The Implementation of Teaching Vocabularies Using Charades Game at Eighth Grade Students of SMPN 1 Jenggawah in Academic Year 2019/2020.

RIF’ATUN, NADILA (2020) The Implementation of Teaching Vocabularies Using Charades Game at Eighth Grade Students of SMPN 1 Jenggawah in Academic Year 2019/2020. Undergraduate thesis, Faculty of Tarbiyah and Teacher Training English Education Department.

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Abstract

Rif’atun Nadilah, 2020: The Implementation of Teaching Vocabularies Using Charades Game at Eighth Grade Students of SMPN 1 Jenggawah in Academic Year 2019/2020. One of the parts in creating and understanding the language is vocabulary, people cannot express their opinion and ideas in English without knowing their vocabulary. Teaching vocabulary is not easy to do. It needs appropriate ways to be applied. One of them is by using a game to make the learning process more interesting and fun. The suitable game that can be used to teach vocabulary is a charade game that can help the students to find out the meaning of the words using gestures or physical activity. The objectives of this research are; 1) To find out the goals of teaching vocabularies using charades game at eighth grade students of SMPN 1 Jenggawah; 2) To find out the material of teaching vocabularies using charades game at eighth grade students of SMPN 1 Jenggawah; 3) To describe the procedures of teaching vocabularies using charades game at eighth grade students of SMPN 1 Jenggawah; 4) To describe the evaluation of teaching vocabularies using charades game at eighth grade students of SMPN 1 Jenggawah. This research used descriptive research design with a qualitative approach. This research was categorized as qualitative descriptive because the researcher described the condition, the situation with words and language. The technique for validating data was a triangulation of sources and triangulation of techniques which includes observation, interview, and document review. This research found that the goals of teaching are four; first, the students got it easier to remember and understand the vocabulary, they got fun and enjoyed the activity while the learning process; second, to get good responses from the students to make the learning process run effectively; third, the students were able to guess the vocabulary based on the pictures; fourth, students were able to capture the meaning of the vocabulary contained in the recount texts that were presented in written form. The material used was recount text which consists of three sub material namely basic vocabulary, simple past tense, and a story in the past form. The procedure used was based on David Jacobsen who states that there are three steps in teaching approach namely planning, implementing, and evaluating. The evaluation used is formative evaluation in the form of a written test that consists of essays’ questions and multiple choice questions.

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