1.

1 IDENTIFICATION OF THE PROBLEM

Based on background of the research above, the writer can identified some problems as
follows:
The students’ vocabulary mastery is low and also students’ felt bored in learning
vocabulary, because the teacher used a monotonous technique.

1.2 FORMULATION OF THE PROBLEM

Based on background of research above, the problems are formulated as followed:
1.1 How is the implementation of Charades game improving students’ vocabulary
mastery at the tenth grade students of senior high school 4 Kota Kupang?
1.2 What is the improvement of students’ vocabulary mastery after being taught
by using Charades game at the tenth grade students of senior high school 4 Kota
Kupang?
1.3 Does Charades game improve vocabulary mastery of the tenth grade students
of senior high school 4 Kota Kupang?

1.4 THE OBJECTIVE OF THE PROBLEM

The objectives of the research are:
1. To explain and describe the implementation of Charades game in improving
students’ vocabulary mastery at the tenth grade students of senior high school 4
Kota Kupang.
2. To find out the improvement of students’ vocabulary mastery at the tenth
grade students of senior high school 4 Kota Kupang.
3. To investigate whether the use of Charades game improves the vocabulary
mastery of the tenth grade students of senior high school 4 Kota Kupang.

1.5 LIMITATION OF THE RESEARCH

Limitation of the problem is the writer wants to know whether Charades game can
improve students’ vocabulary mastery, or not, especially in part of speech: noun, verb,
 adjective, and adverb. And this research is limited on the tenth grade students of senior high
school 4 Kota Kupang.

1. USES OF THE RESEARCH

The uses of research are as follows:
1. For the students, Charades game will be a good experience of vocabulary
learning that can improve their ability in mastering the vocabulary in an easy
and fun way.
2. For English teacher, Charades game is an effective way of vocabulary teaching
that can be useful to help the teacher to practice and apply more effective
technique of the English vocabulary teaching and to get a fun way of learning,
and they will get the new experience of teaching vocabulary.
3. For the readers who learn English, Charades game is one of vocabulary games to
improve English vocabulary and it can be used as additional material of regular
exercises, such as listening, speaking, reading, and writing
4. For the researchers, who interest in this research to get information about
vocabulary learning through Charades game.

1.7 SCOPE OF THE RESEARCH

The scope of the research is as follows:
1. Subject of the research:
The subject of the research is the students at the tenth grade at senior high
school 4 Kota Kupang.
2. Object of the research:
The object of the research is to use the Charades game towards students’
vocabulary mastery.
3. Time of the research:
The research is conducted in the academic year of 2022/2023.
4. Place of the research:
The research is conducted in senior high school 4 Kota Kupang.
 CHAPTER II
LITERATURE REVIEW

2.1 THEORETICAL DESCRIPTION

2.1.1 Vocabulary
a. The Definition of Vocabulary
Vocabulary is one of the important components in studying English. It
is the important component in studying English because it affects the four
language skills. As people know that the four language skills are listening,
speaking, reading, and writing. Hiebert and Kamil (2005: 3) state that
vocabulary is the knowledge of meanings of words. Hornby (2000: 150)
states that, “Vocabulary is all the words that a person knows or use, the
words that people use when they are telling about particular subject”. Hatch
and Brown (1995: 1) defines that vocabulary is a list of words for a
particular language or a list of word that individual speakers of language
might use.
If people have less vocabulary, they will do nothing in
communication. Or in the other words, they cannot understand what others
saying, and also they cannot make sentences to communicate or to transfer
their messages to the other people. And it should to be realized that,
students’ ability to listen, to speak, to read and to write is conditioned by
 their vocabulary. Vocabulary can help the students in the four language
skills and it used by students to make sentences in English, to speak English,
and to understand the sentences of English.
From the explanation above, it can be concluded that vocabulary is a
list of words which is most important to people knows, especially students
in senior high school, that can help them to communicate well with the other
students or people.

b. The Types of Vocabulary

According to Read (2000: 154), there are two types of vocabulary;
there are active vocabulary and passive vocabulary. Active voice
(productive) is used in writing or speech and it is made up of words that
come up in person’s mind immediately when she or he has to produce a
written or spoken sentence. Meanwhile, passive vocabulary (receptive) is
known but not used by a person. People understand it when it is read or
heard. Hiebert and Kamil (2005: 3) state that the group of passive
vocabulary is usually larger than the one of active vocabulary.
And also, there are types of vocabulary that are explained by experts.
Thornburry classified vocabulary into eight word classes such as noun,
pronoun, verb, adjective, adverb, preposition, conjunction and determiner.
While, Lestari (2013: 41-42) divides vocabulary into four groups such as
function words, substitute words, those that are distributed in use according
to such grammatical matters as the presence of a negative, and when the
vocabulary of language is discussed.

c. The Concept of Teaching Vocabulary

Douglas Brown defines teaching as showing or helping someone to
learn how to do something, giving an instruction, guiding in the study of
something, providing with knowledge, causing to know or understand. Or in
the other word, teaching is an activity of transferring knowledge and
information to students. Based on the explanation above, teaching
 vocabulary is an activity where the students are taught vocabulary by the
teacher and how to use it in daily life.
Teaching vocabulary deals with knowing meaning from the words.
Therefore, teacher should teach the material that suitable with the students
and make them enjoy and attract with the subject. Thornburry states that,
“without vocabulary, nothing can be conveyed”. It means that the teachers
have to know how to teach vocabulary to students and make the students
able to remember it. The teachers also have to know the best technique that
suitable with their lesson.

2.1.2 Charades Game

a. The Definition of Charades Game

Charades game is one of vocabulary games that can make students
enjoy and attract the subject. Syarfuni (2010: 113-120) defines that
Charades game is the activity that players act a word phrase and their
teammates try to guess. Rafinggi and Ihsan (2013: 15) define that Charade
game is a technique miming the individual parts of a word. It means that
Charades game uses mime style to know the words’ meaning. Charades
game is the activity that players acted a word or word phrase and their
teammates try to guess it.
Charades game makes the students’ have to guess a word by using
their own thinking when the other teammates doing gestures from a written
clue given. It is interesting because this game can cause classroom more fun
and make the students are not bored, but feel enjoy and attract. So the
 researcher can conclude that Charades game helps students to remember the
word’s meaning easier.

b. The Procedure of Using Charades Game

There are some steps in teaching vocabulary by using Charades game
according to some experts. The first is stated by Malley and Duff (2005:
174), the steps are:
1) Teacher will explain how charades works and then demonstrate it.
Teacher must divide students into some groups. And then a group
will choose a person to convey the word to other teammates by
miming and using sound but not words. For example, if the word
was humorous, you could start by laughing a lot, then point to
yourself and other to shows us.
2) As soon as groups correctly guess the first word, give out a
different word to another member. This game continues until the all
members have a turn.
3) Conduct whole-class feedback, inviting volunteers to present some
of their words to everyone.
In addition, based on Rafinggi & Ikhsan (2013: 15), the steps in
teaching vocabulary through Charades game as follows:
1) One player acts out something specific, such as pretending to be
doing a certain activity or pretending to be a certain animal or
person.
2) The other players try to guess it.
3) You can have players working together in two or three miming a
situation while the other guess.
In conclusion, Charades game makes the students more active because
they use gestures and mime to guess the words. This game can be modified
based on the level of students, but in the end the purpose is same to improve
students’ vocabulary mastery. Himmele (2011) states that Charades game
takes students to activities of higher-level thinking.
c. The Teaching Implementation of Charades Game
The implementation of Charades game is adapted by the researcher.
This implementation is divided into three steps as follows:
1) Pre-teaching Activity
First, teacher greets students, checks the attendance list, and
prepares the material. After that, teacher introduces and
brainstorms a topic.
2) Whilst-teaching Activity
In this part, teacher demonstrates how charades works and explains
the rules of this game. Then, teacher cut the stripes of paper and
writes a paper with word in a paper. Place the piece of paper into a
box or some place. Next, teacher divided class into groups. Teacher
gives them 3-5 minutes per group. One of them acts and the others
guess it. The group that will answer all words will be a winner.
3) Post-teaching Activity
The last step is students’ will memorize the vocabulary. Teacher
gives an individual exercise related to the material to check
students understanding about the vocabulary that they acquire
during the game. If the students do not finish the exercise, they will
make it as homework. And then, teacher closes the lesson.

d. Advantages and Disadvantages of Charades Game

Charades game gives some advantage in improving students’
vocabulary mastery, such as:
1) Charades game can increase students’ vocabulary.
2) It can increase students’ confidence in acting the words.
3) Classroom atmosphere is fun and interesting.
4) Make the students know the feeling of teamwork.
5) It can increase students’ activeness, either in acting the words or in
guessing the words.
 6) Charades helps students to manage their emotion. They should not
be nervous when act out the words.
7) It can decrease the number of students who are lazy in learning the
English subject.
Also charades game gives some disadvantage as follows:
1) Charades game takes a long time because there are many groups in
the class.
2) The class atmosphere will be very noisy, because the students try to
guess the word by shouting in the class.

2.1.1 Hypothesis
Hypothesis is proposed in this research has a formula as follows: by using
vocabulary game that called Charades game in teaching vocabulary in English
lesson can improve students’ vocabulary mastery in the tenth grade students of
senior high school 4 Kota Kupang.

CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This research conducted by applying Classroom Action Research (CAR). It is an
action research conducted by teacher in the classroom. According to Sanjaya (2009: 26),
classroom action research is one of research strategies for solving problem which use real
action and analyze every influence from the situation. Kemmis & Mc. Taggart in Muslich
(2012) state that classroom action research is a study which is done to make ourselves to be
better, our work experiences, which is done systematically and planned. Classroom action
is a method of finding out what the best way in the classroom that can improve students’
ability in learning process.
Classroom action research has some characteristics. Kemmis and Mc. Taggart in
Arifin (2012: 98-100) said that there are some characteristics of classroom action research,
they are:
1. It is done by practitioner and the team who have the same goals.
2. It is conducted with the form of cycles: reflection, begins with planning, action,
observation, and reflection, then go back to the planning.
3. It is collaborative, includes all the people who have responsibilities to improve
education.
4. It demands the people to examine the practices, ideas, and assumptions about the
institution by collect the evidence to prove that the previous practices, ideas, and
assumptions are not suitable.
5. It can be proved by the data, because what has been done not only write the note
accurately but also collects, analyzes, and give score to what has been happened.
6. It begins with cycle planning, action, observation, and reflection with the small
scale.
7. It involves the making of private journal which contains self-development and
reflection.
8. It involves the people who master the theory and the practice.
9. It is collaborative, includes all the people who have responsibilities to improve
education.
10. It allows the researcher to make a record about the development of someone.
In this research, the researcher uses a designed by Kemmis and Mc. Taggart (1983).
This design consists of four steps, such as: planning, action, observation, and reflection.
Figure 3.1 Action Research Spiral Designed by Kemmis and Mc. Taggart (1983)

The procedures of research are performed by administrating two cycles, such as cycle 1
and cycle 2. Each cycle contains four steps which are planning, action, observation, and
reflection. Before the cycle I began, an orientation test is administrated to identify the basic
knowledge of the students about students’ vocabulary mastery.

3.1.1 Cycle 1
Cycle 1 was conducted for two meeting. It contains four steps as follows:
1. Planning
a. Administrating the vocabulary learning process according to lesson
plan.
b. Conducting pre-test in order to know the students’ basic ability in
mastery vocabulary.
c. Preparing material for vocabulary mastery.
d. Conducting a test of vocabulary mastery by charades game in last
meeting.
e. Preparing the instrument for collecting data, such as diary notes,
observation, and interview sheets.
2. Action
The students will be taught how to comprehend vocabulary mastery
by using charades game.
3. Observation
This step will conduct to all the process and atmosphere of vocabulary
mastery and learning process.
 4. Reflection
It has evaluative aspect to effect of spacious issues and suggests handling
it. The researcher takes the feedback of this vocabulary mastery and
learning process from the result of the observation, the problem that
exist, and the cause of problem. If the result does not reach the goal that
determines, the researcher makes decision that the researcher need to
continue to the research into cycle 2.

3.1.2 Cycle 2
After cycle 1, the process in cycle 2 is the same as cycle 1 and cycle 2
has more improvement vocabulary mastery material. Cycle 2 is done, if there
I insignificant improvement of students’ achievement in vocabulary mastery.

3.2 Place and Time of The Research

This research conducted in senior high school 4 Kota Kupang. The time to perform
acts ranging from Cycle 1 and Cycle 2 for 1 month.

3.3 Instrument of Data Collection

The instrument of collecting data is used by the researcher to get the data observation by
using:
1. Observations.
It is a technique for collecting data about researcher and students’ activities in
teaching and learning process. The type of observation which is used in this
research is direct observation. The observation sheet is given based on reality in
the classroom.
2. Interview
It used to get data about implementation of Classroom Action Research (CAR) to
the teacher.
3. Questionnaire
It conducted both before and after implementing Classroom Action Research
(CAR).
4. Diary Notes
 Diary notes is personal records usually done by the researcher itself that will be
writing up daily. The diary notes are useful for knowing all the students’ activities
during teaching and learning process.
5. Test
It is used for getting data research result and students activities in teaching
learning. There are two tests used in this research as follows:
a. Pre-test is done before implementing the Classroom Action Research (CAR).
b. Post-test is implemented after implementing the Classroom Action Research
(CAR).

3.4 Technique of Collecting Data

The technique of collecting data in this research uses qualitative data (experience-based) and
quantitative data (number-based). The qualitative data consists of observation within the
physical activity in the classroom and interviews to be presented for the teacher. On the other
side, the quantitative data use pre-test and post-test. The complete explanation is as follows:
1. Observation
In this case, the researcher uses unstructured or open observation to know
the occurrences within the learning process. It may be about the teacher’s
performance during Classroom Action Research (CAR), the class situation in the
classroom activity, and students’ responses concerning the use of vocabulary by
charades game.
2. Interview
The researcher asks the teacher to know the students’ difficulties in English
vocabulary, students’ condition involved in English class activity, and the charades
game used by the teacher in teaching English vocabulary.

3. Questionnaire
The questionnaire is conduct to obtain the data indicating students’
motivation in learning English vocabulary. The researcher conducted the pre-
questionnaire and post- questionnaire.

4. Test
 The test used in this research is pre-test and post-test. The pre-test was done
before implementing the charades game in vocabulary. It is to measure students’
vocabulary comprehension at first. Meanwhile, the post-test is implemented after
using the charades game in vocabulary. In this research, the test was done in form
of multiple choices. The test is held at the end of every cycle.

5. Diary Notes
The researcher observes the students’ activities. The activities of students’ to
solve the clues of fly swatter game in diary notes. The improvement of students in
vocabulary mastery also keeps paying attention to the teacher in every meeting.

6. Study Documentation
Study documentation is used to show the teaching and learning process by
using the photograph. The researcher takes pictures when they were studying. It
can show them that are serious or not when learning and teaching process and
document in this research.

3.5 Technique of Data Analysis

This research used qualitative and quantitative data. The analysis qualitative data used in
this research observation of students’ activities during teaching learning process, and the
interview before and after Classroom Action research (CAR). The quantitative data there was a
vocabulary test and it were about 25 questions for each cycle. In scoring vocabulary test, it was
determined that the ranging from 0-100 by accounting the correct answer. The correct answer
was given 4 while the wrong answer was given 0 and by applying this formula:
R
S= 𝑥 100%
N
Where:
S: Score
R: The number of correct answer
N: The number of question

To know the mean of the students’ score of vocabulary in each cycle, Sudijono (2014:
81) states the following formula was applied:
 ΣX
X=
n
Where:
X: mean
Σx: total score
n: number of students

The researcher tries to get the class percentage which pass the minimal mastery level
criterion (KKM) considering English subject gains score 75, which is adapted from the school
agreement at senior high school 4 Kota Kupang. It uses the formula:
F
P= 𝑥 100%
N
Where:
P: the class percentage
F: total percentage score
N: number of students

After getting mean of the students’ score per actions, the researcher identifies whether or
not there might have students’ improvement score on vocabulary comprehension from pre-test
up to post-test score in cycle 1 and cycle 2. In analyzing that, the researcher uses the formula:
y 1− y y 2− y
P= 𝑥 100% and P = 𝑥 100%
y y
Where:
P: percentage of students’ improvement
y: pre-test result
y1: post-test 1
y2: post-test 2

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