Enhancing Students’ Vocabulary Mastery Using Computer Assisted Games (A Classroom Action Research At The Fourth Grade Of Sd Negeri Kalimacan In Academic Year 2009/2010)

Oleh :
Mas Sulis Setiyono - X2206045 - Fak. KIP

Mas Sulis Setiyono. X2206045. ENHANCING STUDENTS’ VOCABULARY MASTERY USING COMPUTER ASSISTED GAMES (A Classroom Action Research at The Fourth Grade of SD Negeri Kalimacan in Academic Year 2009/2010). A Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret University, 2010. This research aims at: (1) describing whether or not and to what extent computer assisted games can improve students’ vocabulary mastery, and (2) identifying the classroom situation when the computer assisted games is implemented in the teaching and learning process. The method used in this research was a collaborative action research with an elementary school English teacher (teacher DW), and the researcher. The research was conducted in two cycles at the fourth grade of SD Negeri Kalimacan from April 15th to April 30th 2010. The research data were collected by using techniques of observation, interview, diary, document, and test (pre-test and post-test). The data were analyzed through constant comparative method and descriptive statistic. The research findings show that the use of computer assisted games could improve students’ vocabulary mastery and classroom situation of English class. The improvement of students’ vocabulary mastery includes: (1) students had fewer difficulties in pronouncing some vocabularies which were difficult before the research; (2) students also made fewer mistakes in spelling some vocabularies which were difficult before the research; (3) students had fewer difficulties in finding the meaning (4) students were able to differentiate the plural form and singular form of vocabularies. The improvement of classroom situation includes: (1) the students only talked to each other when they had to discuss the material given by the teacher; (2) students were able to answer teacher’s questions and active to ask questions to the teacher; (3) the students were able to do homework correctly; (4) nobody asked for permission to the teacher to go to the bathroom as the reason to get out of the class; (5) students paid attention to the teacher, students did not look bored or make noise. Besides the two findings above, there are other findings as follows: (1) the students could work either in group or individually; (2) the students were more responsible in doing their tasks.