The Effectiveness of Using Hyponymy Games in Teaching

Vocabulary at SMPN 49 Jakarta

Merry Christin
1512150023

Research Proposal
Submitted to get approval for conducting research to write
the undergraduate thesis as one of the requirements to fulfill for the degree of
Sarjana Pendidikan in Pendidikan Bahasa Inggris

English Education Department

Faculty of Education and Teachers Training
Christian University of Indonesia
Jakarta
2019
 APPROVAL FORM

I, as the lecturer of seminar class in the even semester 2019/2020, hereby certify
that the proposal entitled: (The effect of Using Whatsapp Group toward EFL
Students’ Writing Achievement at SMA 17 Agustus 1945 Jakarta)

written by:

Name : Merry Christin

Student Reg. No. : 1512150023
Date of presentation : February, 14 2019

has been presented and examined in the seminar class, and thus is eligible to be
used to conduct a research for writing a thesis.

Approved by,

Parlindungan Pardede
 Contents

Approval Form i

Contents ii

Chapter I: Introduction
A. Background 1
B. Research Problem/Question 3
C. Research Objective 3
D. Research Scope and Limitation 4
E. Research Significances 4

Chapter II: Literature Review, Conceptual Framework, and Hypothesis

A. Literature Review 5
B. Conceptual Framework 7
C. Hypothesis 7

Chapter III: Method

A. Research Design 8
B. Paticipants 8
C. Materials 8
D. Procedures 8

References 10

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 CHAPTER I

INTRODUCTION

A. Background of the study

In learning a foreign language, vocabulary is the important role. Vocabulary is the

knowledge of words and word meanings. Elfrieda (2005) puts it, “Vocabulary

knowledge is knowledge; the knowledge of a word not only implies a definition,

but also implies how that word fits into the world.” Vocabulary knowledge is not

something that can ever be fully mastered it; it is something that expend and

deepens over the course of a lifetime. It is central to English language teaching

because without sufficient vocabulary, people cannot understand others or even

express their own ideas, emotions and feelings well. It is the basis for the

development of all the other skills: reading comprehension, speaking, writing,

spelling and pronunciation. Vocabulary is the main tool for the students in their

attempt to use English effectively. In my experience as a teacher on my Teaching

Practice at SMA Pusaka 1 Jakarta, I noticed the fact that students usually find

what makes them difficult in learning English is Zthey lack of vocabulary. I found

when I gave them the writing test, they have difficulties on doing that.

Alqahtani (2005) said that “Vocabulary is one of important skills in

language. We use words and arrange them together to make sentence,

conversation, and discourse all things.” We cannot express our ideas if we do not

master it. Rivers in Nunan has also argued that “The acquisition of an adequate

vocabulary is essential for successful second language use because, without any

extensive vocabulary, we will be unable to use the structures and the functions we

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may have learned for comprehensible communication.” So, no matter how well

we master grammar, no matter how successfully the sounds of a foreign language

is mastered, without words to express, communication cannot happen in

meaningful ways.

In the learning vocabulary process, students usually have problems in

absorbing the new vocabulary and their meaning. (Wallace, 2001) Wallace said

“Another teaching problem arises with words which are in the same rough area of

meaning or semantic field.”

To solve this problem, the writer gives an alternative technique for the

teachers to enrich students’ vocabulary. The writer uses one of parts of semantic

field to teach vocabulary by using hyponymy. It likes synonymy (a word similar

in meaning) and antonym (a word opposite in meaning) using words relation to

explain the meaning of the target word. Murcia said “A common way for teacher

to elucidate the meaning of a target word is to relate it to another word that the

students already know.” Hyponymy is one way to make a hierarchy link by giving

a word as a superordinate or general and some words as subordinate or specific,

such as, “flower” as a superordinate and “rose”, “jasmine”, “orchid”, etc. as the

subordinate. It is hoped to help the teachers to explain vocabulary items easier by

giving examples in the relation of a word with the other words. “What a word

means is often defined by its relationship to other words.” Then, the students will

have description about the vocabulary items which are explained by their teacher.

Finally, based on the background above, the writer would like to carry out the

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research under title “The Effectiveness of Teaching Vocabulary Using Hyponymy

Games.”

Ignoring vocabulary teaching by simply just learning to other skills and

applying traditional approach are not good ways for English teachers to help their

students. It will make students feel frustrated every time they learn English.

Therefore, it is necessary and important for the English teachers to find out an

effective technique in teaching vocabulary to overcome the problems. Based on

the problems, the writer assumes that the problems arises from the way teachers

helping their students in absorbing and recalling the meaning of words. From that

reasons, the writer proposes an alternative way for the teachers to enrich students’

vocabulary that has connection with the area of meaning or semantic field. The

writer used one of parts of semantic field to teach vocabulary by using hyponymy.

It likes synonym (a word similar in meaning) and antonym (a word opposite in

meaning) using words relation to explain the meaning of the target word.

Hyponymy itself is one way to make a hierarchy link by giving a word as a

superordinate or general and some.

The writer believes that the focus of teaching English vocabulary is to

teach words in relationship to other words. Thorbury (2002) said that a common

way for teacher to elucidate the meaning of a target word is to relate it to another

word that the students already know.” In addition, Beck, et al (2008) also stated

that encouraging students to make associations with the vocabulary words they

are learning is an excellent teaching strategy. In addition, students are encouraged

to associate general words to specific words. That is why, teaching vocabulary by

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using hyponymy is expected to help the students to understand words meaning in

a hierarchy which is shown in meaning relation. In other word, the students are

expected to be able to recall words by relating to general or specific relationship.

B. Objective of the Study

The general objective of the study is to find out the effectiveness of using

hyponymy games in teaching vocabulary

C. Scope of the Study

The scope of this research is about the use of hyponymy games in order to

get understanding to the students about words and their meaning. Is the score of

the hyponymy games better for students to learn vocabulary? The writer uses one

class. Then, the writer compares the results of the pretest and post-tests that giving

before treatment and the last meeting.

D. Research Problem

In relation to the background of the problem described, the researcher

formulate the problem as: is using hyponymy games effective in teaching

vocabulary to increase students’ ability to master vocabulary?

E. Significance of the Study

As the English teachers, we are supposed to smart to select and use more

than one technique in order to make the lesson effective and enjoyable. Teaching

vocabulary is clearly more than presenting new words. There are some ways to

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make this process easier, funnier, and more interactive. The result of the study is

hoped to give input for the teacher that using hyponymy games can be chosen as a

technique in presenting new vocabulary. This research also can help the other

researcher while doing their research.

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 CHAPTER II

LITERATURE REVIEW

A. Vocabulary

1. The Definitions

Vocabulary is collect of words or phrases that use to arrange the sentences.

According to Jhon (2000:16-17), vocabulary knowledge involves knowing the

meaning of words. Therefore, the purpose of a vocabulary is to find out whether

the learners can match each word with synonym, a dictionary type definition or an

equivalent word in their own language.

2. The Importance of Teaching Vocabulary

In the book of Teaching by Principles: an Interactive Approach to

Language Pedagogy, Brown explained, “Teaching is guiding, facilitating learning,

enabling the learner to learn, and setting the condition for learning”. In teaching

the teacher is not only helping students in doing the tasks but also guiding them in

finding the mistakes and correcting them. Teaching is an activity carried out by

someone to give knowledge to others. To be a good teacher, the teachers should

point out some issues such as teacher should make her/his lesson interesting,

teacher should have lots of knowledge, a teacher must love her/his job, and a

teacher is an entertainer in a positive sense not in negative sense. (Jeremy Harmer,

1998:21).

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 According to Jack C. Richards (1992:16), in his book entitled The

Language Teaching Matrix says, “Teaching is approached in terms of methods, or

products that offer teachers predetermined models of follow. Teaching depends

upon the application of appropriate theory, the development of careful

instructional designs and strategies, and the study of what actually happens in

classroom.” From the statements above, we conclude that teaching is the

important matter for teacher; the teachers need to be able to show that they master

their subject. They should be able to give clear instructions and examples and as

far as possible have answers to the student’s questions. A good teaching method

will give a good result in teaching.

Talking about the importance of vocabulary, the linguist David Wilkins

argued that: “without grammar little can be conveyed, without vocabulary nothing

can be conveyed.” Indeed, people need to use words in order to express. Students

are confronted with the problem of forgetting the words immediately after the

teacher has elicited their meaning or after they have looked them in the dictionary,

and this also a cause of the lack of vocabulary.

The teacher has an essential role in helping students to improve their

vocabulary. Unfortunately, vocabulary teaching has not been enough responsive

to such problems, and teachers have not recognized the tremendous importance of

helping their students to develop an extensive vocabulary.

3. Kinds of Vocabulary

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 There are many vocabulary dividing concepts according to some experts.

Hatch and Brown divide the vocabulary into two kinds based on its use. Those are

receptive and productive vocabulary.

a. Receptive vocabulary

It is words that learners know and understand their meaning but cannot

produce them in active skill such as speaking and writing. The words can be

found when someone read a text but cannot use words in the text for speaking or

writing.

b. Productive vocabulary

It is the words that the learners understand and can pronounce correctly

and use constructively in speaking and writing. It involves what is needed for

receptive vocabulary plus the ability to speak or write at the appropriate time.

Therefore, productive vocabulary can be addressed as an active process, because

the learners can produce the words to express their thoughts to others. According

to Nation, vocabulary is divided to four kinds based on frequency and range

vocabulary often found in the language; those are high frequency words, academic

words, technical words, and low frequency words.

B. Hyponymy Games

1. Games

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Games are effective ways to encourage students to more active in the teaching

learning process. Besides that, games make the students to more creative and

make them interest in learning English. (Allen, 1983) Allen said that words are

important and necessary. So, the aim of recommending games for vocabulary

learning is to create conditions which encourage vocabulary expansion, and a

well-chosen game can help the students acquire English words.

2. Hyponymy

Another relationship which defines the meaning of words to each other is that

of hyponymy, where words like banana, apple, orange, lemon, etc. are all hyponyms of

the superordinate fruit. And fruit itself is a hyponym of other items which are members

of the food family. We can express this relationship in the following diagram:

FOOD

Meat Fish Fruit Cereals

Banana Apple Lemon

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 Moreover Cruse (1986: 88) define that hyponymy is the lexical relation

corresponding to the inclusion of one class in another. In a simple word we can define

hyponym as a word that describes things more specifically, e.g.

a. Carrot and cabbage are hyponym of vegetable

b. Rose and jasmine are hyponyms of flower

When the meaning of one form is included in the meaning of another, the

relationship is described as hyponymy. Examples are the pairs: animal/dog, dog/poodle,

vegetable/carrot, flower/rose, tree/banyan. The concept of inclusion involved in this

relationship is the idea that if an object is a rose, then it is necessarily a flower, so the

meaning of flower is included in the meaning of rose. Or, rose is a hyponym of flower.

When we consider hyponyms connections, we are essentially looking at the

meaning of words in some type of hierarchical relationship. We can represent the

relationships between a set of words such as animal, ant, asp, banyan, carrot,

cockroach, creature, dog, flower, horse, insect, living thing, pine, plant, poodle, rose,

snake, tree and vegetable as a hierarchical diagram.

C. Research Hypothesis

This research is to know whether using hyponymy in teaching vocabulary

better for the students to learn English. To find the answer of the problem, the

writer should propose alternative hypothesis (Ha) and null hypothesis (Ho) as

below:

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1. Alternative Hypothesis (Ha): There is a significant difference between teaching

vocabulary by using and not using hyponymy games to the students at SMPN 1

Cileungsi

2. Null Hypothesis (Ho): There is no a significant difference between teaching

vocabulary by using and not using hyponymy games to the students at SMPN 1

Cileungsi

Conceptual Framework

Student who have lack of vocabulary faced the problem in learning

vocabulary that they were difficulties in memorizing meaning of the words, they

often feel bored easily in learning activities. It also happen because they feel

bored in teaching technique in teaching vocabulary. The writer tries to offer

games technique that is using hyponymy to increase the students’ vocabulary. It

makes teaching and learning process easier and funnier because the words are

grouped. So, students will easier to remember it too.

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 CHAPTER III
RESEARCH METHODOLOGY

A. Research Spesific Purpose

The specific objective of the research is to find out the effect of using

hyponym games in teaching vocabulary on the eight graders’ student at SMPN 1

Cileungsi.

B. Research Method and Design

In this research the researcher will use an experimental method. There

are two classes involve in this research, experimental and control class..

At the beginning the pre-test will conducte to investigate the students’

initial competence. After the pre-test will be administered, the researcher will

teach in the two groups on schedule using different technique. In the control group

the researcher is the center of the learning process (conventional) ; while in the

experimental group the researcher use hyponym games in teaching vocabulary.

After teaching in the two group classroms, the researcher will administere post-

test to both groups.

C. Setting of The Research

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 Researcher will conduct ranging from April to May at SMPN 49 Jakarta

in the Academic Year 2018/2019.

C. Population and Sampling Technique

The population of this research is tenth grade students’ of SMPN 49

Jakarta. By using purposive sampling technique, the researcher will take class

VIII as the experiment group and control group of the sample of this research .

D. Data Collection Technique and Instrument

In collecting the data , the researcher will use test technique. The

technique is in vocabulary test as the instrument administer to the participants.

The worksheet, then will be collect to be analyze further. There will two types of

test administered in this research, pre-test and post-test. In order to meet the

research objective, a pre-test and post-test will be administered to both

experimental and control groups. The pre-test will be conduct to reveal the

students’ basic knowledge in vocabulary skill; and, later on, it will be used as data

to compare to the post-test results in both group.

E. Research Procedures

1. Ask permission for doing this research to the Headmaster of SMPN 1 Cileungsi

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2. Determining the population and sample. The population in this research is the

ten graders’ students of SMPN 49 Jakarta. Two classes will be taken as the

sample of the study, as a experimental class and a control class.

3. The researcher prepared the schedule and for teaching in the class.

4. The researcher will give the pre-test in both experimental and control groups to

see the scores of the participants before the treatment will be given. In the next

meeting the researcher will serve the treatment.

5. The researcher will teach the same vocabulary lessons in both the experimental

and control groups. Using hyponymy games will implement in experimental

group; but not in control group.

6. The researcher will give the post-test after treatment to both of the classes.

7. Researcher analyzed the data using statistical package of social sciences (SPSS)

to test the study hypotheses and make a report.

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References
Allen, V. F. (1983). Techniques in Teaching Vocabulary.
Alqahtani, M. (2015). The Importance of Vocabulary in
Language Learning and How To Be Taught.
International Journal of Teaching and Education.
Elfrieda, M. (2005). Teaching and Learning Vocabulary.
Ebook.
Scott, T. (2001). How to Teach Vocabulary. London:
Longman.
Thorbury, S. (2002). How to Teach Vocabulary. London:
Longman.
Wallace, M. J. (2001). Training Foreign Language Teachers.

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