who gained the score above the Minimum Mastery Criterion KKM meanwhile the other 36 students were below that criterion. The lowest
achievement gained score 30. From that analyzing, it could be seen that almost the VII F student
s’ score in gaining vocabulary was still very low.
B. The Implementation of Classroom Action Research CAR
After conducting the pre-interview, pre-observation, and pre-test, the writer knew the stude
nts’ vocabulary problem were how to make their vocabulary memorization lasted longer and more useful and interesting, in this research,
the writer used word claps game as technique to improve stude nts’ vocabulary
and make the vocabularies stored longer in their minds. This research consisted of two cycles, there were four phases for each cycle,
those are: planning, acting, observing, and reflecting.
1. Cycle 1 a. Planning Phase
In this phase, the writer and the teacher made a planning for the action dealing with preparing vocabulary learning and words clap
game, also prepared sheet of classroom observation activities in the class. The writer made a planning for the action research based on
the problems faced by students about vocabulary. The writer selected the material and exercises into a lesson plan. Next, the
teacher also prepared post-test 1 to collect data; to know whether there are an improvement scores from pre-test to post-test or not.
b. Acting Phase
The action of cycle 1 was done on January 25
th
, 30
th
up to February, 1
st
2016. The teacher implemented the teaching learning process based on the lesson plan that had been made. Next, the
teacher started to explain the material in every meeting that would like to be learned by the students during CAR. Besides, the teacher
used word claps game in order to measure stude nts’ vocabulary.
Moreover, the writer, in this case became the teacher, handled all of the activities in the classroom during this action. To make clear
what happens in ever meeting. Here are the explanations:
1 First Meeting DayDate : Monday, January 25
th
2016 Topic : Recount Text
a Opening the Class In the beginning, the teacher introduced herself as a
temporary teacher in order to do the research in that class. Then, greeted and asked about their condition.
Also, delivered the learning objectives and brief explanation about the material. It took about 10 minutes
for opening the class. b Main Activities
The teacher started the lesson by giving brainstorming to students about recount text. What have they known
before about recount text, some of students quietly and shyly answered it but most of them showed that they
still confused and blank about recount text. Then, the teacher explained about the purpose, generic structures
and language features about recount text. A few moments later, the teacher gave an exercise handout
and asked the students to make a small group discussion to answer the questions. The teacher realized that the
amount of students in the class is large, so, she made a group discussion in order to make an effective time and
learning for them. In the end, the exercise from each group submitted to the teacher and gave it to different
group to analyzed and checked the correct answers.
