IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH WORD CLAP GAME (A Classroom Action Research at the Eighth Grade Students of SMPN 1 Purwasari)

IMPROVING STUDENT

S’

VOCABULARY MASTER Y

THROUGH WORD CLAP GAME

(A Classroom Action Research at the Eighth Grade Students of SMPN 1 Purwasari)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training

in a Partial Fulfillment of the Requirements

for Degree of S.Pd., in the Department of English Education

By:

NURINA AYUNINGTYAS 1111014000031

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF

HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

In the name of Allah the most Beneficent and the most Merciful.

Praise and gratitude be to Allah, the most gracious, the most merciful, the lord of universe, for giving strength and guidance for the writer, so that this skripsi can be finished thoroughly. Peace and blessing be upon Prophet Muhammad who has guided us from the darkness to the lightness.

This skripsi is written to fulfill one of the requirements to obtain the Sarjana

degree at the English Department of Faculty of Tarbiyah and Teachers’ Training,

State Islamic University Syarif Hidayatullah Jakarta.

Firstly, the writer would thank to the beloved parents, Mr. Sukadar and Mrs. Mimi Utami who always be patient to educate, motivate, and always pray for the writer every time. They also never stop teaching their previous meaning of life, giving their knowledge, and giving their time wherever and whenever she needs. The writer also thanks to the older brother and his wife and also their twins baby; Wirawan Aria, Hany Nadya, Muhammad Al Ayyubi, and Muhammad Al Fatih. In addition, the writer also thanks to the beloved friend; Bhakti Destian Wijaya who always giving support, motivation, and love.

Secondly, the writer would like to address her thank and great attitude to Dr.

Fahriany, M.Pd. and Teguh K haerudin, M.App.Ling as the writer’s advisors who

give consultation with full of patience, help and guidance as valuable advice

during developing this “skripsi” and completing her work. Hopefully, Allah

always blesses them with their family, they are always healthy and may Allah grant all of their wishes.

Thirdly, the writer thought that she would never finish this skripsi without their supports and their helps. Her gratitude also goes to:

1. All lecturers in the Department of English Education, for teaching precious knowledge, giving motivation, and for sharing wonderful study experience.

English Education and as the Secretary of Department of English Education.

3. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiyah and

Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.

4. Mr. Juhanda, as the Headmaster of SMPN 1 Purwasari, Mr. Jajang, as the English teacher for the eighth students, and all of the teachers and staff for their cooperation and kindness given to me in doing this research.

5. The writer’s best friends those she cannot write all names who helped in

finishing this graduating skripsi and have continuously given aid, great support and suggestion to the writer in finishing this skripsi.

Finally, the writer admits that the writing is still far from being perfect. Therefore, she hopes some suggestions and criticism from the reader for this

skripsi. Hopefully this skripsi will have some values for her and the reader.

Jakarta, April 18th, 2016

The Writer

Word Clap Game (A Classroom Action Research at the Eighth Grade Students of SMPN 1 Purwasari). Skripsi of Department of English Education at Faculty of Tarbiya and Teachers Training of Syarif Hidayatullah State Islamic University Jakarta.

Keywords : Word Clap Game, Vocabulary Mastery

The objective of this study was to see the empirical evidence about the

improvement of the students’ vocabulary mastery through word clap game at the

eighth grade students of SMPN 1 Purwasari. The subject in this study was 8F students of SMPN 1 Purwasari. The research method is classroom action research that follows the design of K urt Lewin developed by the researcher. The research was conducted in two cycles. Then, each cycle conducted three meetings (the test was not included as meeting). This research was carried out for one month. Techniques of data collection were interviews, observation, and test (pre-test and post-test). The result of this study was the implementation of learning English vocabulary through word clap game has increased. The result showed in the pre- test there were only three students passed the KKM in which 52.7 as the mean score, then the post-test 1 there were 16 students passed the KKM with 66.7 as the mean score. Finally, the post-test 2 showed significant improvement where 33 students passed the KKM with 75 as the mean score. It means that 84.6% of the students can reach scores more than seventy (70) and has achieved the minimum mastery criterion (KKM). Furthermore, the results of observations showed that the students more motivated and enthusiastic in learning English, especially for English vocabulary mastery. In addition, the outcome of post- interview from students and English teacher showed that they agreed by using word clap game

could improve students’ vocabulary mastery because the game made the students

could easier to memorize the vocabulary. Based on the result above, it can be concluded that using word clap game at the eighth grade students of SMPN 1

Purwasari can improve students’ vocabulary mastery.

Word Clap Game (A Classroom Action Research at the Eighth Grade Students of SMPN 1 Purwasari). Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Tarbiya dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Keywords : Word Clap Game, Vocabulary Mastery

Tujuan penelitian ini adalah untuk melihat bukti empiris tentang meningkatkan kemampuan kosakata siswa dengan menggunakan word clap game kelas 8 SMPN 1 Purwasari. Peserta penelitian adalah siswa kelas VIII F SMPN 1 Purwasari. Metode penelitian yang digunakan adalah penelitian tindakan kelas yang mengikuti desain dari Kurt Lewin dan dikembangkan oleh peneliti. Penelitian ini dilakukan 2 (dua) siklus. Lalu, setiap siklusnya diadakan 3 (tiga) pertemuan (tes tidak termasuk dalam pertemuan mengajar). Penelitian ini dilakukan selama satu bulan. Teknik pengumpulan data terdiri dari wawancara, pengamatan dan tes (terdiri dari pre-test dan post-test). Hasil dari penelitian menunjukkan adanya peningkatan kosakata siswa melalui word clap game. Hasil dari pre-test menunjukkan bahwa hanya ada tiga siswa yang berhasil melampaui nilai dari KKM dengan rata-rata nilai 52.7, lalu pada post-test 2 hanya ada 16 siswa yang berhasil melewati batas KKM dengan rata-rata nilai 66.7. Selanjutnya, pada post-test 2 ada kenaikan yang signifikan dengan jumlah total 33 siswa berhasil melampaui nilai KKM dengan rata-rata nilai 75. Yang artinya sekitar 84.6% siswa bisa meraih nilai lebih dari 70 dan telah mencapai kriteria minimal dalam KKM. Selanjtunya, hasil pengamatan menunjukkan bahwa siswa bisa lebih termotivasi dan terlihat antusias ketika belajar kosakata bahasa Inggris. Lalu, hasil data dari wawancara beberapa murid dan guru setelah penelitian berlangsung menunjukkan bahwa mereka sepakat menyetujui bahwa penggunaan word clap game dapat membantu meningkatkan penguasaan kosakata karena permainan ini

membuat murid- murid dapat mengingat kosakata yang baru lebih

mudah.Berdasarkan data diatas, bisa disimpulkan bahwa menggunakan word clap game untuk siswa kelas 8 SMPN 1 Purwasari dapat meningkatkan kemampuan kosakata siswa.

APPROVAL ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA ILMIAH ... iv

ACKNOWLEDGMENT ... v

ABSTRACT ... vii

TABLE OF CONTENTS... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDIX ... xiv

CHAPTER I. INTRODUCTION A. The Background of Study ... 1

B. Identification of the Problems ... 4

C. Limitation of the Problem ... 5

D. The Formulation of the Problem ... 5

E. The Objective of the Study ... 5

F. The Significance of the Study ... 5

CHAPTER II. THEORETICAL FRAMEWORK A. Vocabulary Mastery ... 6

1. The Nature of Vocabulary and Mastery ... 6

2. Kinds of Vocabulary... 8

3. The Difficulties in Teaching Vocabulary ... 10

4. Techniques in Presenting Vocabulary ... 12

B. Game 1. The Nature of Game... 13

2. Principles of Game Selection ... 15

C. Word Clap Game

1. The Nature of Word Clap Game ... 16

2. The Benefit of Word Clasp Game... 17

3. Procedures Teaching Vocabulary by Using Word Clap Game 17 D. Previous Related Studies... 18

CHAPTER III. RESEARCH METHODOLOGY A. Time and Place of the Research ... 21

B. Research Method and Design ... 21

C. Subject of the Research ... 25

D. Writer’s Role in the Research ... 26

E. Technique of Collecting Data ... 26

F. Technique of Data Analysis ... 27

G. The Trustworthiness of Test... 29

H. The Criterion of the Action Success ... 32

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION A. Pre-Implementing the Action ... 33

1. The Result of Pre-Interview ... 33

2. The Result of Pre-Observation... 34

3. The result of Pre-Test ... 35

B. The Implementation of the Action ... 37

a. Cycle 1 ... 37

a. Planning Phase ... 37

b. Acting Phase ... 37

c. Observing Phase... 42

d. Reflecting Phase... 43

b. Cycle 2 ... 44

a. Planning Phase ... 44

b. Acting Phase ... 45

c. Observing Phase... 48

d. Reflecting Phase... 49

C. Post-Implementing the Action ... 50

1. The Result of Post-Interview ... 50

a. The Description of Data from Post-Interview with English Teacher... 50

b. The Description of Data from Post-Interview with Students of VIII F ... 51

2. The Result of Post-Test ... 52

a. The Result of Students’ Vocabulary Achievement Post-Test 1 (Cycle 1) ... 52

b. The Result of Students’ Vocabulary Achievement Post-Test 2 (Cycle 2)... 53

D. The Interpretation of the Data ... 57

CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 64

B. Suggestion ... 65

REFERENCES ... 66

APPENDICES ... 69

Table 3.2 Discriminating Scale ... 31

Table 3.3 Criterion Scale... 32

Table 4.1 Students’ Vocabulary Score in Pre-Test ... 36

Table 4.2 The Comparison Scores of Pre-Test, Post-Test 1, and

Post-Test 2... 54

Figure 3.2 The Study’s Design ... 24

Figure 4.1 The Percentage of Students’ Passing the KKM ... 55

Figure 4.2 The Students’ Scores Improvement ... 56

(Before CAR) ... 70

Appendix 2 Silabus Pembelajaran ... 72

Appendix 3 Rencana Pelaksanaan Pembelajaran ... 92

Appendix 4 Interview Guidelines for the Classroom Action Research (After CAR) ... 127

Appendix 5 Interview Transcript (Students)... 129

Appendix 6 Classroom Observation Checklist ... 131

Appendix 7 Transcription of Classroom Observation ... 133

Appendix 8 Kisi – Kisi Soal Pre-test dan Post-Test 1 CAR ... 139

Appendix 9 Kisi – Kisi Post-Test 2 CAR ... 141

Appendix 10 Soal Pre-Test ... 143

Appendix 11 Soal Post-Test 1 ... 147

Appendix 12 Soal Post-Test 2 ... 151

Appendix 13 Item Facility Analysis ... 156

Appendix 14 Discrimination Power Analysis ... 159

Appendix 15 Students’ Score ... 162

Appendix 16 Anatest Result of Pre-test and Post-test 2 ... 164

Appendix 17 Surat Permohonan Izin Penelitian ... 167

Appendix 18 Surat Keterangan Pelaksanaan Penelitian ... 168

CHAPTER I INTRODUCTION

A. The Background of Study

People live in a world of language, they play, fight, share idea or opinion with language. Fromkin mentioned that someone has to understand the language to prove

that he or she is the human being.1 The language itself contains vocabulary, that’s

why vocabulary is one of the essential language components in studying language. It is necessary because the words are the basic building blocks of the language, the

unit of meaning from which larger structures such as sentences or paragraphs.2

Therefore, having good vocabulary can make easier to understand the meaning of the words and mastering vocabulary is the key to language learning, the students who have good vocabulary will be easier to master the language skills well. On the other hand, the students who have less vocabulary will get difficulty to understand the text, to speak English, and to write their idea. Furthermore, they neither

understand what others’ saying nor make sentences to transfer their messages to

other people. In other words, this could also be the most difficult factor of failing in language acquisition. Clearly, vocabulary is needed for expressing meaning and conveying thought through both receptive and productive skills.

The importance of vocabulary is larger than other aspects because when a person learns about a new language, usually she or he thinks about mastering vocabulary. It means that whenever people use a language, automatically they have to use the words of the language. Therefore, it is crucial for them to have range of vocabulary. By having large vocabulary, they can precisely open some ideas both in oral and written communication. Learning vocabulary is important because it helps students develop their speaking, reading, writing and listening. Cameron stated that a person is said to know the word if they can recognize the meaning of

1 _{Victoria Fromkin et al. Introduction to Language Seventh Edition, (Thomson Wadsworth,} 2002), p. 3.

2 _{John Read, Assessing Vocabulary, (Cambridge University Press, 2000), p. 1.}

the word.3 _{Thornburry also adds that without grammar very little can be conveyed,}

but without vocabulary nothing can be conveyed.4 It means that mastering grammar

is needed by the students because they will hard to say something and without mastering vocabulary there is nothing to say. Those are shown that the more words are known, the more information is able to be transferred in the language. otherwise, the lack of vocabulary results difficulties in delivering the messages. Therefore, mastering vocabulary is needed in order to master a language and to use it as a tool in communication.

Furthermore, School based Curriculum in Indonesia states similar idea that learning vocabulary is requiring serious attention for Indonesian students, because the objective of English teaching in Indonesia is the students are expected to

develop English language skills by using 1000 words for Junior High School.5 The

next curriculum, Competency-Based Curriculum - Kurikulum Berbasis Kompetensi

(KBK) and the School Based Curriculum - Kurikulum Tingkat Satuan Pendidikan

(KTSP) which was established in 2004 and 2006 does not mention explicitly the total of words which should be mastered by the students in Junior High School.

However, based on Standard Competence- Standar Kompetensi (SK) and Basic

Competence- Kompetensi Dasar (KD) mentioned in KTSP, the eighth grade

students are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of recount and narrative text to interact with

people in their nearest environment.6 Hence, vocabulary is very important and

should be taught to students. Also, they should increase their vocabulary acquisition right now.

Even though the students realize the importance of vocabulary acquisition when learning a new language, most of students learned vocabulary passively due to

3 _{Lynne Cameron, Teaching Language to Young Learner, (Cambridge: Cambridge University}

Press, 2001), p. 75.

4 _{Scott Thornburry, How to Teach Vocabulary. (Pearson Education Limited, 2002), p. 13.}

5 _{Depdikbud, Kurik ulum Sekolah Menengah Tingk at Atas: Garis-garis Besar Progra m}

Pengajaran Bidang Studi Bahasa Inggris, (Jaka rta: Departe men Pendid ikan dan Kebudayaan) in B. Y. Cahyono and Uta mi W , The Teaching of EFL Vocabulary in the Indonesian Context, TEFL in Journal, Vol. 19, 2008, p. 7.

6 _{Standar Kompetensi dan Kompetensi Dasar SMP/MTS (Jakarta: Kementrian Pendidikan}

several factors based on the preliminary study at SMP 1 Purwasari. First, the

teacher’s explanation for meaning or definition, pronunciation, spelling and

grammatical functions is monotonous. In this case, the students have nothing to do in vocabulary learning but to listen to their teacher almost during the class. Second, most of the students do not want to take risks in applying what they have learned. The learners may recognize a word in a written or spoken form that they have already known, but they did not have any courage to speak up or write it when the teacher asked them to make a sentence. Furthermore, the students find it difficult to remember so many vocabularies and also they were lack of interest in learning and it was difficult for them to memorize the new vocabulary. In order to make the students interested in learning vocabulary, attractive media or different strategy are needed to support the teaching and learning activities. Hatch and Brown said that teaching strategies refer to everything teachers do or should do in order to help their

learners learn.7 So, the teacher should do various technique to make the teaching

and learning process in class become attractive, for example, visual based media become one of the interesting techniques that can be applied in the class.

For those conditions, it is generally suggested by using visual aids as media in teaching language, such as songs, games, films, pictures, and so on. In this study, the writer only focuses on using the game in language learning process, especially, world clap game. Thornburry mentioned that the game can encourage the learners to recall words easily and the fun factor may help them to make the words more

memorable and a competitive element often make the learners enthusiasm.8

Word clap game is one of the visual aids than can be used in the teaching and learning process. The writer chooses word clap game as a medium for teaching English vocabulary since there are several benefits such as; students can improve their vocabulary mastery and try to remember the vocabularies as soon as they clap their hands. The students can also enjoy learning vocabularies without any

boredom. In addition, it can also build students’ self-confidence because this game

7 _{Hatch and Brown in Visnja Takac, Vocabulary Learning Strategies and Foreign Language}

Acquisition. (Multi Lingual Matters Ltd, 2007), p. 19 8 _{Scott Thornburry. op. cit., p. 102.}

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

students’ 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 students’ 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 Students’ 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

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 students’

vocabulary mastery through word clap game.

D. Formulation of the Problem

In the Background of the Study, the author specified the research in

improving students’ 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 SMPN 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 students’ 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.

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.

2. Kinds of Vocabulary

Read in Assessing Vocabulary consists of two, namely, function

and content words, those are:6

a. Function words. These words can be seen in grammatical

aspects, such as articles, prepositions, pronouns, conjunctions, auxiliaries, etc.

b. Content words. These words modify the meaning and

provide links to the sentences. The kinds of these words are noun, verb, adjective, and adverb.

The other important aspect in vocabulary is the meaning of the words. One word has relation to other words. Thornburry categorizes

such as follows:7

a. Synonym

Synonyms are words that share a similar meaning. For example:

Smart = Intelligent Beautiful = Pretty Novel = New b. Antonym

Antonyms are words with the opposite meaning. For example: Young X Old

Big X Small

Black X White

c. Homonym

Homonyms are words with the same spelling (called homographs) or pronunciation (called homophones) but with a different meaning. For example:

Hoarse (sound) X Horse (animal)

Can (be able to) X Can (container)

6 _{John Read, op. cit., p. 18.}

Thornburry also added on his book, the classification of words based on their functional categories called part of speech; noun, adjective, verb, and adverb. They may substitute for words in one of largest serve as signals for various patterns or relate one group of words

to another. The explanation such as follows:8

a. Word Classes

The word plays different roles in a text. It is divided into eight different word classes:

1) Nouns

Nouns are words which are used to denote a person, thing, or place. These are all common nouns. There are also proper nouns which are the names of a specific

person, place, event etc. For example: Raymond,

Ahmad, Jakarta, so on

2) Pronouns

Pronoun are words that are used to replace a person or

thing. For example: he, she, it, they, we, I, you.

3) Verbs

Verbs are words that ae used to tell the reader or listener what is happening in the sentences. For

example: hit, read, think, run, and so on.

4) Adjectives

The words that used to explain or modify a person, place, or thing. An adjective gives the reader or speaker extra information about a noun or delimits in some way.

For example: beautiful, small, handsome, tall, etc.

5) Adverbs

Adverbs are words that used to describe verb adjectives

or adverbs. For example: carefully, slowly, now, ago,

and so on.

6) Preposition

The words that used with a noun or pronoun that are placed in front of them to show a relation between these words with another part of the sentence. For example:

at, on, in, under, behind, opposite, beside

7) Conjunction

The words that used to connect word on a group of words or sentences. Conjunctions are usually used in

the adverbial clause. For example: for, but, or, and,

when, because if, although

8) Determiner

The determiners-words like ‘a’, ‘the’, ‘some’, ‘an’. To

make easier in learning.

3. The Difficulties in Teaching Vocabulary

According to Thornburry, there are several factors causing second or foreign language learners feel some words more difficult, those are: pronunciation, spelling, length and complexity, meaning, and

grammar.9

a. Pronunciation

It is occurred when some words are unfamiliar to the learners, so that, the learners think the sounds more difficult to pronounce and also difficult to learn by them. For example, Sundanese speakers

who are hard to distinguish between ‘p’ and ‘f’, such as the word

paper, some of them pronounce it ‘faper’, ‘fafer’, ‘pafer’, the

difficult pronunciation can be caused some the letters do not exist in the learners first language, so, it makes the habitual action and continue when they learn a new language.

b. Spelling

Spelling usually becomes the problem for second or foreign language learners. In Indonesia, the spelling of English letters definitely opposite with Bahasa, it is also supported when the writer interviewed the English teacher. Most of students especially in rural area had difficult to spell the letters because of the effect of their mother tongue. Also sound-spelling mismatches commonly caused of errors, either pronunciation or spelling.

c. Length and Complexity

The longer words seem to be more difficult for learners, also variable of stress, such as in the word families like: present, represent, representative, and representatively, can add their difficulties.

d. Meaning

Some of words in English have multiple meaning so the learners may confuse on how to apply in a certain context or the meaning itself, the learners actually know the meaning but they did not know

another meaning of that word. For example, the words ‘make’ and

‘do’ in some sentences. ‘you make a dinner’ and ‘you make an

appointment’, but ‘you do the homework’ and ‘do an interview’.

e. Grammar

Indonesian speakers know that noun is following adjective, such as

in the phrase ‘mobil baru’ that influences when the speakers are

translating the English phrase, such as ‘blue clothes’ most of them

translate it becomes ‘biru baju’.

Another problem in grammar is the usage of verb + ing, to + infinitive, bare infinitive, or irregular and regular verbs. Then, they also may confuse to decide which one followed by usage of verb + ing, to + infinitive, bare infinitive, or irregular and regular verbs.

4. Techniques in Presenting Vocabulary

In the classroom, some techniques can be used by teachers to teach vocabulary. There are many ways of teaching vocabulary and presenting the meaning of the new words such as:

a. Concise definition (as in dictionary, often superordinate with some qualifications, for example, a bird is an animal which…..)

b. Description (of appearance, qualities, etc) c. Examples (hyponyms)

d. Illustration (picture, object) e. Demonstration (acting, mime)

f. Context (story of sentences in which item occurs) g. Synonyms

h. Opposites (antonyms)

i. Translation 10

The other expert gave some ways for teacher who has spontaneous reaction in the classroom when some students ask about vocabulary, it can be called unplanned teaching strategies. According to Seal in

Visnja, there are three procedures for teacher or called the three C’s,

those are:

a. Conveys the meaning

b. Checks the meaning by asking questions

c. Consolidates the meaning in learners’ memory by relating it to

context or personal experience.11

10 _{Penny Ur, A Course in Language Teaching: Practice and Theory. (New York:}

Cambridge University Press, 1996), p. 63.

11 _{Visnja Pavicic Takac, Vocabulary Learning Strategies and Foreign Language}

B. Game

1. The Nature of Game

Game is an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact

with others.12 Also, game is an activity with rues, a goal and an element of

fun.13 In classroom activity, learners have some types of learning such as

visual, audiovisual, kinesthetic, and audio. Therefore, in teaching

vocabulary, teachers can use some techniques to facilitate students’ need

in presenting vocabulary. These techniques are visual technique, verbal techniques, and translation.

a. Visual

The technique includes pictures, realia, drawing, mime, gesture, flash card. In classroom, teachers can use power point in order to make their vocabulary presentation more interesting. This technique is useful for teaching concrete items of vocabulary such as description, place, actions, etc.

b. Verbal

The technique includes the use of illustrative situation of synonym and definition, contrast and opposite, and scale and example. This technique involves the use of spoken or written language.

c. Translation

The technique commonly used by teacher to present a new vocabulary. Teachers can use the dictionary, and e-translate in the

classroom activity.14

d. Kinesthetic

The teacher will show a preference for demonstrations and

physical activity involving bodily movement.15 The teacher

12 _{Andrew Wright et al, Games for Language Learning, (United Kingdom: Cambridge}

University Press, 2006), p. 1.

13 _{Jill Hadfield, Intermediate Grammar Games, (Pearson Education, 2003), p. 4.}

14 _{Ruth Gairns and Stuart Redman. Work ing with Words. A guide to teaching and learning}

usually use game like word clap game, this game can also be included in visual technique.

As the writer experience and observation through several schools, game is really useful when teaching in the classroom. It can be helpful for both teacher and students. Students usually would be accepted the material with game easily and also the teacher could make the effective teaching through game. Furthermore, students usually more relaxed and enjoyed when they have to play with others students in the classroom. They play together without bad feeling because the activity that they do make they feel free. In classroom activity, it was generally found some teachers uses games for their teaching process not only in the school but also in course. So, the term of game concluded by the writer is an activity that have rules and can make people do with having fun and entertaining also sometimes makes the game became challenging because the students have to compete each other.

In addition, games also have benefits for teaching and learning activity as follows:

a. Games help and encourage many students to build their interest and work.

b. Games help the teacher to create contexts in which the language is useful and meaningful.

c. Games provide one way of helping the learners to experience

language rather than merely study it.16

In teaching and learning activity, game can be used for teacher to facilitate their students in order to make the learning process easier. However, in choosing the game, the teacher must be careful because

teachers should consider students’ level of learning. Some games may be

difficult or boring for students so that for teaching vocabulary at eighth grade students, teacher may use creative games such as Board Game,

15 _{H. Douglas Brown. Strategies for Success: A Practical Guide to Learning English.}

(Longman, 2002), p. 129.

Jeopardy, Bingo, Scrabble, Word Claps, Snake Words, etc. In this study, the writer used Word Claps game as a technique in teaching vocabulary.

2. Principles of Game Selection

In determining the role of games in developing student’s

vocabulary, the teacher needs to have their purpose clearly in mind if the major purpose is to make learning English vocabulary effective and successful. According to Wright, it is important to make sure that the game which is want to play is familiar with the students to reduce the

difficulties in conducting the games.17 It means that in using game in

the class, the English teacher not only responsible in selecting game that want to use in the class but also in creating conditions in the class, in term conditioning students and the material.

According to Houston, there are some principles of using games in

the class:18

a. Specify the purpose

The teacher should know what the purpose of the games that he or she plays in the class.

b. Explain the rules clearly before begin

It is important to make sure the students understand how to play the games. The purpose of the game cannot be reached if the students do not understand how to play the game. It is fine if the

teacher explains the rule in native’s language.

c. Be prepared for the “extra student”

The teacher has to make sure all of the students join to the game.

d. Avoid drifting off during the game

17 _{Ibid., p. 4.}

When the game is playing, watch for potential problems that can be remained. If there is a student who is not understands the rules, stop the game and go for the rules again.

e. Look for signs that students are getting tired

If the students look tired, the teacher should stop the game before the students lost their attention.

f. Choose games carefully to save money and time. Try to use a game that can be prepared easily. g. Find new sources

Try to use a new game that never be used before. h. Recycle.

If there is an old game that success applied in the class before. It is fine to use it again in another class.

i. Make a file

Make a file that consists of games. It can make the teacher easy if she/he wants to use games in another time.

j. Don’t do overdo it

Game is joyful and interesting play in the class, but if it is too much, it can waste the time and make another important thing do not have time to teach in the class.

C. Word Clap Game

1. The Nature of Word Clap Game

Word clap game is a game that uses claps and collaboration with other students. Brown stated that most students learn better by working with a

classmate.19 _{Students stand or sit in a circle, and, following the teach}er’_s

lead, maintain a four beat rhythm, clapping their hands on their thighs

three times (one-two-three...) and then both hands together (four!)20 They

have to mention a word from a pre-selected lexical set (for example, fruit

19 _{H. Douglas Brown. Strategies for Success: A Practical Guide to Learning English.}

(Longman, 2002), p. 129.

and vegetable) or every fourth beat. The student who can mention words

more than the other, he or she is the winner.21 The teacher has to prepare

the theme that will be applied in that game. The teacher’s role is that just

monitor and resource center, moving from group to group, listening, supplying any necessary language, noting errors, but not interrupting or correcting as this impedes fluency and spoils the atmosphere. In addition, the teacher should carry paper and pen to note any persistent errors or area of difficulty. These can be dealt with in a feedback session after the game.

2. Benefits of using Word Clap Game

In teaching vocabulary by using word clap game, there were several

benefits that students’ can get, such as: the game can be used at any stage

of lesson once the target language has been introduced and explained.22 So,

the teacher can apply it in each level of school, whether they are formal education or non- formal education. This game can help and encourage

many learners to sustain their interest and work.23 It means that it is

interesting for the students to develop their vocabulary acquisition. Furthermore, this game is simple, easy to play and also cheap, because the teacher does not have to prepare anything or buy some equipment related to the game. Just clap the hands and mention the word.

3. Procedures Teaching Vocabulary by Using Word Claps Game

Generally, at the first the teacher and students have to know the role and the way how to use this game. To prepare this game, teacher does not need to prepare such thing, just prepare the students and the theme.

According to Thornburry there are several steps of the game, there are:24

1) Teacher prepares the theme. 2) Teacher lead the game.

21 _Ibid.,

22 _{Jill Hadfield, loc. cit., p. 4.} 23 _{Andrew Wright, op. cit., p. 1.} 24 _Ibid.,

3) Teacher explains the rule of playing this game.

4) Students stand or sit in a circle and follow teacher’s lead, maintain a

four-beat rhythm, clapping their hands on their thighs three times (one- two-three...) and then both hands together (four!).

5) Students have to mention a word from a pre-selected lexical set (for example, fruit and vegetable) or every fourth beat.

6) Students who either repeat the word already mentioned, or break the rhythm or say nothing are out.

7) The game ends when there is only one student left as the winner.

D. Previous Related Studies

Based on the research entitled “The Effectiveness of Using Games to

Improve Students’ Vocabulary” (2014) by Riyana Muntika Saraswati, she

wanted to find out whether the use of games is effective to improve students’

understanding of noun. She used a quasi-experimental research consisting three classes of research. The subject of the research was the tenth grade students of SMA Nusantara 1 Tangerang. The writer only used test in order to collect the data and used cluster random sampling to get the samples. The result of this research showed that there was an empirical evidence that the use

of the game as the teaching technique is effective and improve the student’s

vocabulary of noun. It can be seen from the scores of both experimental classes was higher than the controlled class. The average post-test score for both experimental classes were 72,1 and 72,4 while the controlled class was 68,2. So, the writer was successful in doing the research because there was significant improvement scores for both experimental classes than controlled

class.25

Wiji Lestari (2013) through her research entitled “Improving Students

Vocabulary Mastery Through Words Clap Game” (A Classroom Action Research of the eighth grade Students of MTs SUNAN KALIJAGA, Kendal,

25 _{Riyana Muntika Saraswati, The Effectiveness of Using Games to Improve Students’}

Vocabulary (A Quasi-Experimental Study at the Tenth Grade Students of SMA Nusantara 1 Tangerang), (Jakarta: State Islamic University Syarif Hidayatullah, 2014)

Sampetan, Ampel, Boyolali in the Academic Year of 2012/2013). This research aimed to describe the procedure of words clap game on teaching vocabulary

and to know the improvement of students’ vocabulary mastery after teaching-

learning vocabulary through words clap game. She used the classroom action research as the design method and used observation, test, and documentation as the instruments of the research. The subject of the research was the eighth grade students of MTs Sunan Kalijaga which consist of 36 pupils. There was

an improvement significantly shown from the students’ pre-test and post-test.

The mean score of pre-test in cycle I was 52,91 and cycle II was 57,08. In addition, score of post-test in cycle I was 65 and cycle II was 70,97. Also the

writer found that there was an improvement from the students’ activity or

interest in learning process in the class because the writer used field note as an

observation to add more information besides test that was given. 26

Aqidatul Husnah, through her research entitled “Enriching Students’

Vocabulary by Using Word Cards” (A Classroom Action Research at Second Grade of Marketing Program Class XI.2 SMK Nusantara, Ciputat, South Tangerang). The subject of the research was the XI.2 students of Marketing Program SMK Nusantara. She used classroom action research as design method and it consisted of two cycles. She conducted interview, observation, and tests to collect the data. From this research, the students could enrich their vocabulary by using word cards. It was proved by the scores of pre-test and post-test. O nly one student who passed the KKM in the pre-test while the

mean of students’ score was 54,4. Then in the post-test I (cycle I), 15 students

were passed while the mean increased into 74. In the post-test II (cycle II), there were 25 students passed the KKM with mean percentage 84. It was

successful since the criteria of action success was 75%.27

26 _{Wiji Lestari, Improving Students Vocabulary Mastery Through Words Clap Game (A}

Classroom Action Research of the eighth grade Students of MTs S UNAN KALIJAGA, Kendal, Sampetan, Ampel, Boyolali in the Academic Year of 2012/2013), (Salatiga: State Institute for Islamic Studies (STAIN) of Salatiga, 2013)

27 _{Aqidatul Husna, Enriching Students’ Vocabulary by Using Word Cards” (A Classroom}

Action Research at Second Grade of Mark eting Program Class XI.2 SMK Nusantara, Ciputat, South Tangerang), (Jakarta: State Islamic University of Jakarta, 2011).

On the contrary, the study conducted by the writer has several similarity and differences from the research which was carried out by the previous researchers. The similarity was they were using game to improve vocabulary mastery. Furthermore, the research also uses the similar idea with instruments,

most of all gave a test to measure the students’ improvement before doing the

research and after doing the research. Then, the objective of the research, both of the writer and previous researchers have the same idea that is to improve the students understanding in vocabulary or to know whether or not the effect of word clap game on vocabulary mastery.

On the other hand, the differences were the research design, only two researchers used classroom action research while one of them use experiment study. In here, the writer also uses the classroom action research as the research design. Then, the sample of the research, the writer applies the research at the eighth grade students of junior high school but another researcher applies at the eleventh grade of students marketing program.

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Place of the Research

This research was conducted at SMPN 1 Purwasari which is located at Jl. K.H Moch. Sodiq, Desa Sukasari, Kecamatan Purwasari, 41373. The research

was carried out on January 25th up to March 1st. The selection of the school as

the research setting was based on the reason that the school was relatively accessible, both administratively and in term of distance.

B. Research Method and Design

This study was guided by a qualitative approach with Classroom Action Research (CAR) in particular. It was done by researcher to gather information

about, and improve the ways teachers’ teaching and students learning.1 This

study is aimed to improve the practice of education by studying issues or

problem the teacher’s face in the class and then reflect about these problems,

collect and analyze the data and implement changes based on their findings.2

Arikunto stated that CAR is viewed as a device to improve the quality of teaching and learning ability in the physical classroom. CAR also helps the teacher through any methods, skills, and strategies through pair-teaching

between the writer and the teacher as collaborative study.3 In here, the teacher

encouraged the writer by giving some advice, opinion or suggestion to make the action in the class run well. Meanwhile, Johnson explained that CAR is the process of studying a real school or classroom situation to understand and

improve the quality of actions or instructions.4 It means that to begin CAR, the

writer needs to identify any real problems which is found in the classroom

concerning students’ condition in teaching- learning process.

577.

108.

1 _{John W. Creswell, Educational Research Planning, (USA: Pearson Education, 2012), p.} 2 _Ibid.,

3 _{Suharsimi Arikunto, Penelitian Tindak an Kelas, (Jakarta: Bumi Aksara, 2009), pp. 106} – 4 _{Andrew Johnson, A Short Guide to Action Research, (Pearson Education: 2008), p. 34.}

The Classroom Action Research (CAR) procedure used in this research

was Kurt Lewin’s Design. It was used because Lewin’s design was more

comprehensible and understandable for the writer. However, later the writer would be developed the design from Lewin. There are four phases in each cycle; planning, acting, observing, and reflecting. The figure below represents

the cycles of Kurt Lewin’s design.

Planning

Acting

Cycle

Reflecting

Observing

Figure 3.1

Kurt Lewin’s Classroom Action Research Design5

Here is the following explanation about each phases: 1. Planning Phase

In this phase, after identifying and diagnosing students’ problems

in vocabulary mastery proven by interviewing the teacher, observing the class, and conducting the test, some plans related to how solve the problems in the classroom were made. The writer as English teacher makes lesson plan based on the issue in the

classroom and to improve students’ vocabulary mastery by using

word clap game in order to make the students memorize some vocabulary and the meaning more interesting.

Then the form of lesson plan implemented to the students in the class. Post-tests were also prepared in order to know whether there

were some improvements on the students’ score achievement from

each test. 2. Acting Phase

The writer gave the material to the students based on the lesson plan that has been made. Besides, the writer and the teacher collaborate their ideas and opinions each other to carry out the planned action. The writer used word clap game as the strategy in teaching vocabulary, and the teacher observed the condition of class during teaching and learning process. here, it began the process of research problems that the writer found it, and also there were two cycles in which each cycle consisted of three meetings in action.

3. Observing Phase

Observation toward implementation of the action was carried out by using observation sheets. In this case, the writer asked for help from the English teacher to be an observer in the class. The

observer observes the students’ response, participation,

achievement and everything which is found during the teaching

and learning process and also observes the teacher’s activity in the

class. In order to know the changes made by the implementation of the action toward the subject of the research.

4. Reflecting Phase

Both of the teacher and the observer has the evaluation aspect

during the process of teaching and learning students’ vocabulary

mastery through word clap game. In this step, the teacher has to understand the issue of teaching and learning and the situation in

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 students’ problem of their vocabulary mastery.

The application of the design in the writers’ study could be seen in the

following figure.

Figure 3.2 The Study’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

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 2015/2016. 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 students’ 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 she/he 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, students’

achievement, and also students’ 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

students’ 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)}

− −

them.7 The analysis qualitative data used in this study is the observation of

students’ 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 students’ vocabulary score in one cycle. It is used to

measure how well students’ 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 students’ score per actions, the writer analyzed whether

there is any improvement of students’ vocabulary score from pre-test up to

students’ average score in each cycle or not. In analyzing that, the writer used

the formula:

P = x 100%

P : percentage of students’ 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.

P : percentage of students’ improvement y : post-test 1

y2 : post-test 2

G. The Trustworthiness of Test

To analyze the examined test items, the writer uses the trustworthiness of test. There are some ways including:

1. Test Validity

Validity is the component criteria for evaluating the test or as a measure of the test. It could be about the representation of test toward the material that is being given for the students. Milton added that validity addresses whether a test measures what it is supposed to measure and not

something else.9 Before administering the pre-test, the writer analyzes the

validity and the reliability of pre-test instrument in order to find out whether the test is valid or good to be used. According to Arikunto, information will be valid if appropriate with the fact and the test will be

valid if it can be measure what it should be measure10

Before administering the test, the writer used auditing by asking the advisor to review and evaluate the study to ensure the validity of the

instruments.11 _{Then, after the students did the pre-test, she used the Anates}

software developed by Drs. KARNO To, M.Pd and Yudi Wibisono, ST to

calculate the instruments’ validity and reliability scores.

Table 3.1

The criterion of “koefisien korelasi”12

Scale Remark

0.80 – 1.0 Very high

9 _{James Milton, Measuring Second Language Vocabulary Acquisition, (British Library,}

2009), p. 18.

10 _{Prof. Dr. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidik an,(Jakarta: Bumi Aksara,}

2010), pp. 58 – 59.

11 _{Creswell, op.cit., p. 259.}

0.60 – 0.80 High

0.40 – 0.60 Enough

0.20 – 0.40 Low

0.0 – 0.20 Very low

After the calculation using “ANATEST”, the validity value or XY

correlation of the pre-test instrument used in this study was 0.69. It means the test is valid and categorized into high quality. It was gotten the data from 40 (forty) questions multiple choices that was examined before and got 25 (twenty- five) questions that was valid through ANATES software. Instrument that was valid are number 1, 4, 5, 7, 9, 10, 13, 16, 17, 18, 20, 21, 22, 23 24, 26, 28, 29, 31, 33, 34, 37, 38, 39, and 40. Meanwhile, the reliability of the instrument was 0.81 which means the test is valid and categorized into very high reliability. Then, the validity value of post-test 2 used in this study was 0.55. it means the test is valid and categorized into enough quality. Then, the reliability of the instrument was 0.71 which means the test is valid and categorized into high reliability.

2. Discrimination Power

The analysis of discrimination power test items is to know the performance of the test through distinguishing students who have high achievement and low achievement. Item discrimination provides more detailed analysis of the test items difficulty, because it shows how the top scores and lower scores performed on each item. The formula as

following:13

D =

D : The index of discriminating power

U : The number of correct answer in the upper group

L : The number of correct answers in the lower group N : The total number of people in the top group The discriminating power scale uses:

Table 3.2 Discriminating Scale

DP REMARK

0.6 – 1.0 Very Good

0.4 – 0.6 Good

0.1 – 0.3 Enough

-1 – 0.0 Bad

3. Item Facility

Item facility (difficulty item) concern on the proportion of comparing students who answer the questions correctly with all of the students following the test. Item difficulty is how easy or difficult is the test based

on the group of students. The formula as following:14

IF = N

correct

N

total

IF : Item facility

Ncorrect : Number of students who selected the correct answer

Ntotal : Total number of students taking the test

66.

The criterion that is used is as:

Table 3.3 Criterion Scale

ID REMARK

0 – 0.14 Difficult

0.15 – 0.85 Moderate

0.86 – 1.00 Easy

H. The Criterion of the Action Success

Classroom action research (CAR) is able to be called successful if it can fulfill the criteria which have been determined, and fail if it cannot fulfill the criteria which have been determined. In this study, the research will succeed when there is 75% of students achieve the Minimal Mastery Criterion (KKM), gaining score 70 (seventy) or above of vocabulary test started from pre-test up to the last cycle. If the criteria of the action success reached, it means that the next action of the Classroom Action Research would be stopped, but if the criteria has not been achieved yet, the alternative action would be done in the next cycle.

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Pre-Implementing the Action

There are three parts related to the fact- finding before implementing the action those are interview, pre observation, and pre-test. Those explanations as following:

1. The Result of Pre-Interview

Before implementing the CAR, the writer interviewed the English teacher, it was unstructured interview where the questions related to the teaching and learning vocabulary, also discussed the general condition in English class especially in learning vocabulary, and the difficulties faced by the students in learning vocabulary, and asking about teaching vocabulary

by using game. It was held on January22nd started at 12.00 P.M and

finished at 12.30 P.M.

First category discussed about the general condition in English class especially in learning vocabulary. The teacher said that the condition in the class is quite good although it can be found that there are some students who still needed a lot of leads and directs from the teacher. In addition, the students thought that this compulsory subject is difficult to be learned because it is foreign language in Indonesia.

Second category was about the teaching and learning process used by the teacher in teaching vocabulary. The teacher usually used drilling technique when presenting new vocabulary. The new vocabulary and the meaning must be repeated several times in order to make the students easy to remember. When the writer asked the other technique that usually used in teaching vocabulary, the teacher said that he only used drilling because he thought that the technique was quite effective to be applied, the students would be remembered with repeated words several times especially when the students wanted to practice and study more at their home.

Third category was the difficulties faced by the students when they learned vocabulary. The pronunciation is the main problem from the students based on the English teacher statement, most of students still confused how to pronounce the words well because it was different from the written and spoken language. Then, the next problem is the students easily forget the material that have been learned from the previous meeting, so, the teacher must be reviewed once again to make the students kept the same track with the teacher.

The last category was about the teaching English by using game, the teacher respond was great, he explained that the students was really like the game, it could make the learning interesting and enjoyable in the class but he never tried when he taught vocabulary in the class.

2. The Result Pre-Observation

Pre observation was conducted to observe the process of teaching learning in gaining vocabulary before implementing the action. It was held at VIII F class of SMP 1 Purwasari in academic year 2015/2016. There

were 39 students in this class. The pre-observation was conducted on 23th

January 2016. It started at 08.40 A.M and finished at 10.00 A.M. There were four categories that was observed by the observer in the classroom, which were class structure, methods, teacher-student interaction, and contents.

a. Class Structure

At the beginning, the teacher gave the brief overview of the material

that would be learned at that meeting, also reviewed previous day’s

course content. Then he looked around the students and asked about the

students’ absence and when everything was set up he began to delivered

the material. b. Methods

From the writer point of view, the method was quite traditional, the

of material only in textbook and then the teacher wrote the material in

the whiteboard while the students wrote what’s in the whiteboard. He

was lecturer whole time, and there was no group or class discussion and even students centered activities.

c. Teacher-Students Interaction

The class situation was quite noisy most of time, because the methods from teacher was not fun and interesting, the amount of students was high and also there were more male students than female students which made the class noisier. Moreover, some of male students became

“troublemaker”, they sometimes mocked, and yelled other students and

made fun of the material when the teacher explained in front of the class. But when the teacher showed his anger, the students slowly quiet and followed the teacher explanation. Students participation was still

low, they didn’t aware of the material and they thought English was

difficult to learn like mathematics. However, there were still some students who showed their high interest in English, especially when quiz session, they were so competitive when answered the questions from the teacher.

d. Contents

Although the teacher gave a lecture in the class, he delivered well- planned lecture. The material in that meeting was synonym. The teacher gave a list of synonym which was the words that highly frequent in daily activities. So, it made the students easier to remember.

3. The Result of Pre-Test

The pre-test had been done before the classroom action research (CAR).

The writer gave the students pre-test, it was done to know the students’

vocabulary mastery, therefore, she could compare the score of pre-test and post-test. The test was multiple choice, included finding synonyms and

antonyms, also fill in the blank It was conducted on Saturday, January 23th

x 1 00

After giving the pre-test, the writer calculated the score, below is the

students’ score for the pre-test.

Table 4.1

Students’ vocabulary score in pre-test

Category Score

Maximum 76

Minimum 30

Mean 52.7

Median 52

Mode 52

From the data above, it can be seen that the mean and the minimum of the of pre-test score were quite low. Also the median and mean score were 52. Then, the maximum of the score was 76. To get the result of pre-test, firstly, the writer calculated the mean score.

= = 52.7

Then, the percentage of students’ who passed the KKM score, the

writer used the following formula:

P = % P = 7.6 %

Based on the result of pre-test, the data showed that the mean score of pre-test is 52.7. There were only three students or 7.69% of the students

who gained the score above the Minimum Mastery Criterion (KKM) meanwhile the other 36 students were below that criterion. The lowest achievement gained score 30. From that analyzing, it could be seen that

almost the VII F students’ score in gaining vocabulary was still very low.

B. The Implementation of Classroom Action Research (CAR)

After conducting the pre-interview, pre-observation, and pre-test, the writer

knew the students’ vocabulary problem were how to make their vocabulary

memorization lasted longer and more useful and interesting, in this research,

the writer used word claps game as technique to improve students’ vocabulary

and make the vocabularies stored longer in their minds.

This research consisted of two cycles, there were four phases for each cycle, those are: planning, acting, observing, and reflecting.

1. Cycle 1

a. Planning Phase

In this phase, the writer and the teacher made a planning for the action dealing with preparing vocabulary learning and words clap game, also prepared sheet of classroom observation activities in the class. The writer made a planning for the action research based on the problems faced by students about vocabulary. The writer selected the material and exercises into a lesson plan. Next, the teacher also prepared post-test 1 to collect data; to know whether there are an improvement scores from pre-test to post-test or not.

b. Acting Phase

The action of cycle 1 was done on January 25th_{, 30}th _{up to}

February, 1st 2016. The teacher implemented the teaching learning

process based on the lesson plan that had been made. Next, the teacher started to explain the material in every meeting that would like to be learned by the students during CAR. Besides, the teacher

Moreover, the writer, in this case became the teacher, handled all of the activities in the classroom during this action. To make clear what happens in ever meeting. Here are the explanations:

1) First Meeting

Day/Date : Monday, January 25th ₂₀₁₆

Topic : Recount Text

a) Opening the Class

In the beginning, the teacher introduced herself as a temporary teacher in order to do the research in that class. Then, greeted and asked about their condition. Also, delivered the learning objectives and brief explanation about the material. It took about 10 minutes for opening the class.

b) Main Activities

The teacher started the lesson by giving brainstorming to students about recount text. What have they known before about recount text, some of students quietly and shyly answered it but most of them showed that they still confused and blank about recount text. Then, the teacher explained about the purpose, generic structures and language features about recount text. A few moments later, the teacher gave an exercise handout and asked the students to make a small group discussion to answer the questions. The teacher realized that the amount of students in the class is large, so, she made a group discussion in order to make an effective time and learning for them. In the end, the exercise from each group submitted to the teacher and gave it to different group to analyzed and checked the correct answers.

c) Closure

The teacher opened questions and answer session for students who have not been understood related to the material, and gave some advices and information about what will be learn for the next meeting.

2) Second Meeting

Day/Date : Saturday, January 30th ₂₀₁₆

Topic : Irregular and Regular Verb

a) Opening the Class

In the beginning, the teacher greeted and asked about the absence in the class. Also, delivered the learning objectives and brief explanation about the material. b) Main Activities

The teacher looked around about the situation in the class, after she thought the class was quite silent, she was firstly asked the students were they bring or borrow the dictionary from the library or not, because in the previous meeting the problem arose when they did not know the meaning of the words at all and it made the learning process became less effective. After fully prepared, she started to explain the material about regular and irregular verb. Actually, based on the syllabus given from the English teacher, that was not their first time learned about the rules and the changed form of verb 1 into verb 2, in the last odd semester, the students have already learned that for narrative text. However, the lack of memory and practice was very low about English it became almost most of them forgot about what was irregular and regular verb and what was the different between them. In this case, the teacher gave a handout about the list of regular and irregular

verb plus the exercises to the students. It took for about 45 minutes. Then, in the next 25 minutes, the teacher applied the word claps game, at first, she divided the students into several group, next, she explained about the rule of the game and how to play the game. So, the first student had to mentioned a verb 1 of regular/irregular verb, then, the next students had to mentioned the verb 2 and another student had to mentioned the verb 3, for the last person had to mentioned the meaning of the words in Bahasa Indonesia and the next students repeat the same way as the previous students did but in different words. They mentioned the words directly after they claps their hand

several times. The teacher’s job was facilitated, guided

and observed the students in the class. c) Closure

In the end, the teacher asked the students about how they felt after played word claps game and they thought that the game was quite fun and challenging to them. And she also gave a courage to the students who could not be active in the class. The last was a short summary from the teacher about the material that they had already learned.

3) Third Meeting

Day/Date : Monday, February 1st ₂₀₁₆

Topic : Irregular and Regular (Verb Part II)

a) Opening the Class

The teacher greeted to the students and looked around the class to make sure that the students were ready to receive the material. Then, the learning objectives were

given to empower the importance of the material in English.

b) Main Activities

The teacher first gave a brief ice breaking to the students. She realized that the low motivation of students that have shown in the preliminary study had to change because it would have made the students became uninterested and bored. Then, she reviewed the previous meeting about regular and irregular verbs. She wrote a simple sample of recount text based on her experience in the whiteboard and discussed it to the students about vocabulary, generic structures and language features of recount text. Then, the students gathered with their previous group and they also discussed about the exercise that was given before from the teacher. After that, the teacher asked them to make a short story about recount text based on their experience to make it easier for the students. Each of member had to write a least two sentences in the story, the reason was to avoid the students who counted into another student in the group. After for about 45 minutes, the next activity was the word claps game, they had to played the game with their group and the topic was still regular and irregular verb based on their story.

c) Closure

The teacher asked the students to submit their assignment and still, the teacher motivated the students to become more active in the class, she also asked them to play the game wherever and whenever they could. The last, she gave a homework for the students in LKS.