THE USE OF SCISSORS, ROCK, AND PAPER (SRP) GAME

TO IMPROVE STUDENTS’ MASTERY OF VOCABULARY

(A Classroom Action Research of the Fifth Grade Students of SD 3

Cendono Dawe Kudus in the Academic Year 2015/2016)

By:

RIKA MEILANI

NIM 201132083

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2015

THE USE OF SCISSORS, ROCK, AND PAPER (SRP) GAME

TO IMPROVE STUDENTS’ MASTERY OF VOCABULARY

(A Classroom Action Research of the Fifth Grade Students of SD 3

Cendono Dawe Kudus in the Academic Year 2015/2016)

SKRIPSI

Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements for Completing

The Sarjana Programin the Department of English Education

By:

RIKA MEILANI

NIM 201132083

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2015

MOTTO AND DEDICATION

MOTTO:

There is a will, there is a way from ALLAH SWT.

Start everything with bismillah, you will find alhamdulillah in the end.

Do what you love, love what you do, and life will love you “Mario Teguh”

DEDICATION:

Allah SWT the Almighty.

Her parents who always give support and

pray to finish this project.

Her beloved brother (Duwi Andika B.S)

Her lecturers, her best friends, and

everyone who knows and cares of her

ACKNOWLEDGEMENT

Alhamdulillah. First and foremost, the writer would like to extend

gratitude to the Almighty Allah SWT, the lord of the universe, for blessing every

time, so this final project can be finished. Secondly, the writer does not forget to

always say Sholawat and Salam to the best human in the world and here after

Muhammad SAW who has opened the dark covering this world.

The writer would express her appreciation to those who have helped her,

namely:

1. Dr. Slamet Utomo, M.Pd. the Dean of Teacher Training and Education

Faculty.

2. Diah Kurniati, S.Pd, M.Pd. the Head of English Education Department.

3. Dra.Endang Kusmaryati, M.Pd. as the first advisor, for all the time, advice,

patience and attention to the writer in completing this skripsi.

4. Fitri Budi Suryani, SS, M.Pd. as her second advisor who had been wise to

give corrections and suggestions.

5. The lecturers of English Education Department of Teacher Training and

Education Faculty of Muria Kudus University.

6. Joko Supriyono, S.Pd as Headmaster of SD 3 Cendono Dawe Kudus, who

permits him to conduct the research in his school.

7. Noor Lisniawati S.Pd. as the English teacher of fifth graders in SD 3

Cendono Dawe Kudus for the collaboration in the process of collecting data

in her classroom.

8. The fifth grade students (5) of SD 3 Cendono Dawe Kudus.

9. Writer’s beloved parents and brother who give the writer love, pray, support,

and do the best for writer.

10. The best friends (Olip, Nelly, Vita, Nova, Santy, Hafizh, Mega, Lia, Madina,

Ika, Farida and Novi)

11. All people whom the writer cannot mention; those who has been involved

directly or indirectly to the process of writing the skripsi.

The writer always waits critics and suggestion from the readers which will

be fully appreciated. The writer do expects that this research will be useful for

those, especially who are in the field of education. Last but not least, thanks for

everyone who involved finishing making this skripsi better.

Kudus, August 2015

Rika Meilani

2001132083

ABSTRACT

Meilani, Rika. 2015. The Use of Scissors, Rock, and Paper (SRP) Game To

Improve Students’ Mastery of Vocabulary (A Classroom Action Research

of The Fifth Grade Students of SD 3 Cendono Dawe Kudus in The

Academic Year 2015/2016). Skripsi. English Education Department,

Teacher Training and Education Faculty, Muria Kudus University.

Advisors: (i) Dra. Sri Endang Kusmaryati, M.Pd. (ii) Fitri Budi Suryani,

SS.M.Pd.

Key words: “Scissors, Rock, and Paper (SRP) game”, vocabulary mastery,

classroom action research

Vocabulary is one of elements of language that has to be mastered by the

language learners because without mastering vocabulary, learners will get

problems in studying of language. Teaching vocabulary in elementary school is

not easy because the students are difficult to memorize new vocabulary. That

condition also happened in SD 3 Cendono Dawe Kudus and the students have low

ability in master of vocabulary. After analyzing the problems, the writer assumes

to use teaching technique that is “Scissors, rock and paper (SRP) game” to

improve students’ vocabulary mastery.

The objective of the research is to find out whether teaching vocabulary

using Scissors, Rock, and Paper game can improve the vocabulary mastery of the

fifth grade students of SD 3 Cendono Dawe Kudus in the academic year

2015/2016 through Scissors, rock, and paper (SRP) game.

The design that is used in this research is Classroom Action Research

(CAR). The writer made two cycles. It consists of four stages; they are planning,

acting, observing, and reflecting. The subject of the research is the fifth grade

students of SD 3 Cendono Dawe Kudus in the academic year 2015/2016. The

instrument uses in this research are test and observation.

In every cycle, there is an improvement of students’ activity in teaching

English by using Scissors, Rock, and Paper (SRP) game. In cycle 1, there are

many students who are not active enough yet in teaching and learning process.

There are a few of students just silent and chat with their friends when the teacher

speak and give question. In cycle 2, most of the students who are active when the

teacher asks students to look the picture related the material and give good

responses to the teacher when the teacher explains the material. The result of the

students’ vocabulary mastery improves from pre-cycle until cycle 2. In the pre-

cycle, the average score of the students’ vocabulary mastery is 57.5 as sufficient

category. In the cycle 1, the average score of the students’ vocabulary mastery is

72.25 as good category and in the cycle 2 the average score of the students’

mastery is 87.5 as excellent category.

Therefore, the writer recommends some suggestions. The writer suggests

to the teacher, that the teacher must have control over class during the teaching

and learning process and the teacher must have a great motivation to make the

students more active in the classroom.

Scissors, Rock, and Paper (SRP) Game can be used as the alternative

teaching technique to teach English for the students to improve students’

vocabulary. In application of Scissors, Rock, and Paper (SRP) Game, it demands

the students to be active, so it is suggested that the English teacher uses interesting

clue and media to the students when teaching learning process, so the students can

be enjoy in study English.

ABSTRAKSI

Meilani, Rika. 2015. Penggunaan permainan Scissors, Rock, and Paper (SRP)

untuk meningkatkan penguasaan kosakata siswa (Sebuah Penelitian

Tindakan Kelas terhadap siswa V di SD 3 Cendono Dawe Kudus Tahun

Ajaran 2015/2016. Skripsi. Progam Studi Pendidikan Bahasa Inggris,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria

Kudus.Pembimbing: (i) Dra. Sri Endang Kusmaryati, M.Pd. (ii) Firti Budi

Suryani, SS, M.Pd.

Kata Kunci: “permainan Scissors, rock, and paper (SRP)”, Penguasaan kosakata,

Penelitian Tindakan Kelas

Kosakata adalah salah satu elemen bahasa yang harus dikuasai oleh

pembelajar bahasa karena tanpa menguasai kosakata, pembelajar akan

mendapatkan masalah didalam mempelajari bahasa. Mengajar kosakata disekolah

dasar itu tidak mudah karena siswa sulit untuk mengahafal kosakata baru. Kondisi

tersebut juga terjadi SD 3 Cendono Dawe Kudus dan siswa mempunyai

kemampuan rendah dalam menguasai kosakata. Setelah menganalisa

permasalahan tersebut, penulis berasumsi bahwa dengan menggunakan teknik

pengajaran yaitu permainan Scissors, rock, and paper (SRP) untuk meningkatkan

penguasaan kosakata siswa.

Tujuan penelitian ini adalah untuk menemukan apakah pengajaran

kosakata menggunakan permainan Scissors, rock, and paper dapat meningkatkan

penguasaan kosakata siswa pada siswa kelas lima di SD 3 Cendono Dawe Kudus

tahun ajaran baru 2015/2016 melalui permainan Scissors, rock, and paper (SRP).

Desain yang digunakan dalam penelitian ini adalah penelitian tindakan

kelas (PTK). Penulis melakukan dua siklus. Yang terdiri dari empat tahapan,

diantaranya adalah rencana, penerapan, pengamatan, dan refleksi. Subjek

penelitian adalah siswa kelas lima SD 3 Cendono Dawe Kudus tahun ajaran

2015/2016. Instrumen yang digunakan didalam penelitian ini adalah tes dan

observasi.

Dalam setiap siklus, terdapat peningkatan aktivitas siswa pengajaran

bahasa Inggris menggunakan permainan Scissors, Rock, and Paper (SRP). Pada

siklus 1, terdapat banyak siswa yang tidak cukup aktif didalam proses belajar

mengajar. Ada beberapa siswa yang hanya diam dan berbicara dengan teman-

temannya ketika guru berbicara dan memberikan pertanyaan. Pada siklus 2,

hampir semua siswa aktif ketika guru meminta siswa melihat gambar yang

berhubungan dengan materi dan memberikan respon yang baik kepada guru ketika

menjelaskan materi. Hasil tes penguasaan kosakata siswa meningkat dari pre-

siklus sampai siklus 2. Pada pre-siklus, nilai rata-rata penguasaan kosakata Bahasa

Inggris adalah 57.5 sebagai kategori cukup. Pada siklus 1, nilai rata-rata

penguasaan kosakata Bahasa Inggris adalah 72.25 sebagai kategori baik dan pada

siklus 2 nilai rata-rata penguasaan kosakata Bahasa Inggris adalah 87,5 sebagai

kategori unggul.

Dengan begitu, penulis memberikan beberapa saran. Penulis menyarakan

kepada guru, agar dapat mengontrol kelas dengan baik ketika proses belajar

mengajar dan guru harus dapat memberikan motivasi untuk membuat siswa lebih

aktif didalam kelas.

Permainan Scissors, Rock, and Paper (SRP) dapat digunakan sebagai

teknik mengajar alternatif untuk mengajar bahasa Inggris kepada siswa untuk

meningkatkan kosakata. Dalam penerapan permainan Scissors, Rock, and Paper

(SRP) tersebut menuntut siswa untuk aktif, sehingga disarankan agar guru bahasa

Inggris menggunakan petunjuk dan media yang menarik untuk siswa ketika proses

belajar mengajar, sehingga siswa dapat menikmati belajar bahasa Inggris.

TABLE OF CONTENTS

Page

COVER ...................................................................................................... i

LOGO ......................................................................................................... ii

TITLE ......................................................................................................... iii

MOTTO AND DEDICATION ................................................................... iv

ADVISORS’ APPROVAL ......................................................................... v

EXAMINERS’ APPROVAL ..................................................................... vi

ACKNOWLEDGMENT ............................................................................. vii

ABSTRACT ............................................................................................... ix

ABSTRAKSI ............................................................................................. xi

TABLE OF CONTENTS ........................................................................... xiii

LIST OF TABLES ..................................................................................... xv

TABLE OF FIGURES ............................................................................... xvi

LIST OF APPENDICES ............................................................................ xvii

CHAPTER I INTRODUCTION

1.1 Background of the Research. ............................................................... 1

1.2 Statement of the Research. ................................................................... 4

1.3 Objective of the Research. ................................................................... 5

1.4 Significance of the Research. ............................................................... 5

1.5 Scope of the Research. ......................................................................... 6

1.6 Operational Definition. ........................................................................ 6

CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION

HYPOTHESIS

2.1 Teaching English for Young Learners ................................................. 8

2.2 Teaching English in SD 3 Cendono Dawe Kudus ............................... 9

2.2.1 The Curriculum of Teaching English in SD 3 Cendono Dawe Kudus 10

2.2.2 The Purpose of Teaching English in SD 3 Cendono Dawe Kudus .... 10

2.2.3 The Material of the Teaching English in SD 3 Cendono Kudus........ 11

2.3 Definition of Vocabulary ...................................................................... 12

2.3.1Types of Vocabulary ........................................................................... 12

2.3.2 Technique of Teaching Vocabulary ................................................... 13

2.4 Games .................................................................................................... 15

2.4.1 Scissor, Rock, and Paper Game as a Technique of Teaching English

Vocabulary ......................................................................................... 18

2.4.2 Steps of Doing Scissor, Rock, and Paper Game ................................ 20

2.5 Reviews to the Previous Research ........................................................ 20

2.6 Theoretical Framework ......................................................................... 22

2.7 Action Hypothesis ................................................................................. 24

CHAPTER III METHOD OF THE RESEARCH

3.1 Setting and Characteristic Subject of the Research ............................. 25

3.2 Variable of the Research ...................................................................... 26

3.3 Design of the Research ........................................................................ 26

3.3.1 Planning ............................................................................................. 28

3.3.2 Action ................................................................................................. 28

3.3.3 Observation ........................................................................................ 29

3.3.4 Analysis and Reflection ..................................................................... 29

3.4 Data Collecting Technique .................................................................... 29

3.5 Instrument of the Research.................................................................... 30

3.6 Data Analysis ........................................................................................ 31

CHAPTER IV FINDING OF THE RESEARCH

4.1 Prelimenary Research ........................................................................... 33

4.2 The Result of cycle 1 .......................................................................... 35

4.2.1 The Implementation of Scissors, Rock, and Paper (SRP) Game

in Teaching and Learning Process of English Vocabulary of the

Fifth Grade Students of SD 3 Cendono Dawe Kudus in Cycle 1 ... 36

4.2.2 The English Vocabulary Mastery of the Fifth Grade Students of

SD 3 Cendono Dawe Kudus in the Academic Year 2015/2016

Taught by Using Scissor, Rock, and Paper (SRP) Game in Cycle

1 ....................................................................................................... 42

4.3 The Result of cycle 2............................................................................. 44

4.3.1 The Implementation of Scissors, Rock, and Paper (SRP) Game

in Teaching and Learning Process of English Vocabulary of the

Fifth Grade Students of SD 3 Cendono Dawe Kudus in Cycle 2 ... 45

4.3.2 The English Vocabulary Mastery of the Fifth Grade Students of

SD 3 Cendono Dawe Kudus in the Academic Year 2015/2016

Taught by Using Scissors, Rock, and Paper (SRP) Game in

Cycle 2 ............................................................................................. 49

CHAPTER V DISCUSSION OF THE RESEARCH 5.1 The Implementation of Scissors, rock, and paper (SRP) game in

Teaching Vocabulary of the Fifth Grade Students of SD 3 Cendono

Dawe Kudus in the Academic Year 2015/2016 .................................. 52

5.2 The Vocabulary Mastery of the Fifth Grade Students of SD 3

Cendono Dawe Kudus in Academic Year 2015/2016 by Using

Scissors, Rock, and Paper (SRP) Game .............................................. 56

CHAPTER VI CONCLUSION SUGGESTION

6.1 Conclusion ........................................................................................... 58

6.2 Suggestion ............................................................................................. 60

REFERENCES .......................................................................................... 61

APPENDICES .......................................................................................... 63

CURRICULUM VITAE ........................................................................ 116

LIST OF TABLES

Table Page

3.1 Range Scales of the Students’ Vocabulary Mastery Mean Score...... 32

4.1 The Students’ Score English Vocabulary of the Fifth Grade

Students of SD 3 Cendono Dawe Kudus in Pre-cycle ...................... 34

4.2 Range Scales of the Students’ Vocabulary Mastery Mean Score ..... 35

4.3 The Implementation of Scissors, Rock, and Paper (SRP) Game in

Teaching and Learning Process of English Vocabulary of the

Fifth Grade Students of SD 3 Cendono Dawe Kudus in the First

Meeting of Cycle 1 ........................................................................... 36

4.4 The Implementation of Scissors, Rock, and Paper (SRP) Game in

Teaching and Learning Process of English Vocabulary of the

Fifth Grade Students of SD 3 Cendono Dawe Kudus in the

Second Meeting of Cycle 1 ............................................................... 39

4.5 The English Vocabulary Mastery of the Fifth Grade Students of

SD 3Cendono Dawe Kudus in the Academic Year 2015/2016

Taught by Using Scissors, Rock, and Paper (SRP) Game in Cycle

1 ........................................................................................................ 42

4.6 Range Scales of the Students’ Vocabulary Mastery Mean Score ..... 43

4.7 The Implementation of Scissors, Rock, and Paper (SRP) Game in

Teaching and Learning Process of English Vocabulary of the

Fifth Grade Students of SD 3 Cendono Dawe Kudus in the First

Meeting of Cycle 2 ........................................................................... 45

4.8 The Implementation of Scissors, Rock, and Paper (SRP) Game in

Teaching and Learning Process of English Vocabulary of the

Fifth Grade Students of SD 3 Cendono Dawe Kudus in the

Second Meeting of Cycle 2................................................................ 47

4.9 The English Vocabulary Mastery of the Fifth Grade Students of

SD 3Cendono Dawe Kudus in the Academic Year 2015/2016

Taught by Using Scissors, Rock, and Paper (SRP) Game in Cycle

2 ........................................................................................................ 49

4.10 Range scales of the students’ vocabulary mastery mean score ........ 50

4.11 Recapitulation of the English Vocabulary Mastery of the Fifth

Grade Students of SD 3 Cendono Dawe Kudus in the Academic

Year 2015/2016 Taught by Using Scissors, Rock, and Paper

(SRP) Game ...................................................................................... 51

LIST OF FIGURES

Figure Page

2.1 Scissors, rock, and paper Chart.......................................................... 19

2.2 The General Theoritical Framework of the Research ....................... 22

3.1 Cyclical Action Research ................................................................. 27

LIST OF APPENDICES

Appendix Page

1. Syllabus of the fifth Grade Students of SD 3 Cendono Dawe Kudus in

the academic year 2015/2016 .................................................................... 63

2. The test of pre-cycle ................................................................................. 76

3. The score of achievement test in pre cycle ................................................ 80

4. Lesson Plan of Cycle 1 .............................................................................. 81

5. The achievement test of cycle 1 ................................................................ 85

6. The result of observation checklist to the teachers’ and students’

activity in teaching English vocabulary by using scissors, rock, and

paper (SRP) game in cycle 1 ..................................................................... 88

7. The score of students’ achievement test in cycle 1.................................... 93

8. Lesson Plan of Cycle 2 .............................................................................. 94

9. The achievement test of cycle 2................................................................. 98

10. The result of observation checklist to the teachers’ and students’

activity in teaching English vocabulary by using scissors, rock, and

paper (SRP) game in cycle 2 ..................................................................... 102

11. The score of students’ achievement test in cycle 2.................................... 106

12. The Documentation .................................................................................. 107