This research is an action research aimed at finding out how the use of ”What is it game and Kim’s game” improves students’ vocabulary mastery and describing the class situation when ”What is it” game and ”Kim’s game” are implemented in class.
The classroom action research was conducted to the eighth B grade students of SMP Negeri 3 Kebakkramat in academic year 2015/2016. In this study, 30 students consisting of 17 males and 13 females participating. The research consisted of two cycles with four meetings in cycle 1 and three meetings in cycle 2. Each cycle consisted of planning, acting, observing and reflecting. The research data were collected through observation, interview, assessment, and photographs. The qualitative data were analyzed by assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. Meanwhile, quantitative data were analyzed by comparing the mean scores of pre-test and post-tests.
The data analysis reveals that the use of “What is it” game and “Kim’s game” as teaching techniques is able to facilitate the improvement of the students’ vocabulary mastery, the situation during the teaching and learning process, and the students’ behavior. Before being treated by using this technique, the students’ mean score was 44.44. Finishing the first cycle, in post-test 1, the students’ mean score increased to 58.89. Then, in post-test 2, the students mean score achieved 70.00. The students’ improvement covers all of the indicators of vocabulary mastery including (1) Meaning of words, (2) Pronunciation, (3) Spelling, and (4) Grammar. “What is it” game and “Kim’s game” also improve the classroom climate to be more conductive. The students are courage and confidence in asking and answering questions, they are motivated to join the English class, and students’ noisiness and boredom significantly decrease. Therefore, it is highly recommended techniques that can be chosen to implement in the teaching vocabulary.
Keywords: vocabulary mastery, games.