the next two meetings, the writer gave the material about announcement text and they had to make a group in order to do the
assignment. They had to make and draw an announcement poster. then, the next meeting they had to perform or present it in front of
the class while the judges also the other students and teacher. The meeting for the second cycle was over, the writer administered the
post-test 2. Fortunately, the result was quite satisfied and can be called proud. Therefore, the writer and teacher decided to stop the
research because the criterion of success had been accomplished.
3. Post-Implementing the Action
a. The Result of Post-Interview Teacher After implementing CAR for about six meetings. The writer asked about
teacher s’ opinion about the method that being used, then the students’
understanding in vocabulary and the condition of the class. He said that he was satisfied about the stude
nts’ improvement in score and their attitude toward English, although the students find difficult to
comprehend English lesson, they slowly showed their interest and enthusiasm in the class after word clap game applied in the class. The
condition in the class was still noisy but it was because they played the game. They were also more brave to ask and answer the questions from
the teacher and it was a big thing for students who tried to speak in front of people. The last discussion, he answered about his opinion related to
the game, he explained that the game was new for him and also the students but their reaction was good, they could run the game well. He
also thought that he had to do some games in the class next meeting. When presenting new vocabulary to the students, the teacher should give
more attention to the students because it will change the outcome when the they take a test or do some exercises. If the outcome is bad, the
teacher should try a different way in teaching. In line with Gairns, teacher
should facilitate the students in the classroom by using strategies such as visual, verbal and translation in teaching vocabulary.
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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
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Ruth Gairns and Stuart Redman. Work ing with Words. A guide to teaching and learning vocabulary, Cambridge University Press, pp. 73
– 75.
