18 every task given. It proved tha
t the use of “Word Games” helped the students to improve their vocabulary mastery.
In Somasari’s research the object of the research was the Senior High School students. The result of the research was the students showed positive response and
result. In this study, the researcher chooses Junior High School students. This was done in order to fill in the gap in the literature on research on action research.
B. Theoretical Framework
This section reviews the relationship between the research conducted by the researcher and the related theories.
Learning vocabulary becomes an essential thing for the students. This happens because vocabulary plays an important role in language learning. It is
important for the students to not only understand and know the meaning of the words but also know how to use them correctly. By knowing the words, knowing
how to use them in the sentences, and understanding their meaning, it could be concluded that the students master the vocabulary.
In learning English, the VII C students of SMP Negeri 6 Yogyakarta found difficulty in learning English because of their limited vocabulary.
The students’ limited vocabulary made the students found difficulty in understanding the
English sentences and the reading passage given. After knowing the students’ problem, the researcher decided to use one of
Cooperative Learning methods known as Student Teams-Achievement Divisions STAD to teach them vocabulary. Student Teams-Achievement Divisions
19 STAD was chosen because the researcher found that the students had different
level of understanding English. Some of the students had good performance in English and some of them had poor performance in English. With this mixed level
of performance, the use of STAD was expected to help the students to learn vocabulary. In this study there were thirty-four students in a class. The class was
divided into eight groups. There were six groups consisting of four students and two groups consisting of five students. Each group had one captain. The captains
were students who had good performance in English. The other members in groups were chosen randomly.
In Student Teams-Achievement Divisions STAD, the students of SMP Negeri 6 Yogykarta were required to work in groups. They should work together
in groups consisting of 4-5 people. The students who were good in English must help their group-mates to understand the materials. This was done in order to help
the group’s goals to be achieved. At the end of the classroom activity, the students were given tests to check whether they have progress in mastering vocabulary or
not. However in the tests the students must do it individually. They were not allowed to help other students.
The students’ scores would affect their teams’ scores. By applying Student Teams-Achievement Divisions STAD the VII C
students of SMP Negeri 6 Yogyakarta were expected to be able to enhance their vocabulary mastery in order to help the students to learn English.
20
CHAPTER III
RESEARCH METHODOLOGY
This chapter is aimed to present the research method, research setting, research participants, instruments and data gathering technique, data analysis
technique, and research procedure.
A. Research Method
