1

CHAPTER I
INTRODUCTION

A.

The Background of the Problem

The new millennium era which has been referred to as the millennium of
technology is frequently interpreted that in this era the role of technology is more
dominant in all aspects of human life than in the previous one. This feature does
not only happen to the modern nations who have gained the development of
science and technology, but it also happens to the developing countries in order to
achieve such a development. Therefore all developing counties have given their
efforts to improve the quality of human resource as a means of catching up with
the development. One of the most effective means to improve the quality of
human resource of a nation is education.
Most, if not all, developing countries have provided good education
programs for their nations. One of these programs among the non-English
speaking countries is the teaching of the world language, namely English because
English has been used widely in various fields of science and technology. It is
also used as a tool for international communication. that is why everyone
especially those who want to go abroad or continue their study at college and
university should know and understand English, besides they should also know
and master their mother tongue and their own native language.

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If we know and understand English well, we can communicate and make
acquaintance with other people who speak English as a second language or as a
native language.
Because of the above facts, English has become a compulsory subject to
be learned and to be taught to the students of the forth year of elementary school
up to the students of university in Indonesia. Although English has been taught to
the second year students of SMP Negeri 1 Krangkeng Indramayu more than five
years (three years at elementary school and more than two years at SMP), but they
still do not have a good mastery of English, particularly the mastery of the
English vocabulary. So the problem in this study is that one side the English
teacher of SMP Negeri 1 Krangkeng Indramayu has taught to the second year
students of that school, but on the other side, the students still do not know much
about English. This is probably caused by that they are not well motivated and do
not have great interest in learning English. So in this case the writer would like to
try to increase their motivation in learning English, especially in learning the
English

vocabulary

in

accordance

with

their

knowledge

in

reading

comprehension.

B.

The formulation of the problem

Based on the statements mentioned above, the writer formulates some
problems as follows:

3
1. How is students motivation in learning the English vocabulary without
language games?
2. How is students motivation in learning the English vocabulary by using
language games?
3. Are there any comparative results of students motivation in learning the
English vocabulary without language games and by using language games?

C.

The Aims of the Research

The aims of the research that will be gained are as follows:
1. To find out the data of students motivation in learning the English vocabulary
without language games.
2. To find out the data of students motivation in learning the English vocabulary
by using language games.
3. To find out the data if there are some comparative results of students
motivation in learning the English vocabulary without language games and by
using language games.

D.

Frame of Thinking
We perhaps all agree to say that motivation plays an important role in the
process of learning. It is an essential factor for the student to get the achievement
of a beneficial thing. It is impossible for him to get something successfully if

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there is no motivation in his soul that stimulates and encourages him to do any
kinds of useful undertakings.
Douglass Brown (1994:152) states that:
Motivation is probably the most frequently used to catch all term for
explaining the success of failure of virtually any complex task. It is to
figure that success in a task is due simply to the fact that someone is
motivated. It is easy in second language learning to claim that a learner
will be successful with the proper motivation.
The reason a person wants to learn a foreign language and how much he
wants to learn it, how well and in what manner, may determine the amount of
motivation he is willing to put into. Psychologists have claimed that motivation
will help a foreign language learner to gain successful results. For example, a
person who wants to get a job in a foreign company that requires employees who
are able to speak and write English, will learn English seriously because he is
well-motivated, that is to be accepted as an employee in that company.
From the result of the observation during the process of teaching and
learning English carried out by the English teacher of the ninth year of SMP
Negeri 1 Krangkeng Indramayu, the writer knows most students do not have
motivation and great interest in learning English. They do not pay serious
attention to the teachers explanation about the lesson. They do not like to
memorize the English vocabulary which has been taught to them. This bad
condition, of course, makes the students always find difficulties in learning
English as a foreign language.

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E.

Steps of the Research

The Steps of the research which have been done by the writer are as
follows:
1. Population and Sample Determination
a.

Population
Population is all members of the group of people, events, or things
to which generalization that are going to be involved in research (Borg
and Gall in Suhartos Book, 1988:64). Based on this opinion, population
may take the form of groups which consist of people, events, or things.
The population of this research is all the ninth year students of
SMP Negeri 1 Krangkeng Indramayu. There are 376 students of that
school who need 8 classrooms for study. Each classroom consists of 47
students.

b.

Sample
Since the population is too big in number, the researcher tried to
get the sample size as small but representative as possible. Therefore, this
research applies the stratified sampling technique. The stratified sampling
means that the sample of the population is taken from some levels. Each
of the levels is determined by the amount of the minimal sample required
(Suharto, 1988:70). In this case, the writer uses Arikuntos theory about
how to determine the sample size, that is if the population is less than 100,

6
the sample size can be taken between 10-15% or 20-25% or more from
the population (Suharsimi Arikunto, 1986:107).
Based on Arikuntos theory above, the writer has decided to take
25% from the population, that is 25% x 376 students = 94 students (two
classes of IX.C and IX D) as the sample.
2. Data Resources
a.

Theoretical Data Resource

To obtain the theoretical data resource, the writer has read the
1994 English curriculum for SMP students, some English scientific books
concerning with the discussion about motivation and language games,
English books on vocabulary and some other books either they are written
in English or in Indonesian which are in accordance with the topic of this
thesis.

b.

Empirical Data Resource

The empirical data resource is the data taken and obtained from
the place where the research and observation take place, the data from the
result of interview and the test on vocabulary which are taught with and
without language games to the students.

3. Techniques of Collecting the Data

The techniques of collecting the data the writer has used and applied
are as follows:

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a.

Observation
Observation is a method in which the scientist tests the hypothesis
by observing people as the engage in every day activities in their natural
habitats (David R. Shaffer, 1985:13). So in this case the writer notices and
observes the process of teaching and learning the English vocabulary in
the classroom carried out by the teacher and the students.

b.

Test
Test (oral, written, short answer, essay, etc.) and other
measurement such as observation and or questionnaire is a means to
ascertain results being achieved and progress being made towards
objectives of language learning (Finocchiaro, 1984:278).
In this case the writer has presented a model of multiple-choice
test on vocabulary with four options as the answers. The first test is given
to the students of class IX.C who are taught vocabulary without using
language games, and the second test is offered to the students of class
IX.D who are taught vocabulary by using language games. The degrees of
difficulties of the questions in the first test are the same as those of the
second one.
From the results of the test on vocabulary achieved by the
students, the writer will get the data of whether there are positive and
significant comparisons between students achievement in learning the
English vocabulary taught with and without language games.

8
4. Data Analysis
a.

Qualitative Data Analysis

In this case the writer analyzes the data based on the objective
condition of the school, the condition of the teachers, the administrators,
the students, and the implementation of the process of teaching and
learning English, particularly the process of teaching and learning the
English vocabulary.

b.

Quantitative Data Analysis

To find out the quantitative data, the writer analyzes the data based
on the result of test on vocabulary achieved by the students who are
taught with language games and those who are taught without using
language games. These data are analyzed by using correlation product
moment with the following formula:
xy
r xy =
(x2) (y2)

Where:

rxy

= Coefficient correlation between x and y

= Independent variable,

= Dependent variable

(Suharsimi Arikunto, 1992:217)

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And to interpret the correlation between x variable and y variable, the
writer uses the following standard measurement:
0.800 - 1.000 = very high,
0.600 - 0.799 = high,
0.400 - 0.599 = sufficient,
0.200 - 0.399 = low,
0.000 - 0.199 = very low (there is no correlation),
(Suharto, 1988:126)

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CHAPTER II
REVIEW TO RELATED LITERATURE

(1)

Description of Motivation
2. Definition of Motivation
Motivation is a noun derived from the motive which is also a noun
which means something that causes somebody to act in a particular way
(Hornby, 1994:808).
Motivation or motive is an internal condition of the organism that
activates behavior directly. (Peter S. Fernald, 1969:104).
From the above two definitions of motivation, the writer concludes
that motivation is an internal power which can make somebody have strong
desire to do something. Motivation is some kind of internal drive that
encourages somebody to pursue a course of action. For example, if we have a
certain goal (that is something we wish to achieve) and this goal is attractive
enough, we will be strongly motivated to do whatever is necessary to reach
that goal. We may work overtime in order to earn more money because we are
motivated to buy a new car. The tennis player who wants to win an important
competition may be motivated to practice for long hours.

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Motivation is very important for the English teacher to the students
because if the students do not have motivation in learning English as a foreign
language, they will perhaps hate the English subject and assume that English
is very difficult to learn. But on the contrary, if the students have motivation,
they will perhaps buy any kind of the English books; they will probably like
to memorize the English vocabulary; pay close attention to the English
materials being explained by the teacher; do the exercises in the classroom or
at home seriously.
3. Types of Motivation
Jeremy Harmer (1983:3) divides motivation into two main types,
extrinsic motivation and intrinsic motivation.
a. Extrinsic Motivation
Extrinsic motivation is concerned with factors outside the
classroom. The example of extrinsic motivation is that if somebody feels
hungry, he will look for some food to eat. The feeling of hunger has
motivated him to get food and eat. And if someone is going to be sent
abroad to continue his study, he, of course, will improve and learn the
language used in the country where he will study. Going abroad and
continuing his study in a foreign country has motivated him to learn the
language used in that country. Those two examples of motivation are
called extrinsic motivation.

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b. Intrinsic Motivation
Intrinsic motivation is a motivation which is concerned with what
takes place in the classroom. This motivation can be created by giving a
reward or a praise and or punishment to the students. For example, the
English teacher gives the English test to the students and says that if one
of them can answer the test correctly, and gets ten (10) in the test, he/she
will give an English pocket dictionary to the student. This reward will
motivate the students to do the test seriously and carefully until they are
able to answer it correctly. This motivation is called intrinsic motivation
because it comes out from the internal condition of the organism.
Those two types of motivation are explained clearly by Gary A.
Davis and Thomas F. Warren (1974:18) as follows:
Motivation is of two kinds, extrinsic and intrinsic. Behavior, which is
extrinsically motivated, can be considered that which has a goal external
of the act itself. For example, if a person eats in order to alleviate his
hunger, the motivation for the behavior is extrinsic to the motivation for
the behavior is extrinsic to the eating. Intrinsic motivation on the other
hand is an effect when the goal in inherent within the eat itself. Eating for
the pleasure of the act itself would be intrinsically motivated.
Motivation in the process of learning, however, determines how
much a person will learn and when he will learn it. This depends on what
he wants to know and how badly he wants to know it. It depends on how
he thinks he can learn it, and on what he believes to be to his advantage. It
depends on the needs, interests, and sense of values of an individual. It is
the justification in language teaching method and techniques of the efforts

13
expended to make the learner want to learn the foreign language. The
more and better the motivation, the better the learning will be.

(1)

Description of Learning
4. Definition of Learning
According to Charles A. Ferguson (1972:188) states that learning is
the process which leads to the acquisition of any form of behavior.
Ngalim Purwanto (1984:81) states that learning is the changes of
behavior which involve skill, attitude, habit, ability and understanding of
someone.
Good and Brophy define learning is the development of new
associations as a result of experience. (Ngalim Purwanto, 1984:82).
From the above definitions of learning, the writer comes to a
conclusion that learning is the changes of a person in which he might be a
good or bad person in his behavior, learning is the changes of ones behavior
which are caused by his experience, and the changes of behavior of learning
may include several aspects such as the aspects of understanding, the aspect of
skill, ability, habit, attitude, and problem solving.

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5. Some Factors Influencing Learning Process
a. Students Environmental Life Condition
The environment in which a student lives will give much influence
to the process of his learning. Even though there is an extreme opinion
which states that the environment does not influence anyone in his
learning, but such an opinion will not reach the truth at all.
In order to prove that the environment gives much influence to
someone in his learning, the writer gives the following example. A student
whose name is Badrun for example, lives in a place where the other
students living in the same place with him like to manage a study group
than to go somewhere without any purpose will be different from a
student whose name is Hasan living together with other students who
dislike to learn after the class-meeting at school.
The former, Badrun, will be more successful in his learning than the
later, Hasan. That is because of two different conditions of the
environmental life in which they live. Badrun will do the same as his
friends do and so will Hasan. Man is known by the company he keeps.
b. Repetition
Repetition or practice is essential in learning any sorts of skills,
like language, music, painting, and others. In language learning, active
repetition is considered better than passive repetition, so a person who
tries to speak a language may learn it better than one who simply tries to

15
understand it. Spaced repetition is generally considered better than
concentrated repetition, especially if the materials to be retained for any
length of time. Repetition is one of the most important elements in
remembering what is to be learned.
c. Understanding
Nearly all theories of learning consider understanding as an
important learning factor. The learners learn some things better if they
understand what is involved and if they know exactly what they have to
do with the materials they are learning. For example, it would be difficult
for the learners to learn the words of a language if they did not understand
what the words mean. Things that have meanings, therefore, are more
easily mastered than things that do not. The better the learners understand
the meaning, the better they will learn materials.
d. Achieved Experience
The achieved experience will greatly influence an individual in
learning. The result of learning which has been formerly achieved will
influence and determine the next achievement of it. For example, a
student may get trouble in learning English at SMA if he does not have
any experience and mastery of the basic knowledge of the English
grammar and vocabulary he has even learned at SMP. Another student
may feel difficult in learning mathematics if he does not experience and
master the basic formula and knowledge of it.

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(1)

Vocabulary
6. The Definition of Vocabulary
Hornby, A.S. (1994:1425) defines vocabulary is total number of words
that make up a language; list of words with their meanings, especially one
which accompanies a textbook in a foreign language. Vocabulary is also called
lexicon, glossary, or vocab.
Longman Dictionary of Contemporary English writes the definition of
vocabulary that it is a list of words their meanings, less complete than a
dictionary.
From the above the definition of vocabulary, the writer concludes that
vocabulary is words, phrases, idioms, or expressions which are known,
learned, and used by a person in daily life. Vocabulary is a total number of
words, phrases, or expression which (with rules combining them) make up a
language. In grammar, vocabulary is a list of words, usually in alphabetical
order and with explanations of their meanings.
7. Types of Vocabulary
There are eight types of vocabulary in English. These types of
vocabulary are called the parts of speech such as (1) Nouns, (2) Pronouns, (3)
Adverbs, (4) Verbs, (5) Adjectives, (6) Prepositions, (7) Conjunctions, and (8)
Interjections.

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(1)

Nouns
The noun is one of the most important parts of speech. Its
arrangement with the verb helps to form sentences. There are seven
types of noun in English. They are:
a. Proper Noun
A proper noun begins with a capital letter in writing.
Example; Mr. John, Jakarta, Indonesian, Sunday, November, etc.
b. Concrete Nouns
A concrete noun is a word for physical object that can be
perceived by the sense. We can see, touch, and smell the object.
Example; girl, flower, table, money, bag, school, door, cat, etc.
c. Abstract Nouns
An abstract noun is a word for concept. It is an idea that
exists in our mind only. Examples; justice, beauty, love, strength,
belief, etc.
d. Countable Nouns
A countable noun is a noun that can be counted and can be
usually made plural by the addition of s. Examples; boys, girls,
cats, cars, tables, books, etc.

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e. Uncountable Nouns
An uncountable noun is a noun that cannot be counted and is
not used in plural. Examples; coffee, sugar, salt, milk, iron, money,
water, wood, petrol, etc.
f. Collective Nouns
A collective noun is a word for group of people, animals, or
objects considered as a single unit. Example; audience, committee,
class, family, etc.
g. Compound Nouns
The term compound, as it is used for a part of speech, refers
to a group of words usually two, but sometimes more joined
together into one vocabulary unit that function as a single part of
speech. Examples;
Adjective + Noun : golden, ring, blackboard, blue print, etc.
Verb + Noun : pickpocket, flashlight, dance-team, etc.
Noun + Noun : bathroom, grammar book, department store, etc.
Gerund + Noun : reading book, swimming pool, walking stick, etc.
Noun + Gerund : fortune telling, house cleaning, water skiing, etc.
(2)

Pronouns
A pronoun is a word used instead of a noun or a nounequivalent. Since a pronoun is used instead of a noun, it must be itself a

19
noun or something equivalent to a noun. There are seven different types
of pronouns. They are:
a. Personal Pronouns
A personal pronoun refers to:
1)

The speaker, called the first person.

Example: I (singular), We (plural).

2)

The person spoken to, called the second person.

Example: You (singular and plural).

3)

The person of thing being spoken of, called the third person or
thing.
Example: He, She, It (singular), They (plural).

b. Interrogative Pronouns
There are three interrogative pronouns, namely: who (for
person), what (for thing), and which (for a choice involving either
persons or things).
Examples in sentences:
Who knocked at the door last night?
Which shirt do you want to buy?
What do you like to drink?

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c. Relative Pronouns
Relative pronouns refer to noun antecedents, which
immediately precede them.

They introduce adjective clauses in

which they serve as subject or objects. Examples:

The man who is standing over there is my uncle. (subject)
The man whom you met yesterday is Mr. Hadi. (object)
The book which is on the table is mine. (subject)
The book which I bought is expensive. (object)
d. Demonstrative Pronouns
Demonstrative pronouns point out someone or something.
The most common demonstrative pronouns are this (singular),
these (plural), that (singular), and those (plural).
e. Reflexive Pronouns
The reflexive pronoun is a combination of self with one of
the personal pronouns or with the impersonal pronoun one.
E.g.: myself, yourself, yourselves, himself, herself, themselves,
ourselves, and oneself.
f. Reciprocal Pronouns
The reciprocal pronoun indicates that the individual member
of a plural subject mutually react one on the other. The reciprocal
pronouns are each other and one another.

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g. Indefinite Pronouns
The indefinite pronouns refer to indefinite persons or things
or quantities.
E.g.:

somebody, someone, something, anybody, anyone, anything,

nobody, no one, nothing, everybody, everyone, everything, all,
each, some, other, another.

(3)

Verbs
A verb is a word used for saying something about some person
or thing. There are three main classes of verbs in English; transitive
verbs, intransitive verbs, and auxiliary verbs.
a. Transitive Verbs
The transitive verb is the verb that requires a direct object
such as: kill, drink, help, write, buy, need, etc.
b. Intransitive Verbs
The intransitive verb is the verb that does not require an
object. Such these verbs are go, sit, sleep, stand, walk, work, etc.
c. Auxiliary Verbs
The auxiliary verb is the verb, which helps to from a tense
or mood of some principle verb. Such of these verbs: am, are, is,
was, were, will, would, shall, should, has, have, had, must, etc.

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(4)

Adverbs
An adverb is a word used to qualify any part of speech except a
noun or pronoun. There are four main classes of adverbs. They are:
a. Adverb of time
E.g.: now, yesterday, tomorrow, then, today, etc.
b. Adverb of place
E.g.: here, there, in, out, within, above, etc.
c. Adverb of number
E.g.: once, twice, thrice, again, seldom, etc.
d. Adverb of manner
E.g.: quickly, slowly, well, certainly, etc.

(5)

Adjectives
An adjective is a word used to qualify a noun. There are eight
different types of adjectives, namely:
a. Proper adjectives
Proper adjectives restrict the application of a noun to such
persons or things as are included within the scope of some proper
name.
E.g.: The Indian plains = the plains of India
An Indonesian pilgrim = a pilgrim from Indonesia
The English language = the language of England, etc.

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b. Descriptive Adjectives
Descriptive adjective is a word used to show quality of a
person or thing.
E.g.: talkative lady, black man, good book, interesting story, sharp
knife, pretty girl, etc.
c. Quantitative Adjectives
Quantitative adjective is a word showing how much of a
thing is meant.
E.g.: much, little, some, any, many, enough, all, several, half, etc.
d. Numeral Adjectives
Numeral adjectives restrict the application of a noun to such
persons or things as are of the number or are in the serial order
denoted by the adjective. Numeral adjectives are sub-divided into
two main classes. They are:
1) Definite numeral adjectives, such as: one, two, there, four, five,
six, seven, etc. and are called cardinal numbers. First, second,
third, fourth, fifth, sixth, seventh, etc. and are called ordinal
number.
2) Indefinite numeral adjectives, such as : all, some, few, several,
many, enough, etc.

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e. Demonstrative Adjectives
Demonstrative adjectives restrict the application of a noun to
those persons or things that are intended to be pointed out by the
adjective.
E.g.: the, a, an, this, that, these, those, any, such, some, etc.
f. Distributive Adjectives
Distributive adjectives restrict the application of a noun
showing that the persons or things denoted by the noun are taken
singly. There are four adjectives of this class, namely: each, every,
either, and neither.
g. Interrogative Adjectives
Interrogative adjectives (which and what) are used to ask
questions.
E.g.: Which book do you like to read?
What language does he speak?
h. Possessive Adjectives
Possessive Adjectives are adjectives used before nouns.
E.g.: my book, your pen, his bag, her car, our home, and their
school.

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(6)

Prepositions
A preposition is a word placed before a noun or a nounequivalent to show in what relation the person or thing denoted thereby
stands to something.
E.g.: in, on, at, by, for, to, from, with, under, etc.

(7)

Conjunctions
A conjunction is a word used for joining words or sentences.
The conjunctions are divided into two main sentences; those are:
a. Coordinate Conjunctions
The coordinate conjunction joins structural units that are equal
grammatically. The conjunction comes before the last unit and is
grammatically independent of this unit.
E.g.: and, so, also, too, as well as, but, not only, yet, however, etc.
a. Subordinate Conjunctions
A subordinate conjunction introduces a clause that depends on
a main or independent clause. The subordinate conjunction is
grammatically part of the clause it introduces.
E.g.: when, until, if, although, as soon as, before, unless, so that, etc.

(8)

Interjections
An interjection, properly speaking, is not a part of speech, since
it has not grammatical connection with any other word or words in the

26
sentence. It is merely an exclamatory sound, thrown into sentence to
denote some strong feeling or emotion.
E.g.: Hurrah, hi, hello, alas!, good luck, bad luck, god heavens, o
dear me!, etc.

(9)

Description of Language Games

8. The Teacher and Language Games
It should be noticed here that the task of teaching carried out by a
teacher in the classroom has become a professional job in which the teacher
must have a skill of using any kinds of teaching aids including language
games for the sake of the students so that the students are able to understand
what have taught by the teacher.
In the teaching learning process there are at least four requirements for
the teacher to be able to use language games as teaching aids. These
requirements are as follows:
a.

The teacher must have knowledge and understanding about

language games.

b.

He/she should have a skill of using language game in the process

of teaching and learning in the classroom.

c.

He/she ought to be able to determine and make the apparatus of

language games by him/herself for the need of his/her teaching.

27
d.

He/she must be able to evaluate the use of language games before

he/she uses them in the classroom.
Having knowledge and understanding about language games means

that the teacher must know:

a.

that language games are tools used for communication to make the
teaching learning process more effective.

b.

the functions of language games is to achieved the goal of teaching.

c.

the relationship between the method and language game.

d.

the value and the advantage of language games in the process of

teaching.
Having a skill of making language games means that the teacher

should master the technique and the process of making certain language
games which can be used for a certain subject matter.
Based on the explanation about the teacher and language games
mentioned above, the writer is of the opinion that language games used as
teaching aids play an important role in the process of teaching and learning
English as a foreign language.
9. The Advantages of Language Games in Language Teaching
In teaching English as a foreign language, especially for teaching its
vocabulary, language games will give some advantages to the teacher and the
students. These advantages are as follows:

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a.

Language games can make the students have great

interest and motivation to find out and look up many new words in
dictionary. The example of this language game is shown below:
Instruction to the students:
Fill in the blanks with meaningful words consisting of one letter, two
letters, three and four letters, in which the letters of the words are derived
from the letters stated in the word badminton four different words have
been written for you.
BADMINTON
1 letter
a

2 letters
an

3 letters
not

4 letters
band

--

--

--

--

--

--

--

--

--

--

--

--

The answers to the above language game used for teaching the English
vocabulary may vary. The students answers may involve:
1.

letter

: I

2.

letters

: on, in, at, do, no, etc.

3.

letters

: bad, man, mad, tin, and, ton, etc.

4.

letters

: into, mint, mind, tomb, damn, etc.

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b.

Language games used for teaching vocabulary of a

foreign language, especially for teaching vocabulary, also help the
students to find out the words they have learned before. The example of
this language game is shown below:
Instruction to the students:
Each word in the following groups of four connected with the same thing.
Write down the missing word in each group. Example:
title, chapter, bag, student

The answer to the above question is book.

1.

book, catalogue, lend, shelf =

i

2.

typist, pupil, headmaster, teacher, lesson =

c

3.

headline, article, circulation, readers, news =

s

4.

key, letter, secretary, ribbon =

t

5.

lecture, department, dean, building =

n

30
The students answers to the above five questions in language game
must be as follows:
1.

library

2.

school

3.

newspaper

4.

typewriter

5.

university

c.

Language games used for teaching a foreign

language, especially for teaching vocabulary, also helps students find out
the meanings of words stated in a phrase or a sentence. The example of
such a language game a pyramid word as shown below:
Instruction to the students:
Build a pyramid of words using clues given below. All the words begin
with the letter p.
*p
1.
2.
3.
4.
5.
6.
7.
8.
9.

----------------------------------------------

31
Clues
Line 1
Line 2
Line 3
Line 4
Line 5
Line 6
Line 7
Line 8
Line 9

a 2-letter word is for a term in abbreviation used to tell the time

at noon or afternoon.
a 3-letter word is for an animal which is not allowed for
Moslems to eat.
a 4-letter word is for something you have to mark before you
finish reading book.
a 5-letter word is for colored liquid used for making the walls
of a building look beautiful and clean.
a 6-letter word is for a building where a king or a president
lives to have a rest.
a 7-letter word is for something a painter makes to earn
money.
a 8-letter word is a holy place where a person will live in after
death if he acts good deeds and always obeys Gods commands
during his life in the world.
a 9-letter word is for a person who is in the car, bus, train, or
in an aero plane, buys a ticket to go somewhere.
a 10-letter word is for someone who takes money, a wallet,
or a watch silently from other person in a crowd.

The students answers to the above questions in the above language game
must be as follows:
1. p.m.
2. pig
3. page
4. paint
5. palace
6. paradise
7. passenger
8. pick pocket

32
CHAPTER III
THE OBJECTIVE CONDITION OF
SMP NEGERI 1 KRANGKENG INDRAMAYU

A.

Historical Background of the School

SMP Negeri I Krangkeng Indramayu was established in 1982 on the land
of 10.000 meter square wide. The idea of establishing this school was sponsored
by society figures and government functionaries of Krangkeng Sub district in
Indramayu. This was because at that time there was no Junior High School at
Krangkeng sub district while the students graduated from SD and MI needed the
nearest State Junior High School to continue their study.
The reasons to establish SMP Negeri I Krangkeng Indramayu are as follows:
1)

There
were a lot of pupils graduated from SD and MI who did not keep on their
study at SMP in Krangkeng because of long distance between their houses and
the schools besides economical problem.

2)

To help
the government in the improvement of village people human resource.

3)

To help
the parents who have lower economical level which make them not afford to
send their sons and daughters to study at private Junior High School.

33

B.

The Objective Condition of the School

1. The Teachers
A teacher is a person man or woman who has much knowledge and
teaches his/her knowledge to another person. The teacher plays an important
role in the process of teaching and learning because his/her duty is not only to
teaching the students about knowledge but also to educate them. In addition to
it, he/she also must be able to explain the lesson clearly, to manage the
students in the classroom and to do everything concerning education so that
after the process of teaching and learning is over, the students know everything
about knowledge and education they do not know before. The task of the
teacher at school and out of school is like that of the students parents at home.
Everything he/she says and does will be imitated and followed by the students.
There are 31 teachers including the headmaster, 10 administrators, and
1 school guard of SMP Negeri I Krangkeng Indramayu in the school year
2007/2008. Most of them have been appointed as the state teachers.
To be familiar with their names, positions and subject they teach, the
writer would like to illustrate them on the table below.

34

Table 1
The Teachers Names, Positions, and the Subjects They Teach
No.
Name
1. Rakhmat Priyantono, SPd

Position
Principal

Math

Subject Taught

2.

H. Sujono Sindu

Teacher

Counseling

3.

Rd. Alan Suherlan

Teacher

Indonesian

4.

Tarya, SPd

Teacher

English

5.

S. Imanuddin, BA

Teacher

Islamic Religion

6.

Saepudin

Teacher

Physic

7.

Dede Rohaenah, SPd

Teacher

PPKn

8.

Agus Supriyatna

Teacher

KTK

9.

Eman Suparman

Teacher

Math

10.

Suparti

Teacher

Biology

11.

Endah Hartini

Teacher

Art

12.

Dede S. Hadikusuma, SPd

Teacher

English

13.

Dra. Rina Herawati

Teacher

Geography

14.

Abdul Bashar, SPd

Teacher

Math

15.

Sahlan, SPd

Teacher

Math

16.

Dra. Muniarsih

Teacher

Math

17.

N. Iin Rumsinah, SPd

Teacher

Math

18.

Junaedi, SPd

Teacher

Physic

19.

Buwran, SPd

Teacher

Physic

20.

Yuniar Triadhi, SPd

Teacher

English

21.

Fais Darwi, SPd

Teacher

Islamic Religion

22.

Eka Wibowo, SPd

Teacher

PPKn

23.

Iim Sulastri, S.Ag

Teacher

History

35
24.

Patimah, SPd

Teacher

Indonesian

25.

Kunayah, S.Ag

Teacher

Islamic Religion

26.

Abu Sufyan

Teacher

Local language

27.

Mira Yuliantini, SP

Teacher

PLH

28.

Etin Castini, S.Ag.

Teacher

Behavior

29.

Ayatullah Khumaeni, SPd

Teacher

Social Science

30.

Linceu Laeliyah, SPd

Teacher

Indonesian

31.

Mashudi

Head Adm.

Sport

32.

Suryaman

Administrator

33.

Asori

Administrator

34.

Dimyati

Administrator

35.

Nur Heppi Hidayati

Administrator

36.

Kuswati

Administrator

37.

Sumaerah

Administrator

38.

Rodiah

Administrator

39.

Suwenda Tarla

Administrator

40.

Basuni

Administrator

41.

Tari

School guard

Resource: The monograph of SMP Negeri I Krangkeng Indramayu in the school year
2007/2008.

2. The Students
A student is a second element in the process of teaching and learning. If
there is no student, there will be no teaching and learning process at school
because a student is a person who learn and receives the knowledge that will
be transferred and delivered by the teacher.

36
There are 990 students who continue their study at SMP Negeri I
Krangkeng Indramayu in the school year 2007/2008. This number of students
consists of 337 students of the seventh year, 227 students of the eight, and 376
students of the ninth year. To know the number of the students of SMP Negeri
I Krangkeng Indramayu more exactly, the writer sets it forth on the following
table.
Table 2
The Number of the Students of SMP Negeri I Krangkeng Indramayu
In the School Year 2007/2008
No
I
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Class
II
VII.A
VII.B
VII.C
VII.D
VII.E
VII.F
VII.G
VII.H
VIII.A
VIII.B
VIII.C
VIII.D
VIII.E
VIII.F
IX.A
IX.B
IX.C
IX.D
IX.E
IX.F
IX.G
IX.H
Total

Male
III
20
24
21
22
21
21
22
23
24
21
25
22
25
25
23
23
24
24
24
23
23
24
505

Female
IV
21
18
20
19
21
22
20
22
21
23
23
23
22
22
24
24
23
24
23
24
23
23
485

Total
V
41
42
41
41
42
43
42
45
45
45
48
45
47
47
47
47
47
48
47
47
46
47
990

37
Resource: The monograph of SMP Negeri I Krangkeng Indramayu in the school year
2007/2008.

3. Visions, Missions, and Strategies of SMP Negeri I Krangkeng Indramayu

1)

Visions
Superior and creative to gain prestige based on faith, devotion, science,
and technology.
a. Superior to improve the results of students achievement in the
National Final Examination.
b. Superior to improve reading as a part of a culture.
c. Superior to carry out the values of culture and technology.
d. Superior in all kinds of competition.
e. Superior in any kinds of sports.
f. Having a conducive and clean school environment for students
learning.
g. Gaining acknowledgement from society.

2)

Missions
a. To carry out the effective learning and guidance in order that every
student is able to develop optimally his/her potential.
b. To grow the spirit of intensive superiority in accredited members of
school.
c. To grow students reading habit and to provide a representative school
library.

38
d. To encourage and help the students recognize their potential relating to
the development of science and technology in order that they are able
to improve optimally their creativities.
e. To grow students sincerity in doing the doctrines of their religion and
their national culture so that they become the source of wisdom to do
everything.
f. To grow students talent in sport and arts so that they will become
prestigious athletes and artists.
g. To create school environment which is in accordance with Wawasan
Wiyata Mandala.
h. To apply participial management by involving all accredited members
and committee of school.
i. To increase the discipline of all the accredited members of school.
3)

Strategies
a. To manage organization.
b. To improve the quality of learning activities such as curriculum, intracurriculum and extra-curriculum.
c. To improve the quality of educational profession.

39
CHAPTER IV
RESEARCH INVESTIGATION

a.

The Students Motivation in

Learning Vocabulary Using Language Games
In order to know whether the students have motivation or not in learning
the English vocabulary through language games, the writer presented the test on
vocabulary to the students. If the result of the test achieved by the students is
good, it means that they have motivation in learning the English vocabulary using
language games or vice versa. The test is enclosed in the appendix. In this chapter
the writer only describes the results of the test by the students and then compares
it with the test on vocabulary taught without using language games. Here is the
result.
Table 3
The results/the score of the test on Vocabulary achieved by the students of class
IX.C who have been taught Vocabulary using language games (X variable)
No.

Names

Results

1.

Aan Nuraeni

6.00

2.

Agus Sahid

6.50

3.

Agus Winarso

7.50

4.

Ahmad Sadun

6.00

5.

Aminah

7.50

6.

Ayuningsih

8.00

40
7.

Bayu Kristianto

8.00

8.

Daniya Meilina

6.50

9.

Daryanto

6.50

10.

Dodi Rohadi

5.00

11.

Esa

5.50

12.

Fefen Winanda

7.00

13.

Fitri Nurjanah

6.50

14.

Hasiti

6.50

15.

Heri Priyanto

7.00

16.

Husen Harnoto

6.00

17.

Iis Istikomah

7.00

18.

Ija Sri Hastuti

7.00

19.

Ipah Apipah

5.00

20.

Iwan Cariwan

5.00

21.

Kasan

5.00

22.

Kulsum

7.00

23.

Murkhamah

5.50

24.

Masiri

7.00

25.

Mohamad Asip

7.00

26.

Mualim

4.50

27.

Nurliana

5.00

28.

Puri Agustina

6.00

29.

Ririn Karina

7.50

30.

Roni Syahroni

4.50

31.

Sahrodi

7.00

32.

Samroh

7.50

33.

Suhani

7.00

34.

Suhartono

7.50

41
35.

Sukaesih

6.50

36.

Susila

6.00

37.

Suwastri

5.50

38.

Suyitno

6.00

39.

Syaeful Anwar

6.50

40.

Tarini

5.50

41.

Tarno

6.00

42.

Tarsila

6.00

43.

Wahidin

7.00

44.

Wariya

5.00

45.

Wuniroh

7.50

46.

Yosepudin Anwar

6.00

47.

Yuniah

7.00
298.5

Resource: The score of the test on vocabulary held on November 17th 2005

Based on table 3 above, it can be seen the students who get the score:

Students who gets 4.5 are 2 students, that is

4.5 x 2 = 9.0

Students who gets 5.0 are 6 students, that is

5.0 x 6 = 30.0

Students who gets 5.5 are 4 students, that is

5.5 x 4 = 22.0

Students who gets 6.0 are 9 students, that is

6.0 x 9 = 54.0

Students who gets 6.5 are 7 students, that is

6.5 x 7 = 45.5

Students who gets 7.0 are 11 students, that is

7.0 x 11 = 77.0

Students who gets 7.5 are 6 students, that is

7.5 x 6 = 45.0

Students who gets 8.0 are 2 students, that is

8.0 x 2 = 16.0
Total 47 students ------------------------------------------------ 298.5

42

Mean score:
The mean is probably the single most commonly reported indicator of
central tendency. It is virtually the same as the arithmetic average that we may

conclude when grading classroom test. It is symbolized in writing by x (said ex

bar), and the formula for this statement calculation is as follows:

x
N

Where
_
X = mean or mean score,
X = number of score,
N = number of students / respondents
= sum (or add)

(James Dean Brown, 1990:66)

So, the mean score achieved by the students of class IX.C in answering the test on
vocabulary taught through language games is as follows:

298.5
6.35
47

According to the classification of the students achievement in the National Final

Examination decided by DIKNAS that the score 6.35 is categorized good. This
indicates that the teaching and learning vocabulary taught through language
games are satisfactorily achieved.

43

b.

The

Students

Motivation

in

Learning the English Vocabulary Taught Without Using Language Games

To obtain the data of whether the students have motivation or not in
learning the English vocabulary taught without using language games, the writer
also presented the test on vocabulary to the students. The test is enclosed.
The test given to the students of class IX.D who have been taught
vocabulary without using language games is the same as that given to the students
of class IX.C.
The results of the scores of the test on vocabulary taught without using
language games achieved by the students of class IX.D (Y variable) are pictured
on the following table.
Table 4
The results/the score of the test on Vocabulary achieved by the students of class
IX.D who have been taught Vocabulary without using language games
(Y variable)
No.

Names

Results

1.

Aam Unanti

6.50

2.

Ade Sumarna

6.50

3.

Angga Dwi Rabeta

8.00

4.

Anggi Rosdiyanto

5.00

5.

Atipah

6.50

6.

Bambang Winawan

6.00

44
7.

Cahya Purnama

4.50

8.

Canita

6.00

9.

Dede Darmawan

4.00

10.

Doni Damara

4.00

11.

Eka Bagus Heryadi

6.00

12.

Ela Kusniya

6.50

13.

Hermansyah

7.00

14.

Imam Sugisah

5.00

15.

Inus Vitanchi

5.00

16.

Irwandi

7.50

17.

Isabella Intan

8.00

18.

Ismiyati

5.00

19.

Jaka Nurhidayat

7.00

20.

Jamini

5.00

21.

Jepri

8.00

22.

Karto

6.50

23.

Kristin Silviana

7.00

24.

Masriah

4.00

25.

Moh. Robi Hidayat

5.00

26.

M. Fikri Fahrudin

7.50

27.

Mohamad Syahidin

5.00

28.

Navy Emci

5.50

29.

Nurfitriani Puji Lestari

6.00

30.

Rieke Astuti

4.50

31.

Rizka Utami

4.50

32.

Rohaeni

4.00

33.

Runena

5.00

34.

Sadam Husen

5.00

45
35.

Sarnita Aris Munandar

4.00

36.

Sendi

5.00

37.

Sri Lianawati

5.00

38.

Sukenah

5.00

39.

Suyadi Malkan

5.50

40.

Umenah

5.00

41.

Usriyah

5.00

42.

Verawati Yayang Nasrita

5.50

43.

Wadini

4.00

44.

Wiky Firmansyah

8.00

45.

Windana Wirasastra

6.00

46.

Yayat Rohayati

5.00

47.

Yuda Dwi Putranto

7.00
269.0

Resource: The score of the test on vocabulary held on November 17th 2005

If we notice table 4 above, we know exactly that the students who get the score:

Students who gets 4.0 are 6 students, that is

4.0 x 6 = 24.0

Students who gets 4.5 are 3 students, that is

4.5 x 3 = 13.5

Students who gets 5.0 are 14 students, that is

5.0 x 14 = 70.0

Students who gets 5.5 are 2 students, that is

5.5 x 2 = 11.0

Students who gets 6.0 are 6 students, that is

6.0 x 6 = 36.0

Students who gets 6.5 are 5 students, that is

6.5 x 5 = 32.5

Students who gets 7.0 are 5 students, that is

7.0 x 5 = 35.0

Students who gets 7.5 are 2 students, that is

7.5 x 2 = 15.0

46

Students who gets 8.0 are 4 students, that is

8.0 x 4 = 32.0
Total 47 students -----------------------------------------------269.0

Mean score:
The mean score achieved by the students of class IX.D who have been
taught vocabulary without using language games (y variable) is as follows:

x
N

269.0
5.72
47

According to the classification of the students achievement in the National Final

Examination decided by DIKNAS that the score 5.72 is categorized sufficient.
This indicates that the teaching and learning vocabulary taught without using
language games are sufficiently achieved.

c.

The

Correlation

of

Students

Motivation in Learning Vocabulary By and Without Using Language Games

To do a correlation of students motivation in learning vocabulary taught
through language games and without language games, the writer has given the
test on vocabulary to:

47
1. The students of class IX.C who have been taught vocabulary through
language games. The results of the test achieved by them is used as X variable
(independent variable).
2. The students of class IX.D who have been taught vocabulary without using
language games. The results of the test achieved by them is used as Y variable
(dependent variable).
To analyze the above two variables, the writer uses the correlation product
moment by Pearson which is illustrated on the following table. But before doing
this, the writer must find out the average mark of the above two variables as
follows:

1. x

x
N

298.5
6.35
47

X = the amount of the scores achieved by the students of class IX.C

N = the amount of the students of class IX.C

2. y

y
N

269.0
5.72
47

X = the amount of the scores achieved by the students of class IX.D

N = the amount of the students of class IX.D
Table 5
The results/the score of students motivation in learning vocabulary by and
without using language games
No
1.

X
6.00

Y
6.50

X
-0.35

Y
0.78

X2
0.123

Y2
0.61

XY
-0.273

48
2.

6.50

6.50

0.15

0.78

0.023

0.61

0.117

3.

7.50

8.00

1.15

2.28

1.323

5.20

2.622

4.

6.00

5.00

-0.35

-0.72

0.123

0.52

0.252

5.

7.50

6.50

1.15

0.78

1.323

0.61

0.897

6.

8.00

6.00

1.65

0.28

2.723

0.08

0.462

7.

8.00

4.50

1.65

-1.22

2.723

1.49

-2.013

8.

6.50

6.00

0.15

0.28

0.023

0.08

0.042

9.

6.50

4.00

0.15

-1.72

0.023

2.96

-0.258

10.

5.00

4.00

-1.35

-1.72

1.823

2.96

2.322

11.

5.50

6.00

-0.85

0.28

0.723

0.08

-0.238

12.

7.00

6.50

0.65

0.78

0.423

0.61

0.507

13.

6.50

7.00

0.15

1.28

0.023

1.64

0.192

14.

6.50

5.00

0.15

-0.72

0.023

0.52

-0.108

15.

7.00

5.00

0.65

-0.72

0.423

0.52

-0.468

16.

6.00

7.50

-0.35

1.78

0.123

3.12

-0.623

17.

7.00

8.00

0.65

2.28

0.423

5.20

1.482

18.

7.00

5.00

0.65

-0.72

0.423

0.52

-0.468

19.

5.00

7.00

-1.35

2.28

1.823

1.64

-1.728

20.

5.00

5.00

-1.35

0.78

1.823

0.52

0.972

21.

5.00

8.00

-1.35

2.28

1.823

5.20

-3.078

22.

7.00

6.50

0.65

0.78

0.423

061

0.507

23.

5.50

7.00

-0.85

1.28

0.723

1.64

-1.088

24.

7.00

4.00

0.65

0.28

0.423

0.08

0.182

25.

7.00

5.00

0.65

-0.72

0.423

0.52

-0.468

26.

4.50

7.50

-1.85

1.28

3.423

1.64

-2.368

27.

5.00

5.00

-1.35

-1.72

1.823

2.96

2.322

28.

6.00

5.50

-0.35

-0.72

0.123

0.52

0.252

29.

7.50

6.00

1.15

1.78

1.323

3.12

2.047

49
30.

4.50

4.50

-1.85

-0.72

3.423

0.52

1.332

31.

7.00

4.50

0.65

-0.22

0.423

0.05

-0.143

32.

7.50

4.00

1.15

0.28

1.323

0.08

0.322

33.

7.00

5.00

0.65

-1.22

0.423

1.49

-0.793

34.

7.50

5.00

1.15

-1.22

1.323

1.49

-1.403

35.

6.50

4.00

0.15

-1.72

0.023

2.96

-0.258

36.

6.00

5.00

-0.35

-0.72

0.123

0.52

0.252

37.

5.50

5.00

-0.85

-0.72

0.723

0.52

0.612

38.

6.00

5.00

-0.35

-1.72

0.123

2.96

0.602

39.

6.50

5.50

0.15

-0.72

0.023

0.52

-0.108

40.

5.50

5.00

-0.85

-0.72

0.023

0.52

0.612

41.

6.00

5.00

-0.35

-0.72

0.123

0.52

0.252

42.

6.00

5.50

-0.35

-0.22

0.023

0.05

0.077

43.

7.00

4.00

0.65

-1.72

0.423

2.96

-1.118

44.

5.00

8.00

-1.35

2.28

1.823

5.20

-3.078

45.

7.50

6.00

1.15

0.28

1.323

0.08

0.322

46.

6.00

5.00

-0.35

-0.72

0.123

0.52

0.252

47.

7.00
298.0

7.00
269.0

0.65
-

1.28
-

0.423
39.181

1.64
68.38

0.832
6.564

rxy

298.5
6.35
47

269.0
5.72
47

xy
x y

6.564
2.679.2

6.564
39.181x68.38

50

6.564
51.761

0.127

Testing Hypothesis:
The result of the calculation using the product moment shows that the
value of rxy is 0.127. If it is consulted to the critic value of table r product moment
with the degree of freedom 94 and the significance 95%, it is found that the value
of rxy (0.127) is lower than the value of r table (0.202) = 0.127 < 0.202. Because
the value of rxy (0.127) is lower than the value of r table (0.202), so the hypothesis
stated by the writer that teaching and learning vocabulary through language are
better than those of without using language games is not accepted. This means
that there is no correlation between teaching and learning vocabulary by and
without using language games.

51

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A.

Conclusions
1. The amount of the scores achieved by the students of class IX.C of SMP
Negeri I Krangkeng Indramayu who have been taught vocabulary using
language games is 298.5. The mean score of each student is 298.5 : 47 = 6.35
which is categorized good.
2. The amount of the scores achieved by students of class IX.D of SMP Negeri I
Krangkeng Indramayu who have been taught vocabulary without using
language games is 269.0 The mean score of each student is 269.0 : 47 = 5.72
which is categorized sufficient.
3. There is no positive and significant correlation between teaching and learning
vocabulary taught by and without using language games. This is because the
value of rxy (0.127) is lower than the value of r table (0.22) or 0.127 < 0.22
with the degree of freedom 94 and the significance 95%.

52
B.

Suggestion
1. It is suggested to the English teachers that even if there is no correlation
between teaching and learning vocabulary by and without using language
games, they should use language games for teaching vocabulary in order that
the students do not feel bored but interested in learning vocabulary.
2. It is suggested to the students that they should learn vocabulary by using
language games in order to love their fatigue in learning. Learning vocabulary
through language games is the same as learning vocabulary through puzzle
words.
3. It is suggested to the principals of the schools that they should provide
English books, magazines, and newspapers in which there are language games
and puzzle words that can be done by the students in the library.

THE ENGLISH TEACHERS EFFORTS

53

TO INCREASE STUDENTS MOTIVATION

IN LEARNING VOCABULARY THROUGH LANGUAGE GAMES
AT THE NINTH YEAR OF SMP NEGERI I KRANGKENG INDRAMAYU

A PAPER
Submitted to Fulfill One of the Requirements
to Get the Degree of IV-b

COMPILED BY:
Name : TARYA, SPd
NIP. : 130 957 173

DEPARTMENT OF NATIONAL EDUCATION

GENERAL DIRECTORATE OF ELEMENTARY
AND JUNIOR EDUCATION
ENGLISH TEACHING PROJECT
SMP NEGERI I KRANGKENG INDRAMAYU
2007
ACKNOWLEDGMENT

54

Title

The Teaching and Learning the Auxiliary Verb of

Simple Past Tense through Sentence Patterns At
the Ninth Year of SMP Negeri I Krangkeng
Indramayu

Kind of Science

Education

Writer

Tarya, SPd
NIP : 130 957 173

Acknowledged
The Head of PPSII Indramayu

H. Muhtadi Abdullah

Indramayu, November 2007

The Principal of SMP Negeri I
Krangkeng Indramayu

Rahmat P, S.Pd
NIP. 131104814

Letter of Explanation from Library Coordinator

55

Title

The Teaching and Learning the Auxiliary Verb of

Simple Past Tense through Sentence Patterns At
the Ninth Year of SMP Negeri I Krangkeng
Indramayu

Kind of Science

Education

Writer

Tarya, SPd
NIP : 130 957 173

The research manuscript has been documented in the library of SMP Negeri I
Krangkeng Indramayu.
Indramayu, November 30th 2006
The Library Coordinator
of SMP Negeri I Krangkeng Indramayu

L i n c e u, S.Pd

TABLE OF CONTENT
Page

56
PREFACE.................................................................................................................
TABLE OF CONTENT...........................................................................................
CHAPTER I INTRODUCTION
A. The Background of the Problem................................................1
B. The Formulation of the Problem ...............................................2
C. The Aims of the Research .........................................................3
D. Frame of Thinking ....................................................................3
E. Step of the Research .................................................................5
CHAPTER II THEORETICAL FOUNDATIONS
A. Description of Motivation....................................................... 10
B. Description of Learning...........................................................13
C. Vocabulary................................................................................16
D. Description of Language Games..............................................26
CHAPTER III THE OBJECTIVE CONDITION OF
SMP NEGERI 1 KRANGKENG - INDRAMAYU
A. Historical Background of the School........................................32
B. The Condition of the School in General...................................33

CHAPTER IV RESEARCH FINDINGS

57
A. The Students Motivation in Learning Vocabulary Using Language
Games.......................................................................................39
B. The Students Motivation in Learning the English Vocabulary
Taught Without Using Language Games..................................43
C. The Correlation of Students Motivation in Learning Vocabulary By
and Without Using Language Games .......................................46
CHAPTER V CONCLUSION .........................................................................51
BIBLIOGRAPHY
APPENDIX

Appendix

58

Test on vocabulary presented to the students.

Choose the right answer by putting across on the a, b, c, or d on the available
answer sheet.
1.

Budi needs a little . To stick the stamp on

the envelope.
a. water
b. soap
c. glue
d. kerosene

2.

A farmer uses a . To dig a hole on the

land.
a. knife
b. hoe
c. spoon
d. spade

3.

A lives in water.
a.
b.
c.
d.

fish
bird
camel
mouse

4.

Mr. Burhan makes furniture. He can make things

of wood. He must be a .
a. carpenter
b. driver
c. teacher
d. manager

5.

If you want to borrow books, you must go to

.
a. post office
b. market
c. library
d. bookshop

6.

We use a broom for . the floor.

a. making
b. digging

59
c. sweeping
d. opening
7.

My father gets money by . Newspaper at

the bus stop.
a. selling
b. buying
c. reading
d. tearing

8.

He is a mechanic. He can . many kinds of

cars.
a. repair
b. paint
c. clean
d. draw

9.

You must use an axe to . a big tree.

a.
b.
c.
d.

take
break
cut
lift

a.
b.
c.
d.

climb
build
put
send

10.

He needs a ladder to . the roof.

11.

The test is very . Most students can

answer it.
a. difficult
b. good
c. bad
d. easy

12.

This English dictionary is . I cannot buy

it.
a.
b.
c.
d.

13.

cheap
expensive
simple
big
Dont disturb him! He is .now.

60
a.
b.
c.
d.

happy
sad
busy
tidy

14.

The table is . You must clean it.

a.
b.
c.
d.

dirty
heavy
long
low

15.

That student is very . He cannot answer

all the questions.
a. clever
b. stupid
c. naughty
d. handsome

16.

Rini is sitting . Rita and Ita.

a.
b.
c.
d.

on
in
under
behind

a.
b.
c.
d.

on
above
in
for

a.
b.
c.
d.

under
in front of
from
in

17.

You must put your books . Your bag.

18.

The cat is eating meat . the table.

19.

Last night Rita dance on the stage .

a.
b.
c.
d.

beautifully
angrily
slowly
quickly

61
20.

There are many cars on the road. You must drive

your car.
a. happily
b. carelessly
c. carefully
d. silently
Key / the answers to the above test

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

The score for each item (question) of the above test is 0.5 If all the items (questions)
are answered correctly, the score will be 20 x 0.5 = 10 (ten).

62

BIBLIOGRAPHY

Ahmad Abdullah, dkk

1996

Amir Muhajiron
1974
Arikunto Suharsimi
1992

Bahasa
Inggris
untuk
SLTP,
Pendekatan
Kebermaknaan Berdasarkan Kurikulum 1994. PT.
Mizan, Bandung.
English Teaching Methods. FKSS, IKIP Bandung.
Prosedur Penelitian, Suatu Pendekatan Praktik. PT.
Rineka Cipta, Jakarta.

Brumfit, J.C. and Robert J.T.

1983
An Introduction to Language Teaching. Bastford
Academic and Educational Ltd., London.
Brown Douglas, H.
1994
Canale, Michael
1980

Principles of Language Learning and Teaching.

Prentice Hall Regents, New Jersey.
Approaches to Communicative Competence. SEAMEO
Regional Language Centre, Singapore.

Departemen Pendidikan Nasional

1994
Kurikulum Bahasa Inggris untuk SLTP. Balai Pustaka,
Jakarta.
Finochiaro Mary, Bonomo Michael
1973
The Foreign Language Learner, A Guide for Teachers.
Regents Publishing Company, Inc., New York.

63

Glatthorn Alan
1978

Hamid Fuad Abdul

1984
Harahap Nasrun
1982
Hornby, AS.
1994
Lado Robert
1984
Lubis Yusniani
1988

Mackey William Francis

1974
Pickthall Marmaduke
n.y.
Richard, C. Jack
1986
Sudijono Anas
1989

The Dynamics of Language. Printed in the United

States of America.

Two Major Approaches to Language Teaching. IKIP

Bandung.
Teknik Penilaian Hasil Belajar. Bulan Bintang, Jakarta.
The Advanced Learners Dictionary of Current English.
Oxford University Press, London.
Language Teaching, A Scientific Approach. Mc-Graw
Hill, New York.
Developing Communicative Proficiency in the English
as a Foreign Language (EFL) Class. Departemen
Pendidikan dan Kebudayaan, Jakarta.
Language Teaching Analysis. Longman Group Limited,
London.
Holy Quran with English Translation. Kutub Khanaa,
Ishayat-ul-Islam, Churiwalan, Delhi.
Approaches and Methods in Language Teaching.
Cambridge University Press, London.
Pengantar Statistik Pendidikan. Rajawali Pers, Jakarta.

64
Supardi Ahmad dan Syah Wahyudin
1984
Metodologi Riset. Biro Fakultas Tarbiyah, IAIN Sunan
Gunung Jati, Bandung.
Tomlinson
1984

The Teaching of Grammar in Communicative

Approach. Institute de Ciencias de la Education,
Barcelona.
PREFACE

Praise and thank be to Allah only, the Creator and Nurturer of all creatures,
the Beneficent, the Merciful. Because of His mercy and blessing, the writer is finally
able to finish writing this paper under the title The English Teachers Efforts to
Increase Students Motivation in Learning Vocabulary through Language
Games at the Ninth Year of SMP Negeri 1 Krangkeng Indramayu.
The writer is interested in choosing the above title because he is of the opinion
that one of the teaching aids that can be used for teaching vocabulary is language
games and this teaching aids can make the students think actively about new words
from the letters given. For this reason the writer would like to submit his paper on the
title above.
On this occasion the writer wishes to express his gratitude to:
1.

Bapak H. Muhtadi Abdullah, the Head of the Department of National

Education of Indramayu Regency who has encouraged the writer to finish writing
this paper.

2.

Bapak Rahmat P, SPd, the Head of SMP Negeri I Krangkeng Indramayu who
has given motivation and much help to writer to complete this paper.

65
3.

All the teachers of SMP Negeri I Krangkeng Indramayu who have helped the
writer during the writing of this paper.

The writer can give nothing to them but his prayer is for them. May Allah
bless them and give them rewards for their help and motivation. Finally, the writer
wishes that this paper be useful for the writer himself, the English teachers, and the
students well.

Cirebon, November 2007

The Writer,