| dc.description.abstract | The hardest obstacle faced by EFL students in Indonesia is mastering vocabulary
(Sujadi and Wulandari, 2021). The students struggle to comprehend the reading
text, speak English effectively and consistently using the same phrases, and their
interactions are frequently interrupted due to missing words. The fundamental
source of these issue is a less of vocabulary.
The students on fisheries in the first grade at SMKN 1 Bakung considered English
to be a challenging subject due to lack of vocabulary. Learning English
vocabulary was complicated regarding word meaning, pronunciation, and
searching for synonyms and antonyms. To determine the most effective method
for teaching vocabulary, this research aims to find out the use of Word Search
Games (WSG) enhances the students’ vocabulary mastery in the first-grade
fishery major of SMKN 1 Bakung Blitar.
This study uses a Classroom Action Research (CAR) with the steps namely
planning, acting, observing, and reflecting to learn how to word search activities
can help students improve their vocabulary mastery in determining the synonyms
and antonyms of words of recount text. The research is conducted at SMKN 1
Bakung Blitar. The research session is in even semester in the academic year of
2021/2022. One cycle consists of four meetings. Each meeting will last for 45
minutes because of the implementation of “PTM terbatas”. When the cycle meets
the success criteria, it will end. The research subject is the first-grade fishery
major consisting of 24 male students.
The data collection involved a number of instruments namely vocabulary test and
observation sheet. The study’s findings provided numerical and verbal data. The
numerical data was the vocabulary test results. To analyze the numerical data, the
researcher compared the test results to the predetermined success criteria for
analysis. Using WSG to increase students’ vocabulary knowledge was judged to
be effective if 75% of students received a score of 65 on a test. Whilst, verbal data
was gathered by the researcher from observations of students’ activities and the classroom environment during the teaching-learning process. This data was
examined using descriptive qualitative analysis.
As part of the WSG implementation, the teacher gave a broad topic overview,
organized groups, distributed recount passage and printed WSG. The students took
sticky notes off a whiteboard. The student’s goal is to search up the synonyms and
antonyms on printed WSG. Each group should present their finding to the class as
a whole. Following the presentation, the students swapped the work from each
group. Each student would get a list of vocabulary from the material discussed,
including synonyms and antonyms.
Based on observations of students’ vocabulary test scores, the mean is improved
from cycle to cycle. The different scores mean between the two cycles is 4.5.
Cycle 1, the average score is 63.4 which reveal that 12 children (or 50% of pupils)
still obtain a score of 65 or higher. However, in cycle 2, the average rise of 67.9.
Seventy-nine percent of pupils achieved a score of 65 or above. It implies that
students may be able to meet the success criteria.
Suggestions proposed for students to expand their vocabulary by playing word
search or other word games. Moreover, for teachers, it was suggested that word
search games (WSG) be used as an alternative to other methods of teaching
English vocabulary by English teachers. Lastly, for further research, the following
study will conduct this strategy’s effectiveness compared to other research
approaches. Additionally, future studies will test this tactic in different lessons.
Consequently, the success of the WSG plan will be known not only in English
lesson but also other subjects. | en_US |
