the class that has been taught. After the data have been collecting by observer and teacher, both of them will discuss the next step,
which is they have to analyze data first then identify the problems that still happened in the class and how to improve it at the
classroom. Moreover, if one cycle had not yet met the requirements of what to achieve, then, the writer should make the next plan to
solve the stude nts’ problem of their vocabulary mastery.
The application of the design in the writer s’ study could be seen in the
following figure.
Figure 3.2 The Stud
y’s Design Pre-Intervie w and Pre-Observation:
Interviewing the English teacher for knowing mo re about the subject of the study, teachers
’ teaching technique and what problems the teacher faces in
class. Observing the teaching and learning process in the
class to clarify the problem.
Planning
Choosing the materials for applying the technique
Design a lesson plan Develop an evaluation form of
students Pre-test
Acting
Performing the lesson plan by providing the materials using Word Clap Game
CYCLE 1
Reflec ting
Evaluate the teaching and learning process
Analyze the students ’ achievement
Identify the problem of the first cycle
Discuss with English Teacher
Observin g
Observe the acting process Note all the observation process
through observation
classroom checklist
Post-test 1
Planning Revised Plan
Revise the lesson plan Re-select the material and topic
Develop the evaluation form for the cycle 2
Acting
Performing the revised lesson plan Teaching and learning by word clap
game to
improve students
’ vocabulary mastery
CYCLE 2
Reflec ting
Evaluate and analyze students ’
progress Discuss with English Teacher
Observin g
Observe student ’ during the learning
process Note all the observation process
through observation
classroom checklist
Post-test 2
Post-Intervie w:
Interviewing the English teacher for knowing his opinion regarding word c lap game and vocabulary
understanding for the students. Interviewing several students for knowing their
feeling and whether any improve ment of vocabulary mastery or not after imple menting word clap ga me
in the class
C. Subject of the Research
The subject of the research was the students at the eighth grade of SMPN 1 Purwasari in academic year 20152016. There were nine classes from A
class to I class. In this case, the writer chose VIII F class as the subject of the research. There were 39 students which is consists of 17 female
students and 22 male students in the classroom. The class was chosen based on the English teacher selection, among others classes, VIII F
students had the lowest score in English and the writer agreed to applying the strategy in that class. Also, it was to help them to improve and gain
their vocabulary scores.
D. Writer ’s Role in the Research
In this research, the role of the research was not only as the writer but also as a lesson planner, a teacher in the class, and a test maker collecting,
analyzing, and reporting the results of the study.
E. Technique of Collecting Data
In collecting data, the instrument that the writer used are observation, test, and interview. In addition, through observation, the teacher could observe
implicit understanding and how theory in use. Then, the interview is used as an additional way in gaining deeper information about something. Then,
the test is to measure the stude nts’ vocabulary score. Each technique of
data collection is described below: 1. Observation
The writer exchanged a role in the class became a teacher and the observer was the English teacher. The writer was arranged the
rubric list for observation sheets about the process of teaching and learning vocabulary through word clap game. The first aspect was
class structure, what the teacher does to prepare the students in learning new material, then the method used in the class by the
teacher and how is the way shehe deliver well-designed materials to the students. Furthermore, teacher-student interaction was quite
important, it involves the students ’ participation in the class,
students ’ attention during learning process and teacher’s ways to
quick-witted the awareness of individual student learning needs. The last was the content, does the teacher appears knowledgeable
or explains the concept clearly to the students.
2. Interview The unstructured interview was done before and after
implementing CAR in order to deeply analyze the problems faced
by the teachers and related the class situation, stude nts’
achievement, and also stude nts’ and teachers’ attitude toward the
teaching and learning process of vocabulary mastery. Ritchie and Lewis stated that the features of unstructured interview are the
flexible and interactive nature.
6
So, it makes the writer will deeply ask about the condition in the class. Moreover, the writer is going
to interview some students about teaching- learning vocabulary after using games. After the interviewed established, it was
transcribed and then was given back to the respondents to make the member-checking. It is a process in which the writer asked one or
more participants in the study to check the accuracy of the account. This was done to avoid misinterpretation between the writer and
respondents. The questions in the interview were delivered in Bahasa Indonesia to make it easier to understand and to answer
those questions for the participants. The interview was recorded by using a voice recorder.
3. Test Kinds of test is multiple choice. The test is used to know the
stude nts’ vocabulary mastery before conducting the research and
after conducting the result. There are two kinds of test in this research, namely pre-test and post-test. Pre-test is a test before the
implementation of this research. Meanwhile, post-test is a test which given after the implementation of this research.
F. Technique of the Data Analysis
Bogdan as cited by Sugiyono stated that data analysis is a process of systematically searching and arranging the interview transcripts, notes, and
other materials that this research accumulate to increase the understanding of
6
Jane Ritchie and Jane Lewis, Qualitative Research Practice. SAGE Publications, 2011 p. 168.
− −
them.
7
The analysis qualitative data used in this study is the observation of stude
nts’ activities during teaching-learning process, and the interview before and after CAR. Then, in analysis the quantitative data which is test, the writer
took the average of stude nts’ vocabulary score in one cycle. It is used to
measure how well studen ts’ ability on vocabulary. It used the formula:
8
To know the class percentage, the writer used the formula:
P : the class percentage F : total percentage
N : number of students
After getting mean of stude nts’ score per actions, the writer analyzed whether
there is any improvement of stude nts’ vocabulary score from pre-test up to
stude nts’ average score in each cycle or not. In analyzing that, the writer used
the formula:
P = x 100
P : percentage of stude nts’ improvement
y : pre-test result y1 : post-test 1
P= x 100
7
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R D, Bandung: Alfabeta, 2008, p. 334.
8
Ibid., p. 300.
