TEORI SKRIPSI THE INFLUENCE OF RANSOM NOTE GAME TOWARDS STUDENTS' VOCABULARY MASTERY

Pagi sobat......

Hari ini penulis akan coba berbagi masih tentang skripsi bahasa inggris, utamanya tentang teori The influence of Ransom Note Game towards Students’ Vocabulary Mastery. Namun penulis hanya memposting bagian BAB II saja ya yang berkaitan dengan teori.

Jika bro/sis menginginkan bab selanjutnya, bisa di request dan penulis bersedia memposting bab lanjutannya (atau kirim email juga bisa). Gak perlu khawatir, semua gratiss.... karna penulis tau kalo lagi bikin skripsi pengeluarannya emang agak ekstra... so sesuai budaya bangsa kita yang suka gratisan...

Mudah-mudahan postingan ini bisa membantu bro/sis semua sehingga skripsinya gak perlu dibuatin sama orang laen, toh bikin sendiri juga gampang. tinggal ganti kelas, semester sama nama sekolah doang.... 

Oke deh casciscusnya cukup dulu.... silahkan dilihat. Kalo ada yang keliru mohon di koreksi ea....

CHAPTER II

THE FRAME OF THEORIES, THINKING AND HYPOTHESIS

2.1  The Frame of Theories

2.1.1 The concept of Teaching as a Foreign Language

In teaching English as foreign language, motivation  is very important factors that influence student to learn English the teacher have to know many kinds of teaching  technique, and they must know how to implement the techniques in the class.

Language very important to communicate in society consequent human communication cannot be separated with the language  since it is very important to communicate in society, to meet the needs in communication with one to another people need more than one language.

It’s means that we know the language can make relationship with other people because language is high organized system which each unit plays an important  part which is related to other part, and with language common ability, we tend to take precious possession of language very much for granted.

Brown, (2001:116) states that, “English a widely use second language for education, government, and commerce, to Scandinavian Countries, where English has no official status but is commonly spoken by virtually every educated person. Likewise, in countries where a language might be quickly judge as foreign, leather may find in such venous as indigenous language communicates an the media (internet, TV, Film).

As Murcia States ”The aim of teaching as a second language or foreign language would be for learners to gain the ability to communicate forget language” (Murcia,1983:3) connecting to the inadequacy of students’ vocabulary, Allen state that “In many use classes, even where teacher have devoted must time to vocabulary teaching the result have never learner”. (Allen,1983:5)

Based on statement above the writer assumed, that the most important way to master English language is the students have an adequate person English vocabulary. The student practice their English for communication regularly so their vocabulary will increase rapidly. 

2.1.2  The Concept of Vocabulary

Vocabulary is very important for us to use a language. We can not develop the four language skill namely listening, speaking, reading and writing without having vocabulary. Vocabulary can help the students increase  their speaking, writing and reading abilities, if they have enough vocabulary. It is easy for them to comprehend the text or appreciate the meaning of the text. Therefore when the students English vocabulary mastery or knowledge is limited, they will find difficulty in using English for the purposes of communication.

Vocabulary is the basic skill that students should master and it is supported by Thornburry (2002:13) that without vocabulary nothing can be conveyed. The importance of vocabulary can be seen from the statement of Cameron (2002:98) that “vocabulary is important to master, in fact, before a student masters about grammar.

Grammar ties closely into vocabulary in learning and using the foreign language.

Vocabulary learning is central to language acquisition, whether the language is first , second, or foreign. Although vocabulary has not always been recognized as a priority in language teaching (Murcia, Marianne (2001:285).

Harmer states, “Before we ask student to take a part in a spoken or written activity we may check their knowledge of key vocabulary”.(2001:252). It means that we will do nothing for communication by other people if we do not know words or vocabulary.

According to Cameron (2001:95) said that “vocabulary is fundamental to using the foreign language as discourse, since vocabulary is both learnt from participating in discourse, and is essential to participating in it”. It means that, vocabulary has been seen as major resources for language use. The knowledge of vocabulary is extremely important in language learning.

Richards C. (2002:255), state that vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Based on the statement above, the writer assumes that vocabulary is the foundation in learning a foreign language. With a limited vocabulary, anyone will also have limited understanding in terms of speaking, reading, listening and writing. According to Murcia (2001:285) said  that, “vocabulary learning is central to language acquisition, whether the language is first, second or foreign”. It means that vocabulary is the basic of language communication and the students get same vocabulary as the introduction of language.

2.1.3 The Indicators of Vocabulary Mastery

Faerch (1984:100) states that it is in fact, more accurate to view vocabulary knowledge as a continuum between ability to make sense of a word and ability to activate the word automatically for productive purposes. He also sates that to fully know a foreign language word thus require that the learner:

(1)   Is able to recognize it in its spoken and written form;

(2)   Is able to recall it at will;

(3)   Is able to relate it to appropriate objects or concepts (i.e., knows the full meaning potential of the word and not just one specific meaning);

(4)   Can use it in the appropriate grammatical forms;

(5)   It able to pronounce it in recognizable way;

(6)   Can spell it correctly;

(7)   Knows in what ways it can combine with other words (i.e., in its correct collocation);

(8)   Know the relations between the word and other words within a lexical set (relations and hyponym, antonym, etc);

(9)   Is aware of its connotations and associations; and

(10)   Can use it on the appropriate level of formality and in the appropriate situations.

2.1.4        The Concept of Game

Game is competition among player, where the children can learn by playing to get information, make creative, motivate and make students interest the teach children with technique of strategies game.

The game has three important roles in teaching of English. First, it reinforces vocabulary the students have had, second, it will enrich students vocabulary. Third, it is a source of relaxation after long series lesson students need a change to avoid  boredom and monotones teaching.

In general, the writer characteristic of good game three basic consideration namely:

1.Game should be suitable to the student level.

2.Game should motivate student to enlarge their vocabulary.

3.The material of the games should be challenging for the student.

Games in teaching vocabulary as follows: game are helpful because they can make students feel that certain words are important and necessary, because without those words, the object of the game cannot be achieved. As far the wry Many people in the world like game, moreover child. Game is one of the most elements which can make child feel fun. Game also can be used in teaching language, because it can motivate the students in learning language. Games are easy ways of teaching and learning process, with the game we can make the situation in the class become enjoyable. Games therefore are relevant for adult classes too, provide they are adapted to the learners’ level. Learners enjoy games in language classroom even more than children do mostly, because young learners are accustomed to learning with playing.

According to Paul (2003:50), the important thing is for the children to feel deeply involved in our lesson. Games are one of the best ways of achieving this. But they are not only way. So, this statement means that the game has a big role to stimulate and encourage the students’ motivation in study. Games also make the students always feel happy in teaching learning process because when the students play the games, they did not need full concentration like they learn without game.

Game are often associated with fun (Richards Amanto, Patricia A, 2003:232). It means that in teaching vocabulary the teacher can use game as the technique that can make the students to be interest in learning vocabulary. The students will feel enjoy, fresh and less their stress in the classroom as long as teaching and learning process.

Wright (2006:1), states that ‘game’ to mean an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with other. When playing games and doing fun activities in the class, learners feel that learn more easily, it is support by Hadfield (1999:4), “a game is an activity with rules, a goal and an element of fun”. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create context in which the language is useful and meaningful.

The basic aims of vocabulary games and vocabulary exercises are usually very similar: to develop the students’ vocabulary, perhaps by extending his vocabulary or perhaps by giving him practice in using what he already knows receptively. In the vocabulary game there will be the additional aim of adding an element of fun, relaxation and enjoyment to the lesson. Sometimes the fun element will be the main aim, and the teacher is not fussy about which are of language is being practiced (Wallace, 1988:40)

Allen (1983:52) also states the importance of learning vocabulary through games is one of effective and interesting way that can be applied in any classrooms. The role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever a game is to be conducted the number of the students, proficiency level, cultural context, timing, learning topic and the classroom setting are factor that should be taken into account.

Based on the statement above, the writer assume that games is very important in teaching and learning process exactly in learning vocabulary, because the game can make the students interested to learn, with playing the game can improve students’ vocabulary and knowledge, and game are used not only for more fun, but more importantly for the useful practice and review of language lesson, thus leading towards the goal of improving learners' communicative competence.

2.1.5  The Concept of Ransom Note Game

As far writer knows, teaching vocabulary is interesting presentation and measurable if the teacher can hold the students attention and interest. The teacher should vary the technique of teaching, for example by using game. The Ransom Note game in this research is kind of teaching technique that can be applied to the class activity which has some components, such as element of fun and also specific rule in it to be follow. It is relevant to what Wallace (1982:105), say that vocabulary game there will be additional aim adding and element of fun, relaxation and enjoyable to be a lesson.

Ransom Note Game is simply game to be applied for teaching vocabulary. On this game the aims of the game is the students can revising their vocabulary with Ransom Note Game from newspaper or magazine.(Alan Marley, 1999). Alan Marley states that the students can write funny newspaper headlines. The students can award each other ”wacky points” for them. The students can use very bright colorful magazine with lost of pictures. They should sit in circle with all the magazines in the middle. Each the students may take only one magazine a time and must return it before taking another. The student cut out what they find and glue it to their sheets of paper. After about 6-8 question they compare pictures.

2.1.6   The Procedure of Ransom Note Game

1.      Divide the class into groups of 4-5 .The children sit together a desks around the classroom.

2.      Give each group a pile of magazine or newspapers, two pair of scissors, and some glue.

3.      Explain to the group what kidnapping is. Show them the ransom not you have made.

4.      Tell the children they have kidnapped someone and must write a ransom note by cutting out words from the magazine and gluing them on to piece of paper

5.      The ransom note must not have any English mistakes in it. Otherwise the ransom will not be paid.

6.      When a group thinks they have a correct ransom note, they bring it to you. If it is correct, give them a thumbs-up sign. They win the game.

7.      If their note is wrong, give them a thumb-down sign. They must return to their table and try again. Do not tell the mistakes- they must work them out or write a new note. Of course it is all right to give them hints.

  (Alan, 2004:110)

2.1.7.  The Strengths and Weakness of Ransom Note Game

2.1.7.1  The Strengths of Ransom Note Game

1.      Make the students interested and fun in learning teaching English .

2.      The students more active to find the word.

3.      The students get more new words.

4.      Help the students easier to remember the meaning of the words.

2.1.7.2  The Weakness of Ransom Note Game

1.      The teacher was busy to manage the class.

2.      The students was find difficult to get the words especially the new words.

3.      The class was noisy and crowded.

2.1.8   The Frame of Thinking

Based on the theories of Ransom Note Game, the writer assumed that the games especially the ransom note game would help the teacher and student in teaching learning English process and can be used as an alternative technique in teaching and learning English. Teaching vocabulary mastery through the ransom note game can improve the interest and enjoy in learning English, and it can improve the students’ vocabulary and able to arise the students interest and challenge their ability, because the students use the ransom note game in order to make their mastering in vocabulary, so that they will study enthusiast so topically.

Thus vocabulary learning is a vital part of education. As part of the language arts, it is considered a subject in formal education. vocabulary can be built chiefly by two methods: reading and formal vocabulary drill and practice. Obviously, reading is an exercise that has its own rewards and many students are motivated to enjoy it. However, formal vocabulary is usually not viewed as a “fun” task and its typically left in neglect.

Vocabulary is the key to your child in understanding what she hears and reads in school and to communicating successfully with other people. In teaching vocabulary, as English teacher should be able to help students in mastering vocabulary. In this case, the writer assumes that Ransom Note game is as a technique in teaching vocabulary. It can make the students interest to study vocabulary and give motivation to the students to learn English more. Besides that, they can easy to memorize words.

2.2 The Hypothesis

Based on the theories and the frame of thinking above, the write would like to formulate the hypothesis as follow:

1.      There is positive influence of using  Ransom Note Game towards students’ vocabulary mastery.

2.  There is a significant influence of using  Ransom Note Game towards students’ vocabulary mastery.