in the piece of paper for the theme of their assignment later to make a poster. After that, the teacher gave a
cardboard and some markers in each group as the tools for creating the advertisement, they had to make and
draw creatively in the cardboard for the rest of hour s’
class. c Closure
The teacher reminded the students about next meeting because it would be the last meeting for the writer
teaching in that class. So, she wanted them to give their best in preparing their poster and present it in front of
the class.
3 Third Meeting DayDate : Saturday, February 20
th
2016 Topic : Advertisement Text 2
a Opening the Class The teacher greeted them excitedly and asked them
about the preparation of the poster and their presentation. Then, to get rid of their nervous, the
teacher mentioned about the prize that would be taken by them if they could be performed the best in the class
and absolutely the class became noisy and also to add their motivation.
b Main Activities In this phase, the teacher first gave a sample on how
presented the poster in front of the class but they could be performed well and better than the teacher. Then, the
teacher assessed the stude nts’ performance in speaking
and their poster while others students also kept attention to the presenter. After all of groups performed, the
teacher gave some time to them to walked around and
saw others works. Then, the teacher asked each group to give a score poster for different group by giving
some emoticons. c Closure
In the end of the meeting, the teacher praised the students about their performance and their hard working
for the past few weeks with the writer. Also, thanked them for cooperate nicely with the writer. The writer
also gave some words about the class summary focused on their performances and attitudes. The last, the
teacher and the students closed the class by reciting hamdalah.
c. Observing Phase
In the second cycle, the observer still saw the activities in physical classroom. It was about the teacher
’s performance and methods, condition of class, and stude
nts’ participation in the process of vocabulary teaching learning.
In the first meeting, the teacher performance was really excellent, because she gave a real thing or sample to the students, so
that the students connected with the material easily. Degree of comparison is quite complicated because in different degree there
was some changing in the words but the clear explanation from the teacher made it easy to understand. When they played word clap
game, the students finally understood with the rule and how to play the game. The teacher here developed the game, for example the
students here divided into several group, it was six students each group and they had to face another group to become a winner in the
class. They had to clap the hands based on the number of students involved. As the result, in this meeting the lesson plan was run well
and also the stude nts’ response were excited and joyful because
there was a competitive situation to make them became more responsible in doing the game.
The second meeting, the new material was given to the students which was advertisement text. Overall, the stude
nts’ participation was quite better than the previous cycle. They were brave to ask and
answer the questions from the teacher. In the learning process, they remained silent and kept attention to the teacher and when the
teacher gave the assignment about making a poster about advertisement text, they were so excited because their hidden talent
finally rose up, some of students were like to draw and paint. So, the students did it with a happy feeling when they made it.
In the third meeting, the teacher asked the students to present their poster in front of the class. It was a big thing for them because
they rare to speak or perform in front of the class. In here, in order to avoid their shyness and nervous, each group performed together
in front of the class. However, the outcome was not good because the class was super noisy but then the teacher acted soon with
giving some rules for both speaker and listener and later the condition of the class became more effective.
The teacher held on post-test 2 the next day later, it was outside the English class schedule. Based on the result of post-test 2, the
mean score of the class in vocabulary test gained 75 in which there 33 students out of 39 students who passed KKM.
d. Reflecting Phase
After knowing the result of vocabulary test, the writer and the English teacher felt satisfied that the effort to improve their
vocabulary by using word claps game was increase significantly. They enjoyed and attracted learning in the class, and they could
memorize the words easily with the game and they also could have applied a word clap game outside the English class. Furthermore,
they also were brave and confident to speak or make a sentence in English, although sometimes they made an error and mistake but
still better for those who did not try. After achieving the target of criterion minimum mastery where
minimally 75 students passed the KKM, the writer decided to stop the CAR because it had already succeeded. Hence, the writer did
not have to revise the plan, because every action was planned as good as possible, so that teaching learning activities could be
accomplished well.
C. Post-Implementing of the Action
In this case, the data after implementing the action consisted of two parts. Those were the results of post- interview and post-test. For further description,
it would be delivered as follows:
1. The result of Post-Interview a. The Description of Data from Post-Interview with English
Teacher
Post-interview with the English teacher was conducted on February 23
rd
, 2016. The questions given mostly related to the research, which were the condition of the class after the writer
implemented the action, then, the stude nts’ understanding in
vocabulary, and the opinion from English teacher after implemented word clap game in the class.
The first discussion was the condition of the class during word clap game is being applied. It was found that the stude
nts’ conditions were better than before carrying out the classroom action research.
The students seemed enthusiasm and interested in the game. So that, it made the process of teaching learning became more effective. They
were more brave to ask and answer the questions from the teacher, and surely it made the students confidence higher than before. That
was a big thing for students who tried to speak in front of people.
Then, the writer also asked about how was the stude nts’
understanding especially in vocabulary when she taught in the class. The English teacher said that there was an improvement from the
students when they studied about vocabulary. Usually, when the new material was given, the students were slightly difficult to follow the
material. Fortunately, a game helped them to understand or comprehend the material. They were playing a game and studying
altogether. Especially word clap game, it was matched with the material so the students also became easier to follow.
Then, the opinion about English teacher about word clap game. He said that the game was quite good to be applied in teaching
vocabulary. He added that not only vocabulary but also other skills could be used it, it depended on the selection of the material which
was suitable or not with the game. Actually, also felt that he had to do some games in the class. Because there were so many benefit that
would be changed in the class when used it.
b. The Description of Data from Post-Interview with Students of VIII F
Interview was conducted toward students of the subject class. Based on the English suggestion, five students were chosen to be
interviewed as the representative of the class. The questions are mostly about what they think about English, how teacher teaches
English vocabulary in class, and their opinion after the writer implementing word clap game in class.
Most of students thought the same way when the writer asked their opinion about English. One of them said that
“I actually like English, when the material was difficult, so do I also difficult to
understand it ”. They also stated that English was quite hard because
they had to memorize it, and sometimes when the material was difficult, they also gave up to understand it.
When asked about how the teacher teaches English vocabulary in the class, they gave different opinion about that. Student 1 said
“Usually the teacher just writes in the whiteboard and the student
have to write it too” while Student 2 said “The students have to do
some exercises from the English textbook and LK S” Student 4 stated
“We have to memorize it”. There was no various technique given from the teacher when teaching vocabulary in class and the
interviewee students also wanted a new way or technique to make an interesting and joyful condition in class.
Most of them were stated almost the same opinion when the writer asked about how they felt after word clap game applied in the
class. They were really like word clap game applied in the class. They agreed that using games, especially word clap game made them
enjoyed and interested with the material. The reasons also were various, student 1 said
“I really like the game because we can play and study together
”, student 2 stated “I like it because it can reduce boredom and sleepiness in the class
”. However, there was one student who said that she was nervous when played the game so that
she could not memorize the words perfectly.
2. The Result of Post-Test a The Result of Students
’ Vocabulary Achievement Post-Test 1 Cycle 1
To know the result of stude nts’ vocabulary achievement, first,
the writer needs to calculate the mean score. The mean score derived from the following formula:
=
x 10
−
x 1 00
x 10
= 66,3 Then the writer calculated the class percentage that
’s passed to the Minimum Mastery Criterion, using the following formula:
= = 41.6 Based on the result of the post-test 1, the mean score of the class
derived 66,3 in which there were 16 students or 41.6 of the students who got score above the Minimum Mastery Criterion.
However, there was an increase of stude nts’ mean score from
preliminary study up to the first cycle. The mean score from preliminary study was 52,7 while in the first cycle was 66,3. It
means that there was 25,8 of mean score improvement. The improvement score derived from the formula:
P =
, ,
= 0
,
= 25,8
b The Result of Students ’ Vocabulary Achievement Post-Test
2 Cycle 2
Post-test 2 was conducted after the cycle 2 is being implemented. In this cycle, the students got better score, there were
33 students had reached KKM, the mean score also improved from 66,3 to 75. It means there was an improvement of stude
nts’ mean score became 13,1. The calculation of the mean stude
nts’ score in post-test 2 was derived from:
