CHAPTER I

INTRODUCTION

In this chapter, the researcher provides the introduction of the paper which

includes the background of the research, research question, the objectives of the

research, the significances of the research, the definition of key terms and the

organization of the paper.

A. Background of the Research

The Covid-19 Pandemic has impacted the implementation of the teaching

and learning process in Indonesia. Teaching activities that formerly takes place in

the classroom, change to online learning. The teacher and students interact

synchronously and asynchronously. In synchronous learning, they do direct

communication through chatting or conferencing. Meanwhile, in asynchronous

learning, they communicate indirectly through several online platforms such as

Google Classroom, Edmodo, Schoology or Padlet. Thus, there is a transformation

on how to teach the students from physical to virtual classroom.

Vocabulary plays a key role in learning second or foreign language. It affects the

students’ receptive and productive skill. Without a proportional amount of

vocabulary, they are difficult to understand the message in direct communication

or hard to comprehend the information they read. With a limited vocabulary, it is

also hard for them to interact with the other people whether in spoken or in written

form. This is in line with Wallace (2015) who says that vocabulary is crucial

because a lack of vocabulary results in various issues with listening and speaking

language.

1
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Due to the importance of vocabulary, its teaching cannot be carelessly

done. It requires approriate technique. Regarding this, Nurhayati (2008) suggests

the teachers to use a varied activities that make the learning process more

pleasurable for students. One of them is through games, particularly Hangman

games. Hangman game is a version of the game by guessing the classic letters. In

this game, the students will be shown a group of random letters that match a

certain word or phrase and they have to guess what the letters are. Wirawan

(2013: 17) says that there are some advantages of using Hangman game in

teaching vocabualry. It can create fun teaching and learning atmosphere. It can be

used in a variety of settings, and it is useful for teaching and revising spelling

words. Moreover, Ward (cited in Bunga, 2013: 2) asserts that hangman is a great

way to practice spelling, pronunciation, and improving vocabulary.

Several studies have proven the effectiveness of Hangman games in

improving students’ vocabulary. The first study conducted by Tanjung et al

(2019) found that Hangman game could help students in improving their

vocabulary mastery. The second study was conducted by Evi (2017). The

researcher found that Hangman game helped the students to master vocabulary

especially to memorize and spell the letters.

Based on the above explanation, the researcher is interested to investigate

further the implementation of Hangman game in teaching vocabulary. It also aims

to find out the students’ response and difficulties in learning vocabulary using

Hangman game.
 3

B. Research Questions

There are four research questions in this research. They are as follows:

1. How is the implementation of scenario in teaching vocabulary using Hangman

game?

2. What are teacher’s and students’ responses to the use of Hangman games in

teaching vocabulary?

3. What are students’ difficulties in learning vocabulary using Hangman game?

4. What are the students’ and teacher’s obstacle in using Hangman game?

C. The Objectives of the Research

The objectives of the study have a direct connection to the research questions :

1. To discover the implementation of scenario in teaching vocabulary using

Hangman game.

2. To find out the teacher’s and students’ responses to the use of Hangman games

in teaching vocabulary.

3. To identify difficulties experienced by students in learning vocabulary using

Hangman game.

4. To identify students’ and teacher’s obstacle in using Hangman game.

D. Limitation of the Research

The research focuses on the implementation of Hangman game in teaching

students’ vocabulary. It is conducted at the second grade in Texmaco Vacational

High School. The participants are students in class X which consist of 30 students.
 4

E. Significances of the Research

The results of this study are expected to provide benefits and contributions to the

teaching and learning process in learning English.

1.Theoretically

This research is expected to enrich the English teaching literature because it

provides new information not only about the implementation of vocabulary

teaching through Hangman games, but also about the responses, motivations and

barriers of students and teachers in learning vocabulary through Hangman.

2. Pedagogically

The results of this study can be a reference for teachers in teaching, especially in

teaching vocabulary. The teachers can use the new method in vocabulary

teaching.

3. Learning Process

This research is able to provide the latest way in vocabulary learning using

Hangman that has never been applied in vocabulary learning before. Learning

becomes more interesting and students become motivated to learn more

vocabulary in English because this learning through games is not too boring for

student.

F. Definition of Key Terms

To prevent ambiguity in interpreting this research, the researcher defines several

key words. This research consists of 3 main key terms:

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1.Teaching

Teaching can be defined as engagement with learners to enable their

understanding and application of knowladge, concepts and processes. It includes

design, content slection, delivery, assessment and reflecation.

2. Vocabulary

A vocabulary is a collection of words that are relevant to a language. A person's

vocabulary is defined as a collection of all the words he or she understands or is

likely to employ to construct a new sentence. Generally, a person's vocabulary is

regarded as a representation of his intelligence or level of education.

3. Hangman Game

The Hangman game is a variation on the popular guessing game. In this game,

players are presented with a group of random letters that correspond to a specific

word or phrase, and they must guess the letters in order to reveal the hidden word.

G. Organization of The Research

This research paper is divided into five chapters as follows:

1. Chapter I: Introduction, providing the background of the research, research

questions, objectives of the research, limitation of the research, significances of

the research, definition of key terms, and organization of the research.

2. Chapter II: Literature review, consisting of the meaning learning theory of

vocabulary, the definition of vocabulary, the methods in increase vocabulary

 6

3. Chapter III: Research methodology, providing research method, research

procedure, subject of the research, research instruments, data collection, and data

analysis

4. Chapter IV: Result and discussion. In this chapter, the researcher presents the

description of data and the result.

5. Chapter V: Conclusion and suggestion. It presents the conclusion of the

research and suggestion for the future research.

 CHAPTER II

LITERATURE REVIEW

This chapter discusses some relevant theories related to this research. They are:

Vocabulary and Hangman game. Previous studies are also discussed as the

comparative study in writing this research.

A. Vocabulary

1. Definition

The term "vocabulary" refers to a collection of words and their combinations in

a certain language (Joklova, 2009). Vocabulary development is critical because it

enables learners to acquire a large number of words that they may apply to a

variety of situations, most notably academic ones (Komachali & Khodareza,

2012). Vocabulary development is critical for language learning. It is especially

critical for those studying English as a second language (Teng, 2020).

According to Roger (1980), a vocabulary is a collection of words that are

commonly recognized or modified, as well as all linguistic words and terminology

that are specific to a given environment, topic, trade, or subculture. Teachers can

include vocabulary learning into classroom activities by taking into consideration

the students' level of language competency in order to ensure successful and

effective vocabulary acquisition.

Based on the definitions above, it can be concluded that vocabulary is a collection

of often used terms in a specific language.

7
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2. Kind of Vocabulary

There are two functions of vocabulary: function words and content words.

a.Function words

Function words are uninflected words that conduct a grammatical function but it

has no noticeable meanings (Feng, 2013). Function words include:

1) Articles, a set of noun modifiers that determine the referents of a noun

phrase (Parkinson & Musgrave, 2014).

2) Preposition, a word which purpose is to establish a connection among its

subject as well as the other components of the sentence (Lagravenese,

2020).

3) Pronoun, a feature that replaces a noun or a noun phrase (Harianja et al.,

2020).

4) Conjunction, words or sets of words that function as a connection between

the two identical grammatical constructs, notably words, phrases, or

clauses (Unubi, 2019).

5) Auxiliaries, a forming part of the conjunction which is always inflected

(Sujatna et al., 2019).

b. Content words

Content words convey the most critical information. Function words serve as the

glue that holds those words together (Pijarnsarid & Kongkaew, 2017). According

to Hasplemath (2001), content words include:

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1) Noun. It is a part of a broad, open lexical that can be functioned as the

topic of a phrase, the object of a verb, or the object of a preposition.

2) Main verb. It is a verb with its own meaning, a verb that is not an auxiliary

verb.

3) Adjective. It characterizes, identifies, or categorizes words to modify a

noun or pronoun.

4) Adverb. An adverb can modify a verb, an adjective, another adverb, a

phrase, or a clause.

Based on theory above, it can be said that vocabulary is kind of words which

include part of speech such a noun, main verb, adjective, adverb, article,

preposition, pronoun, conjunction, and auxiliaries.

B. Teaching Vocabulary

Based on Penny (1996), there are numerous methods for teaching vocabulary

including:

a) Succinct definition (as in a dictionary; frequently superordinate with

qualifications, for example, a cat is an animal that...)

b) A thorough description (of appearance, traits, etc)

c) Illustrations (hyponyms)

d) Illustration (acting, mime)

e) Setting (story of sentences in which item occurs

f) Similar words
 10

However, there are numerous methods and concepts for teaching new vocabulary

items. On the other hand, Schmitt (2014) contends that "there is no "proper" or

"optimal" technique to teach vocabulary." The appropriate technique in any case

will be determined by the type of kid, the words used, the school structure and

curriculum, and a variety of other factors."

As a result, the teacher must be judicious in selecting the best strategy for

introducing new vocabulary that is appropriate for the children needs and the

curriculum.

C. Hangman Game

1. Definition

The hangman game is a guessing game. In this game, players are presented

with a group of random letters that belong to a specific word or phrase, and they

must identify the letters in order to uncover the secret word. Hangman games have

thousands of terms and phrases that are given randomly each time it is being

played. Hangman is a game that is enjoyable to play and provides an excellent

chance to explore words and improve students’ spelling skill. (Tanjung et al.,

2019).

Additionally, Coles (2012) notes that Hangman Game is a fun game that students

may play in class to help them improve their vocabulary abilities, as it can be

played on the board, at their table, or even on the smart board. The Hangman

Game is a guessing game in which players are given a secret word and a limited

number of guesses (Parkin, 2005: 37). The word to guess is contained within a
 11

group of lines representing each letter of the word. English words such as names,

locations, and brands are not permitted in the most of types. Additionally, slang

words, often known as informal or simplified terms, are disallowed. When the

guessing player proposes a letter that occurs in the word, the other player types it

in all of its appropriate placements. If the suggested letter or number does not

occur in the phrase, the other player creates a tally mark by drawing one of the

hanged men stick figures.

2. How to play Hangman game

Hangman is a very simple type of drawing made of lines and dots, and is often

human or animal. In the stickman, the head is represented by a circle, sometimes

decorated with details such as eyes, mouth or hair. Hands, feet and all represented

by straight lines.

First the students will see a list of selected topics and will choose one of the

categories from the list, for example choosing the animal category, the students

have to guess the name of animal by selecting the letters shown. If the students are

able to guess the word correctly, a picture of the animal will appear along with the

name or word. But if the students continue to choose the wrong word, what

happens is the Hangman does not survive the gallows. Then the students’ task is

to guess the word as fast as possible according to the number of words requested

so that the Hangman survives the gallows.

3. Advantages and Disadvantages of Hangman game

 12

Hangman is a simple but enjoyable game. Students can play it in class, and it

can enhance in their vocabulary development. Additionally, Mcintrye (2007)

claims that Hangman Game has the following advantages:

a. By using the Hangman Game, teachers can make learning vocabulary enjoyable

for their students.

b. Hangman is a game that can be adapted by people of all ages and played in a

variety of situations.

c. Hangman is not only more collaborative than other rote learning approaches for

spelling, but it's actually a lot more interesting.

d. Hangman is a fun way to teach and learn spelling words. On the other hand,

disadvantages have been discovered. According to Hung and Young (2007), the

Hangman Game is relevant to coincidence and does not accurately assess students'

true ability to learn.

D. WhatsApp

WhatsApp Messenger is a smartphone and web-based instant messaging

service that allows users to send information in a number of media formats such

as text, image, video, and voice communications (Church & de Oliveira, 2013). It

is a free, simple, quick, and handy personal form of communication. Users can

now send each other image, video, and audio communications in addition to text

messages. WhatsApp allows its users to send messages to one another over their

Internet connection. WhatsApp is a mobile phone conversation application.

Smartphones are becoming increasingly popular, and WhatsApp is available on

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practically every model. It is a free messenger program that works across many

platforms such as iPhone and Android phones, and it is frequently used among

college students to send multimedia messages such as photos, videos, and audios

in addition to conventional text messages (Chan & Holosko, 2017). Because

WhatsApp requires an internet connection, a wealth of information can be

accessible in real time, and sharing that information via technology is both rapid

and convenient. WhatsApp messenger, according to Aburezeq (2012), provides

the following collaboration features:

1) Multimedia: It enables users to send and receive videos, text messages,

photos, and voice notes.

2) Group Chat: It allows up to 50 group members to chat with each other.

3) Infinite Messaging: You can share an unlimited number of messages on

WhatsApp. To ensure continuous data transmission across platforms,

the program use a 3G/EDGE internet data plan or Wi-Fi.

4) Cross-Platform Interactions: Interactions with multiple devices

(personal digital assistants, Smartphones, Galaxy tablets) can

communicate with one another via various media (text messages,

pictures, videos, voice notes).

5) Offline Messaging: Messages are automatically saved when the device

is turned off or when it is outside of the coverage area.

6) No Charges: There are no charges associated with using WhatsApp

because it uses the same internet data plan that is used for email or web

browsing.
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7) Pins and Usernames: Because WhatsApp operates using phone numbers

and integrates with users' address books, the user does not need to

memorize passwords or usernames.

There is also emerging evidence that these Apps have a significant potential to

support the learning process and have significant implications on pedagogies,

allowing direct access to a large number of online resources, and a greater

emphasis on students' creativity, autonomy, and responsibility for their own

learning (Ifenthaler & Schweinbenz, 2016). Language learners have more

opportunities to listen to and speak that language in their classroom with their

friends and teacher; however, when they are not, they can extend their

communication by freely connecting the program on their phones. It is a

significant approach to assist learners in becoming communicative users. Learners

benefit from the growing exercise and experience provided by free knowledge.

E. Previous Studies

To prove that the Hangman Game is effective to use, it can be seen from

previous studies below.

The first research entitled “The Effect Of Hangman Game On Students’

Vocabulary Mastery (A Study At The Eighth Grade Of SMP Negeri 1 Padang

Bolak 2019 / 2020 Academic Year) by Tanjung et al. (2019). The goal of this

study was to determine the extent to which the hangman game improves students'

vocabulary mastery in the eighth grade of SMP Negeri 1 Padang Bolak. The

experimental approach was employed in the investigation. Then, data were

 15

gathered via a multiple-choice instrument. The findings indicated that hangman

games have a substantial effect on students' vocabulary acquisition in the eighth

grade of SMP Negeri 1 Padang Bolak.

The second research entitled “The effectiveness of using Hangman game to

strengthen young learners’ vocabulary” by Munikasari et al. (2021). The purpose

of this study was to determine the effectiveness of the Hangman game in

increasing the vocabulary of Year-7 students at SMP Negeri 4 Teluk Keramat-

Sambas in Academic Year 2019/2020. This was a quasi-experimental study with a

single group pre- and post-test design. The population for this study included all

Year-7 students, totaling 114 students. The cluster random sample technique was

used in this study, and the participants included 26 students. According to the

research data, the strategy could considerably boost students’ vocabularies. It was

evident when students acquire vocabulary. Their engagement and concentration

indicated that the strategy had a beneficial influence on the students' vocabulary

knowledge. They were already familiar with the meaning and proper spelling of

words from the Hangman game.

The third research was conducted by Kuning & Rohaina (Kuning & Rohaina,

2021). The purpose of this study was to determine the effect of playing the

Hangman game on seventh-grade students' vocabulary proficiency. This research

was a quantitative study that employed a quasi-experimental design with a

nonequivalent treatment group. According to the investigation, the Hangman

game had an effect on seventh-graders' vocabulary mastery.

 16

The fourth study was conducted by Harma et al. (2021). The writers of this

article was interested in discovering how the 9.2 grade students at SMPN 3

Makassar were progressing with their vocabulary acquisition through the use of

the Hangman game. This was a case of action research in the classroom (CAR).

22 students out of 30 were chosen to reflect the population in this study. The vast

majority of students increased their vocabulary with the use of Hangman.

The last previous study was conducted by Ramadhani (2020). She asserted that

employing the Hangman game considerably improved students' vocabulary

achievement. According to data analysis, the average pre-test score for the

students was 50,80 in the experiment group and 45,60 in the controlled group. It

was reasonable to assume that students' vocabulary competency had been lacking

prior to assessment. Throughout the approach, the experimental groups

outperformed the control class, with a mean post-test score of 74,40 for the

experiment group and 51,40 for the control class. Then, because the test exceeds

the t-table (3,649 > 2,024) and the Symbol. (2 tailed) was 0.001 0.05, Ha was

authorized, whereas Ho was denied. As a conclusion, it could be proven that

employing the Hangman game significantly improved seventh-grade students'

vocabulary knowledge.

All findings show that the Hangman game has a considerable effect on

students' vocabulary achievement. The contrast is that all of the preceding

research were performed at schools, while this study was carried during the

School from Home (SFH) period as a result of the COVID-19 epidemic

 CHAPTER III

RESEARCH METHOD

This chapter deals with research methodology, including research design, research

procedures, subject of the research, instruments, data collection technique and

data analysis.

A. Research Method

The researcher employed a descriptive qualitative approach. According to

Creswell (2016), qualitative research provides more information into and

comprehends the meaning generated by many groups or individuals as a result of

problems in society. Qualitative research, in generally, can be used to investigate

people's lives, histories, behaviors, ideas or events, and social problems. Thus, the

qualitative research approach is appropriate when the writer wishes to elicit a

broad impression from the subjects; the objective is to investigate, interpret, and

describe a situation.

B. Research Design

Research design refers to the strategy to integrate the different components of

research projects in cohesive and coherence way. According to Creswell (2009:3),

research design is plans and the procedures for research to detailed methods of

data collection and analysis. The design of this research was descriptive. The

descriptive method was implemented because the data analysis was presented

descriptively. Ary (2010) states that the qualitative inquirer deals with data that

are in the form of words or pictures rather than numbers and statistics.

17
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C. The Subject of the Research

This research was conducted in one of the Senior High School in Cianjur. The

participants were 30 of 10th grade students and an English teacher. The 10th

grade of students Senior High School was chosen because they had the

characteristics that matched the problem in the research background. They lacked

motivation in learning English because they did not understand English

vocabulary which caused them to not understand what was being explained by the

teacher. With the Hangman Game, it was hoped that students could be motivated

in learning English vocabulary so that students could understand what the teacher

explains about learning English. The researcher became a participant observer,

which means she became a model teacher which found out the implementation of

Hangman Game learning on the link that has been shared via WhatsApp .

D. Instrument

The instrument of this research were observation, questionnaire, test and

documentation

1. Documentation

The documentation is one of the qualitative research instruments. It is a systematic

procedure for reviewing or evaluating material which is printed and electronic

documents, and the document contains text or words and images that have been

recorded without researcher intervention (Bowen, 2009). In this research, the

document used by the researcher was lesson plan and teaching scripts.
 19

2. Observation

The observations were made in three meetings during the learning process.

Observations were made to see the implementation of teaching vocabulary in the

classroom and to observe the involvement of students in the classroom. This

research used observation sheet that was adapted from Satriani (2016). The key

points seen throughout the observation activities were the students' participation,

their grasp and comprehension of the topic, their challenges, and their capacity to

summarize or transmit the material.

3. Questionnaire

According to Arikunto (2010), questionnaire is a research tool that consists of a

series of questions or other types of prompts designed to gather information from

a respondent in order for them to express their opinion. In this research, the

questionnaire was adapted from Muhlisin (2018). There were four indicators of

response, such as attention, relevance, confidence and satisfaction. The purpose

was to see the students’ opinion as well as their feeling during the teaching

learning activity. The researcher asked eleven questions: ten close-ended

questions about the implementation of the Hangman game in learning vocabulary

and open-ended questionnaire about the difficulties students faced during the

learning process.

4. Test

Riduwan and Akdon (2006) define test as a series of questions or exercises used

to measure knowledge skills, intelligence, ability or talent possessed by an

individual or group. In this study, there was a test uploaded on the Google Form
 20

as media for test. Students should fill the test on the Google Form. This test was

conducted to find out students’ difficulty in learning vocabulary.

E. Data Collection Technique and Data Analysis

1. Preparation Stage

At the stage of research preparation for teaching reading comprehension using the

Hangman Game, the researcher created a lesson plan based on the syllabus in the

2013 Curriculum. The teaching material vocabulary of adjective words on

Descriptive text. A lesson plans for three meetings was prepared, and the

researcher also prepared learning scenarios that would guide the researcher in

teaching reading in the classroom. The researcher then created two types of

observation sheets, one for the researcher as teacher who taught in class and the

other for accompanying teachers who observed the learning process in class. The

researcher also created a questionnaire with two types of questions: ten closed-

ended questions and open-ended questions. Then the researcher prepared test for

students to complete.

2. Implementation Stage

The researcher's prepared lesson plans and learning scenarios were followed

during the research implementation stage. The test was done at the third meeting.

The tests provision aimed to see students' understanding of learning vocabulary

using Hangman game and to answer the third Research question about students’

difficulties in teaching-learning vocabulary using Hangman Game.

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The teacher’s observations were used to determine whether the researcher's

learning process was in accordance with the learning plan and learning scenario.

Meanwhile, the researcher's observations aimed to observe the activities and

involvement of students in the learning process.

The researcher completed the implementation stage by giving out a questionnaire

when the learning process was completed, or at the third meeting. The researcher

handed out a questionnaire to each student and gave distributing the

Questionnaires.

3. Evaluation Stage

The researcher collected data from each research instruments during the

evaluation stage. By analyzing the results of observation sheets compiled from

three meetings, the researcher was able to determine the teacher's reactions to

learning. Meanwhile, the researcher examined the responses to the questionnaire's

closed-ended questions in order to determine how students respond to learning.

E. The Data Analysis Procedure

The process of data analysis fell into three major phases following the framework

of qualitative analysis developed. According to Miles and Huberman (1992), there

are, data reduction, data display and conclusion drawing and verification.

1. Data reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting

and transforming the data. In reducing the data, the researcher chose which

aspects of the data that appeared in the result .

 22

2. Data Display

Data display is the second phrase in Miles and Huberman’s model of qualitative

data analysis. This phase provides an organized and compressed assembly of

information that permits for conclusion drawing. The researcher displayed the

data that have been reduced in order to facilitate for data interpretation.

3. Conclusion Drawing and Verification

Conclusion drawing involves stepping back to consider what analyzed data mean

and to assess their implication for the research question. In this phase, the

researcher drew meaning from the data in a display.

 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter gives detail information about the results and discussion of the

research on the implementation of Hangman Game in teaching vocabulary. The

data were gained from the instruments mentioned in the previous chapter.

A. Results

In this section, the researcher presents the results of the research. The results

answer four questions about the research. The first is about teaching scenario and

the implementation of teaching vocabulary through Hangman games. The second

is about the responses of teacher and students about teaching vocabulary through

Hangman games. Third, it is about identifying students’ difficulties regarding

vocabulary learning using the Hangman game. Fourth, it is about the obstacles of

teachers and students in learning vocabulary using Hangman game.

1. The Scenario and the Implementation of Teaching Vocabulary Using

Hangman Game

The researcher employed a scenario to confirm that the learning process was

adequate and the objectives were met. The scenario was designed for three

meetings. Hangman game was used in teaching process. Then, during the activity,

the collaborator who is an English teacher helped in monitoring the

implementation of scenario, students' activities, and the teaching-learning process.

23
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1.1 First Meeting

1.1.1 The Scenario of Teaching Vocabulary Using Hangman Game

The first meeting scenario focused on teaching students’ vocabulary

through Hangman games. The first meeting scenario was designed to explain the

Hangman game and how to play it. One type of English part of speech was also

explained which was an adjective.

Table 4. 1

The Teaching Scenario of the First Meeting

Langkah – Kegiatan Script

langkah
Kegiatan
Guru membuka T: Assalamualaikum
pembelajaran dengan students, Good
Kegiatan salam, berdoa, ucapan morning”
Pendahuluan syukur dan motivasi serta S: Good morning
menyampaikan tujuan ma’am
pembelajaran. T: How are you today?
S: Good ma’am
T: Okay, Sebelum
memulai
pembelajaran
jangan lupa untuk
berdoa and please
write your name
and class for
attendance
S: Yes, ma’am
 25

Sintaksis 1 Memberikan T: All right, students,

Stimulus sebelumnya apakah
Guru menstimulus kalian pernah membaca
peserta didik agar atau mencoba
termotivasi dan mendeskripsikan
Kegiatan Inti bersemangat dalam penampilan seseorang?
menggali materi yang S: Pernah Miss
sedang dipelajari dengan T : Baik, nah kata-kata
cara memperlihatkan atau vocabulary yang
foto/gambar mengenai kalian gunakan untuk
Sintaksis 3 bermain Hangman
Mengumpulkan Data nya?
dan Informasi Peserta S: Sudah Miss
peserta didik
mulai bermain permain
Hangman berkaitan T: Good, ok sekarang
dengan materi yang kalian tebak kata yang
sedang dipelajari. sesuai dengan yang
sebelumnya Miss
Sintaksis 4 Mengolah perlihatkan!
Data S: Baik Miss
Setelah peserta didik
memainkan permainan T : Sudah selesai ya
Hangman dan semuanya mengerjakan
mengirimkan hasil soal yang Miss berikan
screenshot melalui melalui permainan
Whatsapp peserta didik Hangman.
memeriksa kembali dan S: Sudah Miss
mendiskusikan jawaban
mereka melalui grup
Whatsapp. T : Bagus anak-anak.
Dikarenakan kita
belajar sambil bermain
Sintaksis 5 Verifikasi dengan pertanyaan dan
Apabila terdapat materi soal yang Miss berikan
atau bagian yang sangat melalui games
sulit guru membantu Hangman apakah dapat
peserta didik dalam kalian kerjakan semua?
memverifikasi dan Or do you have any
menjelaskan materi questions? Apabila ada
materi tersebut terutama soal dan pertanyaan
mengenai materi tentang yang belum kalian
adjective. pahami silahkan
ditanyakan agar
kita diskusikan
bersama-sama.
 26

Langkah – Kegiatan Script

langkah
Kegiatan
Sintaksis 6 S: Yes, Mam, I have a
Menyimpulkan question about
Peserta didik bersama …….
guru menyimpulkan
materi dan hasil
pembelajaran melalui T : Ok, sebelum Miss
Whatsapp mengenai jawab apa ada yang
adjective. tahu jawaban dari
teman kalian?
S : Saya Bu mau coba
menjawab
T : Silahkan
S : Jadi begini Miss dan
rekan-rekan semua
…

T : Bagus, jawabanya
betul ya anak-anak.
Tapi Miss lengkapi
jawabanya. Jadi
seperti ini ….

T : Baik anak-anak itu

lah materi yang kita
pelajari hari ini,
sebelum kita tutup
apakah ada yang
mau mencoba
menyimpulkan
materi yang sudah
kita pelajari
S : Saya mau coba Bu,
jadi kesimpulan
dari materi yang
kita pelajari
adalah ……
 27

Table 4.1 showed that in the opening activities, the teacher greeted students.

She checked the student attendance before starting learning. In the core activity,

the teacher explained the adjective and the Hangman game and how to play it.

Then, the students played the game. At the end, the teacher allowed students

to ask.

1.1.1 The Implementation of Scenario

The scenario of the first meeting was implemented on December 6th, 2021.

Itwas divided into three stages of the teaching process: pre-activity, main activity,

and post-activity.

1) Pre-Activity

In starting the class, the teacher greeted the students in the WhatsApp

group. The teacher then checked the students’ readiness to learn. After she was

sure the students were ready, she opened the class by checking their attendance

and leading them to pray.

Figure 4. 1.

Teaching-Learning Process in the First Meeting

 28

In pre-activity, the teacher tried to recall the students’ memory of the

descriptive text. She asked several questions related to descriptive text. She tried to

re-explain it as some students have not yet understood that. She also showed the

picture of Daniel Radcliffe and tried to explain his physical appearances, such as

eyes, hair, and skin color. She also emphasized that an adjective should be used in

describing someone's physical appearance.

2) Main Activity

In the main activity, the teacher applied the stages of discovery learning.

In the stimulation stage, the teacher asked the students to describe the physical

appearance of a Korean actor named Do Kyung Soo. Almost all students could

describe Do Kyung. This can be seen from the response of students who could

answer the teacher's questions. Then, the teacher explained the Hangman game

and how to play it. In problem statement stage, after the students got the

information, she instructed them to open the following link:

https://www.gamestolearnenglish.com/Hangman/#user/fg/17/risadn24/adjective.

Then, she asked them to play the game.

Figure 4. 2.

Describing Someone Physical Appearance byUsing Adjective

 29

In data collection and processing stage, the teacher ensured the students

could play the game. In this stage, she checked whether or not the students had

completed answering the questions on the games. She also asked whether or not

there was an instruction thatthe students did not comprehend.

Figure 4.3
Hangman Game Activity

In verification stage, the teacher instructed the students to screenshot their

score and submit it to the Whatsapp group. Thus, the teacher could know who got

good and bad scores. The results show that most of the students could answer the

questions well. It can be seen from the students’ scores. In addition, students were

very enthusiastic when learning by Hangman games. After that, the teacher

discussed the answers to the questions on the games. Meanwhile, in generalization

stage, she instructed the students to summarize the material they learned at today’s

meeting. She also added some feedback.

 30

3) Post-Activity

In the post-activity, the teacher asked the students to leave a comment on

Whatsapp Group by typing the name. It was for attendance. After that, she closed

the lesson by praying and greeting questions and made conclusions about today's

lesson. Then, the teacher closed thelesson with greetings.

1.2 Second Meeting

1.2.1 Scenario

The scenario for the second meeting was to review descriptive literature.

In this part, students mainly characterized and highlighted some of the languages

they discovered by emphasizing adjectives. The detail of the scenarios can be seen

in table 4.2

Table 4.2
The Teaching Scenario of the Second Meeting

Langkah – Kegiatan Script

langkah
Kegiatan
Guru membuka pembelajaran T: All right, students,
dengan salam, berdoa, have you ever heard
ucapan syukur dan motivasi about one ofIndonesia's
serta menyampaikan tujuan famous singers and
pembelajaran. actors?
Kegiatan S: Pernah Miss
Pendahuuan T: Okay, pasti semuanya
pernah mendengar
dantau ya tentang
salah satu penyanyi
atau actor yang
terkenal di
Indonesia.
S : Iya Miss pernah
dansering Bu.
 31

T : Nah banyak ya, di

negara kita memliki
banyak penyanyi –
penyanyi terkenal,
adaga yang jadi
favorit kalian?
S: Ada Miss
T : Ok, nah penyanyi-
penyanyi dan actor
terkenal idola kalian
tersebut adalah
sosok- sosok luar
biasa yang
menginspirasi dan
pada hari ini kita
akan

Sintaksis 1 Memberikan
Stimulus
Guru menstimulus peserta
didik agar termotivasi dan
bersemangat dalam menggali
Kegiatan Inti materi yang sedang dipelajari
dengan cara memperlihatkan
foto/gambar tokoh musik
Indonesia Afgan.
 32

belajar sambil
bermain
Sintaksis 2 Identifikasi menggunakan
Masalah permainan
Peserta didik diberi intruksi Hangman. Baik
untuk mengidentifikasi dan mengawali
mencari kata yang sesuai pembahasan hari
dengan penggambaran tokoh ini Miss punya
pada gambar yang foto/gambar
diperlihatkan melalui tentang salah
permainan Hangman. satu yokoh
penyanyi yang
sangat terkenal
di Indonesia.
Apakah ada
yang mengenal
penyanyi ini
Sintaksis 3 Mengumpulkan (Guru
Data dan Informasi memperlihatkan
Peserta peserta didik mulai gambar/foto
bermain permain Hangman penyanyi
berkaitan dengan materi yang terkenal di
sedang dipelajari. Indonesia).
S : Iya Miss, tau tau
kita tauT : Bagus,
Sintaksis 4 Mengolah Data kira-kira dari
Setelah peserta didik gambar yang
memainkan permainan Miss berikan
Hangman dan mengirimkan coba
hasil screenshot melalui deskripsikan
Whatsapp peserta didik sosok yangada
memeriksa kembali dan
dalam
mendiskusikan jawaban
gambar/foto
mereka melalui grup
tersebut.
Whatsapp.
S : Saya Miss
Sintaksis 5 Verifikasi T : Bagus, silahkan
Apabila terdapat materi atau
bagian yang sangat sulit guru
membantu peserta didik T: Ok students,
dalam memverifikasi dan setelah tadi Miss
menjelaskan materi materi perlihatkan
tersebut terutama mengenai gambar/foto
materi tentang adjective. tentang penyanyi
terkenal di
Indonesia,
 33

sekarang kalian
Sintaksis 6 Menyimpulkan identifikasi dan
Peserta didik bersama guru cari kata yang
menyimpulkan materi dan sesuai dengan
hasil pembelajaran penggambaran
melalui Whatsapp tokoh pada
gambar/fotoyang
sebelumnya Miss
perlihatkan!
S: Baik Miss.

T : Bagaimana anak-
anak?
Seru tidak
belajar
sambil
bermain
menggunakan
games
Hangman?
S: Seru Bu
T : Bagus anak-
anak.
Dikarenakan
kita belajar
sambil bermain
dengan
pertanyaan dan
soal yang Miss
berikanmelalui
games
Hangman
apakah dapat
kalian kerjakan
semua? Or do
you haveany
questions?
Apabilaada soal
dan pertanyaan
yang belum
kalian pahami
silahkan
ditanyakan agar
kita diskusikan
bersama- sama.
 34

In the pre-activity, the teacher greeted students via WhatsApp and checked

their attendance. Then, she conveyed the today's lesson. In main activity, the

teacher implied the stages of discovery learning. The teacher gave an example of a

photo of a singer and then described it while students participated and learned

adjectives that were found in the lesson.

Furthermore, in the problem statement stage, the students were asked to

play the Hangman game again to saw if there was an improvement from the

previous meeting. The teacher gave a task to find out ten adjectives words with

their meaning in English. Then the teacher gave some time for students to ask

questions via Whatsapp. After that, the teacher closed the lesson by concluding

the lesson.

1.2.1 The Implementation of Scenario

The second meeting was implemented on 13th September 2021, starting

from 9-10 A.M. Similar to the first meeting, there were pre-activity, main activity,

and post-activity.

1) Pre-Activity

In starting the class, the teacher greeted the students in the Whatsapp group.

The teacher then checked the students’ readiness to learn. After she was sure the

students were ready, she opened the class by asking the students to pray. She then a

little bit discussed the material in the previous lesson.

 35

2) Main Activity

In this activity, the teacher implemented the stages of discovery learning. In

the stimulation stage activity, the teacher gave a picture of an Indonesian singer.

After that, in the problem statement stage, the students were asked to describe the

picture. The students should find the adjective words on the picture. In data

collection and data processing stage, the students played the Hangman Game as

usual. The teacher ensured the students could play the game. She also checked

whether or not the students had completed answering the questions on the games.

She also asked whether or not there was an instruction that the students did not

comprehend.

Figure 4.4
Activity in the Second Meeting

In verification stage, the teacher instructed the students to screenshot their

score and submit it to the WhatsApp group. She then discussed the answer of the

question on the game. In generalization stage, she instructed the students to

summarize the material they learned at today’s meeting. She also added some

feedback.
 36

3) Post Activity

In the post-activity, the teacher checked whether or not the students had

difficulty or a question related to the material learned. Fortunately, most of the

students did not find any difficulty in understanding the material. After that, the

teacher asked the students to leave a comment on WhatsApp Group by typing the

name. It was for attendance. Shen then closed the lessonby praying and greeting.

1.3 Third Meeting

1.3.1 Scenario

The learning scenario for the third meeting was to give the students test in

order to find out their difficulties in learning vocabulary by using Hangman game.

The explanation is given in table 4.3

Table 4. 3

The Scenario of the Third Meeting

Lamgkah – Kegiatan Script

langkah
Kegiatan
Guru memulai pembelajaran di T: Assalamualaikum
Google Classroom kemudian students, Good
memberikan salam, memimpin morning”
doa, dan mengecek kehadiran S: Good morning ma’amT:
How are you today? S: Good
Kegiata ma’am
n T: Okay, Sebelum memulai
Pendahul pembelajaran jangan lupa
uan untuk berdoa andplease
write your name and class
for attendance
S: Yes, ma’am
 37

Sintaksis 1 Memberikan T : Baik anak-anak minggu lalu

Stimulus kita sudah belajar sambil
Guru menstimulus peserta didik bermain menggunakan
agar termotivasi da Hangman.Dan kita juga sudah
bersemangat dalam menggali membahas mengenai vocabulary
Kegiatan Inti materi yang sedang dipelajari. yang mana
kita sudah belajar secara
spesifik kedalam vocab
yang kelas kata nya
termasuk kedalam
adjective.

T : Untuk memastikan
Sintaksis 2 Identifikasi pemahaman kalian
Masalah mengenai word class
Peserta didik melakukan review adjective silahkan review
dan mengamati kembali dan baca terlebih dahulu
catatan mengenai materi word catatan kalian ya, kemudian
class adjective yang telah mainkan Hangman yang
dibahasa dan dipelajari pada terakhir untuk melihat
pertemeuan-pertemuan kemampuan kalian dalam
sebelumnya. mengingat kataadjective
tersebut.

Sintaksis 3 Mengumpulkan
Data dan Informasi T : Bagaimana anak-anak
Peserta didik bertanya apakah semua materi
mengenai materi dan poin yang mengenai word class
tidak dipahami kepada guru adjective sudah dipahami.
melalui Whatsup dan guru Kalau belum silahkan
menjelaskanya. ditanyakan dalam grup
whatsup ini
S: Saya Miss, tentang …
Sintaksis 4 Mengolah Data
Peserta didik mengerjakan soal T : Baik anak-anak Misssudah
dan evaluasi mengenai kirimkan soal untuk test
vocabulary yang berkaitan dan evaluasi mengenai
dengan word class adjective. word class adjective.
Silahkan dikerjakan ya
S: Siap, Miss
T : Bagaimana anak-anakmudah
kan mengerjakan soal testyang
Sintaksis 5 Verifikasi Miss kirimkan?
 38

Lamgkah – Script
langkah Kegiatan
Kegiatan
S : Bisa Miss, tapi saya bingung
Apabila terdapat dengan nomer ....
materi atau bagian T : Miss jelaskan ya, jadi
yang sangat sulit saat …..
peserta didik
melaksanakan test dan
evaluasi guru T : Baik anak-anak itu lah
memberikan materi yang kita pelajari
kesempatan untuk hari ini, sebelum kita tutup
bertanya dan apakah ada yang mau
membantu peserta mencoba menyimpulkan
didik dalam materi yang sudah kita
memverifikasi dan pelajari
menjelaskan materi S : Saya mau coba Bu, jadi
materi tersebut. kesimpulan dari materi yang
kita pelajari adalah ……

Sintaksis 6
Menyimpulkan

Peserta didik bersama guru

menyimpulkan tentang materi
dan diberikan
kesempatan untuk
bertanya bila kurang
T: Alright
Guru memberi reward students, sebelum
Kegiatan kepada peserta didik mengakhiri
Penutup yang sudah mengirim pembelajaran, ms
tugas melalui aplikasi berikan
Google Classroom. kuesioner untuk
kalian isi
Peserta didik
melalui google form ya.
melaksanakan evaluasi
mari kita akhiri kegiatan
belajar yang terdapat
pembelajaran mengenai
pada Google
pembelajaran
Classroom.
ini dengan mengucapkan
Guru menutup “Alhamdulillah” see you
pembelajaran. and thank you for join in my
class
S: Thank you, miss …
 39

Like the first and second meetings, the teacher greeted students via

WhatsApp and then checked their attendance. She also asked several questions

related to previous material. In the main-activity, the teacher conducted a test to check

the students’ comprehension as well as difficulty of the material learned. In t he post-

activity, the teacher closed the lesson by greetings.

1.3.2 The Implementation of Scenario

This third meeting was held on 20th September 2021. This was the last

meeting. The lesson started from 9 to 10 A.M on WhatsApp Group.

1) Pre-Activity

The teacher opened the class by greeting and led the students to pray. The

teacher also asked how the students’ day was. After that, she checked the students'

attendance by asking them to type their names on WhatsApp.

2) Main Activity

In the main activity, the teacher uploaded the test link on WhatsApp. The test

used Google Form. The students had 10 minutes for the test.

Figure 4.5
Test Activity and Playing Hangman Game
 40

3) Post Activity

In the post activity, the teacher asked the students to submit the test. Before

teaching-learning activities were done, she gave a link for the students to be filled out.

The link was a questionnaire that was aimed to find out the students’ response to the

use of Hangman game in learning vocabulary of descriptive text.

Figure 4.6
Questionnaire for Students

2. Students’ and Teacher Responses Toward Teaching Learning Vocabulary

Using Hangman Game

1.1 Students’ Response

Closed-ended and open-ended questionnaires were used to compile students’

and teacher’s responses on the implementation of Hangman Game. The questionnaire

was adapted from Muhlisin (2018). There are four indicators of response: attention,

relevance, confidence, and satisfaction.

 41

Chart 4.1 Students’ Responses Toward

Teaching Learning

Satisfactio
n
Attention
20% s

Relevanc
e

Based on the table data above, it can be seen that attention got the highest score

compared to the other response indicators. It got 41%. It was then followed by

confidence (22%), satisfaction (20%) and relevance (17%). The detail description of

each indicator can be seen below:

Table 4.4
The Students’ Response based on the Questionnaire.

Questions SA A N D SD
Responses
1. Does the learning that has 20 7 3 - -
been implemented using
Attentions WhatsApp media in
Hangman Game learning
make you have a high
willingness to follow the
learning?
 42

2. Does the learning that has 18 8 2 2 -

been done using
WhatsApp media in
Hangman Game learning
eliminates the wrong
understanding of the
material you are learning?
3. Does vocabulary teaching 23 6 2 - -
and learning activities
using Hangman Game
assisted WhatsApp media
make the material easierto
learn?
4. Does the learning that is 25 5 - - -
done make it easy for you
to understand the material
that has been taught?
Relevance 5. Whether vocabulary 25 5 - - -
teaching and learning
activities using Hangman
Game are carried out with
WhatsApp media assists
interesting?
6. Is the time spent to 5 23 2 -
understanding the
material being studied
shorter?
Confidence
7. Are you motivated to 28 2 - - -
achieve?
8. Do teaching and learning 28 2 - - -
activities improve your
vocabulary skills?
Satisfaction 9. Do you feel appreciated 21 7 2 - -
when expressing an
opinion in teaching and
learning activities?
10. Do you feel more 22 5 - 3 -
courageous to express
your opinion when
teaching and learning
activities?
 43

a. Attention

Based on the table data above, it can be concluded that the majority of

students have high motivation and interest in the learning of vocabulary by using

Hangman Game. There were 20 students agreed to the question number 1, indicating

that the methods and media used piqued students' interest and willingness to

participate in the lesson.. There were 18 students strongly agreed and 8 students

agreed about the question number 2. Students were more active on the Hangman

Game learning because they were motivated and excited. On the question number 3,

there were 23 students strongly agreed that by using hangman game, they were easier

to learn vocabulary and WhatsApp as learning media was useful to facilitate the online

learning. On the question number 4, there were 25 students chose strongly agreed and

5 students chose agreed in the questionnaire. This indicated that the learning method

make easier to students to understand the learning material especially, in vocabulary

learning.

b. Relevance

WhatsApp and hangman game activity is interesting and easy to use because

most people nowadays use all access online.. In the question number 5, mostof students

were agreed with the statement. There were 25 students strongly agreed and 5 students

were agreed. On the question number 6, most people were neutral with the statement.

There were 5 students agreed, 23 students chose neutral and 2 students strongly

disagreed with the question.

 44

c. Confidence

Based on the data in the table, it is possible to deduce that students had a high

level of confidence in their test. On question number 7, the results showed that 28

students strongly agreed and 2 students agreed with the questions. In the learning

activity, students had high motivation to get achieved. This finding demonstrated how

their knowledge contributes to their self-confidence. Using hangman game as online

learning media in learning vocabulary were easy to use and students could improve

their vocabulary knowledge from this activity. There were 28 students strongly

agreed and 2 students agreed that using hangman game improved their vocabulary

knowledge.

d. Satisfaction

According to the table above, there were 21 students strongly agreed and 7

students agreed that they were confidence in expressing their opinions and

commenting to others. The students more courageous to express their opinion when

teaching and learning activities as there were 22 students were strongly agreed and 5

students were agreed with the statement.

The above findings were in line with the data gained from the open

questionnaire. The results of the open questionnaire showed that hangman game was

very fun because they could find new words that could improve their vocabulary

knowledge. It really made them more active. The students also thought that could find

the new words and build their vocabulary knowledge.

 45

1.2 Teacher’s Response

The questionnaire was given to the teacher after the entire learning process

was carried out. The questionnaire was similar to those given to the students.It

contained 10 open-ended questions consisting of four main indicators, namely

attention, relevance, confidence, and satisfaction.

From the attention indicator, the teacher agreed that the learning applied make

the students had a high willingness to take a lesson. However, she was little bit doubt

that the use of Hangman Game could help the students in reducing misunderstanding

when learning vocabulary. Fortunately, she agreed that the use of Hangman Game

could help the students in understanding the material easily.

In the indicator of relevance, the teacher agreed that the learning method made

learning more fun, interesting, and not boring. She also agreed that the time spent to

understanding this lesson is getting shorter.

In indicator of confidence, the teacher agreed that by using Hangman Game in

learning vocabulary, the students became motivated to get improved their vocabulary

knowledge . Then, the method applied was able to improve their ability to think

critically.

In the satisfaction indicator, the teacher agreed that students felt more valued

when expressing their opinions in online learning situation. She also agreed that

students became bolder in expressing their opinions during the learning process.

From the description above, overall, the teacher has a positive response to the use of

Hangman game in the vocabulary learning.

 46

3. The Students’ Difficulties During the Implementation of Hangman Game

The researcher measured students’ vocabulary mastery by using tests as

instrument to find the students’ difficulties. The results of the test can be seen below:

Table 4.5
The score of the Test

Students’ Score
Number
1 80
2 80
3 90
4 100
5 70
6 60
7 60
8 50
9 50
10 50
11 70
12 60
13 70
14 70
15 70
16 80
17 70
18 60
19 70
20 60
21 60
22 60
23 60
24 90
25 100
26 80
27 80
28 60
29 80
30 50
 47

From the table 4.5 above, it can be seen that in 30 students’ score, there were

the lowest score in test was 30 and the highest was 90. Based on the results of test,

there were some difficulties faced by students. It showed in students’ score table that

many of students got the score below average score minimum (>60) on the test. On

the result of the test, there were four students that got 50. It meant that students still

had difficulties in vocabulary knowledge. During their answer in open- ended

questionnaires, they said that learning English was difficult, especially in vocabulary

mastery. A students said they were lack of English vocabulary. There were some

words that they did not know themeaning. So, they have to used dictionary to improve

their English vocabulary.

4. Students’ and Teacher’s Obstacle During the Implementation of Hangman

Game

This part explains the obstacle of teacher in teaching and learning vocabulary

using Hangman game, the researcher used field note for the teacher and questionnaire

for the students.

a. Teacher’s Obstacle

The teacher filled the field notes for three meetings during online learning. In

first meeting, there was no constraints on cost and access when the teacher conducted

the learning process. Here, the teacher had good connectivity and speed to access the
 48

WhatsApp Group. About the cost, the teacher already prepared the internet quota

before learning process took a place. In other hand, the teacher had a problem in

technological confidence. Even though WhatsApp was often used, the teacher was

still confused in the first meeting to share the learning material and checked the

students at the same time.

In second meeting, the teacher also did not have any obstacles in access and cost

because she stayed in the supportive area, where there was good connectivity and

access to WhatsApp. The cost of data internet was also already prepared by the

teacher before the lesson started. In this meeting, the teacher already knew how to

share the videoscreen and checked the students at the same time. The teacher also used

the smartphone to make sure the learning process with WhatsApp and Hangman

Game Platform running smoothly.

In the last meeting, the teacher had problem with connectivity. She had to look

for a good place to start the lesson and access the WhatsApp. However, the cost of

internet already prepared and there was no problemin using WhatsApp.

 49

Table 4.9

Teacher’s Obstacle Questionnaires

Teacher Obstacle 5 4 3 2 1 Obstacle

Acess √ In the last meeting,
the teacher doesn’t
have a good
connectivity and
speed to access the
Hangman Game and
have any obstacle
about the internet
because there are is
not supported. But, in
the first and second
meeting she has good
connectivity.
Software √ Whatsapp and
and Hangman Game
interface Platform are easy and
design helpful in the learning
activity.
Cost √ Nothing obstacle in
cost or internet quota
because the teacher
already prepared it.
Localization √ The location of the
research is
comfortable and the
school was
supporting the
research activity.
 50

b. Students’ Obstacle

The research employed a questionnaire to learn about the barriers that students

face when learning vocabulary through the Hangman game on WhatsApp. The

questionnaire was handed out at the end of the third meeting's lesson. There were nine

closed questions in total, divided into three categories: supportive domain, technical

domain, and affective domain (Sarvestani et al., 2019). There was also an open

question abouthow the students solved the problem.

Chart 4.2
Result of Students’ Obstacle Questionnaires
Students' Obstacle
90%

80%

70%

60%

50%

40%

30%
Supportive Technical Affective

The lowest proportion was on the supportive domain (60%). The technical

domain was 70% and affective domain was 80%. Infrastructure like quota, internet,

and signal were used in the supportivesector. The students faced challenges with quota

and internet signal in this situation. They also had some difficulty understanding the

lexical information when playing the Hangman game and using Whatsapp as learning

activity platform.
 51

The technical because there was 70%. It was about the technologies that were

used in online learning, as well as the state of those tools and the facilities that were

offered. In this scenario, the majority of students owned a smartphone, which was in

good working order. It also supported to the use of Whatsapp and Hangman Game.

The final domain was affective because there was 80%. It has something to do

with the students' satisfaction, feelings, or comprehension of the media employed or

the content provided. The students were able to comprehend the material in online

learning vocabulary by playing a Hangman game and using Whatsapp as activity

platform. They had a good time in the online lesson. Unfortunately, some of them had

difficulty comprehending the information.

The students faced a difficulty in the technological domain, which dealt with

quota and the internet, based on the above outcome. Some students used their

smartphones to address the challenge. They also requested a hotspot from their

parents if they lacked quota and a goodsignal, or they purchased internet quota.

They also removed some unnecessary files to make room for Whatsapp and the

Hangman Game. To summarize, the students' challenge wasnavigating the

technological. It meant that the students faced difficulties with signal, internet

access, and comprehension of the teacher's subject. Fortunately, they had already

discovered a solution to the problem

 52

B. Discussions
1. Implementation of Hangman Game in Teaching Vocabulary through

Whatsapp

Based on the findings above, learning vocabulary using Hangman Games in high

school students has been carried out well. However, there are some obstacles when

carrying out learning activities, namely regarding signals and quotas and students

interests. To minimize the problem, given an extra time for the students to submit the

assignment can be solution. The teacher also can make the learning activity to be

more creative, or the teacher can contact the students who are less interacted in

learning about the problem may get during he learning. This was also state by Efriana

(2021 cited byBram,2021) teachers should prepare learning materials as interesting as

possible. She also states that the EFL teacher can proactively contact students who

are less active in participating in online learning, and personally contract the parents

of those students.

2. The Teacher’s and Students’ Responses in Implementation of Hangman

Game in Vocabulary Learning Using Whatsapp

From the results of the data above regarding vocabulary learning using the

Hangman Game got a good response for students and teachers. This game is less

stressfull for them. It also makes them to be able to utter opinion and feel appreciated.

This game also make the students active and enthusiastic in learning. It also seems to

improve students vocabulary. As Coles (2012) states that Hangman Game is a fun
 53

game that students may play in class to help them improve their vocabulary, as it can

be played on the board, at their table, or even on the smart board.

3. The Students’ Difficulties in Implementation of Hangman Game through

Whatsapp

From the test results, students still have difficulty when doing the tests given can

be seen from the scores they get. There were four students who scored below the

KKM, the problem was that they still lacked vocabulary that made them not

understand the meaning of the question, the solution was to discuss the problem and

explain the meaning of the question to the teacher. They also encounter obstacles in

this bold learning. For example, 1) they have a limited internet data package to

participate in this online lesson, 2) they have problems logging in to Whatsapp, and

3) some students miss information about the lesson schedule. Because the learning

process is carried out by establishing good patterns of contact or communication

between instructors and students, parents must choose the proper media for learning

and assessment. But there ware the disadvantages of using Hangman Game. On the

other hand, disadvantages have been discovered. According to Hung and Young

(2007), the Hangman Game is relevant to coincidence and does not accurately assess

students' true ability to learn. To minimize this problem, teachers must be more

competent and have a higher level of responsibility in order to carry out the planned

program. Teachers should cultivate students who are diligent, creative, and
 54

imaginative in their approach to achieving learning objectives. If the teacher finds

difficulties in implementing the planned program, he is obliged to adjust the activities

so that the learning objectives are achieved.

In addition, the teacher can add a variety of tasks. such as watching movies, listening

to songs and others to increase their vocabulary. Norris (1993) emphasized that teachers

need to design activities to facilitate the practice of listening skills, based on students'

knowledge of the characteristics of informal spoken English, to help students succeed

in their learning.

4. The teacher’s and Students’ Obstacle in Implementation of Hangman Game

through Whatsapp

In the student learning process, it is discovered that the majority of them

struggled with internet quotas, signal, and comprehending the material presented by

the teacher. The internet and signal would be a minor impediment to the students'

understanding of the course. This is consistent with Khair et al (2022) who assert that

the major challenge in online learning is an unstable connection and the ability to

understand the teacher's materials. As a result, the students solved the problem by

asking their families for hotspots and purchasing internet quotas. They also seek

clarification from the teacher if they do not comprehend the content. As a result, the

teacher repeats the material.

 55

Furthermore, the teacher had a connectivity issue. This is consistent with Anggaraeni

(2021), who claims that the Hangman Game on the website had major issues such as

internet connection disruption, delayed loading, and software and hardware

incompatibility. To handle this, the teacher really needs to prepare internet quota with

stable connectivity. But during the current pandemic, the government provides free

quotas that students can use for online learning. the government provides for all

providers and several telecommunications companies are also cooperating in this

regard.
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and suggestion of the research based on the

finding of the result discussed in the previous chapter

A. Conclusions

Based on the results of the research and discussion that have been described in the

previous chapter, four conclusions were obtained as follows:

1. Scenarios and implementation in learning vocabulary using Hangman Game

run well. Unfortunately, there are several obstacles, namely signals and quotas, then

students' interest in participating in learning

2. The implementation of vocabulary learning using the Hangman Game received

a good or positive response from students and teachers.

3. In general, students' difficulties in learning are signal and data connections.

Then, some students still have difficulty in working on the test that has been given

regarding learning vocabulary using Hangman Game.

4. The teacher found several difficulties. First, the teacher felt confused in

distributing material to students. Teachers still feel unfamiliar with the use of

WhatsApp as a learning medium. Second, the teacher did not find a stable internet

connection so he had to move around to find a stable internet connection. And lastly

regarding the results and discussion, the test results on the students were good but

there were four students who scored below the KKM. The lack of vocabulary that

they understand makes it difficult to understand the test questions given.

56
 57

B. Suggestions

Based on the research findings, the researcher would like to make some

recommendations, particularly for teachers, students, and English teaching and

learning activities.

1. Suggestions for teachers

Teachers, especially English teachers, should be more inventive in their discovery of

novel media, strategies, and methods to improve teaching and learning. The

appropriate medium may contribute to the successful delivery of information during

the educational activity. Additionally, the teacher should be cognizant of the student's

surroundings by questioning if they understand the information during the

explanation to ensure that they remain comfortable and enjoy the activity, especially

while teaching vocabularies..

2. Suggestion for students

As students of a foreign language, students should engage in continuous mastering

vocabularies knowledge. The objective is to comprehend the meaning of the words

they have learnt. When they have any difficulties, they may ask the teacher; they

should not be hesitant to do so.

3. Suggestion for other researchers

Additional academics should be mindful to the situations of students in making sure

that the learning process is always comfortable and enjoyable. Constantly find out

intelligent and novel methods, approaches, and strategies for improving education in

Indonesia.
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APPENDICES

63
 64

Appendix 1. Letter of Permission 1

 65

Appendix 2. Letter Permission 2

 66

Appendix 3. Teaching Scenario

TEACHING SCENARIO

Nama Sekolah : SMK Pasundan CikalonKulon

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1(Ganjil)

Judul BAB : Adjective

Materi Pokok : Memberi dan meminta informasi tentang adjective dan

Hangman game

Pertemuan : 1 (satu)

Waktu : 2x45 menit

Langkah – Kegiatan Script

langkah
Kegiatan
Guru membuka T: Assalamualaikum
pembelajaran dengan students, Good
Kegiatan salam, berdoa, ucapan morning”
Pendahuluan syukur dan motivasi serta S: Good morning
menyampaikan tujuan ma’am
pembelajaran. T: How are you today?
S: Good ma’am
T: Okay, Sebelum
memulai
pembelajaran
jangan lupa untuk
berdoa and please
write your name
and class for
attendance
S: Yes, ma’am
 67

Sintaksis 1 Memberikan T: All right, students,

Stimulus sebelumnya apakah
Guru menstimulus kalian pernah membaca
peserta didik agar atau mencoba
termotivasi dan mendeskripsikan
Kegiatan Inti bersemangat dalam penampilan seseorang?
menggali materi yang S: Pernah Miss
sedang dipelajari dengan T : Baik, nah kata-kata
cara memperlihatkan atau vocabulary yang
foto/gambar mengenai kalian gunakan untuk

Langkah – Katan Script

langkah
Kegiatan
 68

vocabulary adjective yang mendeskripsikan atau

berkaitan dengan menjelaskan
penampilan seseorang. penampilan seseorang
termasuk kedalam jenis
vocabulary adjective
dalam kelas katanya?
Untuk lebih
memudahkan kalian
memahami vocab-
vocab yang biasa
digunakan dalam
menjelaskan
penampilan seseorang
sudah Miss siapkan
beberapa foto bisa
kalian lihat didepan.
Bagaiamana kira-kira
apakah ada yang mau
mencoba untuk
menjelaskan
penampilan seseorang
dari gambar atau foto
yang sudah Miss
siapkan didepan?
S : Saya Miss
Sintaksis 2 Identifikasi T : Bagus, silahkan
Masalah
Peserta didik menyimak
penjelasan guru tentang
permainan Hangman T : Ok, students karena
berkaitan dengan materi ada beberapa yang
yang dipelajari setelah itu belum pernah
peserta didik diberi memainkan games
intruksi untuk Hangman, Miss
mengidentifikasi dan akan jelaskan dulu
mencari kata mengenai cara belajar dan
vocabulary adjective yang bemain
berkaitan dengan menggunakan
penampilan seseorang Hangman.
pada gambar yang …………………
diperlihatkan melalui Bagaimana anak-
permainan Hangman. anak sudah paham
ya semua cara
 69

Langkah – Kegiatan Script

langkah
Kegiatan
bermain Hangman
nya?
S: Sudah Miss
Sintaksis 3
Mengumpulkan Data
dan Informasi
Peserta peserta didik T: Good, ok sekarang
mulai bermain permain kalian tebak kata
Hangman berkaitan yang sesuai dengan
dengan materi yang yang sebelumnya
sedang dipelajari. Miss perlihatkan!
S: Baik Miss
Sintaksis 4 Mengolah
Data T : Sudah selesai ya
Setelah peserta didik semuanya
memainkan permainan mengerjakan soal
Hangman dan yang Miss berikan
mengirimkan hasil melalui permainan
screenshot melalui Hangman.
Whatsapp peserta didik S: Sudah Miss
memeriksa kembali dan
mendiskusikan jawaban
mereka melalui grup
Whatsapp.
T : Bagus anak-anak.
Dikarenakan kita
belajar sambil
bermain dengan
Sintaksis 5 Verifikasi pertanyaan dan
Apabila terdapat materi soal yang Miss
atau bagian yang sangat berikan melalui
sulit guru membantu games Hangman
peserta didik dalam apakah dapat
memverifikasi dan kalian kerjakan
menjelaskan materi semua? Or do you
materi tersebut terutama have any questions?
mengenai materi tentang Apabila ada soal
adjective. dan pertanyaan
yang belum kalian
pahami silahkan
ditanyakan agar
kita diskusikan
bersama-sama.
 70

Langkah – Kegiatan Script

langkah
Kegiatan
Sintaksis 6 S: Yes, Mam, I have a
Menyimpulkan question about
Peserta didik bersama …….
guru menyimpulkan
materi dan hasil
pembelajaran melalui T : Ok, sebelum Miss
Whatsapp mengenai jawab apa ada yang
adjective. tahu jawaban dari
teman kalian?
S : Saya Bu mau coba
menjawab
T : Silahkan
S : Jadi begini Miss dan
rekan-rekan semua
…

T : Bagus, jawabanya
betul ya anak-anak.
Tapi Miss lengkapi
jawabanya. Jadi
seperti ini ….

T : Baik anak-anak itu

lah materi yang kita
pelajari hari ini,
sebelum kita tutup
apakah ada yang
mau mencoba
menyimpulkan
materi yang sudah
kita pelajari
S : Saya mau coba Bu,
jadi kesimpulan
dari materi yang
kita pelajari
adalah ……
 71

TEACHING SCENARIO

Nama Sekolah : SMA Pasundan Cikalongkulon

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Ganjil)

Judul BAB : Adjective

Materi Pokok : Memberi dan meminta informasi tentang adjective di

deskriptif text dan Hangman Game

Pertemuan : 2 (Dua)

Waktu : 2x45 menit

Langkah – Kegiatan Script

langkah Kegiatan
Guru membuka pembelajaran T: Assalamualaikum
dengan salam, berdoa, students, Good
ucapan syukur dan motivasi morning”
serta menyampaikan tujuan S: Good morning ma’am
pembelajaran. T: How are you today?
Kegiatan S: Good ma’am
Pendahuluan T: Okay, Sebelum memulai
pembelajaran jangan
lupa untuk berdoa and
please write your name
and class for attendance
S: Yes, ma’am
 72

Sintaksis 1 Memberikan T: All right, students, have

Stimulus you ever heard about one of
Guru menstimulus peserta Indonesia's famous singers
didik agar termotivasi dan and actors?
bersemangat dalam menggali S: Pernah Miss
Kegiatan Inti materi yang sedang dipelajari T: Okay, pasti semuanya
dengan cara memperlihatkan pernah mendengar dan
foto/gambar tokoh musik tau ya tentang salah
Indonesia Afgan. satu penyanyi atau
actor yang terkenal di
Indonesia.
S : Iya Miss pernah dan
sering Bu.
T : Nah banyak ya, di
negara kita memliki
banyak penyanyi –
penyanyi terkenal, ada
ga yang jadi favorit
kalian?
S: Ada Miss
T : Ok, nah penyanyi-
penyanyi dan actor
terkenal idola kalian
tersebut adalah sosok-
sosok luar biasa yang
menginspirasi dan pada
hari ini kita akan
 73

Langkah – Kegiatan Script

langkah Kegiatan
belajar sambil bermain
menggunakan
permainan Hangman.
Baik mengawali
pembahasan hari ini
Miss punya foto/gambar
tentang salah satu
yokoh penyanyi yang
sangat terkenal di
Indonesia. Apakah ada
yang mengenal
penyanyi ini (Guru
memperlihatkan
gambar/foto penyanyi
Sintaksis 2 Identifikasi terkenal di Indonesia).
Masalah S : Iya Miss, tau tau kita tau
Peserta didik diberi intruksi T : Bagus, kira-kira dari
untuk mengidentifikasi dan gambar yang Miss
mencari kata yang sesuai berikan coba
dengan penggambaran tokoh deskripsikan sosok yang
pada gambar yang ada dalam gambar/foto
diperlihatkan melalui tersebut.
permainan Hangman. S : Saya Miss
T : Bagus, silahkan

T: Ok students, setelah tadi

Miss perlihatkan
gambar/foto tentang
Sintaksis 3 Mengumpulkan penyanyi terkenal di
Data dan Informasi Indonesia, sekarang
Peserta peserta didik mulai kalian identifikasi dan
bermain permain Hangman cari kata yang sesuai
berkaitan dengan materi yang dengan penggambaran
sedang dipelajari. tokoh pada gambar/foto
yang sebelumnya Miss
perlihatkan!
Sintaksis 4 Mengolah Data S: Baik Miss.
Setelah peserta didik
memainkan permainan
Hangman dan mengirimkan
hasil screenshot melalui
Whatsapp peserta didik
memeriksa kembali dan -
 74

Langkah – Kegiatan Script

langkah Kegiatan
mendiskusikan jawaban
mereka melalui grup
Whatsapp.

Sintaksis 5 Verifikasi
Apabila terdapat materi atau
bagian yang sangat sulit guru
membantu peserta didik
dalam memverifikasi dan
menjelaskan materi materi
tersebut terutama mengenai
materi tentang adjective.
T : Bagaimana anak-anak?
Seru tidak belajar
sambil bermain
menggunakan games
Hangman?
S: Seru Bu
T : Bagus anak-anak.
Dikarenakan kita
belajar sambil bermain
dengan pertanyaan dan
soal yang Miss berikan
melalui games
Hangman apakah
dapat kalian kerjakan
semua? Or do you have
any questions? Apabila
ada soal dan
pertanyaan yang belum
kalian pahami silahkan
ditanyakan agar kita
diskusikan bersama-
sama.
S: Yes, Mam, I have a
question about …….
Sintaksis 6 Menyimpulkan T : Ok, sebelum Miss jawab
Peserta didik bersama guru apa ada yang tahu
menyimpulkan materi dan jawaban dari teman
hasil pembelajaran melalui kalian?
 75

Langkah – Kegiatan Script

langkah Kegiatan
Whatsapp mengenai S : Saya Bu mau coba
adjective. menjawab
T : Silahkan
S : Jadi begini Miss dan
rekan-rekan semua …
T : Bagus, jawabanya betul
ya anak-anak. Tapi
Miss lengkapi
jawabanya. Jadi seperti
ini ….

T : Baik anak-anak itu lah

materi yang kita
pelajari hari ini,
sebelum kita tutup
apakah ada yang mau
mencoba menyimpulkan
materi yang sudah kita
pelajari
S : Saya mau coba Bu, jadi
kesimpulan dari materi
yang kita pelajari
adalah ……
Guru memberi reward T: Alright students, kita
kepada peserta didik yang akhiri kegiatan
Kegiatan Penutup sudah mengirim tugas pembelajaran hari ini
melalui aplikasi Whatsapp. dengan mengucapkan
Peserta didik melaksanakan “Alhamdulillah” see you
evaluasi belajar yang next week
terdapat pada Whatsapp. S: Thank you, miss …
Guru menutup pembelajaran.
 76

TEACHING SCENARIO

Nama Sekolah : SMA Pasundan Cikalongwetan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Ganjil)

Judul BAB : Adjective

Materi Pokok : Memberi dan meminta informasi tentang adjective dan

Hangman Game

Pertemuan : 2 (Dua)

Waktu : 2x45 menit

Lamgkah – Kegiatan Script

langkah Kegiatan
Guru memulai pembelajaran di T: Assalamualaikum
Google Classroom kemudian students, Good
memberikan salam, memimpin morning”
doa, dan mengecek kehadiran S: Good morning ma’am
T: How are you today?
Kegiatan S: Good ma’am
Pendahuluan T: Okay, Sebelum
memulai
pembelajaran jangan
lupa untuk berdoa and
please write your
name and class for
attendance
S: Yes, ma’am

Sintaksis 1 Memberikan T : Baik anak-anak

Stimulus minggu lalu kita sudah
Guru menstimulus peserta didik belajar sambil bermain
agar termotivasi da menggunakan Hangman.
bersemangat dalam menggali Dan kita juga sudah
Kegiatan Inti materi yang sedang dipelajari. membahas mengenai
vocabulary yang mana
kita sudah belajar secara
spesifik kedalam vocab
 77

Lamgkah – Kegiatan Script

langkah Kegiatan
yang kelas kata nya
termasuk kedalam
adjective.

Sintaksis 2 Identifikasi
Masalah T : Untuk memastikan
Peserta didik melakukan review pemahaman kalian
dan mengamati kembali mengenai word class
catatan mengenai materi word adjective silahkan
class adjective yang telah review dan baca
dibahasa dan dipelajari pada terlebih dahulu
pertemeuan-pertemuan catatan kalian ya,
sebelumnya. kemudian mainkan
Hangman yang
terakhir untuk melihat
Sintaksis 3 Mengumpulkan kemampuan kalian
Data dan Informasi dalam mengingat kata
Peserta didik bertanya adjective tersebut.
mengenai materi dan poin yang
tidak dipahami kepada guru
melalui Whatsup dan guru T : Bagaimana anak-anak
menjelaskanya. apakah semua materi
mengenai word class
adjective sudah
Sintaksis 4 Mengolah Data dipahami. Kalau
Peserta didik mengerjakan soal belum silahkan
dan evaluasi mengenai ditanyakan dalam
vocabulary yang berkaitan grup whatsup ini
dengan word class adjective. S: Saya Miss, tentang …

T : Baik anak-anak Miss

sudah kirimkan soal
untuk test dan
evaluasi mengenai
word class adjective.
Silahkan dikerjakan
ya
S: Siap, Miss
T : Bagaimana anak-anak
mudah kan
mengerjakan soal test
yang Miss kirimkan?
Sintaksis 5 Verifikasi
 78

Lamgkah – Kegiatan Script

langkah Kegiatan
Apabila terdapat materi atau S : Bisa Miss, tapi saya
bagian yang sangat sulit saat bingung dengan
peserta didik melaksanakan test nomer ....
dan evaluasi guru memberikan T : Miss jelaskan ya, jadi
kesempatan untuk bertanya dan …..
membantu peserta didik dalam
memverifikasi dan menjelaskan
materi materi tersebut. T : Baik anak-anak itu lah
materi yang kita
Sintaksis 6 Menyimpulkan pelajari hari ini,
Peserta didik bersama guru sebelum kita tutup
menyimpulkan tentang materi apakah ada yang mau
dan diberikan kesempatan mencoba
untuk bertanya bila kurang jelas menyimpulkan materi
melalui Whatsapp. yang sudah kita
pelajari
S : Saya mau coba Bu,
jadi kesimpulan dari
materi yang kita
pelajari adalah ……

Guru memberi reward kepada T: Alright students,

peserta didik yang sudah sebelum mengakhiri
Kegiatan Penutup mengirim tugas melalui pembelajaran, ms
aplikasi Google Classroom. berikan kuesioner
Peserta didik melaksanakan untuk kalian isi
evaluasi belajar yang terdapat melalui google form
pada Google Classroom. ya. mari kita akhiri
Guru menutup pembelajaran. kegiatan
pembelajaran
mengenai
pembelajaran ini
dengan mengucapkan
“Alhamdulillah” see
you and thank you for
join in my class
S: Thank you, miss …
 79

Appendix 4. Result of Students’ Response

Students’ Response

Questions SA A N D SD
Responses
1. Does the learning that has 20 7 3 - -
been implemented using
WhatsApp media in
Hangman Game learning
make you have a high
willingness to follow the
learning?
2. Does the learning that has 18 8 2 2 -
been done using
Attentions
WhatsApp media in
Hangman Game learning
eliminates the wrong
understanding of the
material you are learning?
3. Does vocabulary teaching 23 6 2 - -
and learning activities
using Hangman Game
assisted WhatsApp media
 80

make the material easier

to learn?
4. Does the learning that is 25 5 - - -
done make it easy for you
to understand the material
that has been taught?
5. Whether vocabulary 25 5 - - -
teaching and learning
activities using Hangman
Game are carried out with
WhatsApp media assists
Relevance
interesting?
6. Is the time spent to 5 23 2 -
understanding the
material being studied
shorter?
7. Are you motivated to 28 2 - - -
achieve?
Confidence 8. Do teaching and learning 28 2 - - -
activities improve your
vocabulary skills?
9. Do you feel appreciated 21 7 2 - -
when expressing an
opinion in teaching and
learning activities?
Satisfaction 10. Do you feel more 22 5 - 3 -
courageous to express
your opinion when
teaching and learning
activities?
 81

Appendix 5. Students Difficulties

 82

Appendix 6. Teacher Obstacle

Teacher Obstacle 5 4 3 2 1 Obstacle

Acess √ In the last meeting,
the teacher doesn’t
have a good
connectivity and
speed to access the
Hangman Game and
have any obstacle
about the internet
because there are is
not supported. But, in
the first and second
meeting she has good
connectivity.
Software and √ Whatsapp and
interface design Hangman Game
Platform are easy and
helpful in the learning
activity.
Cost √ Nothing obstacle in
cost or internet quota
because the teacher
already prepared it.
Localization √ The location of the
research is
comfortable and the
school was
supporting the
research activity.
 83

Appendix 7. Teacher Obstacle

Students' Obstacle
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Supportive Technical Affective

➢ Affective : Feeling
➢ Technical : Media
➢ Supportive : Quota,signal
 84

Appendix 8. Guidence Card

85
 86

Appendix 9. Teacher’s Observation Sheet

Meeting 1

ACTIVITIES YES NO EVIDENCE

The students were engaged in the Students are involved during the
activity. √ learning process.
The students participated actively Students are active in learning.
in the activity. √
PRE-ACTIVITY

The students understood the target During learning students understand

language with ease. √ because they use mixed language.
The students could construct the Some students understand vocabulary
writing √ and descriptive text.
The students understood the The student responded by saying “yes
instruction for playing Hangman √ miss!”, “baik bu!”, etc.
Game (Observing)

The students faced some Students ask about learning that they
difficulties on accomplishing the √ do not understand.
task

The students solved the problem Students can solve all problems during
in writing √ learning.
WHILST-ACTIVITY

The students were able to worked Students can work on assignments

in pair or group √ individually or discuss.

The students shared their writing Students can only discuss but do not
ACTIVITY

with friends enthusiastically √ share their answers with their friends.

POST-
 87

The students comprehend the Students can answer all questions

material √ given by the teacher as well.
The students able to transfer the Students can communicate their
materials √ understanding to other students.
The students summarized or Students can conclude all the lessons
reflected the lesson √ that have been delivered today.
 88

Meeting 2

ACTIVITIES YES NO EVIDENCE

The students were engaged in the Students are involved during the
activity. √ learning process.
The students participated actively Students are active in learning.
in the activity. √
PRE-ACTIVITY

The students understood the target During learning students understand

language with ease. √ because they use mixed language.
The students could construct the Some students understand vocabulary
writing √ and descriptive text.
The students understood the The student responded by saying “yes
instruction for playing Hangman √ miss!”, “baik bu!”, etc.
Game (Observing)

The students faced some Students ask about learning that they
difficulties on accomplishing the √ do not understand.
task

The students solved the problem Students can solve all problems during
in writing √ learning.
WHILST-ACTIVITY

The students were able to worked Students can work on assignments

in pair or group √ individually or discuss.
 89

The students shared their writing Students can only discuss but do not
with friends enthusiastically √ share their answers with their friends.

The students comprehend the Students can answer all questions

material √ given by the teacher as well.
POST-ACTIVITY

The students able to transfer the Students can communicate their

materials √ understanding to other students.
The students summarized or Students can conclude all the lessons
reflected the lesson √ that have been delivered today.
 90

Meeting 3

ACTIVITIES YES NO EVIDENCE

The students were engaged in the Students are involved during the
activity. √ learning process.
The students participated actively Students are active in learning.
in the activity. √
PRE-ACTIVITY

The students understood the target During learning students understand

language with ease. √ because they use mixed language.
The students could construct the Some students understand vocabulary
writing √ and descriptive text.
The students understood the The student responded by saying “yes
instruction for playing Hangman √ miss!”, “baik bu!”, etc.
Game (Observing)

The students faced some Students ask about learning that they
difficulties on accomplishing the √ do not understand.
task

The students solved the problem Students can solve all problems during
in writing √ learning.
WHILST-ACTIVITY

The students were able to worked Students can work on assignments

in pair or group √ individually or discuss.
 91

The students shared their writing Students can only discuss but do not
with friends enthusiastically √ share their answers with their friends.

The students comprehend the Students can answer all questions

material √ given by the teacher as well.
POST-ACTIVITY

The students able to transfer the Students can communicate their

materials √ understanding to other students.
The students summarized or Students can conclude all the lessons
reflected the lesson √ that have been delivered today.
 92

Appendix 10. Student’s Response Results

Students Response

Questions SA A N D SD
Responses
1. Does the learning that has 20 7 3 - -
been implemented using
WhatsApp media in
Hangman Game learning
make you have a high
willingness to follow the
learning?
2. Does the learning that has 18 8 2 2 -
been done using
Attentions
WhatsApp media in
Hangman Game learning
eliminates the wrong
understanding of the
material you are learning?
3. Does vocabulary teaching 23 6 2 - -
and learning activities
using Hangman Game
assisted WhatsApp media
 93

make the material easier

to learn?
4. Does the learning that is 25 5 - - -
done make it easy for you
to understand the material
that has been taught?
5. Whether vocabulary 25 5 - - -
teaching and learning
activities using Hangman
Game are carried out with
WhatsApp media assists
Relevance
interesting?
6. Is the time spent to 5 23 2 -
understanding the
material being studied
shorter?
7. Are you motivated to 28 2 - - -
achieve?
Confidence 8. Do teaching and learning 28 2 - - -
activities improve your
vocabulary skills?
9. Do you feel appreciated 21 7 2 - -
when expressing an
opinion in teaching and
learning activities?
Satisfaction 10. Do you feel more 22 5 - 3 -
courageous to express
your opinion when
teaching and learning
activities?
 94

Appendix 11. Student’s Test Result

Students’ Score
Number
1 80
2 80
3 90
4 100
5 70
6 60
7 60
8 50
9 50
10 50
11 70
12 60
13 70
14 70
15 70
16 80
17 70
18 60
19 70
20 60
21 60
22 60
23 60
24 90
25 100
26 80
27 80
28 60
29 80
30 50