longman. 2001.
C, Jack Richards and Willy A. Renandya, Methodology in Language Teaching.
New york : Cambridge University Press, 2002.
Collier. The Key to English Vocabulary.London : Macmillan.1971
Deansatriawan, Snowball Throwing Teaching Method,
Online:http:// deansatriawan.wordpress.com/2012/07/17/snowball-
throwing-teaching- method/. Accessed on 9th 2013.
Frank, Marcella. Modern English (a practical reference guide). New Jersey:
Englewood Cliffs. 1972.
Gnony, Djunaidi. Penelitian Tindakan Kelas: UIN-Malang Press, 2008.
Harmer, Jeremy. The Practice of English Language Teaching, New Edition,
New York: Longman Publishing.1992

Hornby, A.S. Oxford Advanced Learner’s Dictionary. New York:Oxford

University Press:London. 1995.

Indrasari, Febrianti. “Improving Students’ Vocabulary Mastery Using Snowball

Throwing (A Classroom Action Research at the Fifth Year Students of
SDN Banyuanyar I Surakarta in the 2011/2012 Academic Year)”, ( a
thesis UniversitasSebelasMaret: Surakarta, 2012), Online:
http://pasca.uns.ac.id/?p=2201. Accessed on 2nd February 2013.
Iskandar. Penelitian Tindakan Kelas, GP. Press, Ciputat, 2009.

Kitao, Kenji and S. KathlenKitao, Testing vocabulary .Online:http: //www

.mifi.gof/parnershipforreading/publishings/readingfirstvocab.html. Accessed
on January 10th 2013, at 09.30 a.m.

Kisworo in http://mgmppknkabkuburaya.blogspot.com/2012/08/artikel-3-
penerapan- metode-snowball.html. Accessed on Januari 10th 2013, at
09.00 a.m.
Kurnianengsih, Deni .Using Snowball Throwing Model To Increase Speaking
Ability Of The Second Year Students Of SMPN 21 Pekanbaru. (online):
http://repository.unri.ac.id/handle/ 123456789/1318, accessed on 2nd
February 2013.
Muhajir, Upaya Meningkatkan Minat Belajar Siswa pada Mata Pelajaran
Pendidikan Agama Islam Melalui Metode Snowball di Kelas VII MTs.
PMDS Bagian Putra Palopo, Skripsi, STAIN Palopo, 2011.
Nunan, David. Practical English Language Teaching. New York: Cambridge
University Press.1995.

Penny Ur. A Course in Language Teaching: Practice and Theory. Cambridge

University Press. 1991.
Richard, Jack C. and Rodgers, Theodore S. Approaches and Methods in
Language Teaching, a Description and Analysis.Cambridge:Cambridge
University Press. 1986.
S, Syamsu, Strategi Pembelajaran Upaya Mengaktifkan Pembelajaran
Pendidikan Agama Islam, Lembaga Penerbit Kampus, STAIN Palopo,
2011.
Solahudin, M. Easy Vocabularies, Yogyakarta : Citra Media. 2010.
APPENDICES
OBSERVATION LIST

Nama peneliti : Emiliana Kundre

Materi : Bahasa Inggris

Siklus 1

NO Hal-Hal Yang Menjadi Pengamatan KETERANGAN

1 Respon siswa terhadap peneliti

2 Sikap siswa ketika berlangsungnya

pengajaran menggunakan Snowball
Throwing

3 Tingkat penguasaan siswa saat

menggunakan Snowball Throwing
dalam
pembelajaran.

NOTE: Pada kolom keterangan, kolaborator memberikan penjelasan atau

gambaran singkat terhadap pengamatan yang dilakukan selama penelitian

berlangsung.
Nama peneliti : Emiliana Kundre

Materi : Bahasa Inggris

Siklus 2

NO HAL-HAL YANG MENJADI KETERANGAN

PENGAMATAN

1 Respon siswa terhadap peneliti

2 Sikap siswa ketika berlangsungnya

pengajaran menggunakan Snowball
Throwing

3 Tingkat penguasaan siswa saat

menggunakan Snowball Throwing
dalam pembelajaran.

NOTE: Pada kolom keterangan, kolaborator memberikan penjelasan atau gambaran

singkat terhadap pengamatan yang dilakukan selama penelitian berlangsung.

57
 The animal’s pictures using in learning

The transportasion pictures using in learning

58