The Implementation of Classroom Action Research CAR

should facilitate the students in the classroom by using strategies such as visual, verbal and translation in teaching vocabulary. 5 b. The Result of Post-Interview Students Either the teacher or the students had been interviewed to make the data more reliable. The writer also asked the stude nts’ perception regarding to word clap game. The representative were five students in class F consisted 3 female and 2 male students. Most of them agreed that English was difficult to deal it, they have to memorize the rules of grammar, kind of texts, and so on. Next is the delivery from the teacher, it could be the most important thing to transfer the knowledge to the students. Sometimes it could be useful when the teacher used different methods to make it more interesting to learn because most of interviewees said that the teacher only used the same technique when teaching vocabulary. The last was their thought about word clap game, they almost strongly agree that the game was really helpful to change the mood in the class, English became attracted and interested. So, it could release their boredom and sleepiness in the class. c. The Result of Post-Test I Cycle I The mean score in the post-test of cycle 1 was 66,3. It means that the improvement result of the implementation between pre-test and post-test 1 was 25,8. Meanwhile, the class percentage which passed the KKM in post-test 1 was 41.60. It was not enough to reach the research target and still needed to be improved because there were only 16 students who pass the KKM, and there were 23 students whose score still under the KKM. It can be inferred that still needed more improvement because it could not achieve the target yet of success CAR. The students could not pass the KKM because the unfamiliar with the game, they still questioning about how to play the game because it was new for them. So that word clap game has not worked properly as it supposed to be. According to Wright 5 Ruth Gairns and Stuart Redman. Work ing with Words. A guide to teaching and learning vocabulary, Cambridge University Press, pp. 73 – 75. that is important to make sure that the game which is want to play is familiar with the students to reduce the difficulties in conducting the game. 6 Thus, after discussing with English teacher, the writer decided to continue to conduct the next cycle. d. The Result of Post-Test II Cycle II Afterwards, the mean score in the post-test 2 was 75. It showed that the improvement result of the implementation between post-test 1 and post-test 2 was 13,1. So, there was a significant improvement where 33 students above the KKM, and there were still 6 students who were not able to pass. The class percentage showed a significant improvement 84.6 from pre- test 7.6. It proved that the post-test 2 has fulfilled the success target of CAR in which above 70 students could pass the KKM. To conclude all data, the writer made a table and a figure to make it clear about the comparison in each cycle. In table 4.1 the writer made a comparison between pre-test, post-test 1, and post-test 2. The result was clear enough that the increasing score in each test and it also means that there was an improvement of their vocabulary mastery after the writer implemented the CAR or applied word clap game. Then, in figure 4.2, the writer gave a pie chart about the successful students and unsuccessful students passed the KKM in each test. The blue color means the successful students and the gray color means unsuccessful students. It showed an improvement in each cycle, in pre-test and post-test 1, there were still high number of students who could not pass the KKM, so the writer had to do the cycle 2 and conducted post-test 2. In post-test 2, there were the high number of students who could pass the KKM, it reached 84.60 which was 33 students and the result contrast pre-test and post-test 1. It means that the writer was successful in doing the research and make an improvement about the stude nts’ vocabulary mastery at the eighth grade students of SMPN 1 Purwasari. On the other words, the implementation of word clap game in improving stude nts’ vocabulary mastery was success, and then the writer 6 Andrew Wright et al, op. cit. p. 4. decided to stop the research. So, in the writ er’s result of finding, it was proved that game is solved for the problems above and game is an effective way to implement in the class because it can affect the stude nts’ attitude toward English, they seemed enthusiasm and attracted to learn. Furthermore, it can be proved from Wright idea that game help and encourage many students to build their interest and work, then help the teacher to create contexts in which the language is useful and meaningful. Also Games provide one way of helping the learners to experience language rather than merely study it. 7 7 Andrew Wright et. All. Games for Language Learning, p. 2.