is played in groups. Besides, students can study vocabulary not only in the class but also in their house. They can study vocabulary by themselves whenever and
wherever they are. The writer expects that by using word clap game, the students can memorize new vocabularies easily. There are no difficulties and reasons for the
students not to learn vocabularies because of the lack of facilities, because this game does not need expensive equipment or complicated preparation to practice, just clap
their hands and say the word. Based on the explanation above, word clap game is one of techniques in teaching vocabulary because this technique will be easier for
the students to figure out the meaning of the target word, and to memorize it. It is also fun so that the students will find that learning language is enjoyable. Thus, this
technique can effective be used in teaching vocabulary. In reference to the explanation above and strong desire of finding the solution
of these problems, the writer has motivation to do the research in improving stude
nts’ vocabulary mastery through word clap game. The writer wants to make a classroom action research to know the process of the implementation through word
clap game and also the improvements of stude nts’ vocabulary mastery. In this case,
the writer will do an action research entitled “Improving Students’ Vocabulary
Mastery Through Word Clap Game A Classroom Action Research at the Eight Grade Stude
nts’ of SMP 1 Purwasari”.
B. Identification of the Problems
From explanation above, the writer can identify some conditions that promote the problem of this study to occur as follows:
1. The delivery from the teacher does not make the students attracted to the material
2. Most of the students do not want to take risks in applying what they have learned
3. Most of students have difficulty in remembering new vocabulary
C. Limitation of the Problem
To avoid misunderstanding and to clarify the study, the making of limitation of the study should be made. The writer limits the study on improving stude
nts’ vocabulary mastery through word clap game.
D. Formulation of the Problem
In the Background of the Study, the author specified the research in improving stude
nts’ vocabulary mastery by using word clap game in SMP 1 Purwasari, then the formulation of the problems is:
“How was students’ vocabulary mastery improved through word clap game at the eighth grade
students of SM PN 1 Purwasari?”
E. The Objective of the Study
The study intends to know whether word clap game can improve students ’
vocabulary mastery at the eighth grade students of SMP 1 Purwasari.
F. The Significance of the Study
This paper hopefully can give contribution to the groups of people, they are: for English teacher, students, and other researchers. They are described as
follow: 1. It is useful for the teachers; to give further information about the
word clap game to enhance stude nts’ vocabulary mastery and
teachers can change their method that is more interesting. 2. It is useful for the students; to be a substantial point for the students
to improve their vocabulary mastery by using word clap game and also to make the students enjoy and fun in following teaching
learning process. 3. It is also useful for the other researchers; it is expected to be useful
information in leading them to further research on different aspects in the same field of study.
CHAPTER II THEORETICAL FRAMEWORK
A. Vocabulary Mastery 1. The Nature of Vocabulary and Mastery
Vocabulary refers to all of words in the whole language or the words or phrases used in particular variety. Linse mentioned that
vocabulary is the collection of words that an individual knows.
1
Vocabulary is also one of the components of language which supports the speaker in communication. In other words, vocabulary plays a very
important role in developing the four language skills listening, speaking, reading, and writing. As mentioned by Cameron, in
language teaching, a major resource between the development of words, the meaning and the links will be covered under vocabulary.
2
In addition, Richards and Renandya stated that vocabulary is a core component of language proficiency and provides much of the basis for
how well learners speak, listen, and write.
3
In learning English, students in junior school should learn a new vocabulary. They have to
master a language component in order to comprehend the information, and able to speak and write in English. Vocabulary is also important to
express idea or to ask for certain important. If the learners have a lack of vocabulary, they will find some difficulties in expressing ideas in
oral or written. In addition, if the learners have less vocabulary, they also cannot access the information or knowledge. Moreover, without
the words the learners cannot really understand facts or ideas that the learners have met. Students at least must understand the meaning of
the words, so they will get what is conveyed by the text or what is
1
Caroline T. Linse. Practical English Language Teaching: Young Learners. McGraw-Hill, 2007 p. 121.
2
Lynne Cameron, op. cit., p. 94.
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.
6
spoken by someone. The more students have sufficient vocabulary; the better sentences they could create. One should be able to master
adequate vocabulary to convey their message. In line with Schmitt that
someone must consider the meant by vocabulary,
4
it means that the capacity of vocabulary plays an important part for language.
Therefore, it can be concluded that vocabulary not only contains list of words but also contains all information about using word and it also
contains meaning of words so that it will be used b y people to communicate to express their ideas.
From the definition above, the writer concluded that vocabulary is one of the most important language components that are used to
communicate between someone to another. No language exists without vocabularies and words are signs or symbols for idea. The more words
we learn; the more ideas we should have. It means that without vocabulary we will be unable to use the language communicatively.
Mastery means natural or acquired facility in specific activity; ability, art, command, craft, proficiency, skill, and technique.
5
It can be said that mastery is possession of skill, ability, and technique in
conducting a certain activity. It can be concluded that vocabulary mastery means an ability of students to use all the words of language
in conducting communication. It means that mastery is regarded as the ability of a students to implant the essence of the lesson given in a
whole. Meanwhile, vocabulary is all the words of language. In other words, vocabulary mastery means an ability to use a number of words
as means for making communication with others.
4
Norbert Schmitt, Vocabulary in Language Teaching, Cambridge: Cambridge University Press, 2000, p. 1.
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http:www.answer.comtopicmastery
