Implementing Bingo Game to Create Joyful Learning Atmosphere and Improve Vocabulary Mastery

Abstract

In English Language Teaching (ELT), selecting appropriate teaching methods has become an important issue. With appropriate teaching method, the target of learning will be effectively achieved. Bingo game is one of the classic games that are recommended and suitable to teach vocabulary in a fun way and can be played in a group or individually to maximize the acquisition of vocabulary and increase students’ participation in the classroom. For junior high school students, acquiring vocabulary is fairly difficult. Based on the result of interview with the English teacher at SMPN 2 Yosowilangun, it was revealed that students’ mastery of vocabulary was poor as indicated by their difficulties in understanding the meanings of unfamiliar words and in memorizing new words. Also, students had low motivation in learning vocabulary as indicated by their reluctance to memorize the unfamiliar words they heard and read. Hence, the researcher conducted this research in order to overcome the problems through bingo game as an alternative media in teaching learning of vocabulary. The objectives of this research were: (1) To describe the joyful learning atmosphere in the process of learning vocabulary by implementing bingo game in a junior high school and (2) To report the junior high school students’ mastery of vocabulary after the implementation of action using bingo game in a junior high school. The design of this research was Classroom Action Research which covered four stages of activities namely: (1) planning, (2) implementing, (3) observing, and (4) reflection. In conducting this research, the researcher involved the English teacher as the collaborator. The researcher did the teaching process, while the English teacher as the observer. The data collection methods in this research were the students’ vocabulary test result and observation. Based on the result of data analysis and discussion, there are two thing that can be concluded. Firstly, the fun activities during the implementation of bingo game in the process of teaching and learning can create joyful learning atmosphere for the students. Secondly, the implementation of bingo game could not achieve the criteria of success of this research because of some limitation. The achievement improved 25% from 32.14% in preliminary study to 57.14% in cycle 1. Meanwhile, the outcomes of students’ vocabulary achievement after the implementation of bingo game still experienced an enhancement from their previous score. The research gives some suggestion in order to give empirical and practical contributions. Empirically, the result of this research can be used as a source of information for further researchers who want to conduct a further research dealing with the implementation of bingo game by using the same or different research design such as experimental or descriptive research, with different language skills for different level of subjects and schools. Practically, through the findings of this study, English teachers are suggested to use bingo game as an alternative teaching media to teach vocabulary to help the students to understanding the meanings of unfamiliar words, memorizing new words, and create a different atmosphere in the class to increase the students’ motivation to increase the students’ motivation to learn vocabulary.