USING WORD-WALL GAMES TO IMPROVE STUDENTS’

VOCABULARY MASTERY: A CLASSROOM ACTION RESEARCH AT

SD IT PERMATA INSANI ISLAMIC SCHOOL KOTA JAMBI

THESIS

Submitted as a Partial Fulfillment of the Requirements to Obtain the Master

Degree in English Education Program

By
MAKRUB
NIM. P2A421006

MAGISTER OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS JAMBI
2023
 APPROVAL

This thesis proposal entitled “Using Word-Wall Games to Improve Students’

Vocabulary Mastery: A Classroom Action Research at SD IT Permata Insani
Islamic School”, which is written by Makrub, student number P2A421006. It has
been corrected and approved to be tested in front of examiners.

Jambi, Januari 2024

First Advisor

Dr. Dra. Yelia, M.Pd.

NIP. 196910201997022001

Second Advisor

Dr. Masbirorotni, S.Pd., M.Sc. Ed.

NIP. 198201052006042001

i
ii
 DECLARATION OF ORIGINALITY

The undersigned below,

Name : MAKRUB

Student’s Number : P2A421006

Study Program : Master of English Education

Hereby declares the originality of thesis; The writer has not presented anyone
else's work to obtain the university degree nor has the writer presented anyone
else's words, idea, or expression without acknowledgment. All quotation were
cited and listed in the bibliography of the thesis. If in the future this thesis
statement is proven false, the writer is willing to accept any sanction complying
with the determined regulation or its consequence.

This statement was made fully with awareness and responsibility.

Jambi, Januari 2024

Researcher

Makrub
NIM. P2A421006

Arani Tri Ananda

P2A421018

iii
 MOTTO

“ALL IS WELL”

ِ ‫اس َأ ْنفَع ُ ُه ْم ِلل َّن‬

‫اس‬ ِ ‫َخ ْي ُر ال َّن‬
(“The best person is the most useful person to others.”)

This thesis is dedicated to my family who always support and encourage me to

believe in myself.

iv
 ACKNOWLEDGMENT

‫الر ِحي ِْم‬

َّ ‫الرحْ َم ِن‬
َّ ِ‫ــــــــــــــــــم هللا‬
ِ ‫س‬ْ ِ‫ب‬

First of all, I would like to express my gratitude to Allah S.W.T, The Most
Gracious and The Most Merciful, for the love, guidance, spirit, and strength He
gives to me so I can finish this thesis and also to our beloved prophet, Muhammad
SAW, who becomes my inspiration. Then, I would like to express my deepest
gratitude to my research supervisor, Mrs. Dr. Dra. Yelia, M.Pd. and Mrs. Dr.
Masbirorotni, S.Pd, M.Sc. Ed for the invaluable guidance, patience, immense
knowledge throughout the research and it was a great privilege to work under my
research supervisiors guidance. Besides my advisors, I would like to thank to my
thesis committee: Mrs. Dr. Dra. Rachmawati, M.Pd, Mr. Eddy Haryanto, S.Pd.,
M.Sc.Ed., MPP., Ph.D, and Mrs. Failasofah, S.S., M.Pd., Ph.D for the
encouragement and insightful comments in my thesis.
I realize that I cannot complete this final project without the aid of others.
Many people have helped me during the writing this final project and it would be
impossible to mention of all them. I wish, however, to give my sincerest gratitude
and appreciation to all persons until this thesis can be completely finished.
Therefore, I would like to extent my appreciation to all of them, especially to:
1. Mrs. Dr. Dra. Yelia, M.Pd as the first supervisor and Mrs. Dr.
Masbirorotni, S.Pd, M.Sc. Ed as the second supervisor who both had the
responsibility for their patience in providing careful guidance, helpful
corrections, very good advice as well as suggestion and encouragement
during the consultation.
2. All lecturers in Magister of English Education Faculty of Teacher Training
and Education for valuable knowledge, and advice during the years of my
study.
3. The deepest gratitude for my mother Mrs. Siti Zahara and father Mr.
Arrahman (Alm).

vi
4. My beloved family, especially for my older brother Mubarok, and my
younger brothers Abdul Baid and M.Kholid who always gives me
inspiration and motivation to me.
5. My lovely friends; Syalom, Qhudir, Sujaan Kathok, Kando Sogi, and
Jamol.
6. All students of Magister of English Education, Faculty of Teacher
Training and Education (MPBI B 2021). Especially, for my beloved
classmate Wawan septiawan, Gatot Hadi, Dini Eka Andestina, Kak Mia,
Syafiq, Ade Indah, Yusva and Habib, thanks for great inspirations. And
whoever helped and supported the writer in completing this research.

Jambi, Januari 2024

Researcher

Makrub
NIM.P2A421006

vii
 ABSTRACT
Makrub. 2023. Using Word-Wall Games to Improve Students’ Vocabulary
Mastery: A Classroom Action Research at SD IT Permata Insani Islamic School
Kota Jambi. A Thesis Magister of English Education Study Program. Faculty of
Teacher Training and Education Jambi University in Academic Year 2023/2024.
The First Supervisor is Dr. Dra. Yelia, M.Pd. The Second Supervisor is Dr.
Masbirorotni, S.Pd, M.Sc.Ed.

This research aims to improve students' vocabulary mastery in learning English

through word-wall games for fourth grade of elementary school. The background
of the research is the level of students' vocabulary mastery categorized low. This
research is classroom action research involved fourth grade students as the
subjects of the research, the number of participants is 22 students. The data
collection methods use observation, tasks, and documentation. The results show
the change of learning by using word-wall game. The improvement of the
students’ vocabulary mastery can be seen from the average score of the task, cycle
1 activities the class average reached 60% to 73% in cycle 2. Based on the
research results, teaching vocabulary using word-wall game is a suitable technique
for improving students' vocabulary mastery. This research can be used as a
reference for teachers to improve the quality of teaching by implementing word-
wall games as a medium for improving students' vocabulary mastery.

Keywords: Action Research, Vocabulary, Word-wall Game

viii
 TABLE OF CONTENTS

COVER ......................................................................................................................
APPROVAL ...............................................................................................................i
LETTER OF RATIFICATION.................................................................................ii
DECLARATION OF ORIGINALITY .....................................................................iii
MOTTO .....................................................................................................................iv
ACKNOWLEDGMENT............................................................................................v
ABSTRACT ...............................................................................................................vi
TABLE OF CONTENTS ...........................................................................................vii
LIST OF GRAPHS ....................................................................................................ix
LIST OF TABLE .......................................................................................................x

CHAPTER 1 INTRODUCTION ...............................................................................1

1.1 Background of the Research .............................................................................1
1.2 Research Questions ..........................................................................................4
1.3 The Objectives of the Research ........................................................................4
1.4 The Limitation of the Research.........................................................................5
1.5 Significances of the Research ................................................................................ 5
1.6 Definitions of the Key Terms .................................................................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE ........................................7

2.1 Teaching English at Elementary School............................................................7
2.2 Games ..............................................................................................................16
2.3 Vocabulary .......................................................................................................23
2.4 Relevant of the Research ..................................................................................26
2.5 Conceptual Framework ....................................................................................29

CHAPTER III RESEARCH METHODOLOGY .....................................................31

3.1 Research Design ..............................................................................................31
3.2 Procedure of Classroom Action Research .........................................................32
3.3 Research Setting ...............................................................................................35
3.4 Technique of Data Collection ...........................................................................36
3.5 Technique of Data Analysis ..............................................................................37

CHAPTER IV FINDINGS AND DISCUSSIONS.....................................................39

4.1 Findings ...........................................................................................................39

vii
 4.1.1Findings of the First Cycle...................................................................... 39
4.1.2Findings of the Second Cycle ................................................................. 51
4.1.3The Improvement of the Students Vocabulary Mastery ........................... 61
4.1.4Students’ Interest in Learning English Vocabulary Using Word-wall
Games .................................................................................................... 62
4.1.5 The Interpretation of Data ...................................................................... 63
4.2 Discussions ......................................................................................................66
4.2.1 Word-wall Games can Improve Students’ Vocabulary Mastery .............. 66
4.2.2 Word-wall Games can Improve Students’ Interest .................................. 68

CHAPTER V CONCLUSIONS AND SUGGESTIONS ...........................................71

5.1 Conclusions ......................................................................................................71
5.2 Suggestions ......................................................................................................72

REFERENCES ..........................................................................................................73
APPENDIXES ............................................................................................................76

viii
 LIST OF GRAPHS

GRAPH 2.1 Kammish and McTaggart's Classroom Action Research Model ................30
GRAPH 3.1 Modified from Kammish and McTaggart's Classroom Action
Research Model.......................................................................................32
GRAPH 4.1 The Students’ Improvement in Vocabulary Mastery in the First Cycle .....48
GRAPH 4.2 The Improvement of Students’ Activity in Cycle 1 ...................................49
GRAPH 4.3 The Students’ Improvement in Vocabulary Mastery in the Second
Cycle .......................................................................................................58
GRAPH 4.4 The Improvement of Students’ Activity in Cycle 2 ...................................59
GRAPH 4.5 The Students’ Improvement in vocabulary score in the Each Cycle ..........61
GRAPH 4.6 The Improvement of Students’ Activity in Each Cycle .............................63

ix
 LIST OF TABLE

TABLE 4.1 Summary of the Research Findings ..........................................................61

x
 CHAPTER I

INTRODUCTION

1.1 Background of the Research

Vocabulary is one of the important elements that must be taught in

teaching English for elementary schools. According to Liando et al., (2022) as one

of the basic components of the four language skills, vocabulary must be mastered

by students. Vocabulary is given since students learn English for the first time. It

is intended that students can understand simple English used in everyday contexts.

Vocabulary is a basic competency that students must achieve in order to

gain other competencies such as reading, writing, listening, and speaking.

However, because the four skills that students must master in order to learn

English are not easy to master because each student has different abilities in

understanding English, various difficulties arise and are faced by students and

teachers.

One of the difficulties that often arises in the process of learning English,

especially in elementary schools is vocabulary mastery. The low ability of

students in mastering vocabulary is a problem that must be solved properly,

considering that the ability to master vocabulary is very necessary in learning

English. The consequence that will arise from the problems above is that students

do not understand English learning and also result in student learning outcomes

not meeting the criteria of minimum scores (KKM) that has been determined.

1
 2

The problem above is a problem that researcher face in schools, especially

in grade 4. Based on the experience of researcher, the main problem faced by

students is a lack of vocabulary and also based on data from the results of the final

exam in the first semester it shows that more than 60% of students got English

scores below the criteria of minimum scores (KKM). The results of the final exam

are proof that there is a problem that occurs to students. To strengthen the

researcher's assumptions, the researcher asked students spontaneously in class

about what were the obstacles. From the students’ answer researcher concludes

there are several problems faced by students, the first of which is they do not

know the meaning of vocabulary and the second is they forget the meaning of the

vocabulary.

As a teacher, we must be able to understand our shortcomings in teaching.

Researcher believes that monotonous learning is one of the causes of students'

lack of vocabulary and easily to forget the meaning of vocabulary. Monotonic

learning, such as only using the same method, will affect students' interest in

learning English, and the students will feel uncomfortable while learning as a

result. The following lessons will be disruptive for the students, making it difficult

for them to remember what they learned that day. According to Sudjana (2009),

the teaching method is the method used by the teacher in interacting with students

during learning. Student participation in the learning process will be the key to the

success of the learning process. One way to get students interested in learning is to

use interesting teaching media. Using interesting media will make it easier for

students to memorize and remember the lessons what they learned in the class
 3

(Mones, 2020). Therefore, the researcher realizes that using interesting media will

make it easier for students to learn and strengthen students' memory in mastering

vocabulary.

Therefore, researcher is looking for various references or teaching

materials that can increase student vocabulary and student motivation in learning

English. Siregar (2019) in her research found that the use of Duolingo Game can

improve students’ vocabulary mastery. The result in the post-test cycle I the

students who got the score 75 and above were 16 students of 25 students (64%). in

the post test cycle II the students who got the score 75 and above were 25 students

of 25 students (100%). So, it can be concluded that the improving students’

vocabulary mastery through Duolingo game was effective to improve the

students’ interest in following the learning teaching process. Muzayyanah (2015)

also found in her research that using Word-wall games can improve students’

vocabulary mastery. Based on the data analysis, it could be proved that the use of

Word Wall as the medium can improve students’ vocabulary mastery, because

65% of the total participants in this research reached the minimum achievement

standard (KKM) that is 70. It could be seen from the result of students’

improvement at the end of Cycle 2. The improvement of the test result was

27.87%. The indicator of students’ observation proved 23.59% from the action in

Cycle 1 and Cycle 2. The result of the field notes showed that the research in

Cycle 2 was better than the research in Cycle 1. Moreover, the questionnaire result

showed a positive response of the students towards the use of Word Wall in
 4

learning vocabulary. In short, Word Wall was able to improve students’

vocabulary.

Based on the description above, the researcher is interested in using word-

wall game media as teaching material to increase students' vocabulary mastery.

Therefore, the researcher is interested in conducting research with the title "Using

Word-Wall Games to Improve Students’ Vocabulary Mastery: A Classroom

Action Research at SD IT Permata Insani Islamic School."

1.2 Research Questions

The writer formulated the Research Questions as follows:

1. How are word-wall games able to improve students' vocabulary mastery at

SD IT Permata Insane Islamic School?

2. How is the students' interest in learning vocabulary by using word-wall

games?

1.3 Objectives of the Research

Based on the research question above, this study aims are:

1. To investigate how word-wall games are able to improve students'

vocabulary mastery at SD IT Permata Insani Islamic School.

2. To find out students' interest in learning vocabulary mastery by using

word-wall games.
 5

1.4 The Limitation of the Research

This research limits the focus to only knowing whether a word-wall game

can improve students' vocabulary mastery, especially "my family” in grade 4 of

elementary school students, especially in the first semester.

1.5 Significances of the Research

The findings of this study are supposed to be useful:

1. For the students, the game will help students learn language in an

enjoyable and simple method, and it will also enhance their vocabulary

understanding.

2. For English teacher, this method can be used as an alternate strategy for

English teachers who are interested in the fresh method of teaching

vocabulary through word-wall games.

3. For the researchers who are interested in this study to learn more about

using word-wall games to learn language.

4. Word-wall games are an efficient way for English language learners to

enhance their vocabulary. They may be used as additional resources for

everyday English language activities, such as speaking, reading, and

writing.
 6

1.6 Definition of the Key Terms

This part is aimed to define some important terms in this study.

1. Game is an activity that can be played with certain rules with a specific

purpose

2. Word-wall game is a form of entertainment that is in great demand by

many people, both children, adolescents, and adults, and can be enjoyed

through electronic devices such as computers or cellular phones.

3. Vocabulary is a collection of words used by speakers with the aim of

communicating, interacting and socializing.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter would discuss about some related theories to support this

study. The theories would be use for the underlying requirement to solve the

problems. This study would present some theories about teaching English, the

definition of games and vocabulary.

2.1 Teaching English at Elementary School

Elementary school English instruction is different from teaching English

to adults. According to Harmer (2007) People of various ages have different

specifications, skills, and cognitive abilities. It is essential that English teachers

teach English differently for young pupils than they do for adults. The young

learner must be handled differently and given particular care because of their

unique characteristics (Scott and Ytreberg, 2004). The theories of language

teaching-learning to young learners and language classroom administration must

therefore be understood and put into practice by English instructors working with

young students in primary school. Furthermore, in addition to having good

teaching skills, English teachers must also be able to create resources that help

people to implement acceptable teaching-learning approaches, methods, and

procedures.

7
 8

2.1.1 English for Children in English Language Teaching

English is an international language that is widely used in every aspect of

science and is used as a communication tool in international interactions.

Furthermore, according to Brown (2001: 118), learning English as a means of

understanding and instilling US or British cultural norms is not common.

However, English is now widely used for cross-border communication in

the fields of travel, business, finance, banking, technology, diplomacy, and

science. Given this information, it is appropriate that English be included in the

local content of the elementary school-based curriculum. In order to achieve the

best results, it is crucial to consider the English language teaching and learning

system for young students (elementary school students).

English language proficiency is introduced to students in elementary

school at the "golden age," when youngsters are most receptive to learning new

things. Linguistic performance and linguistic competence are the terms for those

two competencies. It is in accordance with Chomsky in Husna et al., (2022) who

states that linguistic competence is one’s capacity to use a language, while

linguistic performance is the actual application of this competence in speaking or

listening. Furthermore, Sukarno (2008) competency is the fundamental

understanding of a system, situation, or piece of information. It refers to the

idealistic, non-observable capacity for performance. Performance is the clearly

visible, tangible result of a skill realized or manifested. It is the act of doing a task,

such as speaking, dancing, singing, or walking.

 9

Giving an English lesson to elementary school students is a wise choice in

light of the fact that these students are in what is known as their "golden age" and

"critical period," when they are able to absorb everything with ease. Since the

child's brain is still developing, they can still learn language at this age. Children

are also more receptive to a wide variety of languages and cultures, which

facilitates language acquisition.

When learning material is provided in an understandable manner, children

may learn anything at any age. Consequently, when creating competency

standards and fundamental competencies for their school-based curriculum—that

is, curriculum whose content is covered in all units but at varying levels—English

teachers should adhere to a spiral curriculum model. Additionally, the teachers'

instructions should take into account the following four key elements: input, the

knowledge foundation, the presentation flow, and reward and punishment.

2.1.2 Teaching English to Young Learners

Teachers need to understand the concepts of learning and acquisition while

teaching English to young learners, in this example elementary school students.

The process of learning language, whether deliberately or unconsciously, is called

acquisition. However, learning involves using language in the correct way. Sundin

(2020) states that learning a language is essentially "picking it up," or honing your

language skills via conversation in everyday settings. Children pick up both their

primary and, most likely, their second language. Language acquisition is not the

same as language learning. Learning a language involves "knowing the rules" or

 10

possessing an intentional understanding of grammar. Recent studies suggest that

formal language instruction may not be as crucial to the development of second-

language conversational skills as once believed.

When teaching English to young pupils in primary schools, it is necessary

to create an environment where language abilities are acquired through acquisition

rather than learning, in keeping with child development and the two notions

mentioned above (acquisition and learning). This indicates that students pick up

language in a communicative and natural way.

English teachers need to be aware of the following language learning tools

for young learners in order to effectively facilitate instruction:

a. Learning resources are primary materials that are arranged and learned as

interesting activities that students usually do in their daily lives, not additional

things for enjoyment.

b. Educational materials for students need to be suitable for their ability,

motivation, environment, and so on. Thus, individuals who are conversant in

English songs and games become the best English teachers for younger

students. They can also arrange those materials to make them more interesting.

c. The differences between method and resource need to be evident. Resources

include poems, tales, songs, and games.

2.1.3 Students’ Interest in Learning

According to Hakim (2021) defines learning as a process of developing a

person's personality as evidenced by increasing abilities, knowledge, attitudes,

 11

habits, understanding, skills, thinking, and other abilities, as well as increasing the

quantity and quality of behavior.. According to Van Eck cited by Sheila (2022)

stated that online learning communities enable lively discussion and socialization

and adhere to the principles of constructive learning, where people effectively

learn information when experiencing and defining knowledge through social

context. Thus, a variety of information to improve human life can be explored

with the presence of the Internet However, there is a difference between public

education and training that is caused by the nature of Internet technology. E-

learning is a successful learning process that combines word-wall content delivery

with learning resources and services (Rennie & Morrison, 2013). Learning

through e-learning uses either media or electronic services by combining word-

wall delivery of materials.

2.1.4 Indicators of Learning Interest

According to Slameto cited by Mukrimaa et al., (2016) indicators of

interest in learning are:

1) Feeling Good.

There is no pressure to learn when a student enjoys a particular class.

2) Student Attention

Students' attention is their focused observation and comprehension of the

subject, pushing other people aside. Students are naturally drawn to a particular

object because they are interested in it.

 12

3) Attraction

Related to the enthusiasm that students have for a particular person, thing,

activity, or bias of an affective experience created by the activity itself.

4) Student involvement.

A person's interest in anything causes them to like and be interested in doing or

working with that thing.

The terms interest and attention are sometimes used interchangeably;

however, students attention refers to their focus on observation and

comprehension while putting other things aside. When a student is interested in

something, they will inevitably notice it.

It is clear from the description above that learning factors have a

significant impact on students' understanding of what they are learning. Therefore,

teachers must be aware of students' learning interests in order to facilitate their

understanding of the content being delivered. An interest in learning is to be

interested in what students are learning. Students should understand the

importance of their educational experiences since they have the potential to affect

how their lives develop in the future. Furthermore, students will find it easier to

focus if they have an interest in the material. As a result, there needs to be a strong

reason to support students' academic interests. These kinds of things can

encourage students to perform in a particular way and increase their motivation

when it comes to learning.

 13

2.1.5 Indicators of Learning Activity

The success of learning activities can be measured using indicators. Wahab

cited by Embun et al., (2015) explained that indicators of learning activities

include:

a) Listening

In learning, listening is an activity that requires students to listen to educators

when delivering material.

b) Viewing

When in class, students usually look at the whiteboard, which contains material

written by the teacher. This writing will create an impression, which can then

increase students' knowledge and be stored in their minds.

c) Touching, smelling, and tasting.

Touching, smelling, watching, or tasting activities are learning activities that

are encouraged to achieve the goal of changing behavior.

d) Write or take notes.

Writing or taking notes is part of students' needs to accommodate the

information contained in the material.

e) Reading

Active reading for the sake of learning is true learning.

f) Make a summary

Making a summary can help you remember important things contained in the

material.

g) Observe tables, diagrams and charts

 14

Observing tables, diagrams and charts can help to generate illustrations or

images of the material presented.

h) Prepare working papers

Compiling working papers is closely related to writing. By preparing work

papers, students can write according to good Indonesian language rules.

i) Remembering

Remembering is an activity when students are memorizing the material and

formulas they have learned.

j) Thinking

Thinking is an activity where students can gain new knowledge through the

thinking process.

k) Exercise and practice

Exercise and practice can provide new experiences so that knowledge and

understanding of the material studied become clearer.

According to Diedrich cited by Fikriah (2020) explained that the indicators

of students' learning activities based on their group are as follows:

a) Visual activities, include reading, paying attention to demonstration pictures,

and experiments. When learning is taking place, students often ignore the

teacher's directions to pay attention to pictures containing material that

contains instructions for answering questions.

b) oral activities, such as stating, formulating, asking, giving suggestions, and

expressing opinions. When learning is taking place, students often feel

 15

embarrassed to ask questions and do not feel confident in expressing their

opinions regarding the material presented by the teacher.

c) listening activities, such as listening to conversations, listening to speeches,

and discussing. In the learning process, students are often less involved in

discussions between groups. This is because students want to group with close

friends while they are required to mingle with other friends.

d) Writing activities, such as story writing, essay writing, or copying. In the

learning process, students are often reluctant to copy material presented by

educators, even though they can use these copies as study materials at home.

e) Motor activities: the process of learning activities such as conducting

experiments, making constructions, and repairing models. Playing, gardening,

and raising livestock. In the learning process, students often do not dare to

experiment with something because they are afraid of failure. Therefore, the

teacher's role is to make students brave in carrying out experiments.

f) Mental activities, such as remembering, responding, solving problems, and

analyzing. In the learning process, students often do not dare to come forward

to solve the questions given by the teacher because they are afraid of answering

the questions incorrectly.

g) Emotional activities, for example, being interested, bored, happy, enthusiastic,

brave, and so on. In the learning process, students are often not enthusiastic

when facing subjects that are considered difficult; unlike subjects that they like,

students will be enthusiastic about participating in learning.

 16

2.2 Games

2.2.1 Definitions of Games

According to Harahap et al., (2020) defined a game as a form of play that

takes place within a simulated environment, where participants strive to

accomplish a specific, nontrivial objective by following established rules.

Meanwhile according to Rohmiyanti et al., (2021) a game is an activity with

specific rules in which one person wins and another loses, typically in a

lighthearted manner or for the purpose of relaxation. Based on the explanations

provided, it can be inferred that games involve rules and a goal, and they serve as

a means to disrupt the usual classroom routine, providing enjoyment and

relaxation for students during the learning process. Games also offer a way for

students to have fun while learning.

According to Saputro (2020) states that a game is a computer-based form of

entertainment created using animation techniques and methods. To delve into the

realm of animation, one must comprehend the process of game development.

Conversely, if one aims to develop a game, a thorough understanding of

animation techniques and methods are essential, as the two are closely connected.

Based on the explanations provided, it can be suggested that games are a

form of engaging activity that can be incorporated into the classroom as a covert

strategy to entertain students and make the learning process enjoyable for both

teachers and students.

 17

2.2.2 The Types of Games

The four categories of games are described in the book on language learning

games. There are games for the classroom, solo play, working in pairs, and group

activities. This indicates that it has a specific importance in guaranteeing that each

student gets the best possible opportunity to practice speaking the language orally

and that it fosters peer interaction.

According to Jill Hadfield in Nadzifah (2015) (Advanced Communication

Games) divided games into two kinds, they are:

a. Competitive games, in which players or teams race to be the first to reach the

goal.

b. Co-operative games, in which players or teams work together towards a

common goal.

Based on the information provided, it can be inferred that games can be

played by individuals or groups of players, with the objective of winning or

reaching the goal quickly. Games can also involve teamwork, group collaboration,

individual competition, or pairs competing against each other.

Meanwhile, Rinvolucri & Davis (1995) state there are many kinds of

language games:

1) Competitive games. This game often uses forms that are derived from TV and

radio games. It makes logical to take amusing scenarios from the student

comments. Competitive games that match two people against another pair or

three people against themselves are great for encouraging cooperation and

support between teams.

 18

2) The cognitive game is a collaborative activity where students work together to

create sentences. It involves expanding a given sentence by adding one or two

words to create new utterances.

3) Feeling and grammar. In this section, students focus on expressing genuine

information about themselves and the people around them, using specific

language structures. For some learners, this approach is more effective than

directly and solely focusing on grammar.

4) Giving others attention. Students construct a situation similar to one in a

language classroom in this game. Practice with the grammar takes place in a

person-centered environment where meaning is the main focus.

5) Movement and grammar. This game combines movement with grammar

practice, allowing students to internalize grammar concepts while staying

active and engaged.

6) Meaning and translation. Intermediate to advanced students can use this game

to determine the meaning of given sentences and decide if they are meaningful

or nonsensical.

7) Problem solving. Students are challenged to find multiple solutions to

technical, human, and cultural problems in this game, using a given set of

vocabulary and structures to express themselves.

In this context, it is evident that students can engage in various games, but

they must understand the rules before participating. Based on the information

provided, it can be inferred that students can play a variety of games depending on

their needs, purposes, context, and circumstances. This implies that when a
 19

teacher aims to teach grammar, they should carefully select suitable games for the

lesson.

2.2.3 The Purposes of Using Games

According to Gretchen E. Weed cited by Amaliyah, (2020) stated that using

games in teaching language has many purposes as follows:

1) Physical activity: to release physical and nervous tension and increase mental

alertness by breaking up the exercise routine.

2) Enjoyment: to create an atmosphere of interest and enjoyment so that students

are excited about to attending English classes. In addition, students can have

fun outside of class by playing the activities they have learnt in class.

3) Cultural content: Games can be used to uncover cultural patterns, enhancing

students' understanding of English-speaking peoples. For example, a simple

game can illustrate the concept of individual competition and the recognition of

a single winner who may receive a prize.

4) Language learning: Games can complement the teaching of grammar and

pronunciation in language learning, providing practical context for

understanding linguistic form and sound.

There are several reasons for using games as a tool for learning vocabulary.

Games can provide a fun alternative to traditional learning methods, break up the

monotony of drills, and allow students to enjoy themselves while learning. They

can be used both in and outside of the classroom. Additionally, games can serve
 20

as a competitive activity to determine a winner, and can also be an effective

technique for teaching grammar and pronunciation in a new language.

Vogel et al., (2006) stated that there are several benefits of game application

in the class, as follows:

a. The game can help and push the students to have the interest and work to adapt

and make an effort to understand the language material because language

learning is hard work.

b. The game can give the language experience to the students rather than study it.

The game also helps the tutor make or create the composition in which the

language is useful or meaningful.

c. The game can provide repetitive occasions and put on a specific language. It

gives the quality of practice like having drill exercise.

d. The game can provide intense and valuable practice so that it can be considered

central to learning.

2.2.4 Word-wall Game

Word-wall is a game-based website application that can be used as a

learning medium. Word-wall media consists of several types of games that can be

used, including quizzes, matching, anagrams, random words, word searches,

grouping, etc. This medium is very suitable for use in every situation where

several schools are still implementing the system of online learning or limiting

class hours, so teaching and learning activities in schools are less effective.
 21

As previously explained, the media Word-wall consists of several types of

games. The following types Games that can be used in this research:

a) In the matching game, students must match by shifting each keyword to the

side of the definition.

b) Quiz, a game that contains a collection of selected questions, where students

have to choose the correct answer in order to move on to the next question.

c) Random Wheel: This game asks students to state or describe what they got

from spinning the wheel. This game is usually used as an activity or exercise so

that students can describe and retain the material required by the instructor

because it has no score.

d) Opening the Box: This game asks students to choose answers that match the

statement in the form of a picture or questions contained in the selected box.

e) To find a match, students must choose the correct answer and then be matched.

The correct answer will disappear, and so on.

f) To correct the sentence, students must rearrange the sentences to make them

correct.

g) Group Sorting: This game asks students to group or arrange the correct answers

according to the classification.

h) Pursuit in the Labyrinth: students are provided with questions and must find the

answer in the labyrinth of ways to run their animal and not hit its enemy.

i) Game Show Quiz, a quiz containing mandatory multiple-choice questions

Students work on it by choosing the correct answer. Quiz It has a time limit,

bonus rounds, and lives.

 22

j) Matching Pairs: Students are asked to tap a pair of tiles containing images, then

match the images to one another by opening the tiles one by one.

k) Missing Words, an activity that requires students to fill in missing words in a

statement. The missing word pieces have been provided, and students must

choose so that the word completes the sentence.

l) In anagrams, students are required to drag or move letters to form the correct

word.

m) Labeled Diagram: Students are asked to put the pins in place correctly in an

image.

n) Random Cards, a random card game containing images or questions that

should be shared with students. This game is still played online.

o) Finding the Mouse: This game involves spawning several mice for each

answer, and students must hit the mouse that has the correct answer.

p) Pop the balloon. Students are asked to pop the balloon, dropping each keyword

into its matching definition.

q) For airplanes, students must use touch on Android or a keyboard if using a PC

to fly a plane and be led to the correct answer.

r) Crossword puzzles: students must solve crossword puzzles by paying attention

to the instructions provided.

 23

2.2.5 Steps to Use Word-wall

Please note that this Word-wall-based media can be accessed via Android or

laptop/PC and has a similar display, which is not much different if accessed in

both. Here are the steps for using Word-wall:

1) The teacher will share the assignment link with the students, and then the

students Open the link and fill in the name column provided.

2) Next, students can press the start button.

3) The game starts; fill in according to commands or questions, with a timer that

continues to run (if you activate the timer feature).

4) When they have finished working, students can see the score that was obtained.

5) If the teacher activates the repeat button, then the students who do less than

optimally can repeat it.

6) Teachers can see the scores obtained by students in their accounts Word-wall,

namely by pressing the My Results button. From there, the teacher can see the

ranking of students' grades from highest to lowest.

2.3 Vocabulary

2.3.1 Definition of Vocabulary

Vocabulary refers to the collection of words used in a language overall or

within a specific area. It is an essential element that can enhance various English

language skills. Without a strong vocabulary, students may struggle to effectively

communicate with people from other countries, comprehend English literature, or

produce their own written works in English. According to Bai (2018) states that
 24

vocabulary is one of the most many vocabularies across all languages. As the

basis of language learning, vocabulary development provides the foundation for

students to learn English vocabulary and make informed use of a variety of

English learning techniques.

According to Linse cited by Artawan et al., (2022) Vocabulary is a

collection of word that a person is familiar with. According to the statement, a

person's vocabulary is their collection of terms that they are familiar with.

According to Wardani (2015), vocabulary is a crucial component of language

because it is used in all four language skills—listening, speaking, reading, and

writing. This argument suggests that because vocabulary is essential for speaking,

reading, and writing, it plays a significant role in a language. This implies that a

person's limited vocabulary and language skills are closely related.

The author came to the conclusion that vocabulary was a unity of characters

that were combined to form words, which were then arranged for use by an

individual or group to interact. Language words, including single items, phrases,

and groups of multiple words with specialized definitions, are referred to as

vocabulary. For those studying English as a second language or as a foreign

language, vocabulary acquisition is crucial.

2.3.2 The Importance of Vocabulary

Vocabulary was necessary to learn English. That explained why it was

crucial that students learn vocabulary. According Kaloke et al., (2022) who
 25

claimed that vocabulary was crucial because words was tools for thinking about

the ideas they would express.

According to Lee C. Deighton cited by Triningrum, (2019) vocabulary is an

important component to linguistic proficiency. When using the language, pupils

with a strong vocabulary will succeed in both receptive skills (reading and

hearing) and expression skills (speaking and writing). However, those with

limited language will struggle with those abilities.

As students moved from grade to grade, students must be able have more

vocabulary. According to McCarten (2007) said that the total of words students

needed to learn between 12.000 and 20.000 depended on their level of education.

Acquiring vocabulary is a lengthy process that involves familiarizing

oneself with, recalling, and comprehending words. When learning or teaching

vocabulary, it is essential to consistently review and repeat words on a daily basis.

Bintz (2011) states that one significant research finding indicated that vocabulary

development is an ongoing process.

In conclusion, vocabulary was a central of language and of critical

importance of typical language. Vocabulary learning needed as basic foundation

to construct skills of English.

 26

2.3.3 Types of Vocabulary

According to Harmer (2007) cited by Lathifah et al., (2020) , there are two

types of vocabulary:

a. Active Vocabulary (Productive Vocabulary)

Productive vocabulary is the language that someone consistently uses while

writing or speaking.

b. Passive Vocabulary (Receptive Vocabulary)

Receptive vocabulary is a list of words students may not know, but they can

understand when they read or listen to it. Students often use these words and

are frequently unfamiliar with them.

2.3.4 Indicators of Improvement of Vocabulary Mastery

According to Thronbury, cited by Rikmasari (2019)said that indicators of

improvement of vocabulary mastery are:

(1) Pronunciation

Pronunciation is the act or manner of pronouncing words; utterance of speech,

a way of speaking a word, especially a way that is accepted or generally

understood, and a graphic representation of the way a word spoken, using

phonetic symbols.

(2) Spelling

Spelling is the ability to spell a word consisting of several letters correctly

(3) Meaning

Meaning is the understanding given to a linguistic form.

 27

2.4 Relevant of Studies

This study was similar to some researches. The first research was

conducted by Maulidina (2022). Improving Students’ Motivation in Learning

English by Using Games for EFL Adult Learners. This study aimed to improve

students’ motivation in learning English by using games for EFL adult learners.

This research was classroom action research. The results of the research showed

that the motivation of eleventh grade students in learning English has increased

due to the application of games in the class.

The second study, "Using Games to Improve Students' Vocabulary," was

conducted by Jannah (2011) in a classroom setting at Yayasan Miftahul Janah

(YMJ) Junior High School in Ciputat. The purpose of this study is to find the

simplest method for seventh-grade students at Yayasan Miftahul Janah (YMJ)

Junior High School to increase their vocabulary. Classroom Action study (CAR)

was the study methodology employed by the researcher. The study's findings

showed that seventh- grade students at Yayasan Miftahul Janah (YMJ) Junior

High School Ciputat may increase their vocabulary by playing games.

The third research conducted by Silvia et al,. (2021) was entitled

Improving Early Childhood Vocabulary Through Media Word-wall. This study

aims to develop Word-wall media to improve early childhood vocabulary skills.

The design of this research is classroom action research. Based on the results of

the study, it can be concluded that the Word-wall media which was developed to

improve early childhood vocabulary skills is suitable for use in the learning

process. The implication of this research is that the media developed in the form
 28

of Word-wall media can be used by teachers to improve vocabulary skills in

children

The fourth research done by Rohmatin (2023) with the title Use of Word-

wall Based Educational Games to Improve Students' Vocabulary Abilities English

Learning. This research aimed to improve students' vocabulary skills in language

learning English related to Descriptive text material as well as pronouns: subject,

object and possessive through Word-wall-based educational game for class VII H

MTsN 5 Jombang students. Classroom action research was the methodology

employed in this study. From this research it can be concluded that using Word-

wall-based educational games can improve abilities vocabulary in English

language learning for class VII H MTsN 5 Jombang students.

The fifth research done by Sari (2018) The Use of Games as a Strategy to

Teach English to Young Learners. The study methodology employed in this study

was qualitative research. The purpose of this qualitative study was to find out how

teachers felt about using games to teach English to young students. A qualitative

research approach was employed in this study to investigate the research topic.

Interviews were also used as a research instrument. The researcher came to the

conclusion that teachers had a positive opinion of using games to teach English to

young students.

The sixth research was Why Word-wall Games Can Be Advantageous in

Vocabulary Learning by Amin Rasti-Behbahani from University of Jyvaskyla,

Finland. Corbin and Strauss (1990) employed the grounded theory technique to

evaluate and synthesize the publications. Seven themes developed from the data,
 29

including dual encoding, instantiation, motivation, authenticity, repetition,

interaction, and feedback. These themes are elements in word-wall games that,

according to the literature now in publication, might improve vocabulary

acquisition.

The seventh research was the construction of an online competitive game-

based learning system for junior high school students by Cheng & Lou (2012).

The goal of this study was to build a competitive online game-based learning

system for junior high school students utilizing freeware and evaluate its

outcomes. The research's conclusions showed that the majority of students are

satisfied with the four areas of the online competitive game-based learning

system's freeware construction. Students in junior high school can study well

using the online competitive game-based learning system, interim.

Based on the explanation above, the researcher compares with his research

entitled using word-wall games to improves student vocabulary mastery at SD

Permata Insani Islamic School Kota Jambi. The similarity of this research with the

previous research above was that they both use classroom action research. The

differences this study from the previous research above was this researcher only

used word-wall games (Word-wall game) as learning media.

 30

2.5 Conceptual Framework

As mentioned above, students need to have a good understanding of

vocabulary, as it is a fundamental aspect of learning English. Without a strong

grasp of vocabulary, students will struggle to develop their listening, reading,

speaking, and writing skills in English.

The teacher needs to teach vocabulary using an efficient method in order

to develop the four abilities of English. Although learning English is crucial for

children, they often have difficulty with vocabulary learning. The explanation of

this phenomenon is because the process of teaching and learning is monotonous.

It is therefore not unexpected that kids fail to understand vocabulary.

Therefore, the researcher decided to solve the problem with learning

improvement actions using a cycle which includes the planning, action,

observation, and reflection stages, through the use of word-wall games to improve

vocabulary mastery. Schematically the conceptual framework can be described as

follows:

Graph 2.1 Kammish and McTaggart's Classroom Action Research Model

 31

a. Planning

Planning is the process activities to plan an action based on the result of

preliminary observation

b. Action

The acting phase is principally the realization of an act that is planned in

advance such as the strategy used, what materials will be used taught and

others

c. Observation

Observation is a process of recording and collecting data about any aspect

which happen during the implementation of the actions.

d. Reflection

Reflection is used to prepare planning actions after the application of action

before; it is to complete next action that has been planned.

 32

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

In this research, the researcher used classroom action research to solve the

vocabulary problems of students at SD IT Permata Insani Islamic School Kota

Jambi by using word-wall games, which consist of two cycles. The method was

employed by the researcher through four steps: planning, acting, observing, and

reflecting.

According to Gundary, (2018) classroom action research is a process in

which a single teacher or a group of instructors gather data and analyze their

performance, knowledge, and outcomes in order to comprehend and enhance their

classroom teaching activities. According to Sanjaya (2016) defines classroom

action research as a study that focuses on the teaching and learning process in the

classroom with the goal of enhancing the standard of learning practice.

Additionally, using real action and analyzing all influences from the scenario,

classroom action research is one of the problem-solving techniques. Meanwhile,

according to Creswell (2008), action research designs are systematic procedures

carried out by teachers (or other individuals in an educational setting) to enhance

their teaching and students' learning. Classroom Action Research is a practical

design that explores a problem with the goal of developing a solution to the

problem. It implies that instructors investigate difficulties or problems they

 33

encounter, reflect on these concerns, gather and analyze data, and then apply

adjustments based on their findings in order to improve the practice of teaching.

3.2 Procedure of Classroom Action Research

In this research, the researcher used classroom action research by using

Kemmish and McTaggart’s model. This model was chosen by researchers because

the steps start with planning activities, acting, observing, and reflecting on

actions, and this technique is easier to understand and apply in real research. Here

is the model of action from Kemmish and Mc Taggart (Amrullah et al., 2019) that

has been used by the writer:

Graph 3.1 Modified from Kammish and McTaggart's Classroom Action

Research Model.
 34

1. Cycle 1

The steps of the research can be illustrated as follow:

a. Planning

Planning is the process of organizing actions that have been implemented in

response to pre-observations. During this stage, the researcher prepared

everything that would be required for the research. The things needed include:

1) The researcher prepared lesson plan and all teaching materials and facility

needed. The topic of the lesson plan is “My Family” and “Animal”.

2) The researcher prepared learning media. The media used in this cycle are

Word-wall game, so the researcher set some features in the application for

students to use.

3) The researcher prepared task related to the material. The task was given after

the researcher explained the material.

4) The researcher prepared student task results sheets.

5) The researcher prepared diary notes and observation sheets. The researcher

gather data for the observation sheet based on the teaching activities that take

place in the classroom. The researcher recorded the responses, behaviors, and

reactions of the students through diary notes.

b. Action

The acting phase is where the researcher performs the planned action. In this

step, students were taught how to understand vocabulary mastery by using

 35

word-wall games to improve their vocabulary mastery, and researchers carried

out action research and performed several actions, they are:

1) The teacher explained the material (Word-wall game) that have been used in

every cycle as a technique to improve students’ vocabulary.

2) The teacher determines the rules of the class when teaching and learning

process are running.

3) The teacher gave the students vocabulary related to the lesson, and the kind

of vocabulary is about noun.

The researcher used strategies determined while teaching while observing

research class conditions during teaching and learning activities. In this phase

begins the process of going deeper into the problem at hand researched.

c. Observation

The act of making notes and gathering information on any events that take

place when actions are being carried out is known as observation. The

researcher observed in order to discover what happens in the classroom during

the teaching and learning process. The researcher monitors all the processes

that have been completed during this phase, including observation planning,

observation of the media and methods employed, and observation of all

activities necessary and connected to the implementation process.

d. Reflection

In order to perform the next action that has been planned, reflection is utilized

to prepare planning activities following the application of previous actions. It is

a process of evaluating and responding to what was done in class. The activity
 36

is assessed via reflection, the data is verified to develop a judgment, and if the

requirements are met, the action will be completed; if not, it will be continued.

2. Cycle 2

This cycle is a continuous cycle from the first cycle. The purpose of this cycle

is to emphasize the weaknesses in the previous cycle and to improve students'

abilities in the learning process. The researcher did this cycle because researcher

still found the weaknesses in the previous cycle and found the results from student

task scores did not reach the minimum completeness criteria (KKM) learning.

Therefore, the researcher repeated all stages (re-planning, re-action, re-

observation, and re-reflection).

3.3 Research Setting

In this subchapter presents the place of the research and the time of

conducting the research. The explanation of the place and the time of research is

as follows:

1. Place of research

This research was conducted at SD IT Permata Insani Islamic School in

Jambi. SD IT Permata Insani Islamic School is an academic unit located in Paal

Merah, South Jambi Regency. The subject of this research is students in grade IV

of SD IT Permata Insani Islamic School. This participant of the class consists of

22 students.
 37

2. Time of Research

This research was conducted on the first semester in the academic year of

2023/2024. The research was conducted in the month of august to September.

And every cycle consists of four meetings.

3.4 Technique of Collecting Data

This research used qualitative data and quantitative data. The qualitative

data consists of observation within the physical activity in the classrooms. On the

other side, the quantitative data used is test. The completely explanation as

follows:

a. Observation

The primary method for gathering information about the teacher's performance,

classroom conditions, and students' reactions to the use of games is through

observation. It deals with the activities of the English teacher in presenting

English materials to the students. The observation conducted to observe

teaching-learning vocabulary in the real classroom activities at Fourth grade of

SD IT Permata Insani Islamic School Kota Jambi.

b. Task

The task used to determine the improvement of the student vocabulary mastery.

The task was analyzed by taking the average of students’ vocabulary mastery

by statistical technique. The task was given in the form of a multiple-choice

question, each question consists of three-choice options. The researcher made

the questions based on the English book (Cinta Berbahasa Inggris). The
 38

researcher used the multiple-choice question because the students were more

familiar with answering questions in a multiple-choice form. It can shorten the

work time and cover all learning materials.

c. Diary Notes

The researcher observed student activities. The important activities were

written down in the diary notes. The increase in students' vocabulary mastery

also pays attention to the teacher in every meeting.

d. Documentation

The documentation method means how to collect data by recording data that

already occurs. The researcher analyzed documents in the form of tests taken

from the previous semester as a reference for assessment in this research.

3.5 Technique of the Data Analysis

In this research, researcher used qualitative and quantitative analysis.

According to Amrullah et al., (2019) qualitative data analysis can be linear or

circular. Based on the explanation above, data analysis will be carried out during

the learning process. The guidelines used in qualitative data analysis are based on

Amrullah et al., (2019), the steps of which are as follows: 1) studying all data that

has been collected, 2) reducing data which involves categorizing and classifying

activities, 3) concluding and verifying.

Data analysis technique that used in this research are:

1. Data Reduction
 39

Data reduction involves condensing and selecting the key elements,

concentrating on the significant aspects to identify themes and patterns. This

process results in a more concise representation of the data, facilitating further

data collection for the researcher. Data reduction is a crucial component of the

analysis.

2. Data Display

After the data has been reduced, the next step is to display the data. The

presentation of the data is directed so that the resulting reduction data is

arranged in a relationship pattern, so that it is easier to understand and plan

further research work. In this step, the researcher tries to collect relevant data

so that it can become information that can be concluded and has a certain

meaning. The process can be carried out by displaying data and making

connections between phenomena to understand what actually happened and

what needs to be followed up to achieve research objectives.

3. Conclusion Drawing and verifications

Drawing conclusions involves taking a step back to reflect on the significance

of the analyzed data and to evaluate their relevance to the original questions.

Verification, which is closely connected to drawing conclusions, involves

reviewing the data multiple times to confirm or validate the emerging

conclusions about students' reactions to handwritten feedback from teachers.

Then, in analysis the quantitative, Descriptive statistics were used to

analyze the task results. It analyzed the results of the teaching and learning

process to make comparisons between what happened before and after the cycle.
 CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter present research findings and discussions which provide an

answer to the research questions.

4.1 Findings

4.1.1 Findings of the First Cycle

a. Planning

Based on observations made before using word-wall games, there were

several problems that faced by students. The main problem most students

encounter was a lack of vocabulary mastery. The students found it difficult to

understand English learning because they did not know the meaning of the

vocabulary. Therefore, word-wall games were used to solve the problems that the

students faced. To know the improvement of the students, students were given a

task in the end of the cycles. Preparations or strategies utilized prior to the

implementation include working with the collaborator on the activity. The

researcher chose collaborator because they had experience in teaching English.

The general plans created based on discussions with collaborator consists of: (1)

Choose a topic based on the "Cinta Berbahasa Inggris" book; (2) preparing the

game that used in the teaching and learning process; (3) preparing student and

teacher observation sheets; (4) determining the criteria of success.

In the first cycle, researchers provided games to make it easier for students

to master the vocabulary. The researcher prepared three types of games to

40
 41

improve students' vocabulary mastery. The games created for cycle 1 were the

arranging letters game, the word matching game, and the crossword puzzle game.

b. Action

The action of the first cycle was done on August 4 th, 11st, 18th, and 25th

2023. The researcher implemented the teaching learning process based on the

lesson plan had been made.

First Meeting (Friday, August 4th 2023)

Opening Activities

The teacher and collaborator enter the classroom. The researcher as the

teacher put the teaching materials on the teacher's desk then prepared the projector

with collaborator. Meanwhile, students began to be interested in what the teacher

and collaborator had prepared. It is assumed that they started to become

enthusiastic about learning. The teacher smiled and tried to look at all the students

intensively, then came forward to greet them in a friendly manner. After greeting,

the teacher called the students' names one by one.

Main Activities

At the main activity stage, the teacher explained to students why he had

prepared the projector and laptop. The teacher explained that English learning will

use word-wall game media. After that, the teacher opened the Word-wall game

via the website that he had prepared. The teacher explained that the Word-wall

game is a game that helps us learn English, and there are many types of games in

Word-wall game. After that, the teacher opened the Arrange Letters game and
 42

explained that today we will learn the vocabulary by using this game. The teacher

gives an example of how to play the arrangement letters game.

After the teacher gave an example of playing the Arrangement Letters game,

the teacher called one of the students to demonstrate how to play the Arrangement

Letters game. The student confidently came forward to demonstrate the game,

even though he didn't know how to play it. The teacher guided the students by

directing each letter to the correct place. After the demonstration, almost all

students raised their hands and asked to try playing the game, some students even

came forward without being asked by the teacher. The class was not well

organized because many students wanted to try the game, so the teacher asked

who sat neatest will try the game, and then the teacher chose several students to

try the game. The teacher asked students to write each vocabulary word in the

arrangement letters game, then asked them to say each vocabulary item out loud.

Closing Activities

At the end of the meeting, the teacher reminded the students about the

vocabulary they had learned and motivated them to study diligently at home. The

teacher said if anyone wanted to ask, student A asked when we would learn to use

this game again, then the teacher answered that in the next meeting we would

learn with this game again, and the students spontaneously cheered happily. The

teacher closed the meeting by saying, Wassalamu'alaikum.

 43

Second Meeting (Friday, August 11st 2023)

Opening Activities

At the second meeting, the researcher entered the class with the

collaborator. the researcher and collaborator prepared the necessary instruments

such as projector and laptop. The collaborator immediately took a seat at the back

of the class so that it was easy to observe student and teacher activities. The

students' reactions looked very enthusiastic even though learning had not yet

started, they were noisy while the teacher and collaborator prepared the projector

and laptop. The teacher started the class by saying greetings, followed by filling in

the student attendance list. All students were present, as at the previous meeting.

Main Activities

At this stage, the teacher began the learning by asking about the

vocabulary that was learned at the previous meeting one by one. There were some

students who didn't remember the vocabulary they had learned, then the teacher

asked, "Did you repeat the lesson at home?" and some students answered "yes,

sir," and some answered "no, sir". Based on the students' answers, the teacher

repeated the vocabulary they had learned by saying the vocabulary together.

After repeating the vocabulary, the teacher explained again, "What is a

word-wall game?" and then showed a new game that will be used today. The

game used is a word-matching game. The teacher explained how to play using a

word-matching game, such as matching words with the sentence descriptions

provided. The teacher demonstrated how to play the word-matching game slowly

so that students could easily understand what the teacher had explained.
 44

The teacher called the students based on student attendance to practice the

game. The students who were at the bottom complained because they were the last

to play the game, which made them noisy and joke with each other. After the

students played the word-matching game, the teacher asked the students to say

what vocabulary was in the game; they spontaneously answered all the vocabulary

by shouting, so the class became less conducive. The teacher asked them to calm

down, then asked the students randomly, and almost all students could answer the

questions asked by the teacher.

Closing Activities

At the end of the meeting, the teacher repeated the vocabulary again and

encouraged the students to repeat the lessons they had learned at home. The lesson

ended with a prayer, and the teacher said "Wassalamu 'alaikum."

Third Meeting (Friday, August 18th 2023)

Opening Activities

The teacher and collaborator entered the classroom. Meanwhile, the students

seemed enthusiastic to start the lesson. After seeing the students, the teacher

smiled, and the teacher checked the student attendance list. The teacher continued

by reviewing the vocabulary learned in the previous meeting. The teacher inspired

the class to participate more actively in the learning process by emphasizing the

value of vocabulary.
 45

Main Activities

As in the previous meeting, the teacher started the class by explaining again

what a word-wall game is. followed by an introduction to the game that will be

used. The game used at the third meeting was a crossword puzzle game. A

crossword puzzle game is a game where the way to play is to fill in the empty

spaces in the shape of a box with letters, thus forming a word that matches the

instructions. Some students knew how to play crossword puzzle games, so it made

easier for the teacher to explain what crossword puzzle games is.

The teacher gave students examples of how to play the game, following the

questions provided in the game. After giving examples to the students, continued

by answering the questions together. After that, the teacher asked the students to

play the game by calling their names based on the attendance list. The students

were very enthusiastic; it can be seen from several students coming forward

without being called by the teacher and also from students giving guidance to

students who are still having difficulty answering questions. After playing the

crossword puzzle game, the teacher spontaneously asked the students some

vocabulary, and as a result the students were able to answer the questions well.

Closing Activities

After completing all the activities for that day, the teacher reflected on the

learning activities and asked the students which vocabulary words they did not

understand. Before closed the meeting, the teacher reminded them to study hard

and never stop learning English. Finally, the teacher closed the meeting by saying,

"Wassalamu'alaikum, Wr. Wb.”

 46

Fourth Meeting (Friday, August 25th 2023)

Opening Activities

At the fourth meeting, there were not many activities carried out by students

and teacher. First, the teacher entered the classroom with a collaborator, followed

by preparing the projector with the laptop. After that, the teacher checked the

student attendance list.

Before the main activity, the teacher explained what students would do on

that occasion. The teacher said they would give students a task to evaluate their

previous learning. The form of the task is multiple choice. In this task, the

students must answer questions on the paper sheets provided. The questions

consist of 25 multiple-choice questions, and each question consists of three

answer options. Fifty minutes have been allocated to working on questions from

the task.

Main Activities

The fourth meeting focused on seeing the improvements of the student.

First, the teacher distributed the task questions that had been prepared. The

teacher reminded the students that the time to complete the task is only 50

minutes, and the teacher also asked students to do it individually and not to work

together with each other.

As long as the task was given, the teacher went around to see whether the

students were doing the task well. The teacher monitors students from cheating on

other friends. Here, many students completed the assigned tasks quickly, even
 47

though they still have a lot of time left. The teacher asked the students to check

their answers again.

Closing Activities

After all activities were completed, the teacher closed the lesson by thanking

the students who had attended and participated. The teacher reminded the students

to study at home so that they didn't forget what they had learned. Finally, the

teacher said "goodbye" and Wassalamu'alaikum.

c. Observing

In this phase, the researcher and collaborator observed student activities in

the vocabulary teaching and learning process.

Meeting 1

At the first meeting, the researcher observed students' interest in the learning

provided through the Word-wall game, but there were still several problems faced

by students, such as students do not understand well how to use the Word-wall

game. Another problem is that students feel too excited because it is their first

time learning to use Word-wall games, which makes the class noisy, and students

cannot concentrate on the explanation given by the teacher about how to use

Word-wall games. Therefore, in order to make the classroom more conducive to

learning, teachers as researchers need to focus more on teaching students how to

play Word-wall games and improve classroom organization.

 48

Meeting 2

At the second meeting, the researcher noticed that the classroom was in

better condition, the students more familiar with the Word-wall game and

behaving more quietly. The students were excited to follow the teacher's

instructions to learn English through the Word-wall game. The class became more

conducive because the researcher organized the class more so that the class

became more effective for teaching and learning activities. The researcher found it

easier to explain what Word-wall games are and how to play them.

Meeting 3

During the third meeting, the researcher noted that the class was running

effectively but that there were still problems because a few students were making

noise in order to play games. But outside of class problems, they can understand

the lesson. It can be seen from their participation and answer when played the

game. At the third meeting, the class was more conducive, and learning was more

effectively. Students were very enthusiastic and asked a lot about Word-wall

games and how to make them.

Meeting 4

At the fourth meeting, the researcher focused on seeing students' progress

by giving tasks. During tasks, the researcher noted that students answered

questions quickly, even though they still had a lot of time left.

During the implementation of the word-wall game, several students actively

paid attention when the teacher delivered the material and participated in the

teacher's activities. During the lesson, the teacher moved from one place to
 49

another to control the students. The teacher explained the teaching steps clearly

and loudly, and students actively followed the teacher's instructions. The teacher

guided the students who have difficulties understanding the lesson.

Based on collaborators' field notes, several students were busy with their

activities. It was seen that there were students who were not paying attention to

the teacher properly, then the teacher warned them to be quiet and pay more

attention to the teaching and learning process.

62%

60%

58%

56%

54%

52%

50%
Previous Semester Task 1

Graph 4.1: The Students’ Improvement in vocabulary mastery in

the First Cycle

The data showed that average score of the task is 60,73. There were 9

students who did not meet the criteria of minimum score, leaving 13 students who

did. It means that the first criterion has not been satisfied.

Based on the results of the students' vocabulary achievements in vocabulary

mastery during cycle 1, there was an increase in the average value of students

from before students' vocabulary achievements in the previous semester to

students' vocabulary achievements in the first cycle. The average learning score in

the previous semester increased from a class average of 54 to 60 or from 5

students who finished with a score above the criteria of minimum scores to 13
 50

students who passed it. It can be concluded that there was an increase in the

average score from the previous semester to cycle 1.

Cycle 1

worst poor average good excellent

Graph 4.2 The Improvement of Students' Activities in Cycle 1

Based on the data above, there are 5 students in the medium category, 8

students in good category, and 5 students in excellent category. The student

average, it can be calculated as 73% of the level of increase in student activity. It

is also confirmed by data collected by researcher and collaborator through field

notes and diary notes that the level of student activity has increased compared to

before using word-wall media games. Before the implementation of word-wall

games, a number of issues came up, including students lack of interest in studying

English. The reason for the situation was that almost all students lacked language

knowledge, which negatively impacted the classroom atmosphere by making

student activities boring and unresponsive.

 51

d. Reflection

This stage involved talking about the outcome of the action. The researcher

and collaborator discussed the outcome of the action.

1. Strength

 Using word-wall game can improve students’ vocabulary mastery

 The students felt more interested in their studies when they played word-

wall games.

 Some of the students were active in the learning process.

 In cycle 1, there was an increase in student activity.

2. Weaknesses

 Less Control (Noisy and disorganized)

 Many students didn't understand the use of word-wall games.

 The teacher did not explain vocabulary clearly.

 Has not met the criteria of success

To meet the criteria for this study's success, acting and planning must be

revised before being put into practice for the following cycle. The task results

showed that the first cycle's actions had not yet been successful, therefore the

teacher and collaborator had to move on to the second cycle.

According to a review of the first cycle's vocabulary task results, the use of

word-wall games hasn't yet produced enough results in terms of improving

students' vocabulary. Consequently, in order to meet the criteria of the success,

the researcher and collaborator came to certain revisional conclusions before the

start of the following cycle.

 52

Through collaboration with collaborator, the researcher concluded several

things. Revise the first cycle to continue to the next cycle, namely

1) The teacher should provide a clear explanation of the vocabulary in the Word-

wall game in detail.

2) Teaching procedures: this problem takes a long time.

3) In class management, students are often noisy and disorganized.

4.1.2 Findings of the Second Cycle

a. Planning

The researcher collaborated with the collaborator re-planned the action

dealing with preparing of instructional materials and media. In this phase, the

researcher made a planning for the Action Research based upon the problems

faced by students about vocabulary.

At this planning phase, the researcher focused on games that introduced

vocabulary because there were still many students who did not know the meaning

of the vocabulary. In other preparations, the researcher prepared games in the

form of tasks so that they could train students to improve vocabulary mastery. The

games prepared by researcher in the second cycle were word search puzzle and

quiz show contest game The information provided is more interactive at this stage.

To improve the classroom environment, researchers designed difficult and useful

learning activities and focused more on classroom management.

 53

b. Acting

The action of the Second cycle was done on August and September 1st, 8th,

15th, and 22nd 2023. The researcher implemented the teaching learning process

based on the lesson plan had been made. The researcher explained about the use

of Word-wall game, such as select the right answer based on the picture and

matching pictures based on the translation appeared, these made students more

enjoyable in the class. They understand the things and also the names in English.

So, they happy and easy to increase their vocabulary.

Additionally, the researcher also did the Word-wall Game which made the

class more active and enthusiastic. In this way, the vocabulary would be easier for

the students to receive, resulting in long-lasting memorization. The researcher

conducted a task at the conclusion of the second cycle meeting to see how well the

students improved.

First meeting (Friday, September 1st 2023)

Opening Activities

At the first meeting, the researcher and collaborator entered the class and

prepared the teaching media. Before starting the lesson, the researcher emphasized

that the class must be conducive and students should not be noisy in class. The

researcher started the class by saying greeting and prayer, followed by filling in

the student attendance list and as usual all students were present in class.

Main Activities

At this stage, the researcher asked, "Do you still remember the vocabulary

in the previous topic?" and all students answered simultaneously that they still
 54

remembered the topic from the previous meeting. After that, the researcher started

the lesson by explaining again in detail to students what word-wall games are

(word games) and how to use word-wall games. Then the researcher introduced

the vocabulary to be studied using a word wall game in the form of an

arrangement letter game. After introducing the vocabulary to be taught, the

researcher asked the students to mention all of the vocabulary that had been

introduced and write down the vocabulary. The teacher asked one of the students

to play in front of the class because they had tried it in cycle 1, so it was easy for

them to play the game.

Closing Activities

At the end of the meeting, the researcher reminded them to repeat the lesson

at home. To make it easier for students to study, the researcher provided a link to

the game so they could learn it at home. Finally, the teacher said "goodbye" and

Assalamu'alaikum.

Second Meeting (Friday, September 8th 2023)

Opening Activities

As usual, the teacher and collaborator entered the class and immediately set

up a projector to support learning. followed by activities such as greeting and

checking students' attendance. After that, the teacher asked questions about

previous learning. The students answered questions well, and the teacher praised

them for still remembering the vocabulary from the previous meeting.
 55

Main Activities

In the main activities, the researcher focused on the student mastering

vocabulary; therefore, the teacher gave two games at this meeting. The first game

is the arrangement letters game, and the second game is a quiz in the form of a

game. In the first game, the teacher reintroduces the vocabulary learned, while in

the second game to see students' mastery and memory of vocabulary. In the

second game, the students answered quiz questions based on the teacher's

guidance. The students felt happy and enthusiastic because the teacher gave two

games, the class became crowded and noisy. To motivate students to learn, the

teacher provided game links to the students. The students felt happy because they

could play this game at home.

Closing Activities

All activities have been completed. The teacher reminded the students to

study at home, and the teacher has provided a game link to make learning even

more interesting.

Third Meeting (Friday, September 15th 2023)

Opening Activities

Before the teacher entered the class, several students came to the teacher's

office to ask the teacher to quickly enter the class. It can be seen that students

were very interested in learning English. The teacher and collaborator entered the
 56

class and immediately prepared the necessary media, and say salam and check the

student attendance list.

Main Activities

Similar to the second meeting, the teacher prepared two games. The first

game is to repeat the vocabulary, and the second game is to see the improvement

in student mastery. In the third meeting, the teacher repeated the vocabulary using

the arrangement letters game, and the second game is a quiz show contest. In the

second game, the teacher asked the students to answer individually. The students

seemed very enthusiastic and interested in the game. The students who had

difficulty to answering the questions were immediately helped by other students.

The teacher asked the students to help by practicing vocabulary. The teacher and

students laughed when the students practiced the vocabulary, and the students

who answered were able to complete the question.

Closing Activities

At the end of the meeting, the teacher provided a game link so the students

could study at home and explained that English is fun. Finally, the teacher said

“Wassalamu'alaikum” and “goodbye”.

Fourth Meeting (Friday, September 22th 2023)

Opening Activities

This fourth meeting focused on seeing students' improvement in vocabulary

mastery. The teacher gave the task to the students in the form of multiple-choice

questions. The questions consist of 25 items with three answer choices.

 57

Main Activities

During the task, the teacher advised the students to complete the task with

accuracy and stay away from answering too quickly. The teacher gave 50 minutes

to do the task. The teacher went around the class to make sure the students could

answer the questions.

Closing Activities

Having done all the activities, the teacher closed the class by saying thanks

for the students attending and participating. The teacher never forgot to motivate

the students to learn English.

c. Observing

In this phase, the researcher observed student participation in the vocabulary

teaching and learning process.

Meeting 1

At the first meeting of cycle 2, the researcher noted that the class ran

effectively and conducively because there was an emphasis on students not being

noisy, even though there were still noisy students in the class. The researcher

observed that almost all students were enthusiastic about following the lesson,

especially when the researcher used new topic.

Meeting 2
 58

At the second meeting, there were several problems that occurred, such as

high competitiveness and some students having difficulty describing the

vocabulary. Therefore, the researcher provided learning motivation and provide a

link to the game so that students can practice and play the game at home.

Meeting 3

At the third meeting, the researcher noted that the students were very

enthusiastic and interested in learning English. The students answered each quiz

question well, although there were still a few students who had difficulty

answering the questions.

Meeting 4

At the fourth meeting, the researcher only reminded the student about the

lessons we had learned at the previous meeting. The researcher then continued to

collect data in order to find out the progress of the student in cycle 2.

The researcher and collaborator observed the teaching and learning process

through observation notes. After incorporating the Word-wall game as a learning

tool, the classroom environment is very good. A few students keep breaking the

rules, such as when they argue over how to utilize the Word-wall game. All

students became active in the activities given by the teacher, so the class

atmosphere made the students interested to participate in learning.

The teacher's and students' activities were investigated. It was evident that

the majority of students did well while interacting with their friends about the

vocabulary. The student activity had already started to increase as they started to

learn and comprehend their work during the discussion.

 59

The researcher and the collaborator then collected the data for task 2. The

task 2 results showed that the class's average score increased to 73 with 18

students achieving the criteria of minimum score. The average scores of the

students have increased based on their vocabulary findings. from the average

student score of 54% in their studies the previous semester to the average score of

73% in their studies in cycle two.

80%
70%
60%
50%
40%
30%
20%
10%
0%
Task 1 Task 2

Graph 4.3 The Students’ Improvement in vocabulary

mastery in the Second Cycle

Students who pass the criteria of minimum score (KKM) (60.0) are 18

students, or 73% if calculated as a class percentage, while 4 out of 22 students

achieved below 60.0. This shows that the first success criterion which requires

70% of students to score the same or higher. The criteria for minimum

competence have been met.

 60

Cycle 2

20
15
10
5
0

worst poor average good excellent

Graph 4.4 The Improvement of the Students'

Activities in Cycle 2

Based on the data above, there was 1 student in medium category, 4 students

in good category, and 17 students in excellent category. The students average, it

can be calculated as 87% of the level of increase in student activity.

The student activity observation sheet's data indicates that there has been an

increase in student behavior, whether it be through higher levels of activity or

enthusiasm. The percentage of student observation sheets was 87%, which shows

an increase from observations in cycle 1, which were 73%. and based on field

notes and daily notes, it showed a positive record of student activities.

d. Reflection

In cycle 2, the researcher and collaborator reflected on student learning

activities using Word-wall games media. The students could easily memorize and

remember the vocabulary that has been studied.

 61

Research Findings Before Action Research After Action Research

Improvement the students’ Mean of pre-semester: 54 Mean of cycle 1: 60

vocabulary mastery Mean of cycle 2: 73

Improvement of the  Not enjoyable atmosphere  More Enjoyable

situation of the classroom  Low motivation to study  High motivation to
 Monotonous teacher study
 Low exploration of  Innovative teacher
students’ potential  High exploration of
students’ potential
Table 4.1 Summary of the Research Findings

The researcher and collaborator conducted reflection after receiving the

results of the observation note and task 2. They were satisfied with how the action

turned out. According to the results of the second task, 73% of the students

achieved a score higher than the criteria of minimum score. Thus, it has satisfied

the first success requirement, which states that 70% of students must receive a

score higher than the criteria of minimum score.

The researcher compared student activities before using word-wall games in

cycles 1 and 2. Here, there was a lot of increase in student activity, such as the

class being lively and the students being more active. Before the use of word-wall

games, the classroom situation was very passive; only a few students were

enthusiastic about learning English. After using word-wall games, students began

to be interested in learning English because the teacher used interesting learning

media. The results can be seen in cycle 1: students are interested, even though

there are still many students who don't understand how to learn to use word-wall

games. In cycle 2, the researcher observed that students were very interested in

learning using word-wall games. It was proven by students who were impatient

with learning English. Therefore, the researcher and collaborator concluded that
 62

the use of word-wall games can increase student activity in the classroom.

Because the target for achieving vocabulary mastery has been met, the researcher

and collaborator felt that this research has met the target and can be stopped.

4.1.3 The Improvement of the Students Vocabulary Mastery

Research findings showed that the use of word-wall games could improve

students' vocabulary mastery. The students' vocabulary mastery can be seen from

the increase in students' mastery with each cycle.

73%
60%
54%

Previous Semester Task 1 Task 2

Graph 4.5 The Students’ Improvement in

vocabulary mastery in each Cycle

Before conducting the action research, the researcher observed that the

students' vocabulary was low. The increase in student success in each cycle

showed a growth in their vocabulary mastery. Graph 4.5 illustrated how student

vocabulary mastery has improved. The graph showed an improvement in

vocabulary mastery achievement.

Based on the graph, the overall average score from previous semester was

54%. And after using the Wordwall game, the overall average score on task 1

increased to 60%. Because there were still several problems and it had not met the
 63

target percentage score of 70%, it was continued to cycle 2. The cycle 2 there was

an increase in the average student score, it can be seen from the results of the task

score was 73%.

Besides showing achievement in vocabulary mastery, students'

improvement in mastery can also be seen in their ability to answer questions.

Before conducting research, the students had difficulty understanding vocabulary.

After implementing teaching using word-wall games, students understand and

remember vocabulary more easily.

Another finding was that the increase in student mastery can be seen in the

students' scores from each game. The student scores from each game showed

satisfactory results. It showed that there was an increase in students' mastery of

vocabulary.

4.1.4 Students’ Interest in Learning English Vocabulary Using Word-wall

Games

Through observation sheets, the improvements of students can be seen from

students' attitudes such as paying attention to the teaching and learning process

during class. It can be seen from the percentage in cycle 1 (73%) and a more

significant increase during cycle 2 (87%). They also interact more often with other

students in discussions.
 64

90%

85%

80%

75%

70%

65%
cycle 1 cycle 2

Graph 4.6 The Improvement of Students’ Activities in

Each Cycle

Based on the data, the researcher and collaborator also observed students'

actions while they are studying, and it showed how interested and enthusiastic

students are about learning through the use of word-wall games, according to

daily notes recorded by researchers. Actually, when students use word-wall games

for learning, they become impatient because they have to wait too long for the

next lesson. Even outside of learning activities, many students ask about when we

will be able to continue playing word-wall games.

It means that most students in the class are interested in English, especially

in learning vocabulary. It indicates that the majority of students understand the

importance of vocabulary when learning the English language because it is a

necessary skill for learners to acquire in order to speak the language fluently.

Daily notes showed the moments in class that get better from meeting to

meeting. although there were still noted that they are too enthusiastic about

learning using word-wall games, which makes the class less organized. From the
 65

photography results, it is known that students are active and try to carry out

assigned tasks supportively based on their abilities. Daily notes and observation

sheets were used to collect qualitative data. Based on this data, researchers drawn

the conclusion that Word-wall games stimulate students' enthusiasm in vocabulary

learning. Improvements in the process of teaching and learning are indicated by

changes in actions and reactions.

The teaching process influenced the students' interests. The students were

more likely to be enthusiastic about the process of learning if it is interesting,

enjoyable, and didn't put much pressure on them. Learning vocabulary in English

is no different. The students found the process of learning enjoyable. The teacher

provided them with the best care when providing the materials. They still pay

attention to the learning process.

From the observations of the researcher and collaborator, it can be

concluded based on the data above that students are very interested in learning

using word-wall games, and it answers the research question, "How is students'

interest in learning vocabulary mastery by using word-wall games?". It can be

seen in the behavior of students who want to compete to play word-wall game.

And several students asked how to make a Word-wall game because they were so

enthusiastic.

4.1.5 The Interpretation of the Data

To validate research findings in classroom action research, researchers must

examine multiple data sources in addition to relying on one. Triangulation is used

 66

as the data source in this research. This is used to determine and verify whether

each instrument's results agree with those of other instruments. in order for it to

clearly show the data's validity and compliance with the research findings.

1. Data of Observation

Information gathered from first observations conducted both before and during

classroom action research. The results of the students' participation in the

English vocabulary class teaching and learning process are based on

observation notes. Before classroom action research, the teacher's method of

teaching vocabulary was uninteresting to the students; the teacher only offered

them a list of words and asked them to memorize them individually, which

made it difficult for the students to remember the words. however, after

learning vocabulary through word-wall games, students find that studying

English is enjoyable and interesting. It is seen from their enthusiasm and

interest in the subject during the teaching and learning process, as well as from

the improvement in their memorization and comprehension based on their test

results.

2. Data of Task

The results of the students' vocabulary test showed that the students vocabulary

score was improving. It indicated that using word-wall gaming techniques

could improve and stimulate students to continue and increase their

vocabulary. By the end of each cycle, the majority of students had improved

their results. The students received an average of 54% in the previous semester,

60% in the first cycle, and 73% in the second cycle.

 67

4.2 Discussions

English learning especially vocabulary mastery carried out by the teacher so

far has been going well; however, in the learning process students have not shown

real attention and are still not active in learning. Teachers still use handbooks as

learning resources. In the learning process, teachers have not utilized media, so

students are less enthusiastic about learning English vocabulary. Moreover, some

students think that vocabulary is difficult to learn. By using media in the learning

process, it is hoped that an increase in student abilities can be achieved.

4.2.1 Word-wall Game can Improve Students’ Vocabulary Mastery

The purpose of this research is to use word-wall games to help students

improve vocabulary mastery. One of the games is useful for teaching vocabulary

that called the word-wall game. The researcher analyses that Word-wall games

can assist teachers in teaching vocabulary. Word-wall games can be used as a tool

for increasing students’ vocabulary mastery.

Based on the data in findings on cycle one, the researcher found the

average score was 60.73%. That score is obtained by tests that contribute to

students as a measurement of students’ vocabulary. Therefore, the researcher and

collaborators concluded that cycle 1 does not achieve based on criteria of the

minimum score that has been determined. The minimum score criterion

determined by researchers and collaborators is 70% of the student's average score.

However, the researcher finds a significant increase in cycle 2. The average

 68

student score in cycle 2 is 73%, which shows there is an increase from cycle 1 to

cycle 2. In cycle 1, only 13 students who get a score based on the criteria, while in

cycle 2, 18 students achieve the average score determined by researchers and

collaborators. The data above shows that the use of word-wall games can improve

students' vocabulary mastery. Referring to previous research conducted by

Rohmatin (2023) in her research found that the use of Word-wall-based

educational games could improve vocabulary skills in English learning for class

VII H MTsN 5 Jombang students. In line with this research conducted by Silvia et

al., (2021) in the study stated that Word-wall media was developed to improve the

ability. This understanding of early childhood is suitable for use in the learning

process. Research implications of this media developed in the form of Word-wall

media that can be used by teachers to improve children's comprehension abilities.

Based on the explanation above, it can be concluded that Word-wall games are

suitable to be implemented. It caused by several factors they are word-wall games

is suitable for application in the learning process because it can increase students'

vocabulary mastery. The using of word-game is able to developed students’

interest due to present images motivates students in learning vocabulary.

Research findings also show using word-wall games in the classroom can

improve students' vocabulary mastery. It is proved by the use of media such as

word-wall games which can improve students' vocabulary mastery. That statement

links to Silvia et al., (2021) stated that media increase students' enthusiasm for

learning and help students in learning understand learning material easily. It

 69

means that media can increase student enthusiasm and can also increase student

understanding of the lessons taught in class.

Before conducting classroom action research, researcher found that

students had low vocabulary mastery. The increase in students' vocabulary

mastery can be seen from the increase in student learning achievement in each

cycle. The average score in the previous semester was 54, the average score in

cycle 1 was 60, and the average score in cycle 2 was 73. From the students' results

from each cycle, it can be concluded that the use of games can improve students'

mastery of vocabulary.

4.2.2 Word-wall Game can Improve Students’ Interest

The use of word-wall games can increase students' enthusiasm,

motivation, activeness and interest in learning. Vogel et al., (2006) stated that

there are several benefits of game application in the class, as follows:

a. The game can help and push the students to have the interest and

work to adapt and make an effort to understand the language

material because language learning is hard work.

b. The game can give the language experience to the students rather

than study it. The game also helps the tutor make or create the

composition in which the language is useful or meaningful.

c. The game can provide repetitive occasions and put on a specific

language. It gives the quality of practice like having drill exercise.

 70

d. The game can provide intense and valuable practice so that it can

be considered central to learning.

Based on the observation, student improvement can be seen from student

enthusiasm, activity and attitudes in paying attention to the teaching and learning

process in class. Although there are still a few problems in the class, such as

students being too enthusiastic so the class is less organized and a bit noisy.

Besides that, all activities in the class showed satisfactory results. It can be seen

from the percentage in cycle 1 (73%) and a more significant increase in cycle 2

(87%). From these results it can be seen that students' interest in using word-wall

from each cycle increases. In line with this research conducted by Maulidina

(2022) in her research found that implementing games can positively improve

high school students' motivation to learn English. According to Slameto cited by

Mukrimaa et al., (2016) indicators of interest in learning are:

1) Feeling Good.

There is no pressure to learn when a student enjoys a particular

class.

2) Student Attention

Students' attention is their focused observation and comprehension

of the subject, pushing other people aside. Students are naturally

drawn to a particular object because they are interested in it.

3) Attraction
 71

related to the enthusiasm that students have for a particular person,

thing, activity, or bias of an affective experience created by the

activity itself.

4) Student involvement.

A person's interest in anything causes them to like and be interested

in doing or working with that thing.

It can be concluded that researchers found similarities with the theory

above that students feel enjoy and enthusiastic in learning using word-wall games

and this is proven by the results of observations, diary notes and documentation

Therefore, researchers concluded that word-wall games can make students

interested, enthusiastic, and motivated during the teaching and learning process.
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the result of the research, it can be concluded that word-wall

games can improve the students’ vocabulary and can help them to remember and

keep their vocabulary. Students' interest and motivation were greatly increased

when word-wall games were used to provide treatment. It has been shown that

using word-wall gaming techniques to improve vocabulary can increase students'

knowledge of vocabulary, understanding, and memorization. They become more

enthusiastic and active, and the use of word-wall games is more flexible because

they can be used at school or at home. The use of word-wall games can also

increase students' English scores. It can be seen from the student task results in

cycles 1 and 2 that there was a significant increase. Based on the student

achievement, 73% passed the criteria of minimum score, with an increase in the

average student score from previous semester to the task 2 on the second cycle. In

the previous semester, there were only 5 students who passed the Minimum

Completion Criteria exam, and in the results of task 2, there were 18 students who

passed above the criteria of minimum score

Based on the data, students were interested in learning English vocabulary

through word-wall games. The majority of students showed a strong interest in

learning when using word-wall games. Students in class become more

enthusiastic and active when learning with word-wall game media. students are

72
 73

interested in learning English vocabulary through word-wall games. The majority

of students show a strong interest in studying when using word-wall games,

according to the data gathered from the questionnaire there are 85% answered

from the students said yes. This is evident from the responses that students

answered on the questionnaire that the researchers used to find out if they were

interested in using word-wall games.

5.2 Suggestions

There are some suggestions to offer to the English teachers and the other

researchers based on the research findings

1. Students' vocabulary can be improved by using the word-wall game

technique.

2. A word-wall game can be a substitute to keep students from getting bored.

3. This method or approach is recommended for use by English teachers and

other researchers who want to carry out similar investigations.

Lastly, the researcher believes that the findings of this research will be useful

as an extra source of information; additional research with a different focus may

lead to revisions in the creation of this vocabulary card.

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76
APPENDIXES

77
 OBSERVATIONAL NOTES

Cycle/Meeting : I / 1 (One)
Day/Date : Friday/ August 4th, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : My Family
I. Good points
 From the students’ side
 Some students pay attention on teacher’s explanation.
 Students looked so interested in learning vocabulary through word-wall
games.
 From the teacher’s side
 The teacher chooses the good teaching technique in explaining
vocabulary.
 Teacher gave intensive guide by checking students’ activity.
II. Things to consider
 From the students’ side
 students do not understand well how to use the Word-wall game
 The class was very noisy.
 From the teacher’s side
 Teacher should give clear explanation about vocabulary and Word-wall
game.

Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES

Cycle/Meeting : I / 2 (Two)
Day/Date : Friday/ August 11st, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : My Family
I. Good points
 From the students’ side
 Students looks so interested in doing their activities especially in learning
vocabulary through word-wall games
 The students were excited to follow the teacher's instructions to learn
English through the Word-wall game.
 From the teacher’s side
 The teacher understood the condition of students by explaining the
materials step by step.
II. Things to consider
 From the students’ side
 The class was noisy because the student traying to play games.
 From the teacher’s side
 Before starting an activity, teacher should give a clear explanation about
Word-wall games.
 Teacher should give more explanation about vocabulary.

Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES

Cycle/Meeting : I / 3 (Three)
Day/Date : Friday/ August 18th, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : My Family
I. Good points
 From the students’ side
 Students followed the teacher instruction.
 Students were very enthusiastic and asked a lot about Word-wall games
and how to make them
 From the teacher’s side
 The class was more conducive, and learning was more effectively.
 Teacher checked the students’ activity by walking to their table and
giving comments.
II. Things to consider
 From the students’ side
 Some students were making noise in order to play games.
 From the teacher’s side
 The teacher should give the punishment to the students who make noise
in the class.
 Teacher should give clear explanation about vocabulary and Word-wall
game.

Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES

Cycle/Meeting : 1 / 4 (Four)
Day/Date : Friday/ August 25th, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : My Family
I. Good points
 From the students’ side
 More students pay attention on teacher explanation.
 Some students answered the questions enthusiastic.
 From the teacher’s side
 Teacher introduced a clear explanation about the material.
II. Things to consider
 From the students’ side
 Some students had difficult to answered the questions
 From the teacher’s side
 Teacher checked the students’ activity by walking to their table.
 The teacher should have effort to make the student keep silent.

Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES

Cycle/Meeting : 2 / 1 (One)
Day/Date : Friday/ September 1st, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : Animals
I. Good points
 From the students’ side
 More students pay attention on a new topic and teacher explanation.
 Some students participate in finding new vocabulary about animals on
the white board.
 More students look enthusiast when playing game
 The students bring dictionary in each group.
 From the teacher’s side
 Teacher introduced a new topic and gave a clear explanation about the
material.
 Teacher explained detail information about Animal and describe it.
II. Things to consider
 From the students’ side
 Some students had difficult to understand the vocabulary and describe
the animals
 The class still was noisy.
 From the teacher’s side
 The teacher should have effort to make the student keep silent.
 Teacher should give clear explanation about vocabulary and Word-wall
game.
Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES

Cycle/Meeting : 2 / 2 (Two)
Day/Date : Friday/ September 8th, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : Animals
I. Good points
 From the students’ side
 Students already know the teacher style in teaching and support the
teacher’s teaching goal.
 Students had already known how to learn from Word-wall games.
 Students had already known about the vocabulary.
 From the teacher’s side
 The teacher gave the clear explanation about the materials.
 The teacher gave the reward to the students who had a good score and
who asked question.
 The teacher motivated the students to be active in the activities given.
II. Things to consider
 From the students’ side
 Some students had difficult to describe the animals
 From the teacher’s side
 The teacher should check the students to make sure that they are
understand about the instruction.

Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES
Cycle/Meeting : 2 / 3 (Three)
Day/Date : Friday/ September 15th, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : Animals
I. Good points
 From the students’ side
 The students followed the activity given actively.
 The students did their assignment with the group.
 Some students had understood about vocabulary.
 Some students had understood the characteristic of animal.
 From the teacher’s side
 Teacher explained the material more slowly and clearly.
 Teacher gave a clear instruction about activity clearly.
 The teacher checked the students to make sure the entire student
understands about the vocabulary.
Things to consider
 From the students’ side
 The class was still noise
 From the teacher’s side
 The teacher should check the students to make sure that they are
understand about the instruction.

Observer

Dedy, S.Pd
 OBSERVATIONAL NOTES

Cycle/Meeting : 2 / 4 (Four)
Day/Date : Friday/ September 22nd, 2023
Time : 09.45 – 10.55 A.M
Theme / Sub theme : Animals
I. Good points
 From the students’ side
 More students pay attention on teacher explanation.
 Some students answered the questions enthusiastic.
 From the teacher’s side
 Teacher introduced a clear explanation about the material.

Observer

Dedy, S.Pd
 TEACHER OBSERVATION SHEET
School : SD IT Permata Insani Islamic School
Subject : English
Class/Semester : IV/1
Instructions
1. This observation sheet contains a number of statements about student
activities in the learning process using word-wall games
2. Put a checklist (√) in the column sheet provided
3. Guidelines for alternative answers are as follows.
 Excellent
 Good
 Adequate
 Inadequate
 Poor

Answer
No Assessment Aspects
Ex G A In P
1 Material Mastery:
a. Fluency in explaining the material
√
b. Ability to answer questions
c. Diversity provides an example
2 Method Application:
a. The accuracy of the selection of methods
according to the material
√
b. Conformity of the order of syntax with the
method used
c. Easy for students to follow
3 Media Usage:
a. The accuracy of the selection of media with
material √
b. Skills in using the media
c. The media clarifies the material
4 Performance:
a. Clarity of spoken sound
b. Teacher communicativeness with students √
c. The flexibility of the teacher's attitude with
students
5 Giving Motivation:
a. Teacher enthusiasm in teaching √
b. Teacher's concern for students
 c. The accuracy of reward and punishment
6 Material delivery systematics:
a. Presentation of material in sequence
b. Presentation of the material has followed the
√
inductive and deductive
c. The presentation of the material already refers
from concrete to abstract
7 Compatibility with the contents of the curriculum:
a. The material is in accordance with the SK listed
on the syllabus
b. The material is in accordance with KD listed in √
the lesson plan
c. The material is in accordance with the learning
objectives

Observer

Dedy, S.Pd
THE IMPROVEMENT OF STUDENTS’ ACTIVITY IN CYCLE 1
THE IMPROVEMENT OF STUDENTS’ ACTIVITY IN CYCLE 2
 LESSON PLAN
(RPP)
School : SD IT Permata Insani Islamic School
Subject : English
Class/Semester : IV/Ganjil (1)
Subject matter : Chapter II. My Happy Family
Time : 2 x 35 minutes

A. Core Competencies
1. Understand factual knowledge by observing and asking questions based on
curiosity about himself, God's creatures and their activities, and objects
found at home, at school, and on playgrounds.
2. provide factual information in comprehensible, systematic, and logical
language, as well as via artistic creations, movements, and actions that
reflect the behavior of children of faith and morality.
B. Basic Competency
3.7 know the name of the family member in English
4.7 Practice expressions about family in English.
C. Learning Objectives
After carrying out the learning process and gathering information through
discussion and question and answer, students can:
1. By learning with word-wall games, students can write the names of
family members in English correctly.
2. By learning with word-wall games, students can pronounce the names
of family members using English correctly
3. With teacher instructions, students are able to do exercises using word-
wall games

D. Learning Materials
 Pictures of family members in English
 Mention the names of family members in English:
Kakek : Grandfather
Nenek : Grandmother
Ayah : Father
Ibu : Mother
Kakak (lk) : Brother
Kakak Perempuan : Sister
Paman : Uncle
Bibi : Aunt
Keponakan : Nephew
Cousin : Sepupu
E. Learning methods
Approach : Scientific Approach
Method : presentation, Practice, And Production (PPP)

F. Media, Tools, and Materials

Media and Tools : Projector, Laptop, Speaker
Materials : Teaching Materials, the book "cinta berbahasa inggris"

G. Sources
 Internet “Word-wall game"
 Book “cinta berbahasa inggris”

H. Learning Steps
Meeting 1

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as a
discipline
 Teachers prepare students psychologically
and physically to participate in the learning
process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning process 50 Minutes

activities based on the lesson plan.
 Introduced the students about Word-wall
games and how to used it.
 Taught the students Vocabulary by using
Word-wall games.
 Asked students to do arrange letters games.
 Asked the students to mention all
vocabulary in the game.
 Asked the students to write down anything
they don't know the meaning of.
 Closing  Teachers and students reflect on learning 10 Minutes
Activities activities and their benefits
 Teachers and students provide feedback on
the process and learning outcomes.
 The teacher conveys the material to be
discussed at the next meeting
 The teacher closes the lesson by greeting
and praying

Meeting 2

Activity Activity Description Time

Greeting  Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
starting the lesson
 The teacher checks student attendance as
a discipline
 Teachers prepare students
psychologically and physically to
participate in the learning process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning 50 Minutes

activities process based on the lesson plan.
 Asked their understanding about previous
lesson (Vocabulary).
 The teacher asks questions about family
members.
 Explain the students more about
vocabulary by Word-wall games.
 Asked students to play word matching
game.
 Asked the students to mention all
vocabulary in the game.
 Asked the students to write down
 anything they don't know the meaning of.

Closing  Teachers and students reflect on learning 10 Minutes

Activities activities and their benefits.
 Teachers and students provide feedback
on the process and learning outcomes.
 The teacher closes the lesson by greeting
and praying.

Meeting 3

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as
a discipline
 Teachers prepare students
psychologically and physically to
participate in the learning process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning 50 Minutes

activities process based on the lesson plan.
 Asked their understanding about previous
lesson (vocabulary).
 Explain the students more about
vocabulary by Word-wall games.
 Asked students to play crossword puzzle
game.
  Asked the students to mention all
vocabulary in the game.
 Asked the students to write down
anything they don't know the meaning of.

Closing  Teachers and students reflect on learning 10 Minutes

Activities activities and their benefits
 Teachers and students provide feedback
on the process and learning outcomes.
 The teacher closes the lesson by greeting
and praying

Meeting 4

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as
a discipline
 Teachers prepare students
psychologically and physically to
participate in the learning process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning 50 Minutes

activities process based on the lesson plan.
 Asked their understanding about previous
lesson.
 Explain the students more about
vocabulary by Word-wall games.
 Asked the students to mention all
vocabulary in the game.
 Giving test 1

Closing  Teachers and students reflect on learning 10 Minutes

 Activities activities and their benefits
 Teachers and students provide feedback
on the process and learning outcomes.
 The teacher conveys the material to be
discussed at the next meeting
 The teacher closes the lesson by greeting
and praying

I. Assessment
assessment Guidelines
Score = acquisition score / maximum score x 10 =……
Max score =……
Mengetahui, Jambi, August 2023
Kepala Sekolah Guru Bahasa Inggris

Reni Pusvitasari, M.Si Makrub, S.Pd

NIP. NIP:
 LESSON PLAN
(RPP)
School : SD IT Permata Insani Islamic School
Subject : English
Class/Semester : IV/Ganjil (1)
Subject matter : Chapter III. Animals
Time : 2 x 35 minutes

A. Core Competencies
3. Understand factual knowledge by observing and asking questions based on
curiosity about himself, God's creatures and their activities, and objects
found at home, at school, and on playgrounds.
4. provide factual information in comprehensible, systematic, and logical
language, as well as via artistic creations, movements, and actions that
reflect the behavior of children of faith and morality.
B. Basic Competency
3.7 Know the name of Animal in English
4.7 Practice expressions about describing animals in English.
C. Learning Objectives
After carrying out the learning process and gathering information through
discussion and question and answer, students can:
1. By learning with word-wall games, students can write and descibe the
names of animals in English correctly.
2. By learning with word-wall games, students can pronounce the names
of Animal using English correctly
3. With teacher instructions, students are able to do exercises using word-
wall games

D. Learning Materials
 Pictures of Animals
 Mention the names of Animlas in English:
Singa : Lion
Jerapah : Giraffe
Ular : Snake
Ayam : Cock
Harimau : Tiger
Paus : Whale
Kambing : Goat
Semut : Ant
Lebah : Bee
Hiu : Shark
E. Learning methods
Approach : Scientific Approach
Method : Presentation, Practice, And Production (PPP)

F. Media, Tools, and Materials

Media and Tools : Projector, Laptop, Speaker
Materials : Teaching Materials, the book "cinta berbahasa inggris"

G. Sources
 Internet “Word-wall game"
 Book “cinta berbahasa inggris”

H. Learning Steps
Meeting 1

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as a
discipline
 Teachers prepare students psychologically
and physically to participate in the learning
process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning process 50 Minutes

activities based on the lesson plan.
 Introduced the students about Word-wall
games and how to used it.
 Taught the students about vocabulary by
using Word-wall games.
 Asked students to do arrange letters game.
 Asked the students to mention all
vocabulary in the text.
 Asked the students to write down anything
they don't know the meaning of.
 Closing  Teachers and students reflect on learning 10 Minutes
Activities activities and their benefits
 Teachers and students provide feedback on
the process and learning outcomes.
 The teacher conveys the material to be
discussed at the next meeting
 The teacher closes the lesson by greeting
and praying

Meeting 2

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as a
discipline
 Teachers prepare students psychologically
and physically to participate in the learning
process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning process 50 Minutes

activities based on the lesson plan.
 Explain the students more about
vocabulary by Word-wall games (arrange
letters games).
 Asked students to play word search puzzle
games.
 Asked the students to mention all
vocabulary in the game.
 Asked the students to write down anything
they don't know the meaning of.

Closing  Teachers and students reflect on learning 10 Minutes

Activities activities and their benefits
  Teachers and students provide feedback on
the process and learning outcomes.
 The teacher conveys the material to be
discussed at the next meeting
 The teacher closes the lesson by greeting
and praying

Meeting 3

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as a
discipline
 Teachers prepare students psychologically
and physically to participate in the learning
process.

Core  Implemented the teaching learning process 50 Minutes

activities based on the lesson plan.
 Asked their understanding about previous
lesson (vocabulary).
 Explain the students more about
vocabulary by Word-wall games.
 Teacher gives them quiz show contest
game.
 Asked the students to mention all
vocabulary in the game.
 Asked the students to write down anything
they don't know the meaning of.

Closing  Teachers and students reflect on learning 10 Minutes

Activities activities and their benefits
 Teachers and students provide feedback on
the process and learning outcomes.
 The teacher conveys the material to be
 discussed at the next meeting
 The teacher closes the lesson by greeting
and praying

Meeting 4

Activity Activity Description Time

 Teacher greets students with greetings 10 minutes

 The teacher asks students to pray before
Greeting starting the lesson
 The teacher checks student attendance as
a discipline
 Teachers prepare students
psychologically and physically to
participate in the learning process.
 The teacher gives questions related to the
lesson that has been studied before.

Core  Implemented the teaching learning 50 Minutes

activities process based on the lesson plan.
 Asked their understanding about previous
lesson.
 Explain the students more about
vocabulary by Word-wall games.
 Asked the students to mention all
vocabulary in the game.

Closing  Teachers and students reflect on learning 10 Minutes

Activities activities and their benefits
 Teachers and students provide feedback
on the process and learning outcomes.
 The teacher conveys the material to be
discussed at the next meeting
 The teacher closes the lesson by greeting
and praying
 I. Assessment

assessment Guidelines
Score = acquisition score / maximum score x 10 =………..
Max score =……

Mengetahui, Jambi, September 2023

Kepala Sekolah Guru Bahasa Inggris

Reni Pusvitasari, M.Si Makrub, S.Pd

NIP. NIP:
 THE RESULT OF STUDENTS' VOCABULARY IN TASK 1

Post Test 1
N Valid 22 No Students’s Name Task 1 Score
Missing 0 1 Student 1 68
Mean 60.73 2 Student 2 67
Median 63.00
3 Student 3 53
Mode 50
Std. Deviation 12.799 4 Student 4 50
Variance 163.827 5 Student 5 47
Skewness .037
6 Student 6 40
Std. Error of Skewness .491
Kurtosis -.912 7 Student 7 63
Std. Error of Kurtosis .953 8 Student 8 50
Range 43
9 Student 9 55
Minimum 40
Maximum 83 10 Student 10 40
Sum 1336 11 Student 11 83
Percentiles 10 41.50
12 Student 12 45
20 48.80
13 Student 13 80
25 50.00
30 50.00 14 Student 14 65
40 56.00 15 Student 15 67
50 63.00 16 Student 16 50
60 65.00
17 Student 17 70
70 67.10
18 Student 18 75
75 68.50
19 Student 19 80
80 72.00
90 80.00 20 Student 20 60
21 Student 21 65
22 Student 22 63
MEAN 60,73
 THE RESULT OF STUDENTS' VOCABULARY IN TASK 2

Post Test 2
N Valid 22
No Students’s Name Task 2 Score
Missing 0 1 Student 1 70
Mean 73.36 2 Student 2 95
Median 70.00
3 Student 3 95
Mode 70
Std. Deviation 14.421 4 Student 4 70
Variance 207.957 5 Student 5 55
Skewness .408
6 Student 6 60
Std. Error of Skewness .491
Kurtosis -.973 7 Student 7 75
Std. Error of Kurtosis .953 8 Student 8 55
Range 44
9 Student 9 70
Minimum 55
Maximum 99 10 Student 10 55
Sum 1614 11 Student 11 95
Percentiles 10 55.00
12 Student 12 60
20 58.00
13 Student 13 80
25 60.00
30 64.50
14 Student 14 70
40 70.00 15 Student 15 65
50 70.00 16 Student 16 55
60 74.00 17 Student 17 85
70 80.50
18 Student 18 90
75 86.25
19 Student 19 99
80 92.00
90 95.00 20 Student 20 70
21 Student 21 70
22 Student 22 75
MEAN 73%
Name :
Class :
Subject :
A. Pilihlah pada salah satu jawaban a, b, dan c yang paling tepat !

1. The leader of a family is….

a. Father
b. Mother
c. Grandfather

2. My father has a daughter. She is my …

a. Brother
b. Sister
c. Aunty

3. My father has a son. He is my…

a. Grandmother
b. Uncle
c. Brother

4. My mother has mother. She is my…

a. Mother
b. Father
c. Grandmother

5. My mother has a husband. He is my …

a. Grandfather
b. Father
c. Uncle

6. My mother has father. He is my …

a. Father
b. Uncle
c. Grandfather

7. My mother has a sister. She is my…

a. Brother
b. Uncle
c. Aunt

8. My mother has a brother. He is my…

a. Brother
b. Uncle
c. Father
 9. My mother and my father are my …
a. Parents
b. Childrens
c. Grandparents

10. Who is the father of nabi Muhammad SAW?

a. Abdullah
b. Abi Tholib
c. Khattab

Text for number 11 to 14

My name is Zaid. Mr. Udin is my father and Mrs. Fatimah is my mother.

I have one brother and one sister.They are Budi and Ani.
I love my family

11. Mr. Udin is Zaid’s…

a. Brother
b. Sister
c. Father

12. How many member of family above? There are…members

a. Four
b. Five
c. Six

13. Who are zaid’s parent? They are…

a. Budi and Ani
b. Mrs. Fatimah and Ani
c. Mr. Udin And Mrs. Fatimah

14. Who is Ani? She is…

a. Zaid’s mother
b. Zaid’s sister
c. Zaid’s brother

15. Kakek in English is…

a. Mother
b. Grandmother
c. Grandfather

16. Keponakan Perempuan in English is…

a. Niece
b. Cousin
c. Nephew
17. Bibi in English is…
a. Mother
b. Aunt
c. Uncle

18. Mr. Fikri is Fatur's....

a. Father
b. Mother
c. Uncle

19. Seli is Fatur's ...

a. Brother
b. Sister
c. Niece

20. Mrs. Jaka is Fatur's ...

a. Aunt
b. Mother
c. Grandmother

21. ….. is Fatur's sister.

a. Rafi
b. Seli
c. Heni

22. Mrs. Rosi is Fatur's...

a. Grandmother
b. Mother
c. Aunt

23. Fatur's cousin is ...

a. Seli
b. Rafi
c. Adi

24. Fatur is Fikri's ...

a. Son
b. Niece
c. Nephew
25. Fatur and Seli are Mr. Jaka's ...
a. Grandparents
b. Grandchildren
c. Grandfather
Test 1 Answer Keys

1. a. father
2. b. sister
3. c. brother
4. c. grandmother
5. b. father
6. c. grandfather
7. c. aunt
8. b. uncle
9. a. parents
10. a. Abdullah
11. c. father
12. b. five
13. c. Mr. Udin and Mrs. Fatimah
14. b. zaid’s sister
15. c grandfather
16. a. niece
17. b. aunt
18. b. uncle
19. b. sister
20. c. grandmother
21. b. seli
22. b. mother
23. b. rafi
24. a. son
25. b. grand children
Name :
Class :
Subject :
A. Pilihlah pada salah satu jawaban a, b, dan c yang paling tepat !

1. This animal has two hands, two legs and it like banana. this animal is.....
a. Monkey
b. Lion
c. Girrafe

2. What kind of animal has a mane, roars loudly, and is known as the “king of the
jungle”?
a. Elephant
b. Lion
c. Tiger

3. What kind of animal has a long neck and can reach high leaves?
a. Lion
b. Elephant
c. Giraffe

4. The … is a large, predatory bird that can be found in many parts of the world.
a. Eagle
b. Owl
c. Falcon

5. This animal can run fast, what animal is it?

a. Penguin
b. Cheetah
c. Walrus

6. Which animal has a shell, eight legs, and can crawl on land and in the water?
a. Crab
b. Lobster
c. Squid

7. This animal has a trunk and big ears, what animal is it?
a. Zebra
b. Lion
c. Elephant

8. Look at that animal, it is a...

a. Shark
b. Sea lion
c. Bear
 9. Which animal has black and white stripes and lives in Africa?
a. Horse
b. Zebra
c. Kangaroo

10. This animal produces eggs, it is a...

a. Butterfly
b. Honey
c. Hen

11. What animal is it?

a. Parrot
b. Eagle
c. Crow

12. This animal produces honey, it is a...

a. Hen
b. Rooster
c. Bee

13. It is a .....
a. Kangaroo
b. Cheetah
c. Leopard

14. The … is a marine mammal that is known for its intelligence and playful
behavior.
a. Dolphin
b. Walrus
c. Sea lion

15. This animal like to eat grass, it is a...

a. Cheetah
b. Goat
c. Dragonfly

16. Which animal has wings and can fly?

a. Spider
b. Bat
c. Mouse

17. What kind of animal has a long, flexible body and no legs?
a. Snake
b. Lizard
c. Crocodile
18. What kind of animal has black and white stripes and can be found in China?
a. Zebra
b. Panda
c. Tiger

19. This animal lives in the desert, what animal is it?

a. Scorpion
b. Fish
c. Camel

20. The … is the largest animal on earth

a. Blue whale
b. Hippopotamus
c. Elephant

21. What animal is it?

a. Fly
b. Dragonfly
c. Butterfly

22. The … is a reptile that can change the color of its skin
a. Snake
b. Chameleon
c. Lizard

23. What animal lives in the water and swims?

a. Fish
b. Monkey
c. Tiger

24. What kind of animal says “ribbit” and jumps?

a. Fish
b. Frog
c. Rabbit

25. Which animal says “meow”?

a. Dog
b. Cat
c. Fish
Tas 2 Answer Keys

1. a. monkey
2. b. lion
3. c. giraffe
4. a. eagle
5. b. cheetah
6. a. crab
7. c. elephant
8. a. shark
9. b. zebra
10. c. hen
11. b. eagle
12. c. bee
13. a. kangaroo
14. a. dolphin
15. b. goat
16. b. bat
17. a. snake
18. b. panda
19. c. camel
20. a. blue whale
21. c. butterfly
22. b. chameleon
23. a. fish
24. b. frog
25. b. cat
DOCUMENTATION OF CLASSROOM ACTION RESEARCH
ACTIVITIES