CHAPTER of the study, identification of the problem,

CHAPTER
1

INTRODUCTION

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This chapter deals with
background of the study, identification of the problem, limitation of the
problem, formulation of the problem, objectives of the study, and significances
of the study

A.   
Background
of the study

Language is a mean
of communication with people around the world. Most of nations used English as
a second language includes Indonesia. English is not only to communicate with
others but also to convey the idea, to express the feeling, to share the
education, politic, business and even it used to be requirements to get jobs. Because
of the important of English, Indonesia is one of the countries that students should
focus on English lesson. English was learned from basic or elementary school up
to the higher level education. It is hoped able to mastering whether spoken and
written English. English is not only writing but also speaking, so we would
have concerned whether in vocabulary to support the expression of spoken or
written English. It belongs to four skills in English learning is that
listening, speaking, reading and writing. All of the skills must be supported
by mastering in vocabulary, pronunciation and grammar/structure.

The most
important thing for communication well, we should use appropriate vocabulary so
it make easier to understand the meaning. Vocabulary is a basic and very
important in learning language. Thornbury (2002:13) “Without grammar very
little be conveyed, without vocabulary nothing
can be conveyed”. Based on the statement above, it can conclude that vocabulary
has an important role to learn in a language before grammar, after learning
vocabulary and grammar students will able to communicate in a spoken and
written language. In order to learn vocabulary in English, Thornbury (2002:15)
state that as the most basic level, knowing a words involves knowing the
meaning and the form of vocabulary, because it make students are able to
mastering language such listen, speak, read and write language well. Less vocabulary
is difficult to get the communication well and more vocabularies are easier to
get the communication well. 

There are some
student problems in Junior High School especially seventh grades students to
acquire the English Vocabulary. Most of students are getting difficult to get it.
They supposed that learning vocabulary is for reading only, translating and
remembering so it make the students bored and sometimes they were lazy to find
the meaning and open the dictionary even the learning process was bored. In
addition based on the new curriculum now, English as a local lesson even was
deleted in some Elementary School. Most of students who were graduated from
Elementary School, they only acquire English start from first to fourth grade
and after that they did not acquire English, but not all students joined
English local lesson to rich their English vocabulary whereas it is quite
complicated in Junior High School. So as an English teacher in Junior High
School must give the students motivation to learn English. According to Harmer
(2007:20) there are two kinds of students motivation; intrinsic and extrinsic.
The intrinsic motivation is the motivation that students bring into the
classroom from outside whereas extrinsic motivation is generated by what happen
inside the classroom. Based on the statement above means that as a teacher
should have a strategy, technique, media or method to motivate the students in
learning process and it will make the students bring the lesson into the
classroom from inside to outside for remembering or memorizing the material.
Therefore, a new things will make the students interested and the variation of
teaching method is also has the important role to learn for the students. The
researcher would like to apply one of the technique in teaching vocabulary like
among others learning teaching process by using game.

Teaching
vocabulary by using games will raise the student motivation and more activity
and creativity for the students to study English. So they will learn English
comfortably and they did not feel that they were learning because it is
dominated by fun. So we said learning English with fun and comfortable and of
course it will more understandable in their mind long term.

Therefore, the
researcher tries to apply whiteboard Pictionary game to teach vocabulary. The
researcher chooses whiteboard Pictionary game to know the effectiveness in
order to improve the mastering vocabulary. The reason why the researcher choose
this games because by this method the students are expected more enjoyable,
increasing student creativity and helping students to remembering vocabulary
through a lot of picture that they made based on the topic and it is one of the
techniques that make the students improve the vocabulary. In this research, the
researcher use experimental research. The researcher wants to know whether or
not the effectiveness of whiteboard Pictionary game to teach vocabulary for
seventh grade students in SMP N 1 Pandak. Whiteboard Pictionary game is a game
of drawing and guessing a picture based on the students thought. They draw
based on their own creativity after they see the list vocabulary card or
flashcards from the teacher based on the topic and it will play by team. One of
the member team as an artist to draw and another team guess what the artist
drawn. The researcher want to find out whether the whiteboard Pictionary game
effective or not for the student and the researcher choose seventh grade
students because it is good for learning English by something new and they have
already can make the good imagination and creativity to draw something for
gaining the new vocabulary. So, the researcher conducts the research with the
title The Effectiveness of Whiteboard Pictionary Games to Teach Vocabulary of
Seventh Grade Students in SMP N 1 Pandak in Academic Year 2017/2018.

 

B.    
Identification
of the problem

From the
explanation on the background of the study above, there are many problems in
learning and teaching vocabulary. The problem made from the students as learner
and from the teacher in learning process. Based on the observation, there were
some problems that can be identified by researcher.

First problem is
from the students. They thought that learning English only read the text or
vocabulary and translated it in Bahasa. Sometimes they were lazy to find the
meaning and open the dictionary, so they only ask the teacher to translate the
vocabulary to Bahasa then they could not remember the meaning of vocabulary
itself and they did not do what the teacher asked whereas they had limited
vocabulary.

Second problem
is formally, Because of the new policy by the government, English is used as an
local lesson even if was deleted in some Elementary School so the English
teacher in Junior High School find the difficulties to teach the first grade
students while the material in Junior High School was not suitable with their
age or quite complicated. In the Elementary School should have given the
identifying objects around the environment but in Elementary School they have
not yet so it must be taught in Junior High School.

Third problem is
the students who were graduated from Elementary school, they acquire the
English lesson start from first to fourth grade then it was disappeared and
only become the local lesson so that they did not acquire English since two
years ago.

 

C.   
Limitation
of the problem

This research
will be limited on the effectiveness of teaching vocabulary by using whiteboard
Pictionary games to seventh grade students. The researcher want to apply this
game to improve the student vocabulary and reduce the difficulties of learning
English so that the students will be more enjoyed, interested and fun in
learning process to study English vocabulary because whiteboard Pictionary games
is a game of drawing based on their creativity and guessing the vocabulary. It
will make the students creative and easy to remember it then fun to learn
English and return the students motivation to learn English Vocabulary.

This research
concerned on the effect of whiteboard Pictionary games to teach vocabulary for
seventh grade students of SMP N 1 Pandak in academic year 2017/2018. The
researcher focuses on the seventh grades students because they should return
the motivation to learn English since they did not get the English two years
ago in Elementary School.

 

 

D.   
Formulation
of the problem

Based on the research background,
the researcher formulated the problem as follows:

1.      How
is the vocabulary mastery of the students taught by using whiteboard Pictionary
games for seventh grade students of SMP N 1 Pandak in academic year of
2017/2018?

2.      How
is the vocabulary mastery of the students taught without using whiteboard
Pictionary games for seventh grade students of SMP N 1 Pandak in academic year
of 2017/2018?

3.      Is
there any significant difference between the vocabulary mastery of the students
taught by using whiteboard Pictionary games and taught without whiteboard
Pictionary games for seventh grade students of SMP N 1 Pandak in academic years
of 2017/2018?

 

E.    
Objective
of the study

According to the
formulation above, the objectives of the study are follows:

1.      To
find out the students vocabulary mastery taught using whiteboard Pictionary
games for seventh grade students of SMP N 1 Pandak in academic year 2017/2018.

2.      To
find out the students vocabulary mastery taught without using whiteboard
Pictionary games for seventh grade students of SMP N 1 Pandak in academic year
2017/2018.

3.      To
find out whether there is significant difference between the vocabulary mastery
of the students taught using whiteboard Pictionary games and taught without
whiteboard Pictionary games for seventh grade students of SMP N 1 Pandak in
academic year 2017/2018.

F.    
Significant
of the study

The results of the study will be
beneficial for the following parties:

1.      For
teacher

The teachers are expected to some
benefits in teaching vocabulary by using whiteboard Pictionary game, such as:

a.       To
make a creative class to conduct the teaching and learning process in order to
make the students fun and enjoy the class

b.      To
become a new technique for teaching and learning process

 

2.      For
students

The students are expected to get
some benefits in learning vocabulary by using whiteboard Pictionary game, such
as:

a.       To
increase the vocabulary mastery in learning process

b.      To
become a new style to learn English

c.       Whiteboard
Pictionary game make a desire to learn English for fun

 

3.      For
the other researchers

It is expected that the result of
this research make the information to do the further investigation, especially
for technique and vocabulary mastery