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Improving Students` Vocabulary Mastery Through 
Observe and Remember Game at the Seventh Grade 

SMPN 2 Palopo 

ABSTRACT 

This thesis is about Improving Students Mastery Vocabulary Through Observe and Remember 
the game at the Seventh Grade SMPN 2 Palopo. The problem statement of this thesis: Is the use of 
Observe and Remember the game useful to improve the students’ vocabulary at the seventh grade 
SMPN 2 Palopo? The objective of the research: To find out whether or not the use of Observe and 
Remember the game is effective in improving students’ vocabulary in the seventh grade SMPN 2 
Palopo. This research applied pre-experimental. The population of this research was the seventh-
grade students of SMPN 2 Palopo. The population there is only one class that consists of 30 
students, and the taking sample technique is total sampling. The instrument of the research was 
a vocabulary test. The pre-test was given to know the basic ability of the students’ vocabulary and 
the post-test given to know the students’ improvement in students’ vocabulary after given the 
treatment and the research used to observe and remember the game. Then the test was calculated 
and analyzed using SPSS 20. The researcher can conclude that using Observe and Remember 
games is useful in improving students’ vocabulary at the seventh grade SMPN 2 Palopo. It was 
proven by a significant difference between the students’ mean score of pre-test and post-test. In 
the pre-test, the students’ mean score is 51.00, and the students’ score in the post-test is 92.33. 
Observe and remember the game can improve students’vocabulary because students are active 
in learning English. Besides, using the game can improve communication between students and 
teachers when learning processes. 

Keywords: Observe and Remember Game, Teaching Vocabulary, Vocabulary Mastery 

 

INTRODUCTION 

In English, there are some skills and the basics of a foreign language are mainly in 
improving the development of English in the form of vocabulary. Where by having 
vocabulary can help to make English conversation. So the talk we can run smoothly with 
the mastery of vocabulary in stages. Vocabulary is a set of word that  instrumental at 
English in forming a sentence, which expresses his thoughts and feelings about the 
content perfectly, whether oral or written. Vocabulary is one way to improve English skill 
and talking about English definitely require vocabulary. Student will not be proficient in 
English if they do not master a lot of vocabulary. English without vocabulary students 
cannot read, write, speak and listen to English conversation. According to Martin Manser, 
generally the language skills are listening, speaking; reading as well as writing and its 
components consist of grammar, vocabulary, and pronunciation (Iksan, n.d.).  

Vocabulary is a language center and of critical necessary for the typical language 
learners. Lack of vocabulary give result lack of meaning full communication. Vocabulary 
is one of the language elements the need for be acquir by English learner. Vocabulary does 

 
Helma

State Islamic Institute of Palopo (IAIN Palopo), Indonesia           helma@iainpalopo.ac.id   

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very necessary to study language because the people can’ not communicated without 
enough vocabulary. Vocabulary is one more important because it can understand 
everything that wants to be communicated and knows the fundamental principles, 
whether in general or individual situations.  

Based on pre-survey the writer found that the learners were lack of interest in 
learning English especial in vocabulary. Because the teacher only explains the material 
and then assigns the task.How to teach it without using games or media. So, students are 
lazy to learn thing like that will not be able to improve learning English. While some 
scholars introduced that games are very helpful in English language teaching, one 
mentioned that the game is very motivating because this game does fun and interesting. 
We commit be use to provide training in all language skill and are use to practice various 
type from communication.(Ersöz, 2000). Also mentioned that there are four type of game, 
they are class game, individual game, couple work game, and group work game. (Wright 
Andrew, Betteridge David, 2006) 

Related to this issue, there have been numbers of studies that hav been conducted 
by scholars i.e. Husni in his study “The Implementation Of Observe And Remember Game 
To Improve Students’ Vocabulary Mastery At Seventh Grade Of MTs S. Al-Washliyah 
Tembung” The researcher uses Classroom Action Research. The instrument of collecting 
data were from interview, observation sheets, diaries, and photographic evidence. Then, 
qualitative data is analyze of the student scores in the pre-test and post-tests. Research 
shows that there has been an increase in students` scores in vocabulary mastery by using 
a game of observation and remembering.  (Husni, 2017) 

Further more Ruwaida Nusa Putri in her study ”The Application of Observe and 
remember Games in Improving Students’ Achievement in Vocabulary at The Seventh 
Grade of MTs Islamiyah Medan ” This study used classroom action research. This study 
used were taken from interview and observation sheet as the instrument. Tests are gave 
for learners in form of a initial test, and two final test. The subject of the study consists of 
22 students. The study suggests that has been a significant improvement in learner 
vocabulary mastery. this commit be seen from the average score of initial test and final 
test, there is significant increase. And the results of observations and interviews indicate 
that students are instigation in the teaching-learning process during observation and 
remembering meetings. So this game is succed for use in teaching and in learning 
processes.(Putri, Nusa, 2017) Besse Kartika (2014) in her study investigating the use of 
vocabulary through snakes and ladders board game  at the seventh year of SMPN Bajo.  
She found that there was a significant balance between the result  of the pre-test and post 
test.  She concluded that teaching vocabulary through snake and ladders board game is 
effective in the seventh year of SMPN 2 Bajo.  

 
METHODS 

Research Design 
This researcher the write be useful pre-experimental method. The method was be 

useful to know the effectiveness from Remember and Observe Game in teaching 
vocabulary at the seventh grade of SMPN 2 Palopo. The formula of researcher design was 
illustrated below:    

INITIAL TEST TREATMENT FINAL TEST 

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O1 X O2 

O1 = Initial Test 
X = Treatment 
O2= Final Test 

Variable 
The were two variable the researcher, namely: 

1. Observe and remember as independent variable. Game is good way for test  abilities 
for the learners at observing and recall their moment study especial regard English 
vocabulary. 

2. learners vocabulary as dependent variable. The ability of students in English is 
different, especially, in speaking and writing. If the students have not vocabulary, the 
students will be difficult to understand to learner about English. To improve students 
vocabulary can used the Observe and Remember game to teach students and to 
improve their vocabulary. 

Population and Sample 
This population on the researched is seventh grade learners from SMPN 2 Palopo 

an 2019/2020 academic year. total population 248 learners from eight class. Because the 
population was only one class so that the taking sample technique is total sampling. The 
researcher chose the seventh grade to be respondent in this research. There were 31(17 
female and 14 male) sample in SMPN 2 Palopo. 

Instrument of the Research 
At this study, researchers be useful a vocabulary tests. This initial test and final test. 

This purpose of the vocabulary tests is to find out this level of student vocabulary. This 
number of tests is 20 items. The forms of the test match picture with words. 

Procedure of Collecting Data 
The data will collect through the following procedures: 
 

Pre-test 
The author gave the treatment after the learners was given initial test. In The 

element the author was going for gave the test that was consist of speaking assessment. 
The test was for measure learners vocabulary before apply Remember and Observe. 

Treatment 
After the initial test, author treats students through the game of observing and 

remembering. Each meeting has different material. The material is objects and images. 
There are four meetings in this treatment. The steps of the game are as follow:  
1. The first meeting on 05th February 2020: 

a. The researcher introduced vocabulary particularly part of speech. 
b. The author introduced this game. 
c. The author explain this rules of playing this game. 

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d. Students sat according to the group, then, the students were welcomed to observe 
one by one the objects provided by researcher into 2 minutes. (Noun thing: in the 
classroom) 

e. After that the players were invited to set for a moment so they can discuss with 
their group member with the time provided by researchers for 5 minutes. 

f. A few moments later the thinking time is up, participants were asked to write 
down whatever objects they have seen on the paper. Then collected on the table 
or in researcher. 

g. The game ends when there are students left as winners. 
h. The researcher wrote vocabulary in the whiteboard that they did not write. 
i. Each student in one group was asked to mention the vocabulary on the objects 

indicated. For example, the researcher showed an eraser, and says “What is this?” 
And every student in the group was asked to name the item. 

j.  And the winner of this game is the one who writes the most objects provided by 
the researcher correctly. 

k. The match ends when there is a winner. 
l. The winner got a prize. 

2. The second meeting 07th February 2020: 
a. The researcher introduced particularly part of speech. 
b. The author introduced this game. 
c. The author explained again this rules of playing game. 
d. Students sat according to the group, then, the students were welcomed to observe 

one by one the objects provided by researchers with the time given by researchers 
for 2 minutes. (Noun animals) 

e. After that the players were invited to set for a moment so they can discuss with 
their group member with the time provided by researchers for 5 minutes. 

f. A few moments later the thinking time is up, participants were asked to write 
down whatever objects they have seen on the paper. Then collected on the table 
or in researchers. 

g. The game ends when there were students left as winners. 
h. The researcher wrote vocabulary in the whiteboard that they did not write. 
i. Each student in one group was asked to mention the vocabulary on the objects 

indicated. For example, the researcher showed an eraser, and says “What is this?” 
And every student in the group was asked to name the item. 

j. And the winner of this game is the one who wrote the most objects provided by 
the researcher correctly. 

k. The match ends when there was a winner. 
l. The winner got a prize. 
m.  

3. The third meeting 12th February 2020: 
a. Students sat according to the group. Then, the students were welcomed to observe 

one by one the objects provided by researcher with the time given by researcher 
for 2 minutes. (Noun thing, in the kitchen). 

b. After that the players were invited to set for a moment so they can discuss with 
their group member with the time provided by researcher for 5 minutes. 

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c. A few moments later the thinking time is up, participants were asked to write 
down whatever objects they have seen on the paper. Then collected on the table 
or in researcher. 

d. The game ends when there were students left as winners. 
e. The author wrote vocabulary in this white board that they did not write. 
f. Each student in one group was asked to mention the vocabulary on the objects 

indicated. For example, the researcher showed an eraser, and says “What is this?” 
And every student in the group was asked to name the item. 

g. And the winner of this game is the one who wrote the most objects provided by 
the researcher correctly. 

h. The match ends when there was a winner. 
i. The winner got a prize. 

4. The fourth meeting 14thFebruary 2020: 
a. Students sat according to the group. Then, the students were welcomed to observe 

one by one the objects provided by researcher with the time given by researcher 
for 2 minutes. (Noun thing, in the bathroom). 

b. After that the players were invited to set for a moment so they can discuss with 
their group member with the time provided by researcher for 5 minutes. 

c. A few moments later the thinking time is up, participants were asked to write 
down whatever objects they have seen on the paper. Then collected on the table 
or in researcher. 

d. The game ends when there were students left as winners. 
e. The author wrote vocabulary in this white board that they did not write. 
f. Each student in one group was asked to mention the vocabulary on the objects 

indicated. For example, the researcher showed an eraser, and says “What is this?” 
And every student in the group was asked to name the item. 

g. And the winner of this game is the one who wrote the most objects provided by 
the researcher correctly. 

h. The match ends when there was a winner. 
i. The winner got a prize. 

5. The fifth meeting 19th February 2020: 
a. Students sat according to the group. Then, students were welcomed to observe 

one by one the objects provided by researcher with the time given by researcher 
for 2 minutes. (Noun animals) 

b. After that the players were invited to set for a moment so they can discuss with 
their group member with the time provided by researchers for 5 minutes. 

c. A few moments later the thinking time is up, participants were asked to write 
down whatever objects they have seen on the paper. Then collected on the table 
or in researcher. 

d. The game ends when there were students left as winners. 
e. The author wrote vocabulary in the white board that they did not write. 
f. Each student in one group was asked to mention the vocabulary on the objects 

indicated. For example, the researcher showed an eraser, and says “What is this?” 
And every student in the group was asked to name the item. 

g. And the winner of this game is the one who wrote the most objects provided by 
the researcher correctly. 

h. The match ends when there was a winner. 

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i. The winner got a prize. 
6. The six meeting 21th February 2020: 

a. Students sat according to the group. Then students were welcomed to observe one 
by one the objects provided by researcher with the time given by researcher for 2 
minutes. (Noun thing, in the bedroom) 

b. After that the players were invited to set for a moment so they can discuss with 
their group member with the time provided by researcher for 5 minutes. 

c. A few moments later the thinking time is up, participants were asked to write 
down whatever objects they have seen on the paper. Then collected on the table 
or in researcher. 

d. The game ends when there were students left as winners. 
e. The author wrote vocabulary in this white board that they did not write. 
f. Each student in one group was asked to mention the vocabulary on the objects 

indicated. For example, the researcher showed an eraser, and says “What is this?” 
And every student in the group was asked to name the item. 

g. And the winner of this game is the one who wrote the most objects provided by 
the researcher correctly. 

h. The match ends when there was a winner. 
i. The winner got a prize. 

Post-test 
After give this treatment, author will gave final test for know this result from 

learners vocabulary after teaching by through observe and remember. 

Technique of Analysis Data 
After analyzing this data, the author will collect this data and analyze them by 

through procedures as follow: 
a. Analyze this raw data from test. Each from the learners correct answers got 1 and this 

wrong answers got 0. 
b. Score this learners corrected answer of initial test and final test. 

Score =
student′s correct answer total number

total number 
 × 100 

c. Classifying learners scores based on this follow classification: 
1) 81 to 100 are classified as very good 
2) 61 to 80 is classified as good 
3) 41 to 60 are classified as fair 
4) 21 to 40 are classified as poor 
5) 1 to 20 as classify is very poor (Kasiran, 1984) 

d. Calculate this rate percentages from learners score by through  follow formula: 

P = 
 𝐅 

𝐍
 × 100 

Where: 
P= percentage 
F= frequency 
N= total sample 

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e. Calculating average score, standard deviation, frequency table and test between 
vocabulary achievement from the pre experimental by through SPSS 20  window to 
evaluation. 

 
RESULTS 
Findings 

This findings of this study comprised the learners score pre-test and post-test, 
classification percentage of the learners score in pre-test and post test, the mean score 
and standard deviation of students’ pre-test and post-test.  
 

The Score of Students’ Pre-test and Post-test 

Table 4.1 the score from learners initial test and final test 

Respondent Pre-test Posttest 
R1 25 90 

R2 55 90 

R3 35 85 

R4 30 100 

R5 45 100 

R6 45 100 

R7 60 70 

R8 55 100 

R9 50 100 

R10 25 100 

R11 55 90 

R12 55 100 

R13 75 100 

R14 55 100 

R15 60 90 

R16 40 90 

R17 55 90 

R18 55 100 

R19 25 55 

R20 60 65 
R21 80 100 
R22 55 80 
R23 80 100 
R24 35 85 
R25 55 90 
R26 45 100 
R27 30 100 
R28 75 100 
R29 50 100 

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R30 65 100 

Table 4.1 shows that there is a difference between score of the students` pre-test 
and score of the student post-test. Because when the students did the pre-test, the 
researcher not yet gave the treatment to the students. And, why the score of the students` 
post-test was higher because the researcher already gave the treatment to the students. 
And most students answer vocabulary about nouns. That happens because, according to 
students noun are easier rather than adjective(Altenberg, Evelyn; Vago, M., 1393; 
Eckersley, 1933) and verb.  

The Rate Percentage of the Students’ Pre-test  

Table 4.2 the Rate Percentage Score from learners initial test 

Classification Score Frequency Percentage 
Very good 
Good 
Fair 
Poor 
Very poor 

80-100 
61-80 
41-60 
21-40 
1-20 

0 
5 
17 
8 
0 

0% 
17% 
56% 
27% 
0% 

Total 30 100% 

Table 4.2 shows there were 5 (17%) learners got a good score, 17 (56%) learners got a 
fairs core, 8 (27%) students got poor score and there was no student got a very good and 
a very poor score. 

The Mean Score and Standard Deviation of the Students’ Pre-test 

Table 4.3 the average score from learners correct answer initial test 
Descriptive Statistics 
 N Minimum Maximum Mean Std. 

Deviation 

Pretest 30 25 80 51.00 15.614 
Valid N 

(listwise) 
30 

    

 

Table 4.3 show which the highest score from the learners was 25 and lowest score 
was 80. Besides, it also indicates which the mean score from learners initial test was 
51.00., mean score of students’ and the standard deviation of pre-test was15.614 

The Rate Percentage of the Students’ Post-test 

Table 4.4 the Rate Percentage Score from the Students’ Final test 

Classification Score Frequency Percentage 

Very good 
Good 
Fair 
Poor 

80-100 
61-80 
41-60 
21-40 

26 
3 
1 
0 

87% 
10% 
3% 
0 

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Very Poor 1-20 0 
30 

0 
100% Total 

Table 4.4 shows there were 26 (87%) learners got a very good score, 3 (10%) learners 
got a good score, 1 (3%) learners got fair score and there was no learners got a poor and 
a very poor score. 

The Mean Score and Standard Deviation of the Students’ Post-test 

Table 4.5 the average Score and Standard Deviation of Students’ Post-Test 

Descriptive Statistics 

 N Minimum Maximum Mean Std. Deviation 

Posttest 
Valid N (listwise) 

30 55 100 92.33 11.651 
30   

Table 4.5 show which the highest score from  the learners was 100 and the lowest 
score was 55. Beside, it also indicates which the average score of students’ in post-test 
was 92.33 and the standard deviation was 11.651. 

The Mean Score and Standard Deviation of Pretest and Posttest 

Table 4.6 the mean score of the students’ post-test 

Paire d Samples Statistics 

 Mean N Std. Deviation Std. Error Mean 
 Pre-test 

Posttest 
51.00 
92.33 

30 
30 

15.614 
11.651 

2.851 
2.127 

Table 4.6 shows the average score of the learners pre-test was 51.00 and the 
learners score from post-test was 92.33. Standard deviation from initial test was 15.614 
and the standard deviation from final test was 11.651. It means the use of stand up 
sequences game improved the student’s vocabulary. 

The Paired Samples Test of Pretest and Posttest 

Table 4.7 the paired sample test of pre-test and post-test 
Paired Samples Test 

 

Paired Differences 

T Df 
Sig. 

(2tailed) Mean 
Std. 

Deviation 
Std. Error 

Mean 

95% Confidence 
Interval of the 

Difference 
Lower Upper 

Pair 1 
Pretest– 
Posttest 

-41.333 17.416 3.180 -47.837 -34.830 -12.999 29 .000 

The hypothesis was tasted by through SPSS 20. In the case, the writer use test 
(testing of significance) for pair sample test, which is a test for know the significance 
difference between the result from learners average score in initial test and final test. 

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The Probability Value of test of the Students’ Achievement 

Table 4.8 the Probability Value from Test from learners  Achievement 

Variable P-Value (α) 
X2 - X1 0.00 0.05 

Assuming which the level from significance (α) = 0.05, the only thing which is 
need; the degree of freedom (df) = N – 1, where df = 34, which the test is present in the 
following table. 

B. Discussion 
Observe and Remember games is appropriat strategy appli in the classroom in 

teaching vocabulary. This strategy is help for increase learners interest and enjoy in learn 
which make them more involve in their vocabulary mastery. The results of the statistical 
analysis for the significance level of 0.05 with degrees  any reedom (df) = N-1, where (N) 
= 30, df = 34. Probabili value were smaller than α (0.00 <0.05). The show which the 
alternative hypothesis (H1) was accept and the null hypothesis (H0) was reject. The mean 
which the Remember and Observe game is effective for  improve learners vocabulary. In 
the beginning of the author, the author explain that the were several procedure use to 
find out the vocabulary of students. Several tests were conducted to collect data such as 
pre-test and post-test. Teaching vocabulary through remember and observe game make 
the teaching and learning process a more enjoy and productive place for both learners 
and teacher. Remember and observe game commit be a used game to teaching the noun 
around us because the teacher commit use the thing in the class, in the garden, in the 
library and in any places. By through the objects and picture given in the class, the learner 
will remembering strong the new word which we commit get. 

This research line with Ruwaida Nusa carried out a research about ‘’The Application 
from remember and observe Game in improving learners achievement in vocabulary in 
the seventh grade of MTS Islamiyah Medan in the academic year 2016/2017’’. Explained 
that remember and observe Games can improve the learners vocabulary mastery because 
remember and observe Games has a significant effect to increase the learners vocabulary. 
She said that the using of Observe and Remember Games is one of the alternative game 
to teach vocabulary because it has a positive response from the learners. In this author 
prove which word building is not only improve the learners vocabulary mastery but also 
it commit upgrade the learners speaking skill and pronounce. In addition, Husni 
Baraqih(2016) explain the same of benefit of learning include summed up learning 
motivation, clarifying teaching material, and increasing learners activity especially for 
disabilities learners. Moreover, it was perceiv which the learners were more eager and 
intereste learning English, especial for the implementation of the remember and observe 
game in the learners classroom, it was proved which this method influenc the learners’ 
motivation to study English comfortab. However, it was not denied which there also some 
weaknesses which found in implement this method. Therefore, the creative and good 
preparation of every teacher is very essential during the processof implement this 
method. 

In summary, the author assert which remember and observe game is necessary to 
be applied in teaching vocabulary especial for those and we want to learn it. Observe and 
Remember game make people easy to learn about vocabulary in the further discussion. 

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From the results of previous studies researchers found which using game commit 
improve the learners vocabulary. 

 
DISCUSSION 

Observe and Remember games is appropriat strategy appli in the classroom in 
teaching vocabulary. This strategy is help for increase learners interest and enjoy in learn 
which make them more involve in their vocabulary mastery. The results of the statistical 
analysis for the significance level of 0.05 with degrees  any reedom (df) = N-1, where (N) 
= 30, df = 34. Probability value were smaller than α (0.00 <0.05). The show which the 
alternative hypothesis (H1) was accepted and the null hypothesis (H0) was reject. The 
mean which the Remember and Observe game is useful for improving learners 
vocabulary. In the beginning of the author, the author explain that the were several 
procedure use to find out the vocabulary of students. Several tests were conducted to 
collect data such as pre-test and post-test. Teaching vocabulary through remember and 
observe game make the teaching and learning process a more enjoy and productive place 
for both learners and teacher. Remember and observe game commit be a used game to 
teaching the noun around us because the teacher commit use the thing in the class, in the 
garden, in the library and in any places. By through the objects and picture given in the 
class, the learner will remembering strong the new word which we commit get. 

This research line with Ruwaida Nusa carried out a research about ‘’The Application 
from remember and observe Game in improving learners achievement in vocabulary in 
the seventh grade of MTS Islamiyah Medan in the academic year 2016/2017’’. Explained 
that remember and observe Games can improve the learners vocabulary mastery because 
remember and observe Games has a significant effect to increase the learners vocabulary. 
She said that the using of Observe and Remember Games is one of the alternative game 
to teach vocabulary because it has a positive response from the learners. In this author 
prove which word building is not only improve the learners vocabulary mastery but also 
it commit upgrade the learners speaking skill and pronounce. In addition, Husni 
Baraqih(2016) explain the same of benefit of learning include summed up learning 
motivation, clarifying teaching material, and increasing learners activity especially for 
disabilities learners. 

Moreover, it was perceiv which the learners were more eager and intereste learning 
English, especial for the implementation of the remember and observe game in the 
learners classroom, it was proved which this method influenc the learners’ motivation to 
study English comfortab. However, it was not denied which there also some weaknesses 
which found in implement this method. Therefore, the creative and good preparation of 
every teacher is very essential during the processof implement this method. In summary, 
the author assert which remember and observe game is necessary to be applied in 
teaching vocabulary especial for those and we want to learn it. Observe and Remember 
game make people easy to learn about vocabulary in the further discussion. From the 
results of previous studies researchers found which using game commit improve the 
learners vocabulary. 

 

CONCLUSION 
The author concluded the Remember and Observe game improve learning 

vocabulary at the seventh grade SMPN 2 Palopo. It could be proven by the learning result 
of the mean score in the pre-test of initial test was 51.00 and the mean score of the 

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learning in the final test was 92.33. After giving treatment to the learning and based on 
the result of data analysis or the finding, the author found which the p Value was 0.00 and 
the alpha was 0.05, therefore p<α (0.00<0.05). It evidence which the null hypothesis (H0) 
was alternative hypothesis (Ha) was accept. 
 

REFERENCES 

Altenberg, Evelyn; Vago, M., R. (1393). English Grammar: Understanding the basics. 
Cambridge University Press. 

Eckersley, C. (1933). A Concise English Grammar for Foreign Students. 
Ersöz, A. (2000). Six Games for the EFL / ESL Classroom. VI(6). 
Husni, B. (2017). The Implementation of Ebserve and Remember Game to Improve 

Students’ Vocabulary Mastery at Seventh Grade of MTs S. Al-Washliyah Tembung. 
Repository UIN S.UUmatera Utara Medan. 
https://doi.org/10.1017/CBO9781107415324.004 

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