Median 52
65 75
Mode
52 65
70 Below is the figure of stude
nts’ percentage who passed the KKM.
Figure 4.1 The Percentage of Successful and Unsuccessful
Student s’ Passing the KKM
Pre-Test
7.60
92.40
Successful Students
Unsuccessful Students
Post-Test 1
58.40 41.60
Successful Students
Unsuccessful Students
Post-Test 2
15.40
Successful Students
Unsuccessful Students
84.60
Based on the figure above, it showed that there was a significant improvement the stude
nts’ percentage who passed the KKM. In pre- test there were only 7.6 students where 3 students who passed the
KKM, while the rest of students which were 36 students under the KKM score. Then, in a post-test cycle 1, there were only 16
students out of 39 who could pass the KKM which was the
percentage only 41.6. The last, in the post-test of cycle 2, the gap was quite large from the post-test 1. There were 84.6 students
who passed the KKM. In conclusion, the post-test 2 was succeeded because the criterion of success in CAR was 75 from the total
students in the class. The comparison is also presented in the following figure. The figure
shows the stude nts’ score improvement on each test:
Figure 4.2 The Student
s’ Scores Improvement
75 66.3
52.7
PRE-TEST CYCLE 1 CYCLE 2 Me a n Score
The figure shows the improvement from both the stude nts’
mean score and the students passed the minimum criterion score. It was proved that the target of Classroom Action Research
accomplished in which minimum 75 students passed the minimum criterion where 33 students out of 39 students passed it,
and the percentage was 84,6. The means score also was gradually increase quite higher from pre-test, post-test 1 to post-test 2.
D. The Interpretation of the Data
As a whole, the interpretation of the research results will be delivered as following:
1. Pre-Implementing the Action
a. The Result of Pre-Interview Based on the data gained from the pre-interview with English teacher, it
indicated that the stude nts’ vocabulary was quite poor because the
students had difficulty in memorizing the new words and keeping their last vocabulary, then, the lack of pronunciation makes difficult for the
students in memorizing the words. Those were also the general problems that arose when teacher teaches vocabulary for learners, because
Thornburry already stated in chapter II that there are several difficulties in teaching vocabulary, which are pronunciation, meaning, grammar, and
length and complexity of the words.
1
So, it should be the teacher s’ job to
solve it, to find a solution regarding of that. Therefore, one of solution is the teacher
’s needs to find the suitable technique in teaching vocabulary. The writer suggested implementing word clap game as a technique in
teaching vocabulary, because game is an activity which is entertaining and engaging.
2
After conducting the action, the English teacher gave positive responses about the action. Both of the writer and English
teacher felt satisfied with the improvement made by the students from their vocabulary score and also their willingness when they learned new
material. b. The Result of Pre-Observation
The writer observed the teacher in 8F class before implementing CAR. The stude
nts’ participation was quite passive, the technique given by the teacher in teaching vocabulary is not interested for students, the teacher
just giving a list of vocabulary and the students had to memorize the words and the meaning individually. Furthermore, the students also had a
1
Scott Thornburry. op. cit., pp. 27 —28.
2
Andrew Wright et al, op. cit. p. 1.
hard time in memorizing the words, so the teaching and learning process became less effectively. This problem also effects to anothe
r skills’ proficiency in English, if the students had a little vocabulary they could
not speak fluently, or do not understand while listening English and many more because the limitation of their vocabulary. Vocabulary is the
essential part of language that should be concern for the students. This idea also stated in chapter II vocabulary is a core component of language
proficiency.
3
While from Linse that vocabulary is the collection of words that an individual knows.
4
The thing is the teacher should give new vocabulary to the students and make sure that their vocabulary increase in
each meeting. Therefore, if learners have a lack of vocabulary, they will find some difficulties in expressing ideas in oral or written.
c. The Result of Pre-Test Before implementing CAR, the writer gave pre-test to the students to
measure their achievement in vocabulary mastery. There are 39 students in the class consisted 17 female and 22 male students. The result was only
three students who passed the minimum criterion mastery 70 while the rest got under seventy. It means there were only 7.60 students who
passed it and 92.40 could not pass it. In the table 4.1 showed that the maximum score was 76, the minimum score was 30 while the mean was
52.7 and the mode was 62. It was still far from the KKM that had been decided in the beginning.
2. The Implementation of Classroom Action Research CAR
a. Cycle 1 The writer planned about the lesson planning for the next three
meetings, the observation checklist, and post-test 1. The English teacher
s’ job was to observe the teaching and learning process in the class by using the observation checklist. In the first meeting, the
3
Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching, An Anthology of Current Practice. New York: Cambridge University Press, 2002, p. 225.
4
Caroline T. Linse. Practical English Language Teaching: Young Learners. McGraw-Hill, 2007, p. 121.
writer introduce herself as the temporary teacher and told them that they were the writer
’s subject of the research. The writer gave material about recount text and also gave some exercises. The
stude nts’ response was quite good but their participation in class
was still low. Moreover, the stude nts’ understanding in English was
also low. To solve those problems, the writer would give word clap game for the second meeting, the material was still related to
recount text which is the usage of regular and irregular verbs in the text. the writer asked the students to divide into several groups.
Then, she delivered the material and gave the list of regular and irregular verbs. After doing some exercises, they played word clap
game and the stude nts’ participation was increase and they felt quite
happy and enjoy when they played the game although some of them still did not understand about the rules of the game. The third
meeting, the writer reviewed about previous materials and she asked to the students to sit in their group like before and did some
assignment. They had to make the story about their experience. after that, the students played word clap game again to empower their
vocabulary. Afterwards, the writer administered the post-test 1 and analyzed it, she and the teacher discussed about the high number of
unsuccessful students who could not pass the KKM. Therefore, she decided to conduct the next cycle.
b. Cycle 2 The writer revised the plan in order to make the improvement from
the previous cycle. The first meeting, the writer gave material about degree of comparison, she explained the material and gave an
exercise to students. They can do pair-teaching because the writer wanted to make a different way and since group work already used
before. In the end of meeting, she prepared word clap game and the topic was degree of comparison. The students seemed familiar with
the game and it seemed they were more relaxed and enjoyed it. For
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
