The Result of Post test

P = ── X 100 N 1 P= X 100 29 P= 3.44 From that calculation, it is known the percentage of students passing KKM is only 3.44, there is only one student passing KKM from 29 students, it can be said that students’ vocabulary mastery is very low. Below is the chart of students’scores in pre test After scoring, pre test, the writer gave the students post test 1, then calculated the score, it was to know whether any improvement or not between pre test and post test 1. In this test, there were 15 students passing KKM. In calculating the student’s percentage passing KKM, here, the writer still uses the same formula as in pre test. 5 10 15 20 25 30 KKM KKM 75 KKM The number of students getting KKM The number of students getting KKM 75 The number of students getting KKM F P = ── X 100 N 15 P= X 100 29 P= 51.72 Below is the chart of students’ scores in post test 1 It is known that, the students’ percentage in post test 1 is better than in pre test. Later, the writer calculated the percentage of students’ improvement between pre test and post test1. y1 - y P = ──── X 100 y 74 – 54.4 2 4 6 8 10 12 14 KKM KKM 75 KKM The number of students getting KKM The number of students getting KKM 75 The number of students getting KKM P = ───────── X 100 54.4 19.6 P = ──── X 100 54.4 P = 36 Here, the writer sees that the improveme nt of students’ percentage is 36 The next step was calculating the percentage of students passing KKM in post test 2. In this test, there were 25 students could reach KKM. F P = ── X 100 N 25 P = ── X 100 29 P = 86.20 Below is the chart of students’ scores in post test 2. After, calculating the percentage of students passing KKM in post test 2, the next step, the writer calculated the percentage of students’ improvement between pre test and post test 2. y2 - y P = ──── X 100 y 84 – 54.4 P = ───────── X 100 54.4 29.6 P = ──── X 100 54.4 P = 54.41 It shows the percentage of students’ improvement from pre test to post test 2 is 54.41, there are 25 students passing KKM while the rests are failed. In pre test the number of students passing the KKM was only 5 10 15 20 25 KKM KKM 75 KKM The number of students getting KKM The number of students getting KKM 75 The number of students getting KKM 1 student and the percentage was 34.48 , meanwhile, in the post test 2 there were 25 students passing KKM and the percentage was 86.20.

D. The Interpretation of the Data

In pre test, the mean score of students was 54.4, it was before the writer used word cards in presenting new vocabularies, while the percentage of students passing KKM was 3.44, there was only 1 student getting 75 or above, 28 students were failed. In post test 1, it was conducted in the first cycle of CAR, the mean of students ’ score was 74, the percentage of students getting 75 or above was 51.72, it means, there was good improvement from pre test to post test 1, however, students still needed to improve their score, since, the criterion of action success was 75, they still needed the better result. Therefore, the writer and the teacher conducted the second cycle. In post test 2, the mean of students score improved, it was 84, and the percentage of students getting 75 or above was 86.20, there were 25 students passing KKM, it means this CAR is called successful, because the percentage of students passing KKM was above 75. Below is the chart of students’ score improvement from pre test up to post test 2. 5 10 15 20 25 30 Pre test Post test 1 Post test 2 KKM 75 KKM 49

Chapter V Conclusion and Suggestion

A. Conclusion

From all of discussion of this ‘skripsi’, the writer concludes that using word cards is one way of enriching students’ vocabulary that is helpful; students need to enrich their vocabulary since vocabulary is one of the most important components in languages, here, the writer conducted research in SMK Nusantara class XI.2 marketing program. Word cards, the technique that the writer uses here is a technique that has been suggested by ISP. Nation, using word cards is a simple technique in enriching students’ vocabulary, since, word cards are portable, students can take them everywhere, even though, there are still many disadvantages in using word cards, as the writer has mentioned in chapter II, it is undeniable that using word cards is a good way. In this research, the writer uses classroom action research, it is the research the first introduced by Kurt Lewin, there are so many models which can be used, here, the writer uses Kemmis and Taggart model as the writer has mentioned in chapter III, this research included some steps needed to be carried out, in conducting the research, the writer also needs to calculate the validity, index difficulty, and index facility of test, those are done to get a good test.