Judul Skripsi : Using Word Clap Game to Improve Students' Vocabulary Mastery in Second Grade SMPN 1 Mattirosompe. This research aimed to improve students' vocabulary mastery using word clapping game in the second grade of SMP Negeri 1 Mattirosompe. Data were taken from 30 students using purposive sampling technique of the second grade of SMP Negeri 1 Mattirosompe to determine the improvement of students' vocabulary mastery when using the word clapping game.
Hasil penelitian, peneliti memperoleh kosakata siswa terdapat perbedaan yang signifikan antara nilai rata-rata pretest dan posttest. Penelitian ini bertujuan untuk meningkatkan penguasaan kosakata siswa menggunakan permainan tepuk tangan di kelas II SMP Negeri 1 Mattirosompe. Data dikumpulkan dari 30 siswa dengan menggunakan teknik purposive sampling di kelas II SMP Negeri 1 Mattirosompe untuk mengetahui peningkatan kosakata siswa menggunakan permainan tepuk tangan.
First of all, thanks to Allah SWT and all praises only to Him, the Lord of the world and creator of the universe who gives us blessing and mercy, therefore I can complete this proposal with the title "the use word clap spell to students' vocabulary to be mastered at the eighth grade of SMPN 1 MATTIROSOMPE.". This thesis is submitted to the English Education Department, Faculty of Teacher Training and Education, Makassar Muhammadiyah University as a requirement to attain Bachelor of Education (S.Pd) in the English Education Department.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- The Significance of the Research
- Scope of the Research
Based on the above explanation, one of the problems is that the students are bored because teaching Junior High School students is not the same as teaching college students because they have different characteristics and motivation. Play relaxes the students to learn and keeps them focused on the classroom activity (Susanti 2017). Based on the above explanation, Word Clap Game is one of the techniques in teaching vocabulary because this technique will be easier for the learners to find out and remember the meaning of the target word.
It is also fun, so students will experience that learning languages is fun. Based on the explanation, the researcher conducted a study titled "use the word clapping game to improve students' vocabulary mastery in the second grade of SMPN 1 Mattirosompe". This research can hopefully provide the additional information about the use of word clapping games in classroom activities to improve students'.
The result of this research can hopefully support teachers in teaching students to improve their vocabulary skills. In this study, the researcher focused on using word clap play to improve vocabulary mastery over verbs in simple present participle and present.
REVIEW OF RELATED LITERATURE
Word Clap Game
They have to mention a word from a pre-selected vocabulary set (for example fruit and vegetable) or every fourth beat. This game is like the champion of the class, the one who can mention the words more than others is the winner (Thornburry in Setyaningsih 2015). To teach with Word Clap, the researcher just stands or sits in the middle of the students and gives commands to the students.
The whole class claps three times, and on the fourth clap, the person whose turn it is must say a word in the chosen category that no one has mentioned before, without pausing too long before saying it. The conceptual framework shows that the teaching of the learning process in the English subject by the teacher will lead to students' interest.
Conceptual Framework
Hypothesis
RESEARCH METHOD
- Research design
- Research variables and optional definition
- Population and Sample
- Instrument
- Procedure Of Collecting Data
- Data Analysis
The instrument of this research was a test used to assess and verify students' vocabulary mastery. After the researcher administered the pretest, the research offered the students to deal with the word clapping game. Before starting the treatment, the researcher gave the students a pre-test to find out their prior knowledge.
Student improvement X1 = mean pre-test score X2 = mean post-test score. Table 4.2 shows that the percentage and frequency of pre-testing and post-testing of students. The graphic shows the percentage of students' pre-test and post-test levels.
After calculating the results of the students' pre- and post-tests, the mean score and standard deviation are shown in the following table. The table shows that the statistical overview of the students' scores and standard deviation in both pre-test and post-test. The average score for the students' pre-test was 60.7, and the average score for the students' post-test was 81.
And the standard deviation of students' pre-test was 10.48 and post-test was 4.17. The table shows that students' improvement from pre-test to post-test, in which the post-test was greater than the pre-test. A Study of Students' Problem in Vocabulary Learning in Grade Eight of Smp Ajibarang.
The average score of the pre- and post-test and the improvement of the students. 1. Average score of the pre- and post-test.
FINDINGS AND DISCUSSION
Findings
The pre-test was designed to find out the first student's vocabulary before playing the game, and the post-test was to find out the students' improvement. In this section, the discussion is about the interpretation of findings derived from the result of the student's improvement findings. Thus, the investigator's use of word clap play in the classroom as a learning activity could capture the attention of the students and their involvement in the teaching and learning process.
It was so much better than before because the students felt used to teaching the learning process using word clapping games. This means that 84.6% of the students can reach more than seventy (70) and have achieved the minimum criteria for mastery (KKM). The effects of game strategy on the learning of English grammar for the twelfth grade students. The Islamic University of Gaza.
For example, if the players for the category "verb" say (clap clap clap- first player) "run" (clap clap clap- second player, eg the person on their right) "help" (clap clap clap).
Discussion
CONCLUSIONS AND SUGGESTIONS
Conclusions
Based on the result of data analysis, the researcher found that by applying word clapping game in the classroom, the vocabulary of students in the second grade of SMPN 1 Mattirosompe can be improved. The researcher analyzed the data consisting of the pre-test and post-test score. The use of clapping game in teaching vocabulary can improve students' vocabulary, because in the time before and after treatment, students had comparison, before treatment students had weakness in vocabulary and after treatment, and clapped the words. the game can improve students' vocabulary.
Suggestions
- The criteria for hypothesis testing was as follows
- The classification of the Students’ Score Verb in Pre-test and post-test
- The rate Percentage of the students’ score in Pre-test and Post-test
- The Mean score and the standard deviation
- The improvement of students’ vocabulary
- T-test the students’ vocabulary
Pengaruh penggunaan permainan tepuk tangan terhadap penguasaan kosakata siswa kelas V SD Negeri 1 Banjar Jawa tahun pelajaran 2017/2018. Penerapan struktur teks dan unsur kebahasaan untuk menjalankan fungsi sosial menyatakan dan menanyakan tindakan/peristiwa yang sedang dilakukan/terjadi, sesuai dengan konteks penggunaannya. Kemudian siswa membaca dan memahami kosakata c. Peneliti mengajak siswa memainkan permainan tepuk kata dan. Definisikan kembali aturan memainkan permainan kata tamparan.
Setelah permainan selesai, siswa membuat kalimat simple present continuous tentang verba berdasarkan kosakata yang diungkapkan saat memainkan permainan wordclap. Peneliti menggunakan permainan kata tepuk di kelas untuk membantu siswa mengingat kata kerja yang diberikan. Mintalah siswa untuk menutup daftar kosakata yang dibagikan dan memberikan pertanyaan serta jawaban mengenai kosakata tersebut.
Siswa yang mengulangi kosakata yang disebutkan temannya akan meninggalkan lingkaran, hingga hanya tersisa satu pemenang. Peneliti meminta siswa untuk terus belajar di rumah bagaimana mengucapkan dan memahami arti dari kosakata yang dibagikan. Tercapainya tujuan pembelajaran yang akan terjadi Penyampaian materi pelajaran yang akan dibahas. Peneliti memberikan post test berupa soal-soal yang ditulis di atas kertas, hal ini bertujuan untuk melihat sejauh mana siswa mampu menguasai kosakata. tersebut, sedangkan setelah ulangan juga berkaitan dengan materi yang dipelajari siswa yaitu permainan kata ekspresif disertai tepuk tangan.
