2 72
3
72
4 72
5 76
6 72
7
72
8 62
9 60
10
63
11 70
12 68
13
36
14 18
15 46
16 46
17
44
18 32
19 40
20
65
21 60
22 63
23
66
24
47
25 43
26 53
27
56
28 44
29 40
Mean
54.4
Students passing KKM
From the data above, it can be seen that there is only one student passing KKM, by score 76, while the rests are lower than 75. When the students
were taking the exam they also complained that the test was too hard, even though the words were taken from their material book.
B. The Implementation of CAR
After conducting the observation, interview, and pre test, the writer knew the students’ vocabulary problem were how to make their
vocabulary memorization lasted longer and more useful, in this research she used word cards as technique to enrich students’ vocabulary and
make the vocabularies stored longer in their mind, therefore, it also helped students to take the exam, because the vocabularies were taken
from their material book. This CAR consisted of two cycles, there were 4 phases for each
cycle, those are: planning, acting, observing, and reflecting.
1. Cycle 1 a. Planning
In this phase, the writer and the teacher planned some instruments they used in the class, they included lesson plans, some words that would
be presented to the students, and technique for presenting the words . The writer and the teacher also prepared some note sheets for noting all of the
classroom activities. The writer chose w
ord cards in enriching students’ vocabulary, in the observation, the writer made the students prepare some word cards, they
just needed to cut their papers into small parts, it consisted of 30 cards.
b. Acting
In this phase, the writer as the teacher applied word cards in the class; she had chosen some words that she presented to the students. She
had asked the students in the previous meeting to prepare some cards to note all the words that she gave.
In the first meeting, the writer made some lists of the words, the students copied the words on their cards, the words included 30 words,
each card had one word. After the students copied the words, the writer asked them to find the translation of the words in their dictionary, and
then they wrote them on the other side of cards The writer gave the students time to memorize the whole words
they had written on their cards included the translation. After memorizing the words, the students checked their memorization in pair.
In the second meeting, the steps were same as the first meeting, however, she gave the different words than the previous meeting, the
students prepared 25 cards, then copied the words on their cards and their translations. In this meeting, the writer also explained about the part of
speech of the words and got the students to make sentences by using those words, it was done to make students able to apply the words
contextually, therefore, the words were more useful. In the third meeting, the writer gave the students exercise, it
included part of speech, they were asked to identify the words part of speech, then she gave students game, it was ‘guess my word’, when the
students were already guess which word it was by asking yesno question, such as, ‘is it a nounverbadjective........?, does it begin
with..........?’.
c. Observing
Observing is one of the phase that must be included in an action research, in this phase the English teacher as the observer observed and
noted all of the class activities. The teacher prepared some note sheets for noting the class activities,
as the writer mention in acting phase, she presented vocabulary by word cards then the students check their memorization in pair. The duty of the
teacher was noting the students’ name and the words they could memorize well.
Here, the teacher found that some students were enthusiasm in receiving new vocabulary, they proudly asked teachers in English
language even though in the very simple question, many of them also never complained when being asked to prepare word cards for the next
meeting. When the students checked in pair, the observer noted how many words that the students could remember, then gave them point, it
was for encouraging them to participate during the English class.
d. Reflecting
After doing all of the phases, the writer gave the post test, then compared the score between the post and pre test whether there were any
improvements or not. Here is the table of students’ post test scores:
Students ’ Number
Post test 1 score 1
75
2 97.5
3 80
4
85
5 97.5
6 90
7
95
8
85
9 77.5
10 80
11
72.5
12 80
13 67.5
14
54
