The Use of Charades Games in Teaching Vocabulary to the Junior High School Students

Abstract

Vocabulary is a knowledge of words and word meanings. To increase the student’s vocabulary, the writer chosen game. A game is an alternative way to teach. One of the alternative games is a charades game. So, based on it the aim of this study is to investigate the effect of charades game toward student’s vocabulary. This study was conducted at the first-grade students of SMPN 18 Mataram in academic year 2017/2018. This study used a quasi-experimental design that is used pre-test and post-test control group design. The population of study involved 40 students from two classes SMPN 18 Mataram in academic year 2017/2018. The writer took all of the students as a sample, and they are 20 students belong to the experimental group and 20 students in the control group. In this study, the writer used the vocabulary test consists of 20 items multiple choice covered with the indicator of vocabulary consist of spelling, pronunciation, and meaning. The result of this study, the students could understand spelling, pronunciation, and meaning and they could answer the test vocabulary easily through charades game. In this data, pre-test, and post-test as the research technique of data collection, then followed by analyzing the data using the t-test formula. The level of significance is at 0, 05%, t-test = 2,99 and t-table= 2,02, Alternative Hypothesis (Ha) was accepted and Null Hypothesis (Ho) was rejected. It means that there was a significant difference between the student's pre-test and post-test scores. Thus, the writer concludes that the charades game on the student’s vocabulary affects.

Full text

Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
The Use of Charades Games in Teaching Vocabulary to the
Junior High School Students
Fauzi Bafadal, Humaira, Nurmasitah
a bc University of Muhammadiyah Mataram, Indonesia, a fauzi.bafadal@gmail.com
I. Introduction
Vo c a b u l a r y i s o n e o f t h e e s s e n t i a l l a n g u a g e c o m p o n e n t s i n s t u d y i n g E n g l i s h . I t i s n e c e s s a r y i n t h e
sense that words are the basic building blocks of language, the unit of meaning from which larger
structures such as sentences, paragraphs and whole texts are formed (Read, 2000 : 1). If people have
less vocabulary, they not only cannot understand others saying, but also cannot make sentences to
transfer their messages to the other people.
Thus, they will understand English expressions if they have enough vocabularies. “If you spend
most of your time studying grammar, your English will not improve very much. You will see most
improvement, if you learn more words and expressions. You can say very little with grammar, but
you can say almost anything with words!” (Thornburry; 2002: 13). So, vocabulary is an important
thing to learn English without understands grammar deeply meanwhile sometimes the teachers still
find out any problems in students vocabulary.
In the fact at SMPN 18 MATARAM there are several problems was faced, there are: The
students” enthusiasm and active learning are still not visible, the students still lack on vocabulary,
They still lack facilities to improve their English learning.
To cope with those problems and the poor of vocabulary mastery, there must be several
solutions. One of the solutions is through game, especially charades game. Charadesgame is one of
game that can use in teaching vocabulary. It will help teachers in teaching and learning English.
According Kaduson and Schaefer (2003: 217), charades is an excellent to facilitate the emotional
education of the children. It can be used as prevention for the emotional well-being of children
experiencing emotional difficulties, or remediation for children who appear to be lagging in
emotional development. Because this game requires the child to be in the center of attention for a
ARTICLE INFO
ABSTRACT
Article history:
Received
Revised
Accepted
Vocabulary is knowledge of words and word meanings. To increase
the student’s vocabulary, the writer chosen game. Game is an
alternative way to teach. One of the alternative games is charades
game. So, based on it the aim of this study is to investigate the effect
of charades game toward student’s vocabulary. This study was
conduct at the first grade students of SMPN 18 Mataram in academic
year 2017/2018. This study used quasi experimental design that is
used pre-test and post-test control group design. The population of
study involved 40 students from two classes SMPN 18 Mataram in
academic year 2017/2018.The writer took all of the students as a
sample, they are 20 students belong to the experimental group and 20
students in control group. In this study, the writer used vocabulary
test consist of 20 items multiple choice covered with indicator of
vocabulary consist of spelling, pronunciation and meaning. The result
of this study, the students could understand about spelling,
pronunciation and meaning and they could answer the test vocabulary
easily through charades game. In this data, pre-test and post-test as
the research technique of data collection, then followed by analyzing
the data using t-test formula. The level of significant is at 0, 05%, t-
test = 2,99 and t-table= 2,02, Alternative Hypothesis (Ha) was
accepted and Null Hypothesis (Ho) was rejected. It means that there
was significant different between the students pre-test and post-test
scores. Thus, the writer concludes that charades game on the
student’s vocabulary has effect.
.
Keywords:
Charades, game, vocabulary
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
few minutes, it is intrinsically motivating. Another definition is occur according to Nau (2000),
charades is a game of pantomimes. One should have to act out a phrase without speaking, while the
others try to guess what the phrase is. Similarly, Tate (2004) adds that charades is acting out words,
actions,or feelings in a text. In addition, Glouberman (2003) says that Charades is a game using the
face and the body to communicate.
The writer believes that the game can be the way to minimize the student’s boredom in learning
vocabulary. The writer used charades game because the game is practical and simple to be applied in
class. The game is also suitable to teach English vocabulary for students at the first grades because
this game can make the students in learning new words. This game can also build students self-
confidence because this game is played in groups. The writer expects that by using charades game,
students can memorize new vocabularies easily and enjoy the learning.
There are several writers who have done research in the charades game, the first writer is Windy
DyahIndiani 2013 entitled “the influence of charades game on the students’ competence in English
vocabulary at the fifth grade students of kepongpongan3 elementary school”. Last writer is Bahresi
Farqi Fazat, 2014 entitled “Charades game in teaching vocabulary to the seventh grade students of
MTs Negeri Sewulan Dagangan Medium in Academic year 2013/2014”.
This issue motivates the writer to conduct a research on the student’s vocabulary achievement to
the first grade students in SMPN 18 MATARAM in academic year 2017/2018.
II. Method
A. Research Design
The method that used in this research was Quasi Experimental with the Non equivalent Control
Group Design. According to Nunan (1992) Quasi Experimental is giving pre-test and post-test, using
control group and there is no determination of subject randomly. In this study, the writer was used
quasi experimental because the writer believe quasi experimental helped the writer to investigated
that charades game has effect in teaching vocabulary at the first grade students of SMPN 18
MATARAM. There are some procedures that used in this research as like the researcher divide the
group into two group namely experimental group and control group first group call experimental
group was treated by using Charades game, while second group call control group was not used
charades game.
B. Population and sample
Population is object or subject which has quality and characteristic used by the writer to study
then made the conclusion (Sugiyono, 2014: 80). The total of population in this study at the first
grade students of SMPN 18 MATARAM in academic year 2017/2018 were 40 students which
divided into two classes, they were VII A 20 students, VII B 20 students.
Setyosari (2015: 220) states that sample is a group of objects, people, events, and so on which is
a representation of the whole. Simply Ary, Jacobs, and Sorensen (2010) A sample in a research study
is the group on which information is obtained. Arikunto (2002:134) states that if the subject of
population less than 100, its better to take all of them.
Based on the statements above, in this research the writer was applied purposive sampling. This
population is less than 100 people and in this research the writertook all of the students as a sample
they were VII A 20 students as the experimental group and VII B 20 students as the control group
C. Research instruments
In this study, the writer used a test vocabulary as an instrument. In this study, the writer gave
vocabulary test for the students before and after giving treatment. The test in the form at multiple
choice consist of 20 items that covered with indicator of vocabulary consist of; pronunciation,
spelling and meaning. The sources of instrument taken from the When English Rings a Bell
book.Score is the result of work gives the figures obtained by adding up the numbers for each items
in the correctly test while the value is a number (can also letter) which is the result of change score
Sudijono (2007:309). The correct answer weights does not necessarily have a score of 1 but also
can have1 ", 2 ", 5 and so on. In this research the writer gave score 5 if correct answer and gave
0 if incorrect.
1
2
1
2
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
D. Data Collection
The writers collected the data from pre test and post test of the students score experimental group
and control group. There are steps of collecting data as follows:
1. Pre-test
This is the first step in gathering the data,the writer gave the students pre test in the first meeting
in the classroom. That pre test aimed to know underlying knowledge of the students in vocabulary.
The kind test is multiple choices the topic is “things and animals” with 20 questions. The weight of
each question of the test is 5 if correct and 0 is wrong. The student’s correct answer and duration of
the time is about 60 minutes.
4. Treatment
The treatment is presenting charades game for experimental class after the researcher give the
students pre-test while in class control not teach by used charades game. The treatment of charades
game is a technique for experimental class before the writers gave the students post-test. The writer
came to the class with the students in order to know how far the students collected their vocabulary.
The treatment is gave by the writers after pre-test and took value score with gave post-test.
5. Post test
The post-test is the last of meeting for knowing is charades game can usedor not inteaching
vocabulary. The item test consists of 20 questions of multiple choices withthe topic “things and
animals”when the weight of each question is 5 if the answer is correct and zero if the answer
incorrect. The student’s correct answer and duration of the time is about 60 minutes. The test is same
as the one is given in pre test.
E. Data Analysis
The writers used experimental research that describes a quantitative degree. The data collected
from the result of pre-test and post-test. In calculating the students mean score of experimental
group and control group, the researcher used the following formula:
a. To fin d t he stud ents mean sc ore of expe rimen tal and con trol grou p, used the fo llowi ng
formula:
Mx = !
My = !
Where:
Mx: the mean score of experimental group
My: the mean score of control group
X: the total score for experimental group
Y: the total score for control group
N: the number of sample
a. To fi nd ou t the stan dard d eviat ion of expe rimen tal gr oup an d co ntrol g roup . Th e form ula of
standard devotion as follow:
1. Find out the standard deviation of experimental group. The formula as follows:
" - "
Where:
X :The students standard deviation for experimental
N: Number of sample
2. Find out the standard deviation of control group, the formula as follow:
∑x
N
∑y
N
∑x=∑x2
(x)2
Nx
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018

Where:
Y: t he st ud e nt ’s s ta n da rd de vi a ti on fo r c on tr o l gr ou p
N: the number of sample
c. The last in the testing the significance of two variables standard deviation by using the
following formula:
T = 
Where:
My : mean score of control group
Mx : mean score of experimental group
N : total number of subject
The deviation of experimental group
Y : the deviation of control group
The degree of freedom:
df: ( Ne + Nc – 2 )
df: degree of freedom
Ne: the number of experimental group
Nc: The number of control class
With the hypothesis statistic as follows:
If t-calculation> t-table: Ho rejected and Ha accepted
If t-calculation< t-table: Ho accepted and Ha rejected
(Arikunto, 2013: 321-326)
IV. Findings and Discussion
A. Data Findings
In this chapter, the writer focus on the statistical analysis of data obtained from the pre-test and
post-test of experimental and control group. The design was select two classes as experimental and
control group. The total population were 40 students consisted of two classes that were class VI1 A
20 students, V1I B 20 students and the writer was took all of the students.
There are three steps the writer used on the technique of data collection:
The first is pre-test, the writer giving pre-test both of group. The aim of these steps, to know the
students basic knowledge of vocabulary mastery with topic ‘how many pet do you have’ consist of
20 multiple choice before giving treatment
The Second is treatment; the aimed of this treatment is presented charades game after giving pre-
test.For experimental group were treated by charades game and control group were not treated by
charades game.
And thirdly is post-test, that is the writer giving after pre-test and treatment the aim of post-test is
to know the students value before and after giving treatment by charades.
∑y=∑y2(y)2
N y
MX–My
(∑x2+∑y2
NX–Ny−2)−(1
NX+1
Ny)
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
To get the re sult of thre e st eps abov e th e write r sh owed the re sult of stud ent’s pre- test and pos t-
test below:
A. Computation of mean score
The student’s individual score for both experimental and control groups can be
seen on the following tables:
Table 4.1 The Deviation Scores of Experimental Group
To get mean score of two groups in this investigation, the writer applied the
following formula:




From the table, to get mean score of two groups in these investigations, the researcher applied the
following formula:
"



No.
Name
Pre-test
Pos-test
Gain (pos-test-pre-
test)
1
SD
45
70
25
2
PTR
45
65
20
3
JN
40
65
25
4
DL
30
65
35
5
AR
45
90
45
6
IS
55
85
30
7
TFK
60
85
25
8
SK
60
90
30
9
IS
55
85
30
10
MR
45
75
30
11
WS
40
55
15
12
SR
45
60
15
13
RM
40
60
20
14
LA
60
70
10
15
NA
55
80
25
16
IRN
35
55
20
17
GF
30
65
35
18
GG
40
55
15
19
AM
30
60
30
20
HR
45
60
15
Sum
900
1395
495
13675
"
625
"
900
"
625
"
225
"
225
"
1225
"
100
"
625
!
X2
"
1225
"
900
"
625
"
225
"
400
"
900
"
400
"
900
"
400
"
900
"
225
"
2025
Mx=∑x
n
Mx=∑x
n
Mx=∑495
20
Mx= 24,75
My=∑y
n
My=∑y
n
My=∑300
20
My= 15.00
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
B. Computation of standard deviation
For the calculated the students’ standard deviation of two groups, the writer following formula:
a. The mean deviation of experimental group





b. The mean deviation of control group





C. Computation of t-test






∑x=∑x2−x2
n
∑x= 13675 −4592
20
∑x= 13675 −245025
20
∑x= 13675 −12251,25
∑x= 1423,75
∑y=∑y2−y2
n
∑y= 7100 −3002
20
∑y= 7100 −90000
20
∑y= 7100 −4500
∑y= 2600
t=Mx+My
(∑x+∑y
nx+ny−2)( 1
nx+1
ny)
t=24′75 −15.00
(1423,75 −2600
20 + 20 −2)( 1
20 +1
20 )
t=9,75
(1423,75 + 2600
38 )(0.1)
t=9,75
(4023,75
38 )(0.1)
t=9,75
(105,89)(0.1)
t=9,75
10,59
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018


Based on the data above, it showed that the students post-test higher than pre-test with score
(900/20) = 45 and (1395/20) = 69,75 It means that there was significant difference between before
and after treatment students were taught by charades game.
In hypothesis the writer used t-test formula. The level of significant is 0,05%, t-test = 2,99 and t-
table= 2,02. From analysis, the Alternative Hypothesis (Ha) was accepted and Null Hypothesis (Ho)
was rejected. It means that there was significant different between the students pre-test and post-test
scores. Thus, the writer concludes that charades game at the first grade students of SMPN 18
Mataram has effect on the student’s vocabulary.
B. Discussion
This study aimed to investigation, charades game has effect or not in teaching vocabulary at the
first grade of SMPN 18 Mataram. In this research, the writer used two groups as a sample that were
class VI1 A as an experimental group and VII B as control group, consist of 40 students they were
VII A 20 students and V1I B 20 students.
The result of this study, students could understand about spelling, pronunciation and meaning. In
the fact, before students treated by charades game the students could not understand about spelling,
pronunciation and meaning for example in spelling the students difficult how to spell ‘table’ after
treated by charades game the students could understand the spelling of ‘table’ is ‘ti,ei,bi,ei and i’
after that in pronunciation, the students was could not understand about how to say ‘book’ in their
mind ‘book’ is ‘book’ but actually the pronunciation of ‘book’ is ‘buk’ and the then about meaning,
the student still lack the meaning of words for example when the teacher asked some words like ‘a
teacher’ the students could not understand because the student didn’t know about the meaning of
‘teacher’ but after the writer treated by charades the students could understand because charades
game is a game how to act out words without speaking and have to used pantomime and expression
in order to the students could get the meaning and memorize about the actor or actress act out in
front of the class. Beside spelling, pronunciation and meaning through charades game the students
was in centre of attention for a few minutes and charades game also made classroom more fun and
not bored like when the actor or actress act out some words in the classroom all of the students
thinking hard to guess what the meaning of that words, the students were compete for the best one of
them and the class was enthusiasm, having fun and not bored.
Based on the result, the writer can conclude that used of charades game has effect in teaching
vocabulary at the first grade of SMPN 18 Mataram in academic year 2017/2018.
V. Conclusion
Based on the research, the writer can conclude that ‘Charades Game in Teaching Vocabulary” has
effect because the students could understand about spieling, pronunciation, and meaning then
answer the test vocabulary easily. Based on the data analysis the writer concludes score of
experimental group higher than control group. The result of computation of t-test was 2,99 and t-
table was 2,02. It means that t-test 2,99 is higher than t-table 2,99>2,02 was significantly different.
It means after the students treated by charades game at the first grade students of SMPN 18 Mataram
has effect because charades game could increase their vocabulary
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t=9,75
3,25
t= 2,99
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Journal of English Language Teaching and Linguistics (JELTL)
ISSN 2339-2940 /FKIP UM Mataram
Vol. 11 No. 2 December 2018
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