CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
The findings of the research were based on the result of the data analysis.
The pre-test gave to find out the first student’ vocabulary before played the game, and post-test gave to find out the improvement of the students’
vocabulary after gave the treatment. The findings were described as follows:
1. The classification of the students’ score in Pre-test and Post-test.
Table 4.1: The classification of the Students’ Score Verb in Pre-test and post-test
No Classification Score
Pre-test Post-test
Verb (Present participle)
V1 (Present)
Present participle
1 Excellent 96-100 0 1 4
2 Very good 86-95 0 11 0
3 Good 76-85 1 15 12
4 Fairly good 66-75 11 3 0
5 Fairly 56-65 10 0 10
6 Poor 36-55 8 0 3
7 Very poor 0-35 0 0 1
Total 30 30 30
Based on the table 4.1 shows that in pre-test score verb there was 1 student got good, 11 students got fairly good score, 10 students got fairly score, and 8 students got poor score. In post-test score present there was 1 students got excellent, 11 very good score, 15 students got good score, 3 students got fairly good score. While in score present participle there were 4 students got excellent score, 12 students got good score, 10 students got fairly, 3 students got poor, and 1 student got very poor.
Table 4.2: The rate Percentage of the students’ score in Pre-test and Post- test.
The table 4.2 shows that the percentage and frequency of the students’ pre-test and post-test. In pretest, there were 1 student or 3,33% classified into good, 11 students or 36,66% classified fairly good, 10 students or 33,33% classified into fairly, and 8 students or 26,66% classified into poor.While in posttest shows that the percentage and frequency of the students posttest. There were 5 students or
No Classification Score
Pre-test Post-test
Frequency Percentage Frequency Percentage
1 Excellent 96-100 0 0 0 0
2 Very good 86-95 0 0 5 16,66%
3 Good 76-85 1 3,33% 23 76,66%
4 Fairly good 66-75 11 36,66% 2 6,66%
5 Fairly 56-65 10 33,33% 0 0
6 Poor 36-55 8 26,66% 0 0
7 Very poor 0-35 0 0 0 0
Total 30 100% 30 100%
16,66% classified into very good, 23 students or 76,66% classified into good, 2 students or 6,66% classified into fairly good. It was clearly shown in the graphic.
Figure 4.2: Percentage of the students’ score in pre-test and Post-test
The Graphics shows that the rate percentage of the students’ pre-test and post- test. In pretest, 1 student or 3,33% classified into good, 11 students or 36,66%
classified fairly good, 10 students or 33,33% classified into fairly, and 8 students or 26,66% classified into poor. While in posttest there were 5 students or 16,66%
classified into very good, 23 students or 76,66% classified into good, 2 students or 6,66% classified into fairly good.
2. The mean score and standard deviation of the students’ pre-test and post- test.
After calculating the result of the students’ pre-test and post-test, the mean score and standard deviation presented in following table.
3.33
36.66 33.33
26.66 16.66
76.66
6.66 0
20 40 60 80 100
Excellent Very good Good Fairly good Fairly Poor Very poor Pretest Posttest
Table 4.3: The Mean score and the standard deviation
Test Mean score Standard Deviation
Pre-test 60,7 10,48
Post-test 81 4,17
The table shows that the statistical summary of the students’ score and standard deviation both in pre-test and post-test. The mean score of the students’
pre-test and post-test was different, where the mean score of the students’ post-test was higher than the mean score of the students’ pre-test. The mean score of the students’ pre-test was 60,7 and the mean score of the students’ post-test was 81.
And the standard deviation of the students’ pre-test was 10,48 and the post-test was 4,17. It was clearly shown in the graphic below:
Figure 4.3: The mean score and Standard deviation of the students’ Pre-test and post-test.
60.7
10.48 81
4.17 0
10 20 30 40 50 60 70 80 90
Mean score Standar deviation
Pre-test Post-test
The graphics shows that the mean score and standard deviation pre-test and post-test students’. The mean score of posttest students’ was higher than pretest of the students’. While, the standard deviation of the students’ pre-test was higher than post-test.
3. The improvement of the students’ vocabulary
The following table shows the improvement in pre-test and post-test.
Table 4.4: The improvement of students’ vocabulary
Component Pre-test Post-test Improvement (%)
Verb 60,7 81 33%
The table shows that the students’ improvement from pre-test to posttest in which post-test was greater than pre-test. Where is Pretest was 60,7 and posttest was 81. And the improvement from pretest to posttest was 33%.The researcher presented the following graphic below:
Figure 4.4: The improvement of the students’ vocabulary
60.7
81
33
0 10 20 30 40 50 60 70 80 90
Pre-test Post-test Improvement %
Pre-test Post-test Improvement %
The graphics shows that the improvement of students’ vocabulary in verb from pretest and post-test was 33%.
4. Hypothesis testing
In order to know whether or not the difference between pre-test and post-test was significant, the t-test analysis from students’ score in vocabulary test was conducted. The result of t-test can be seen in .after calculating of t-test value, then it was compared with the value of t-table with the level of significance (p) =0,05 with the degree of freedom (DF)=29 because the sample was 30 students (N-1=29). The value of t-test was that t-table value.
Table 4.5 T-test the students’ vocabulary
Component T-test value T-table value
Verb 12.2 2.045
The table 4.5 shows that t-test value was higher than t-table value (12.2
> 2.045). It means that there was an improvement of the students’
vocabulary before and after use word clap game to the students’ vocabulary of the second grade of SMPN 1 Mattirosompe. It can conclude that the null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted.
4. Discussion
In this part, discussion deals with the interpretation of findings are derived from the result of findings of the students’ Improvement. Before giving the treatment, the students’ vocabulary is low (categorized as very poor). The caused are students feel bored when they are learning English. So, the researcher use of word clap game in the classroom as a learning activity could attract the students‟ attention and their involvement in the teaching and learning process. It makes them more comfortable in conducting activities in the classroom and outside. In other words, word clap game can facilitate students to learn vocabulary.
Based on the findings, the result of this research that has been carried out in some meeting show that word clap game was able to improve vocabulary students in class VIII,1. The success of this researcher shown by the improvement of learned outcomes of students who are the subject of this research. This research was a pre-experimental research consisting of six meetings. Each meeting consisted of pretest, treatment, and posttests were conducted as a learning process and 1 meeting was evaluated to find out the learning outcomes of students. This research applies the game that was word clap game to improve students’ vocabulary in learning English in class VIII 1 of SMP Negeri 1 Mattirosompe.
In learning process first meeting, the students looked nervous with their new teacher in the class. And in this meeting, the students were done the pre-test.
Whereas in the second meeting, the researcher asked to the students what was verb consisted of verb present and present participle, then some students tried to answer what it was.
And the students listened what was vocabulary consisted of verb present and present participle and the students mentioned about verb they know before were related to the theme in the next meeting. and the researcher gave a list vocabulary about verb to the students for their memorized in the next meeting
The third meeting was treatment, the researcher gave game to the students. The students mention the vocabularies that have memorized. The vocabulary theme was verb. And based on observation the students still less active in the learning process only active temporarily in class because some students were still shy to play game together his friend. In this meeting has not been successfully seen when played the game there were some students who have not memorized the words.
The fourth meetings still treatment. In this meeting the researcher gave the same game to the students. The researcher asked the students to mention the vocabularies that have memorized before were related to the theme in this meeting. The vocabulary theme was verb. After the students mentioned the vocabulary, the researcher reminded the students about the procedure of
word clap game. The game ran well in this meeting. The students were not shy anymore to come in front of the class to act out the game.
The fifth meeting was the treatments. It was so much better than before because the students felt accustomed in teaching learning process by using word clap game. The students really looked anthusiastic with the game. In the last meeting of treatment, the researcher did the same treatment like the researcher did before and gave some gift for the group that guessed all the word. The vocabulary theme in the last meeting was verb. Whereas in game the student mentioned vocabulary consisted verb.
The last meeting, the students were done the post-test after did the treatment.
Word clap game was said to attract students’ attention in improve vocabulary namely they learn while playing games, in the they look like ordinary play in general but were improved their vocabulary by mentioning word by word and tried to remember the vocabulary that their friends have not mentioned with the game can make them enjoyed and fun because the game was done with a group that was together clapping, they can also get new vocabulary on themselves with foreign words for those who have been mentioned by their friends.
This game can also be said to be fun where they try to improve their vocabulary so they are not poor vocabulary in
the game. Beside this game was not only played in the classroom but can play outside the classroom.
As the Previous research Sulastri (2018, stated that the application of word clap game was one of the alternatives in teaching vocabulary of SMPN 5 Palopo. Word clap game was effective because the game using with song. The result of the data analysis and the finding in using word clap game with a song to improve students’ vocabulary applied in learning outcomes cycle I, students get an average score 74% while the scores of the students learning out comes in the second cycle is 79% can be categorized students learning outcomes improve.
In addition Lutfiatun (2017) the findings in cycle II was higher that the KKM (Minimum Mastery Criteria) of SMP N 3 Salatiga on score 70. And the mean of score of post-test in cycle II in the 75.84. Based on the result of this research, it could be concluded that the implementation of word clap game and realia students speaking mastery. And Ayuningtyas (2016) The result of her research in pre-test there were only three students passed the KKM in which 52.7 as the mean score. And the posttest 1 there were 16 students passed the KKM with 66.7 as the mean score. And the post-test 2 shows
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 criteria (KKM). The result of observation shows that the students more motivated. The post interview and can be conclude using word clap game can improve students’ vocabulary mastery.
Based on the all explanation researcher could say that research was success to improve students’ vocabulary by using word clap game.
38 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of conclusion and suggestion. Which is the conclusion based on the data analysis and findings in the previous chapter. And the suggestion based on the findings and conclusion of this research.
A. Conclusion
Based on the result of data analysis, the researcher found that applying word clap game in the class, students’ vocabulary at the second grade of SMPN 1 Mattirosompe could be improve. The researcher analyzed the data consisted of the result on pre-test and post-test. The data consisted of the result on pre-test and post-test. This result proved that this method was effective to improve the students’ vocabulary.
The use word clap game in teaching vocabulary could improve the students’ vocabulary because at the time before and after given the treatment, the students’ had comparison, before given the treatment the students’ had weakness in vocabulary and after the treatment, and word clap game can improve the students vocabulary.
The result of t-test showed that the t-test value was higher than t-table value (12.2 > 2.045). it means that there was an improvement of the students’
vocabulary before and after use word clap game to the students’ vocabulary of the second grade of SMPN 1 Mattirosompe. It can conclude that the null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted.
B. Suggestion
Based on the conclusion, the researcher would like to recommend some suggestion as follows:
1. For the teacher
a. The teacher should know the students’ difficulties in vocabulary especially In term verb
b. The teacher should use word clap game as interesting method in learning process.
c. The teacher should be creative to create a new method in learning and give more exercise to the students about vocabulary.
2. For the researcher
a. The researcher should be able to take the benefit of this research such as give motivation for the students
b. The researcher should be more creative in creating an interesting media to teach and improve the students vocabulary
c. The researcher should be able to develop the use word clap game in teaching learning process
d. The result of this research can also be used as additional references for the further study.
41
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APPENDIX A
RESEARCH INSTRUMENT
Pre-test And Post-test The instrument about Pre-test,
Pre-test is multiple choices about Present continuous tense
NAME :
CLASS :
1. We ________ about the Present Continuous Tense now A. is learning C. are learning
B. are learn
2. Shilpi _________ a suitable match for her daughter A. is looked for C. is looking for B. is look for
3. Do not be nervous, things are _______ well!
A. go C. going B. gone
4. Mum is ______ vegetables and dad is ______ television A. cutting – seing C. cutting – watching B. cuting – waching
5. I am ________ a movie at the moment. I will call you once it is over A. watching C. watch
b. watched
6. Is the girl ________ next to him his fiancée?
A. sit C. sitting
B. sat
7. The dress code for today is smart casuals so I _______ a black t-shirt A. am wear C. am wore
B. am wearing
8. I see him ________ every morning A. jog C. to jog B. jogging
9. I am __________ to see you soon A. hope C. hoped B. hoping
10. We are __________ have fun at the party A. going to C. go to
B. got to
11. Shipra is __________ for you in your room A. wait C. waited
B. waiting
12. I am not going to _________ you again A. meeting C. meet B. met
13. We are ________ to get good results this year A. expecting C. expect
B. expected
14. Look at that man, he is _______ at you A. stare C. stared B. staring
15. Look at what is _________ there ! A. happen C. happened B. happening
16. Please stop _________.
A. crying C. to cry B. cried
17. Where are you ________ from?
A. come C. coming B. came
18. Grandpa is _________ the newspaper and Grandma is ________.
A. read – pray C. reading – praying B. read – prayed
19. Shankar is _______ the wall A. painted C. paint B. painting
20. I am ______ home A. go C. going B. gone
Post-test
The instrument of Post-test
The post-test are translate the words, and make it sentences 1. Translate the words
Vocabulary Meaning Vocabulary Meaning
Learn Mengikuti
Menganggu Cry
Drive Buy
Describe Merasa
Cut Believe
Ask Buy
Attack Call
Menghadiri Care Menghindari Catch
Percaya Chew
Bet Memilih
Bite Membeli
Blame Memanggil
2. Make five a sentence about simple Present continues tense!
ANSWER KEY Pretest and Post-test A. Pretest
1. C 2. C 3. C 4. C 5. A 6. C 7. A 8. B 9. B 10. A 11. B 12. A 13. A 14. B 15. B 16. A 17. C 18. C 19. B 20. C B. Post-test
Vocabulary Meaning Vocabulary Meaning
Learn Belajar Follow Mengikuti
Disturb Menganggu Cry Menangis
Drive Mengemudi Buy Membeli
Describe Menggambar Feel Merasa
Cut Memotong Believe Percaya
Ask Bertanya Buy Membeli
Attack Menyerang Call memanggil
Attend Menghadiri Care Memelihara
Avoid Menghindari Catch Menangkap
Believe Percaya Chew Mengunyah
Bet bertaruh Choose Memilih
Bite menggigit Buy Membeli
Blame menyalahkan Call Memanggil
Make five a sentence about simple Present continues tense!
1. The teaher is teaching the students.
2. She is teaching them.
3. Jono is talking to Tuty.
4. Tuty is listening to him.
5. They are playing baseball
APPENDIX B
RENCANA PELAKSANAAN PEMBELAJARAN Satuan Pendidikan : SMP Negeri 1 Mattirosompe
Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/I ( satu )
Tema : Simple Present Continues Tense Alokasi Waktu :
A. Kompotensi Inti
KI.1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI.2 Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI.3 Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI.4 Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
3.7 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan /kejadian yang sedang dilakukan/berlangsung saat ini, sesuai dengan konteks penggunaannya
4.8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang sedang dilakukan/ berlangsung saat ini, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.