Power Point CAG
-
Upload
intan-widjaya-pertiwi -
Category
Documents
-
view
230 -
download
0
Transcript of Power Point CAG
-
7/28/2019 Power Point CAG
1/20
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010
THESIS
ENHANCING STUDENTS VOCABULARY ACQUISITION
USING COMPUTER ASSISTED GAMES (CAG)
(A CLASSROOM ACTION RESEARCH AT THE FOURTH
GRADE OF SD NEGERI KALIMACAN IN ACADEMIC YEAR
2009/2010)
MAS SULIS SETIYONO
X2206045
-
7/28/2019 Power Point CAG
2/20
Problem : students
vocabulary acquisition islow
Indicators :
a. Competence
b. Class situation
Could not pronounce thewords correctly
Could not spell the words
correctly
Did not know the meaning
of the word dealing the
topic
Could not differ plural
and singular form
Did not do homework Paid little attention to
the teacher Often asked permission to
the bathroom at the sametime
Talked with other duringthe lesson
Proposed solution
= CAG
What is
CAG
Reason
Problem
statements
Objectives
Implementation
BACKGROUND OF STUDY
The teacher teaches students by
text book
There is no media used in
teaching and learning process
There is no effective technique
to teach students
Causes :
-
7/28/2019 Power Point CAG
3/20
A. Background of the Study
B. Problem Statements
C. Objectives of the Study
D. The Benefits of the Study
CHAPTER I
INTRODUCTION
-
7/28/2019 Power Point CAG
4/20
b. For situations :
1. THE PROBLEMS
a. Vocabulary acquisition
The students could not pronounce the words correctly
The students could not spell the words correctly
The students did not know the meaning of the word
dealing the topic The students could not the differ plural and singular
form
b. Class situation The students did not do the homework
The students paid little attention to the teacher The students often asked permission to the bathroom at
the same time The students talked with other during the lesson
-
7/28/2019 Power Point CAG
5/20
Causes : The teacher teaches students by
text book
There is no media use in
teaching and learning process
There is no effective technique
to teach students
2. CAUSE OF THE PROBLEMS
-
7/28/2019 Power Point CAG
6/20
CAG
(Computer Assisted Games)
3. PROPOSED SOLUTION
-
7/28/2019 Power Point CAG
7/20
Form - Activities
Before Research After Research
- Doing task in LKS
- Translate the
meaning on the
blackboard
- Learning vocabulary
by playing computer
games
-
7/28/2019 Power Point CAG
8/20
CAG is more interested because it providesvisual, audiovisual, and sounds students have achance to speak up.
CAG can provide contextual environment.
CAG also allows students to become active
learners in teaching and learning process.
learning English using computer games attractstudents attention because games is fun andenjoyable.
REASON FOR USING CAG
-
7/28/2019 Power Point CAG
9/20
enjoyable
independent student.
self confident.
passiveness to activeness.
SOME POSITIVE CONSIDERATION OF CAG
-
7/28/2019 Power Point CAG
10/20
Does and to what extent CAG
improve students vocabulary
acquisition?
How is the class situation when CAG
implemented in the classroom?
B. PROBLEM STATEMENTS
-
7/28/2019 Power Point CAG
11/20
CHAPTER IIREVIEW OF RELATED THEORIES
-
7/28/2019 Power Point CAG
12/20
-
7/28/2019 Power Point CAG
13/20
Computer-assisted games
is fun activities operating
with computer. The games
are played when one or
more players compete or
co-operate for playoffsaccording to a set of rules
and goals.
ACTIVITIES IN CAGStudents listen the correct simple of pronunciation .Students repeat the pronunciation from computer games.Students see the pictures.Students do the game in computer.
-
7/28/2019 Power Point CAG
14/20
CHAPTER IVRESEARCH FINDINGS
AND DISCUSSIONS
-
7/28/2019 Power Point CAG
15/20
a. Openingb. Main activity
Teacher asks students to mention name of
food which they eat before go to school.
Teacher introduce computer to students.
Some students are asked to operate the
computer.
Students are asked to do the hangman game.
c. Closing
IMPLEMENTATION
c. Closing
-
7/28/2019 Power Point CAG
16/20
Research Findings Before Action Research After Action Research
1. The
improvement
of Students
vocabulary
acquisition
The students vocabulary acquisition was low with
the pre-test score is 5.45.
The students vocabulary acquisition
got better than theirs before
research. It is proven by the cycle 1
test mean score 6.89 and the cycle 2
test mean score 7.62.
a. The students
comprehension of
vocabulary aspects
The students had difficulty in meaning aspect.
They find difficulties in finding the meaning of
some English words.
When the teacher asked the meaning of the
word chalk, nobody could answer the
question.
The students have fewer difficulties
in finding the meaning. They still
remember what the teacher
explained in the previous meeting.
Mr, sekarang aku tau,
ternyata itu gambar keju to!
The students had difficulty in spelling aspect. They
found it difficult the English words because
sometimes the written and the spoken of English
words is different.
The teacher could not answer the teacher
asked to spell TABLE
The students have fewer difficulties
in finding some English words.
They still remember what the
teacher explained in the previous
meeting.
Most students could mention
the spelling of the word burgercorrectly.
The Students had difficulty in pronunciation
aspect. It was difficult for the students to
pronounce some English words correctly
The students pronounce the word eraser
inappropriate way.
The students are able to pronounce
the English words according to the
topic correctly.
Most of the students pronounce
the word potato correctly.
-
7/28/2019 Power Point CAG
17/20
The students make mistakes in simple grammar. In the
fourth grade, the students are taught singular and plural
form.
Most students do not know when they have to add
s/a/an before/after English words.
The students reduce their mistakes in
singular and plural form
Ternyata kalau bendanya banyak
ditambah s atau es.
2. The
improvement ofclassroom
situation during
teaching and
learning process
by using
computer
assisted games
The students talked to each other in teaching and learning
process. The topic discussion does not have correlation with
the material given by the teacher. It makes the class so
noisy.
Most of the students talked to each other during
teaching and learning process.
The students talked to each other when they
have to discuss with their group dealingwith the material given by the teacher. The
class is noisy but under control.
Most students gave less complaint.
The students do not do the homework;
Every the teacher gave homework to students; they
often did not do the homework.
The students are able to do homework
correctly.
Pak, saya sudah mengerjakan PRlho!
The students paid little attention to the teachers
explanation. They looked busy with own activities.
Some students looked drawing in her book, the other
students looked play with his pairs.
The students pay more attention to the
teacher; they do not look bored or make
noise.
They looked serious listened to the
teacher when he explained the rule of
the games.Many students ask for permission to the teacher to go to the
bathroom. When the writer checks them, they do not really
go to the bathroom. They just want to get out of the class
because they are easily get bored.
Some students asked for permission to go to the
bathroom in the same time.
Nobody ask for permission to the teacher to
go to the bathroom as the reason to get out
of the class. When a student ask to go to the
bathroom, he really go to the bathroom and
it does not take a long time
Nobody asked for permission to go to
the bathroom in the same time.
-
7/28/2019 Power Point CAG
18/20
CHAPTER V
A. Conclusions
B. ImplicationC. Suggestion
-
7/28/2019 Power Point CAG
19/20
A. Conclusions
1. CAG can improve students vocabularyacquisition.
(improvement of pronunciation, spelling,meaning and grammar)
2. Computer Assisted Games is able toimprove classroom situation
3. Various communicative activities in CAG canchange the English class toward a student
centered class
-
7/28/2019 Power Point CAG
20/20