The Trustworthiness of Test

The criterion that is used is as: Table 3.3 Criterion Scale ID REMARK – 0.14 Difficult

0.15 – 0.85

Moderate

0.86 – 1.00

Easy

H. The Criterion of the Action Success

Classroom action research CAR is able to be called successful if it can fulfill the criteria which have been determined, and fail if it cannot fulfill the criteria which have been determined. In this study, the research will succeed when there is 75 of students achieve the Minimal Mastery Criterion KKM, gaining score 70 seventy or above of vocabulary test started from pre-test up to the last cycle. If the criteria of the action success reached, it means that the next action of the Classroom Action Research would be stopped, but if the criteria has not been achieved yet, the alternative action would be done in the next cycle.

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION

A. Pre-Implementing the Action

There are three parts related to the fact- finding before implementing the action those are interview, pre observation, and pre-test. Those explanations as following:

1. The Result of Pre-Interview

Before implementing the CAR, the writer interviewed the English teacher, it was unstructured interview where the questions related to the teaching and learning vocabulary, also discussed the general condition in English class especially in learning vocabulary, and the difficulties faced by the students in learning vocabulary, and asking about teaching vocabulary by using game. It was held on January22 nd started at 12.00 P.M and finished at 12.30 P.M. First category discussed about the general condition in English class especially in learning vocabulary. The teacher said that the condition in the class is quite good although it can be found that there are some students who still needed a lot of leads and directs from the teacher. In addition, the students thought that this compulsory subject is difficult to be learned because it is foreign language in Indonesia. Second category was about the teaching and learning process used by the teacher in teaching vocabulary. The teacher usually used drilling technique when presenting new vocabulary. The new vocabulary and the meaning must be repeated several times in order to make the students easy to remember. When the writer asked the other technique that usually used in teaching vocabulary, the teacher said that he only used drilling because he thought that the technique was quite effective to be applied, the students would be remembered with repeated words several times especially when the students wanted to practice and study more at their home. 33 Third category was the difficulties faced by the students when they learned vocabulary. The pronunciation is the main problem from the students based on the English teacher statement, most of students still confused how to pronounce the words well because it was different from the written and spoken language. Then, the next problem is the students easily forget the material that have been learned from the previous meeting, so, the teacher must be reviewed once again to make the students kept the same track with the teacher. The last category was about the teaching English by using game, the teacher respond was great, he explained that the students was really like the game, it could make the learning interesting and enjoyable in the class but he never tried when he taught vocabulary in the class.

2. The Result Pre-Observation

Pre observation was conducted to observe the process of teaching learning in gaining vocabulary before implementing the action. It was held at VIII F class of SMP 1 Purwasari in academic year 20152016. There were 39 students in this class. The pre-observation was conducted on 23 th January 2016. It started at 08.40 A.M and finished at 10.00 A.M. There were four categories that was observed by the observer in the classroom, which were class structure, methods, teacher-student interaction, and contents. a. Class Structure At the beginning, the teacher gave the brief overview of the material that would be learned at that meeting, also reviewed previous day ’s course content. Then he looked around the students and asked about the stude nts’ absence and when everything was set up he began to delivered the material. b. Methods From the writer point of view, the method was quite traditional, the teacher didn ’t prepare any interesting technique in the class. The source of material only in textbook and then the teacher wrote the material in the whiteboard while the students wrote what ’s in the whiteboard. He was lecturer whole time, and there was no group or class discussion and even students centered activities. c. Teacher-Students Interaction The class situation was quite noisy most of time, because the methods from teacher was not fun and interesting, the amount of students was high and also there were more male students than female students which made the class noisier. Moreover, some of male students became “troublemaker”, they sometimes mocked, and yelled other students and made fun of the material when the teacher explained in front of the class. But when the teacher showed his anger, the students slowly quiet and followed the teacher explanation. Students participation was still low, they didn ’t aware of the material and they thought English was difficult to learn like mathematics. However, there were still some students who showed their high interest in English, especially when quiz session, they were so competitive when answered the questions from the teacher. d. Contents Although the teacher gave a lecture in the class, he delivered well- planned lecture. The material in that meeting was synonym. The teacher gave a list of synonym which was the words that highly frequent in daily activities. So, it made the students easier to remember.

3. The Result of Pre-Test

The pre-test had been done before the classroom action research CAR. The writer gave the students pre-test, it was done to know the students ’ vocabulary mastery, therefore, she could compare the score of pre-test and post-test. The test was multiple choice, included finding synonyms and antonyms, also fill in the blank It was conducted on Saturday, January 23 th 2014. It started at 12.30 P.M an d finished at 13.15 P.M.