BAB I

Introduction

A. Background

Language is used as the tools of human to get communication to the other

people where consist of words that have a structure which is used together by a
particular community or country in conventional community. Gonzales (2004,
2) said that,” language are more than skills; they are the medium through which
communities of people engage with, make sense of and shape the world.”
Accordingly, language is the effective tools to get communication, interaction
and information from someone, or some people in society.

Language also help you to understand who themselves and they also easier
to knowing you. Zaenuri (2001, 9) says that “language help you to understand
yourself and the world around you”. It is mean that without language people
will difficult to understand around them. Therefore language is the most
important for human live. As we know that in Indonesia, there is a second
language which used as international language namely talk about vocabulary,
because as much as possible we have vocabularies will make us easier to said
our idea, or opinion to others. Vocabulary is very important for every student
who wants to master English. Without vocabulary, the students will find
difficult to English mastery. Ricard and Renandya (2002: 255) said that
vocabulary is core component of language proficiency and provides much of
the basic for how well the students speak, listen, read, and write. Therefore,
vocabulary is important basic to learn English. Vocabulary is a one of primary
factor after grammar, spelling, and pronunciation in learning English.
Thornbury (2002: 13) said that “without grammar very little can be conveyed,
but without vocabulary nothing can be conveyed. Without Vocabulary, they
cannot express their though, idea or opinion and also they will feel miss-
communication with partner.
 Vocabulary is the knowledge of meanings of words (Kamil and Hiebert,
2005:3). It means vocabulary is all about words, the words, the words in a
language or a special set of words you are trying to learn.

Rivers in Nunan (1991: 117) has also argued that “The acquisition of an
adequate vocabulary is essential for successful. Second language use because,
without an extensive vocabulary, we will be unable to use the structures and
the functions we may have learned for comprehensible communication”. It is
mean that no matter how good we master grammar, now matter our English
fluency, without words to express, communication cannot happen in
meaningful ways.
In Indonesia English is be main subject in curriculum which should
learned by Indonesian students from elementary level up to university.
Although it would be difficult by Indonesian people because it is completely
different from Indonesian language in the system of structure, pronunciation
and vocabulary. the Indonesian government has also shown their attention in
the 2004 English curriculum.
“ mata pelajaran bahasa Inggris bertujuan mengembangkan kemampuan
berkomunikasi dalam kemampuan berkomunikasi dalam bahasa tersebut,
dalam bentuk tulis. Kemampuan menyimak (listening). Berbicara( speaking),
membaca (reading),dan menulis (writing). (Depdiknas, 2003: 14)

According to the statement above, the aims of teaching English in

Indonesia are to develop the ability of using English to develop some skills.
That is mean that English teachers have to able to organize teaching learning
activities. They must have much pattern teaching vocabulary items for
everyday situations such as listening, speaking, reading and writing. Depdiknas
(2004: 5) said that students in the first grade of junior high school must have
500 vocabularies in first grade of junior high school. But in reality, most of the
students in Indonesia are having problems to memorize much vocabulary.
 To overcome the problems of students in mastery vocabulary, the writer

offers a strategy in teaching vocabulary skill, it is Game. Game is an activity

which is entertaining and engaging, often challenging, and an activity in which the

learners play and usually interact with others (Wright et. all 2006:1). Games are

forms of teaching which may be used in situations where ordinary approaches are

not effective or much interest of the students especially when attention is hard to

get and harder to keep. Games are not only providing their language practice, but

also they have effect therapeutic that can make relationship between the students

and teacher will be harmonious and closer. When this strategy will be applying, it

is not only for achieve goal of learning but also make classroom’s situation will be

enjoying.

The writer gives an alternative technique for the teachers to enrich

student’s English vocabulary by using games that has connection with the area

semantic field.” Like Channel in Hedge (2000, 122) argued that “semantic links

play an important role in production .This suggest the use of semantic field based

on presentation method…” so, the writer uses one of parts of semantic filed to

teach vocabulary by using hyponymy games. It likes synonym and antonym using

relation to explain the meaning of the target word. Celce Murcia (1991, 301) said

“ A common way for teacher to elucidate the meaning of a target word is relate it

to another word that the students already know.” Like Fadila (2014, 191)

Hyphonymy is one way to make a hierarchy link by giving a word as a

supordinate or general and some words as subordinate or specific, such as,
“flower” as a superordinate and “rose”, “jasmine”, “orchid”, etc .it hoped to
 help the teachers to explain vocabulary item easier by giving examples in the
relation of a word with the other words. Harmer (2001, 17) adds that what a
word means is often defined by its relationship to other words.” Then, the
students will have description about the vocabulary items which are explained
by their teacher. It is will make as games. Because learning vocabulary througt
games had attained a lot of attention. Donmus (2010) believed that “ the value
of educational games has been increasing in language education since they help
to make language education entertaining” (p.1497) . According to Kuzu and
Ural finding (as cited in Donmus, 2010, p.1499) “ when games and education
are combined, it can be education environments can be entertaining. The
learners who learned with the use of games, gain positive attitudes and can be
more motivated while learning”.the learners who learned with the use of
games, gain positive attitudes and can be more motivated while learning”.
Finally, based on the background above the writer would like to carry out
the research under title “ The Effect of Hyponymy Games in Learning English
Vocabulary SMP Negeri 1 Paneitongah”.

B. The Identification of the Problem

Based on the background above, there are many problems that can be
identified in this research : (1) the students get difficulties in vocabulary
mastery; (2) the teachers use a game as a technique to teach vocabulary
mastery.
C. Limitatiom of the study
In order to focus on the topic, the researcher tries to find out the
effectiveness of using Hyponymy to teach vocabulary. the students as the
subject of this study are from SMPN 1 Paneitongah, especially the students of
first grade in 2016/2017 academic year.

D. Problem Formulation
Based on the background above, the researcher formulated the problem as
follow:
 “how effective is the use of hyponymy in teaching vocabulary at the first
grade students of SMPN 1 Paneitongah in the academic year 2017/2018.

E. Objectives of the Study

The objective of the study is to find out the effectiveness of using
Hyponymy in teaching vocabulary at the first grade of SMPN 1 Paneitongah in
the academic year 2017/2018.

F. The Benefit of the Study

The researcher is expected to be very useful either theoretically or
practically. The benefit are elaborated as follow:
1. Theoritical Benefit
The findings of the research enrich the use of technique to teach
vocabulary at first grade students. It also can be the preference for further
research

2. Practically Benefit
a. Benefit for teacher
the research can be made as consideration to use the appropriate technique to
teach vocabulary.
b. Benefit for reader
the research can give more information to the reader about the way to teach
vocabulary.
c. Benefit for the researcher
the researcher can give a good experience in conducting an experimental
research to know the effectiveness of the technique that used to teach.

G. Keys Term
1. Experimental Research
According ro Arikunto(2013:2017) experimental study is one of the
precious method to examine the cause and effect study. The researcher
prepares or sets up hyphonymy to teach vocabulary, for the students who will
be examine to answer vocabulary test.

2. Effect
Effect is a change is a result or consequence of an action or other cause.
(oxford English dictionary)

3. Hyphonymy
Murcia(1991: 301) said” A common way for teacher to elucidate the
meaning of target word is to relate it to another word that the students already
known.” Hyphonymy is one way to make a hierarchy link by giving a word as
a superordinate or general and some words a subordinate or specific, such as
“colour” as a superdinate and “red”,”yellow”, “pink”, etc. as the subordinate.

4. Vocabulary
Lines (20015:121) stated that language consist of words and the definition
of vocabulary is the collection of words that individual knows. Vocabulary is
the words we teach in the foreign language. The words also can be made up of
two or three words or more but express a single idea (penny Ur, 1996: 60)
 CHAPTER II
THEORITICAL REVIEW
This chapter about theoretical review, which consist of vocabulary: The
definition of vocabulary, teaching vocabulary, indicator of vocabulary, indicator
of vocabulary. Hyponymy. Definition of Hyponymy, procedure of Teaching
Vocabulary using translation, How to test vocabulary, Rationale, and Hypothesis.

A. VOCABULARY
1. The Definition of Vocabulary
Vocabulary is the knowledge of meanings of words (Kamil and

Hieber, 2005:3). It means vocabulary is all about words, the words in an

language or a special set of words you are trying to learn. The vocabularies

include conceptual knowledge of words that goes well beyond a simple

dictionary definition.

Vocabulary is the collection of words which is possessed by language

and gives the meaning if we use that language. According to Oxford

Dictionary “vocabulary is the total number of words that make up a

language”. Without knowing the vocabulary, the students can do nothing to

the language. Actually the students can still read text book or everything,

listens to English song but the students don’t know the meaning, it is sane

useless.

Vocabulary is one of the importance things from English for

improving English skill of students or peoples who want to learning English

because without enough vocabularies, communication will end up in

unpleasant situation. Linse (2005: 121) stated that language consists of words

and the definition of vocabulary is the collection of words that individual

knows. Then Vocabulary also be defined, roughly, as the words we teach in

the foreign language. Ricards (2001: 4) adds that vocabulary is one of the

most recognized components of language. Brown (2001: 377) views

vocabulary items as a boring list of words that must be defined and

memorized by the student, lexical forms are seen in their central role in

contextualized, meaningful language.

Vocabulary knowledge is often viewed as a critical tool for second

language learners because a limited vocabulary in a second language impedes

successful communication. Underscoring the importance of vocabulary

acquisition, Schmitt (2000) emphasizes that “lexical knowledge is central to

communicative competence and to the acquisition of a second language” p.

55)

Researchers such a Maximo (2000), Read (2000), Gu (2003), Marion

(2008) and Nation (2011) and others have realised that the acquisition of

vocabulary is essential for successful second language use and plays an

important role in the formation of complete spoken and written texts. In

English as a second language (ESL) and English as a foreign language (EFL)

learning vocabulary items plays a vital role in all language skills (i.e.

listening, speaking, reading, and writing (Nation,2011). Diamond and

Gutlohn (2006) in [Link]/article state that vocabulary is the

knowledge of words and word meanings.”

Mastering vocabulary is very important for the students who will learn

English. It is important to consider, because vocabulary master lays an

 important role in process of achieving language. As Thorbury (2002: 13)

states that without grammar it is very little can be conveyed; without

vocabulary nothing can be conveyed. Vocabulary is important for successful

second language learning and it is important to learn for comprehensible

communication. Without vocabulary the student can not to speak, write and to

translate moreover in reading comprehend. Without having an extensive

vocabulary, the students cannot skillfully use language That is why

everybody who learns English must know or master the Vocabulary.

2. The Importance of Vocabulary

The primary thing in learning is a language is the acquisition of

vocabulary. Therefore, success in learning English requires acquisition. A

large vocabulary cannot guarantee the learner’s competence in learning

English, but have a less English will make their chance to make success in

learning English be difficult. Rivers in Nunan (1991: 117) argues that the

acquisition of an adequate vocabulary is essential for successful second

language use because without an extensive vocabulary, we will be unable to

use the structures and functions we may have learned for comprehensible

communication.

Cameron (2001: 72) said that building a useful vocabulary is central to

the learning of a foreign language of the primary level. Vocabulary is the

essential or the fundamental to using the foreign language as a knowledge or

as a discourse.
 to show how important vocabulary is, Bromley (2004: 3-4) states that

vocabulary holds some important roles in the teaching-learning process. They

are as follows:

1. Promotes Fluency

Students who recognize and understand many words read more quckly and

easily than those with smaller vocabularies. Fluent readers read at a faster

rate, process more material more quickly and have better comprehension

than less fluent readers.

2. Boosts comprehension

Vocabulary knowledge strongly influences comprehension. On component

analysis of comprehension, word meanings were found to make up 74% of

comprehension.

3. Improve achievement

A large vocabulary means a large fund of conceptual knowledge which

makes academic learning easier. Students with large vocabularies score

higher on achievement tests than those student with small vocabularies.

4. Enhances thinking and communication

Words are tools for analyzing, inferring, evaluating, and reasoning. A

large vocabulary allows for communicating in ways that are precise,

powerful, persuasive and interesting.

And also, Thornbury (2002: 14) states that vocabulary means a large

collection of items. He adds that learning vocabulary is important because it

 enriches someone’s knowledge of words. This statement shows than the learner

must increase and build their vocabularies.

From all explanation above the researcher can conclude that vocabulary is

so important part language especially in all foreign language and language it

self consist of word and vocabulary consist of word

[Link]&Cahyono (2011: 137) state that vocabulary is important

element to support English Language learning. So, vocabulary is very

important to encorouge students’ ability in [Link] can be called as a key of

English learning. It is mean that the teacher must have a good, effective and

efficient method in in teaching English vocabulary so the students can able to

improve and building their vocabulary well.

3. Kinds of Vocabulary

Hycraft (1978:44) says that vocabulary is divided into active and passive

vocabulary. Active vocabulary refers to words which the student

understands, can pronounce correctly and uses constructively in speaking

and writing. Meanwhile, passive vocabulary is words that the student

recognizes and understands when they occur in himself.

Meanwhile, according to Ruth Gairn and stuart Redman (1986:

64), vocabulary divided into two kinds:

1 Active vocabulary: refers to put items which the learners can use

appropriately in speaking and writing. Active vocabulary is also

called as a productive vocabulary.

 2 Passive Vocabulary : refers to language items that can be

recognized and understood in the context of reading and

listening. It is also called as receptive vocabulary.

Active vocabularies are or the words that we use in speaking and

writing, two of language skills. These vocabularies are often called as

productive vocabularies because they are in case of speaking, have to be

said by good pronounced in order that our rival can understand what we

mean. In case of writing we have to write by good letter in order to avoid

misunderstanding from readers.

4. Teaching Vocabulary

Teaching vocabulary is teaching new labels for familiar. In teaching

vocabulary, teacher should facilitate vocabulary learning by teaching learners

useful words and by teaching strategies to help learners figure out meaning on

their own, Nation (2007). Useful word are words that children are likely to

encounter words to that occur in high frequency. Useful words are also words

which are interest intriguing to children. McCarten (2007:21) stated that learning

vocabulary is largely about remembering and the students generally need to see,

say, and write newly learned words many times. The students’ need to repeat

vocabulary often and work with a word or phrase many times so that they can

remember the new words which had learned. Thornbury (2002:129) stated that
testing motivates the students to review vocabulary in preparation for a test. The

teacher must offer variety of the exercises to improve the students’ mastery in

vocabulary.

Learners need to acquire vocabulary learning strategies in order to

discover the meaning of new words. The strategies should be useful within the

classroom as well as when learners are in situation where their encounter new and

unfamiliar words on their own. The strategies should help children acquire new

vocabulary words that they hear and see. As another vocabulary activity, you

could introduce students to specific lexical items that they would encounter as part

of their reading lesson. To help students add words to their written vocabularies,

you could encourage them to refer to a Word Wall when they are producing

different piece of written text, Linse (2005:122).

B. GAMES

1. Definition Game

According to Haldfield (1991:4) game is an activity with rules, a goal and

element of fun. The element of fun games provides the students more life situation

with more chance to express their ideas in their own ways but under the

[Link] to Wright et. al (2006:1) game is an activity which is entertaining

and engaging, often challenging, and an activity in which the learners play and

usually interact with others. Other opinion about game is an activity or a sport

with rules in which people or teams compete against each other (oxford, 2010).
Game is not only for fun but also to provide the students to be cooperative and be

closer each other.

Games are a form of teaching which may be used in situations where

ordinary approaches are not effetive or much interest of the students especially

when attention is hard to get and harder to keep. Games are not only providing

their language practice, but also they have effect therapeutic that can make

relationship between the students and teacher will be harmonious and closer.

When this strategy will be applying, it is not only for achieve goal of learning but

also make classroom’s situation will be enjoying.

2. Kinds of Games

Many writers were defined the kinds of games. According to Lee (2000),

there are kinds of games, namely structure games, vocabulary games, spelling

games, pronunciation games, number game, listen-and-do games, read-and-do

games, games and writing, miming and role-play, and discussion game.

According to Wright et. al (2006:80), there are games which the learners

do something to communicate to others their understanding, their feeling and their

ideas, rather than just a response that is private. Games are the way to share and to

make relationship, so the goal of reading can be achieved if someone likes to play

and share. The names of games are Do: Move, Mime, draw and obey; Connect:

compare, match, and group; Order and Remember games.

3. The Advantages of Games

 Everybody knows that games are fun, but some people think that they are

only fun. In fact, games are not only fun and enjoyable teaching techniques for the

students to follow. Games make the students actively involved in the teaching

learning process. Games can be used to review the material at the end of the

lesson. Besides that, games can also increase the students’ interest and motivation

to follow the lesson. As Lewis and Bedson (1999) say, games add variation to a

lesson and increase motivation by providing a reasonable incentive to use the

target language. It means that games are not only for time-filling activities when

there are no more activities to do in the classroom but it can be used to help the

teacher in the teaching learning process.

According to Ghada Sari, games have proven to have advantages and

effectiveness in various ways as presented below.

1. Games bring in relaxation and fun for students, thus help them learn and retain

new materials more easily.

2. Games usually involve friendly competition and they keep learners interested.

4. Games are highly motivating and they give students more opportunity to

express their opinions and feelings

C. HYPONYMY
1. DEFINITION HYPHONYMY
Hyponymy is one way to make a hierarchy link by giving a word as a
superordinate or general and some words as subordinate or specific, “flower” as
a superdinate and “rose”. “jasmine”, “orchid” etc. as the subordinate.
 Another relationship which defines the meaning of words to each other is
that of hyponymy, where words like banana, apple, orange, lemon, etc. are all
hyponymyms of the superordinate fruit. And fruit itself is a hyponym of other
items which of other items which are members of the food family. We can
express this relationship in the following diagram:
Food

Meat fish fruit cereals

Banana apple orange lemon

(Jeremy Harmer, 2001:19)
Moreover Cruse (1986: 88) define that hyponymy is the lexical relation
corresponding to the inclusion of one class in another. In a simple word we
can define hyponymy as a word that describes things more specially, e.g.
a. Carrot and cabbage are hyponym of vegetable
b. Rose and jasmine are hyponyms of flower
when the meaning one of one form is included in the meaning of another,
the relationship is described as hyponymy. Examples are pairs: animal/dog,
dog/poodle, vegetable/carrot, flower/rose, tree/mahoni. The concept of
‘inclution’ involved in this relationship is the idea that if an object is a rose,
then it is necessarily a flower, so the meaning of flower is included in the
meaning of rose. Or, rose is a hyponym of flower.
When we consider hyponymous connection, we are essentially
looking at the meaning of words in some type of hierarchical relationship.
We can represent the relationships between a set of words such as animal,
ant, asp, banyan, carrot, cockroach, creature, dog, flower, horse, insect,
living thing, pine, plant, poodle, rose, snake, tree and vegetable as a
hierarchical diagram
 Living things

Creature Plant

Animal insect vegetable flower

tree

Dog horse snake ant cockroach carrot rose banyan pine

Poodle Asp
(George Yule, 2006: 105-106)

Looking at the diagram, we can say that “horse is an hyponym of animal”

or “cockroach is a hyponym of insect”. In these two examples, animal and
insect are called the superordinate (=higher level) terms. We can also say
that two or more words that share the same superdinate term are co-
hyponyms. So, dog and horse are co-hyponyms and the superdinate term is
animal.
The realition of hyponymy captures the concept of “is a kind of”, as when
we give the meaning of a word by saying, “an asp is a kind of snake”.
Sometimes the only thing we know about the meaning of a word is that it is a
hyponym of another term. That is, we may know nothing more about the
meaning of the word asp other than that it is a kind of snake or that banyan is
a kind of tree.
It is worth emphasizing that it is not only words for ‘things’ that are
hyponyms. Words such as shoot, punch, and stab, describing ‘action’, can all
be treated co-hyponyms of the super-ordinate term injure.
From the explanation above, we know that the teacher’s job in this stage is
to present the students with the clear information about the language they are
 learning. We can give the new word by relating or connecting those with the
other word that make happily and easily.
2. Procedure of Teaching Vovabulary Using Hyponymy
Woodward in Shelley (2010: 131) gave an example of class activity of
teaching using hyponymy.
a. The teacher provides the learners with a list of categories like food,
household objects, number, jobs, etc.
b. Each learner chooses or is given one category.
c. The learner then has to write as many words as possible under the
category heading on a piece of paper. So, food should contain items
like bread, meant, etc.
d. The learner should write known words, not look up unknown words.
e. After set time, a learner passes their paper to the next learner who then
tries to add words not already listed.
f. Then the paper is passed on until each learner regains their original
sheet of paper.
g. The learner has to check the spelling with a dictionary and then these
sheets become a class dictionary that is added to as new words are met.
D. TRANSLATION
1. Defenition of Translation
Translation has so many definitions which are describe by experts, Catford
(1965: 20) in this book linguistic Theory of translation says, “ Translation is the
replacement of textual material in one language by equivalent textual material in
another language.” Thornbury (2002: 77 adds that traditionally, translation has
been the most widely used means of presenting the meaning of word in
monolingual classes. It is the easiest way to understand the students and has the
advantage of being the most direct route to a word’s meaning-assuming that there
is a close match between the target word and the first language equivalent. It is,
therefore, very economical, and especially suitable for dealing with incidental
vocabulary that may crop up in a lesson. It also doesn’t need hard effort to do for
both teacher and students. The teacher gives the meaning of word in target
language directly while the students don’t have to work hard to acces the meaning
and it may mean that word is less memorable. Then he gives an example:
Teacher : Does anyone know the English for kemeja? No?
Students: (silent)
Teacher : listen, it’s a shirt. Repeat.
Students: shirt
The example above shows that teacher immendiately translates the word
from the first language into second language, or vice versa in vocabulary class.
Both teacher and students don’t nees hard effort to conduct an English vocabulary
class. But it doesn’t develop the essential learning strategy which the students can
continue to draw on long after they have left the classroom or they will have a
short memory or list of vocabularies given. (Wright: 137)

2. Procedure of Teaching Vocabulary Using Translation

Larsen and Freeman (2000: 19), provide expanded description of some common
or typical technique closely associated with translation.
1. Translation of a literary passages
Students translate a reading passage from the target language into native
language.
2. Reading Comperhension questions
Students answer questions in the target language based on their
understanding of the reading passage.
3. Antonym/ synonyms
Students are given one set of words and are asked to find antonyms in
reading passage.
4. Fill in the blanks
Students are given a series of sentences with words missing.
5. Cognates
Students are taught to learn the spelling or sound patterns that correspond
between the native language and the target language.
6. Deductive application of rule
 Grammar rules are presented with examples. Once students understand a
rule, they are asked to apply it to some different example.
7. Memorization
Students are given list of target language vocabulary words and their
native language equivalents and are asked to memorize list of words,
grammatical rules and grammatical paradigms such as verb conjunctions.
8. Use words in sentences
Students are asked to create sentences to illustrate; it’s useful to check that
they know the meaning and use of new words.
9. Composition
Students are asked to write about topic using the target language and to
create a composition of reading passage of the lesson based on the topic
which is given by the teacher.