THE EFFECT OF WORD CLAP GAME IN LEARNING

THE EFFECT OF WORD CLAP GAME IN LEARNING VOCABULARY

(A Pre Experimental Research at the Seventh Grade of SMPN 1 Kajuara)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fulfillment of the

Requirement for the Degree of Education in English Department

ANDI TENRI WULANDARI A.M

10535 6481 15

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : ANDI TENRI WULANDARI A.M

NIM : 105 35 6481 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effect of Word Clap Game in Learning Vocabulary

(A Pre Experimental Research at the Seventh Grade of

SMPN 1 Kajuara)

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau

dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi

apabila pernyataan ini tidak benar.

Makassar, Desember 2020

Yang Membuat Pernyataan

Andi Tenri Wulandari A.M

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertandatangan di bawah ini:

Nama : ANDI TENRI WULANDARI A.M

NIM : 105 35 6481 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya penyusunan skripsi

ini, saya menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun)

2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas

3. Saya tidak melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, maka saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Desember 2020

Yang Membuat Pernyataan


Motto

Miracle is another name for Hard work

Hidup terus berlanjut atau Life goes on bahkan ketika

harus melalui keadaan yang sulit. @BTS

Forever we are young. Even when I fall and hurt, myself I keep running toward my dream.

@BTS

DON’T COMPARE YOUR PROCESS WITH OTHERS BECAUSE NOT ALL

FLOWERS GROW AND BLOOM TOGETHER

Hiduplah dengan cara bagaimana kamu

ingin hidup, hiduplah seolah-olah setiap

hari adalah hari terakhirmu.

I dedicated this thesis to my beloved parents,

my beloved siblings,

and the people around me who are mean.

ABSTRACT

Andi Tenri Wulandari A.M 2020. The Effect of Word Clap Game in

Learning Vocabulary (A Pre Experimental Research at the Seventh Grade of

SMPN 1 Kajuara). Thesis. English Education Department, Faculty of Teacher

Training and Education, Muhammadiyah University of Makassar. Supervised by

Ratna Dewi, and Awalia Azis.

The main problem in this research was how the use of Word Clap Game

gave effect for the students in learning vocabulary to the seventh grade at SMPN

1 Kajuara. This research aimed to know whether the use of Word Clap Game

gave effect or not for the students in learning vocabulary.

The researcher used a pre experimental research with one group pretest and

posttest design which consisted of eight meeting included the treatments. The

population of the research was the seventh grade students of SMPN 1 Kajuara

consist of 8 classes, the number of sample were 20 students in class 7C and the

sample was taken by using purposive sampling technique. The data was obtained

by matching the words test.

The research findings showed that the seventh grade students of SMPN 1

Kajuara had poor score in pretest. After treatment, their vocabulary mastery

increased significantly. The students’mean score were 41.75 in pretest and

become 76.10 in posttest. The result of hypothesis testing of this research was

(Sig (2-tailed) was 0.000, because of Sig < α (0.000 < 0.05), it can be concluded

that pretest and posttest has sig < α, and H1 was accepted and H0 was rejected.

It was concluded that the use of Word Clap Game was effective to improve

the students‘vocabularies. Thus the Word Clap Game can be used by teachers as

a technique for student learning English in school to improve their vocabulary.

This game is simple and easy to apply in learning and the uniqueness of this

game does not require any equipment or preparation.

Keywords: Word Clap Game, Vocabulary, Effect.

ABSTRAK

Andi Tenri Wulandari A.M 2020. Pengaruh dari Word Clap Game dalam

pembelajaran kosa kata (Penelitian Pra Eksperimental di Kelas VII SMPN 1

Kajuara). Tesis. Departemen pendidikan bahasa inggris, Fakultas Keguruan dan

ilmu pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Ratna

Dewi dan Awalia Azis.

Masalah utama dalam penelitian ini yaitu bagaimana penggunaan Word

Clap Game dalam pembelajaran kosa kata siswa di kelas tujuh SMPN 1 Kajuara.

Penelitian ini bertujuan untuk mengetahui apakah penggunaan Word Clap Game

memberi pengaruh atau tidak dalam pembelajaran kosa kata.

Penelitian ini menerapkan metode pra eksperimental dengan satu desain

kelompok pra-tes dan pos-tes yang terdiri dari delapan pertemuan termasuk

perlakuan. Populasi penelitian ini adalah kelas tujuh SMPN 1 Kajuara yang

terdiri dari 8 kelas, jumlah sampel adalah 20 siswa di kelas 7C dan sampel

diambil dengan teknik purposive. Data diperoleh dari tes mencocokkan kata.

Temuan peneliti menunjukkan bahwa siswa kelas tujuh SMPN 1 Kajuara

memiliki nilai yang kurang dalam pre-tes. Setelah diberikan perlakuan,

penguasaan kosa kata mereka meningkat secara signifikan. Nilai rata-rata siswa

adalah 41.75 pada pra-tes dan menjadi 76.10 pada post-tes. Hasil pengujian

hipotesis penelitian ini adalah (Sig (2-tailed) adalah 0,000, dapat disimpulkan

bahwa pre-test dan post-tes memiliki sig <a, dan H1 diterima dan H0 ditolak.

Dapat disimpulkan bahwa penggunaan Word Clap Game efektif untuk

meningkatkan kosa kata siswa. Dengan demikian Word Clap Game dapat

digunakan oleh guru sebagai teknik untuk siswa belajar bahasa Inggris di sekolah

untuk meningkatkan kosa kata mereka. Permainan ini sederhana dan mudah

diterapkan dalam pembelajaran dan keunikan permainan ini tidak memerlukan

peralatan atau persiapan apapun.

Kata Kunci: Word Clap Game, Kosa kata, Pengaruh.

ACKNOWLEDGEMENT

بسم هلال الرحمن الرحيم

Alhamdulillahi Robbil Alamin, the researcher express her gratitude to Allah

SWT the almighty for mercy, blessing and opportunity given to her so that the

researcher was able to finish writing this thesis. Shalawat and salam addressed to

the prophet Muhammad SAW for his guidance.

The researcher say thanks to her parents, Andi Amrullah and Sudarwati for

their blesses, prayers, financial, motivation, sacrificed, support and also for all

their love and care. There were some handicaps and problems that the researcher

encountered from the beginning to the end of writing this thesis, owing to help

and invaluable suggestion from numerous people, so the researcher could

complete this thesis. Thus, the researcher would like to express his appreciation

and sincere thanks to all of them particularly:

1. Prof. Dr. H. Ambo Asse, M.ag., the rector Muhammadiyah university of

Makassar

2. Erwin Akib, M.Pd., Ph.D., the dean of Faculty of Teacher Training and

Education

3. Ummi Khaerati Syam, S,Pd., M.Pd., the head of English Education Department

of FKIP Unismuh Makassar.

4. The researcher appreciation and great thanks to the first consultant Dr. Ratna

Dewi, S.S., M.Hum and Awalia Azis, S.Pd., M.Pd as the second consultant

who have given their valuable time and patient, to support assistance and

guidance to finish this thesis.

5. All lecturers of English Department who has taught their new knowledge and

has given their gorgeous experiences in study.

6. Thanks for the headmaster of SMPN 1 Kajuara, Muhammad Rusman, S.Pd.

7. Thanks to all the teachers who were very helpful.

8. Thank you to the students who participated and were kind to help.

9. All thanks to my beloved classmate, the greatness class for all help, kind, and

support during study. You all cheerful friends.

10. Thanks to my beloved friends specially, Hermawati, Sumiati, Elvira, Yuliana,

Andriana, A.Widya, Venti, Rahma and Yati who always gave motivation

support, uncountable helps, new experiences and happiness.

11. Thanks to my guidance group.

12. Thanks to my beloved family.

13. For all who given their help in writing this thesis that the researcher could not

mentioned one by one, may Allah almighty bless us now and forever.

14. Thank you so much to my parents who i am very proud of.

Billahi fi sabililhaq fastabiqul khaerat

Makassar, December 2020


TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................ i

LEMBAR PENGESAHAN ………………….………………………………… ii

APPROVAL SHEET .......................................................................................... iii

COUNSELLING SHEET .................................................................................. iv

SURAT PERNYATAAN ..................................................................................... v

SURAT PERJANJIAN ....................................................................................... vi

MOTTO .............................................................................................................. vii

ABSTRACT ………………………………………………………………….. viii

ACKNOWLEDGEMENT .................................................................................. x

TABLE OF CONTENTS ................................................................................. xii

LIST OF TABLES ............................................................................................ xiv

LIST OF FIGURES ........................................................................................... xv

LIST OF APPENDICES …………………………………………………….. xvi

CHAPTER I INTRODUCTION

A. Background ................................................................................................ 1

B. Problem statement ...................................................................................... 5

C. Objectives of the research .......................................................................... 6

D. Significance of the research ....................................................................... 6

E. Scope of the research .................................................................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Some pertinent ideas .................................................................................. 7

1. Vocabulary ............................................................................................. 7

2. Games ................................................................................................... 19

3. Word Clap Game .................................................................................. 21

B. Hypothesis ………………………………………………………..…..… 25

C. Conceptual framework ………………………..……………………...… 25

CHAPTER III RESEARCH METHODOLOGY

A. Design of the research .............................................................................. 27

B. Population and sample .............................................................................. 28

C. Variable of the research ........................................................................... 28

D. Instrument of the research ........................................................................ 29

E. Procedure of data collection ..................................................................... 29

F. Technique of data analysis ........................................................................ 29

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings .................................................................................................... 32

B. Discussion ................................................................................................ 36

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………………………….... 37

B. Suggestion …………………………………………………………….... 37

BIBLIOGRAPHY .............................................................................................. 39

APPENDICES

CURRICULUM VITAE

DOCUMENTATION

LIST OF TABLES

Table Page

Table 2.1 Components of vocabulary knowledge ……………………………… 15

Table 3.1 Classifying the score of the students .................................................... 30

Table 4.1 The mean score of students’ vocabulary .............................................. 32

Table 4.2 The frequency and percentage of the students’ vocabulary ................. 34

Table 4.3 Paired sample test .....………………………………………......….… 35

LIST OF FIGURES

Figure Page

Figure 2.1 Conceptual framework ........................................................................ 26

Figure 3.1 Design of the research …………………………………………....… 27

Figure 4.1 The improvement of pretest and posttest ……………………............ 33

LIST OF APPENDICES

Appendix A Lesson plan

Appendix B Instruments (pretest & posttest)

Appendix C Students’row score of pretest and posttest

Appendix D Table of students achievement

Appendix E The mean score of pretest and posttest

Appendix F The percentage of students vocabulary

Appendix G Calculating the t-test analysis

Appendix H Table distribution of t-value

CHAPTER I

INTRODUCTION

A. Background

Language is an important part of human life. People use language in any

field in their daily activity. But every country have a different language, so if

they want to make a communication with a different country they should use

that same language, that language is call international language. Everybody

knows that English is an international language.

To have good English, the students may have to master the four basic

language skills. They are listening, reading, speaking, and writing. Besides

that, they also have to master many language components, such as grammar,

pronunciation and vocabulary. Vocabulary is one of the language components

that needed in mastering English. So, when the students communicate using

English language, they need not only grammar but also vocabulary. “Without

grammar very little can be conveyed, without vocabulary nothing can be

conveyed” (Thornburg, 2002:13).

In learning a foreign language, vocabulary plays an important role. It is

one element that links the four skills. In order to communicate well in a foreign

language, students should acquire an adequate number of words and should

know how to use them accurately. The more vocabulary we have, the easier we

understand what other people are talking about and what we are writing about.

There are some problems faced by the students when they learn vocabulary. As

we know vocabulary is identical with the word memorization. Memorization is an

activity that can be considered boring and become the students problem when they

learn vocabulary. Other problems that make them boring are not understanding

meaning of words, not intending to search words in dictionary, and difficult in

understanding the teachers explanations.

Based on the problems above, we must be able to choose and use techniques or

approach that can make the learning process not boring for the students. One of the

technique is to use game in the classroom. Game is something that can be play with

certain rules so that there are those who win and those who lose. Game is related to

fun, movement, and competition. “A game is an activity with rules, a goal and an

element of fun (Hadfield, 1984:5). One of the most important reasons for using games

is simply that they are immensely enjoyable for both the teacher and student.

There are many reasons why using games in learning English in class, one of

which is to bring pleasure in learning, so that the learning process is not boring. By

using games, students will unconsciously participate in using English, and also

directly stimulate students' interest in learning English, and the game can be apply at

all times both at the beginning of the lesson to attract students' interest in learning, in

the middle of the lesson as a fun exercise or can also be at the end of the lesson to

eliminate the pressure after learning English.

Play game while learning turns out to provide benefit for the students. Students

will more easily understand the subject matter when they learn because it is present in

the form of a game, students become active in class. Students will have a sense of

solidarity and sportsmanship among their friends. One of game that can give effect of

the students’vocabulary mastery is Word Clap Game. “Word Clap Game is a game

that played by group of students and used Clap which collaborates with the words

(Thornburg, 2002:102).

The researcher choose Word Clap Game as a technique for teaching English

because there are several benefits such as; students can improve their vocabulary

mastery and try to remember the vocabularies as soon as possible by clapping their

hands. The students can learn vocabularies enjoy. This game can build students‘self-

confidence because this game is played in groups. The researcher expects that by

using Word Clap Game, the students can memorize new vocabularies easily, without

any boredom.

Moreover, there have been some previous researches which investigated

and reviewed the use of Word Clap Game including the study conducted by

Setyaningsih (2015), Ayuningtyas (2016), Sulastri (2018).

The first research by Setyaningsih, an action research was conducted in

this study. She used Word Clap Game as a strategy to improve the students’

vocabulary mastery. Students have to mention a word from a pre-selected

lexical set from the material, which the students who either repeat the word

already mentioned, or break the rhythm or say nothing is out.

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

result showed that there is an improvement in the vocabulary of the students

who are taught using Word Clap Game.

The second by Ayuningtyas, each cycle conducted three meetings (the

test was not included as meeting). She would give Word Clap Game for the

material about recount text which is the usage of regular and irregular verbs in

the text. 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 and the next students repeat the same way as the previous students did

but in different words and each meeting plays a Word Clap Game based on the

material in the lesson plan.

The third by Sulastri, she used Word Clap Game with a song as teaching

strategy in teaching vocabulary to the students. This research only gave a test at

each the end of the cycle. Used observation, test, and documentation as the data

collection of the research not used questionnaire and interview. 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!). The students singing while clapping theme. The

result of the research indicated that teaching vocabulary using Word Clap

Game with a song could improve the students’ vocabulary.

Through the previous studies, it can be known that the use of Word Clap

Game as a one of technique which can give effect for the students to solve the

problem faced in learning vocabulary. Word Clap Game is a good technique to

use in learning vocabulary because it is easy and fun. So, based on some

previous research is differentiated from my research that the research will be

done by using different game rules from the previous researches, which is in

previous research the students are only instructed to mention words in

according with predetermined topics in the form of English only. But in this

study, students not only mention words in English but also in the form of

Indonesian or the meanings.

Another difference is that is not only the last student who mention the

meaning of the word, but will be intermittent. So, if the first students mention

the word in English the next students mention the word in bahasa Indonesia

and the next student mention the word in English and so on.

The researcher decides to conduct the research entitled “The Effect of

Word Clap Game in Learning Vocabulary at the Seventh Grade of SMPN

1 Kajuara” will use experimental research design.

B. Problem statement

Based on the background above, problem statement is formulated as: is the use of

Word Clap Game give effect for the students in learning vocabulary to the 7th grade at

SMPN 1 Kajuara?

C. Objectives of the research

The Objectives of the Research: to know whether the use of Word Clap game give

effect for the students in learning vocabulary to the7th grade at SMPN 1 Kajuara.

D. Significance of the research

The researcher hopes that this research will be useful for the readers, especially

for some aspects below:

1. Teachers

The English teachers will have information about Word Clap Game as a technique

to be use in the classroom that can give the positive effect to their students.

2. Students

After the students are taught using games, they are not boring in the learning

English especially by using Word Clap Game.

3. Other Researcher

By conducting this research, it will support other researcher who needs to do a

research and also to give positive effect on the quality of the research of increase

students’ vocabulary with using Word Clap Game.

E. Scope of the research

In this research, the researcher will focus to know the effect of the use Word Clap

Game for the students in learning vocabularies (animals, things, and public places).

CHAPTER II

REVIEW OF RELATED LITERATURE

In this part, the researcher explains about some pertinent ideas, hypothesis and

conceptual framework.

A. Some pertinent ideas

1. Vocabulary

a. What is vocabulary?

According to longman dictionary of contemporary english vocabulary

is defined as “all the words that someone knows or uses in a target

language”. According to the oxford dictionary, vocabulary is the total of

words you know in particular language. Many of the vocabulary in English

text books have to be learned. Without it, no one can speak or understand

the language. It means that people cannot write a word or make a sentence

well, when they do not master it.

From many problems encountered in English learning elements such

as speaking, reading, listening, and writing, generally caused by a lack of

mastery of vocabulary from the learner and the lack of knowledge of the

learner to place vocabulary in practice. Talking about vocabulary, there are

some definitions by some experts.

Hornby (2006: 1645) vocabulary is all the words that a person knows

or uses and it is all the words in a particular language. Linse (2005:121)

stated that vocabulary is the collection of words that an individual knows.

While according to Saleh (2000: 29) vocabulary is a word or group of

words that have certain meanings as well as the whole word used by

someone within communication activities.

Allens in Suwarni (2003) says that vocabulary is an important factor

in all language teaching. Students most continually by learning words as

they learn structure and as they practice the sound system. According to

Richards (2002:255) vocabulary is the core component of language

proficiency and provides much of the basis for how well learners speak,

listen, read, and write.

From some definitions above, it can be argued that vocabulary not

only contains list of words but also contains all of information about using

word, and it also contains meaning of word in a language. So, it becomes a

basic for people to communicate, because with vocabulary an idea cannot be

given in communication.

b. The types and kinds of vocabulary

According to Harmer divides into two types, they are:

1. Active vocabulary which are words that learners understand and use in

speaking or writing.

2. Passive vocabulary is the words that they understand but don't use yet.

According to Haycraft, quoted by Hatch and Brown (1995) indicate two

kinds of vocabulary, namely receptive vocabulary and productive

vocabulary.

a. Receptive Vocabulary

Receptive vocabulary is words that learners recognize and understand

when they are used in context, but which they cannot produce. It is

vocabulary that learners recognize when they see or meet in reading text

but do not use it in speaking and writing (Stuart Webb, 2009).

b. Productive Vocabulary

Productive vocabulary is the words that the learners understand and can

pronounce correctly and use constructively in speaking and writing. It

involves what is needed for receptive vocabulary plus the ability to speak

or write at the appropriate time. Therefore, productive vocabulary can be

addressed as an active process, because the learners can produce the

words to express their thoughts to others (Stuart Webb, 2005).

c. Aspects in teaching vocabulary

There are some aspects in learning vocabulary. According to Lado as

cited in Mardianawati (2012:11) there are some vocabulary aspects as

follows:

1. Meaning

When the teacher delivering the students about the meaning, the

teacher should explain that a word may have more than one meaning

when it is used in different context. In order to discover the meaning,

the teacher can use ways such as guided discovery and using

dictionaries.

2. Spelling

In learning vocabulary, spelling is important because it aids in reading

and as the connector of letters and sounds. Spelling there may be

different acceptable written forms for the same words within the same

variety of English, due to the fact that they belong to different

varieties as happens with many British or American English terms

(Nations, 1990: 51 as cited in Kareem, 2000: 6).

3. Pronunciation

Pronunciation is the way in which a particular person pronounces the

words of language (Hornby, 2006: 1164). Most of words have only

one pronunciation, but sometimes a word has two or more

pronunciations.

It can be seen from some words are “present”, which pronunciation

/‟preznt/ and /prI‟zent/ and the word “read”, which pronunciation /ri:d/

and /red/.

English pronunciation is difficult to learn because it is not related to

the spelling of words. The students want to able to speak English well

with understandable pronunciation so that they can communicate

without annoyance and it makes receiver easier tocommunicate.

4. Word classes

Word classes are categories of word. According to Hatch and Brown

(1995: 218) the word classification in based on their functional

categories which are called part of speech.

5. Word use

Word use is how a word, phrase, or concept is used in a language.

Word use may also involve grammar and thus be the subject of

profound analysis (Mardianawati, 2012: 11).

d. Talking about noun

Noun is a very important part of speech. Because nouns are used to

name all objects and concepts that exist in this world. So that includes

physical and abstract things. The following will explain the definition,

types, examples, and functions of the noun.

1. Understanding noun

Noun is a word used to name or describe people, objects, animals,

places and ideas. In other words, this word refers to both physical

objects and abstract concepts. Noun can be exemplified in words like

the one below.

From the example above, it can be seen that noun refers not only to

physical objects, but also to abstract concepts that exist in this world.

Benda fisik table, house, phone, floor, water, wind, …

Konsep abstrak time, idea, opinion, age, difficulty, …

2. Types and example of nouns

A. Concrete and abstract nouns

Concrete nouns are nouns that can be observed by the five senses. So

that it is concrete in nature or refers to an object directly as mentioned

earlier. Example: Book, eraser, bottle, flower, chair, classroom, star,

moon, fire, wind.

Abstract noun is a noun that is not observed by the five senses. In

other words, this noun is abstract or just a material concept. This type

of noun is usually indicated by the ending: ace, age, ance, ancy, ion,

sion, tion, dom, hood, ice, ism, ment, ness, ship, ity, ty. Example:

Happiness, emergency, falsehood, freedom, communism, motivation,

affection, idea, love, spirit, life, time, age.

B. Countable and uncountable nouns

Countable noun is a countable noun. The characteristics of this noun

are:

- can be followed by counts 1, 2, 3, 4, 5, and so on,

- can be followed by articles a and an in the singular,

- You can add the suffix -s and -es in the plural form.

Example: a house, one house, three house

Uncountable noun is a noun that cannot be counted

- cannot be followed by counts 1, 2, 3, 4, 5, etc.

- cannot be followed by articles a and an (there is no single form),

- cannot be added to –s and –es (no plural form).

Example: Milk = a glass of milk, two glasses of milk

Mixed noun is a noun that can be countable and uncountable,

depending on the conditions or the context in which it is used.

Example: I saw a hair on the floor. (In this sentence, hair can be

counted, indicated by the article an in front of it).

C. Common and proper nouns

Common noun is a noun that refers to things that are still common. So

that the writing does not use capital letters, except starting a sentence

or title. Example: Person, city, country, month, restaurant, park, hall,

phone.

Proper noun is a hyponym for common noun. So that the reference is

more specific than the common noun. This type of noun is usually

recognized in the form of the name of a thing (person, object, place,

etc). And generally the writing requires a capital letter, unless a

lowercase letter has been assigned as part of the name. Example:

John, Semarang, Indonesia, July, Bernand Steak House, Greenwich

Park, iPhone.

D. Collective nouns

Collective noun is a noun which indicates the existence of a

combination, be it a person, place or thing. Example:

Army

Audience Class

Club

committee

congress crowd

family

government

group jury

organization

pair

public staff

team

3. Noun function

Broadly speaking, the noun function in English is as:

Subject: Life is wonderful.

Object: The author has published his new book.

Object of preposition: We are going to fly to Korea tomorrow.

Subjective complement: He is jungkook.

Objective complement: Mr. and Mrs. JK named their baby cooky.

Modifier of noun phrase: World War.

Head of noun phrase: English test.

There are parts of speech such as nouns, verbs, adjectives, adverbs,

pronouns, preposition, conjunctions, and interjections. In this

research, it will be focused on nouns and it used as categories in

Word Clap Game.

e. Components of vocabulary knowledge

The framework of vocabulary knowledge proposed by Nation (1990,

2001) mainly focused on two questions: (a) what is a word? & (b) what is

involved in learning a word?

Table 2.1

Note. R= receptive, P= productive

Components of vocabulary knowledge (Nation, 2001, p. 27)

Form Spoken R What does the word sound like?

P How is the word pronounced?

Written R What does the word look like?

P How is the word written and spelled?

Word parts R What parts are recognizable in this word?

P What words parts are needed to express

meaning?

Meaning Form and meaning R What meaning does this word form

signal?

P What word form can be used to

express this meaning?

Concepts and R What is included in the concept?

References P What items can the concept refer to?

Associations R What others words does this word make

us think of?

P What other words could we use instead

of this one?

Use Grammatical R In what patterns does the word occur?

Functions P In what patterns must we use this word?

Collocations R What words or types of word occur

with this one?

P What words or types of words must we

use with this one?

Constraints on use R Where, when and how often would we

meet this word?

P Where, when and how often can we

use this word?

As shown in Table 2.1, Nation’s framework constitutes a set of 18

questions which were classified into threecategories, and each includes

receptive and productive aspects: (a) knowledge of form, which contains

spoken & written form and word parts; (b) knowledge of meaning, which

consists of form and meaning, concepts & references and associations; and

(c) knowledge of use, which includes grammatical functions, collocations,

and constraints on use, such as register and frequency.

This framework, defining vocabulary knowledge from the

morphological, semantic and pragmatic perspectives, shows that all the

aspects of vocabulary in this framework are closely interrelated. Meanings

of words could be derived from the word form and context in which they

are used. In the meantime, word forms and word meanings are also

conductive to the improvement of vocabulary ability in real

communication.

However, Nation recognizes that this framework of vocabulary

knowledge is actual an incomplete classification and there is still much

room to improve in further research. For instance, it is difficult to measure

language learners’ vocabulary depth only through the description in his

framework. And the categories in his framework are closely related to each

other so it is hard to distinguish the specified words according to this

classification.

e. Principles of teaching and learning vocabulary

Vocabulary is central to English language teaching because

without sufficient vocabulary students cannot understand others or

express their own ideals. Wallance in Kurnia Sari (2015) the

principle of teaching and learning vocabulary, they are:

1. Aim

In teaching vocabulary, the aim should be clear, how explicit it

must be decide vocabulary we expected learners to be able to do.

2. Quantity

It is important for the teacher to determine the numbers of new

words that students can be learn. If there to many words to be

taught, the students become confuse, discourage, and frustrated.

3. Need

In most cases, the choose of vocabulary taught to the students

depends on the course book or syllabus.

4. Frequent expose sure and repetition

In teaching and learning vocabulary, there has to be certain

amount of repetition until is the evident that the students have

learned the target words.

5. Meaningful presentation

In presenting the vocabulary lesson, students should have a clear

and specific understanding of what the word refers to or denote.

6. Situation and context

It is important to know the students’ usual context the words

occur from the very beginning the word must appear in the

natural environment as it was among the words normally.

7. Inference (guessing) procedures in vocabulary

Guessing, leads the students to think about the meaning of the

new words by hearing them used in certain situation in certain

situation or by reading them in certain context.

f. Kinds of difficulties faced by the students in learning vocabulary

1. Almost all of the students have difficulties in pronouncing the words,

2. How to write and spell,

3. How to use in grammatical pattern correctly,

4. The students found difficulties in choosing the appropriate meaning of

the words,

5. Still confuse in using the word based on the context,

6. Students are also still confused when they found words or expression

that are idiomatic.

g. Some factors that caused students’ difficulties in learning vocabulary

1. The differences between spoken and written in English,

2. The number of words that students need to learn is exceedingly large,

3. The limitations of sources of information about words,

4. The complexity of word knowledge. Knowing a word involves much

more than knowing its dictionary definition,

5. Causes of lack of understanding of grammatical of the words,

6. The incorrect pronunciation is often caused by the lack of sound

similarity between English and the students’ native language.

2. Games

a. What is games?

Jill Hadfield (1990) defined games as "an activity with rules, a goal

and an element of fun". Meanwhile Julia Dobson has her own opinion about

games “I myself have found that a good language game is a wonderful way

to break the routine of classroom drill, because it provides fun and

relaxation while remaining very much within the framework of language

learning and my even reinforce that learning”.

From some explanations above, it can be assumed that games are an

activity has a rules, goal, and it is a way to break routine in the classroom,

so that it gives fun and relax, and enjoy for students in teaching learning

process, and it is also a element which students can get have fun when they

are learning.

The objectives of games must be clear that the students know what

they expect to do in the activities. Sometimes the teachers use a strategy in

playing games in order to make them more interesting. It is according to

oxford learner’s pocket dictionary, game is ”a secret plan or trick”. It means

that the teacher can make games more interesting by trick, so that students

enthusiastic to play this game.

From explanation above, it can be argued that games are part of

interesting activities, which it can be done in the classroom as a secret plan

or trick, so that it entertains for the students, and it also can make the

teaching learning process fun, especially either for the teacher or the

students.

b. The types of games

According to Jill Hadfield divided games into two types, they are:

1. Competitive games, in which players or teams race to be the first to

reach the goal.

2. Co-operative games, in which players or teams work together towards

a common goal.

From the explanation above, it can be assumed that games can be played

by one person or more that players who they have to be winner or reach

the goal as quick as well. Then games also can be played by teams,

group-work, individual and pair-work, so that they have to competitive

each other.

c. There are many advantages of using games in the classroom

1. Games are a welcome break from the usual routine of the language

class.

2. They are motivating and challenging.

3. Learning a language requires a great deal of effort. Games help

students to make and sustain the effort of learning.

4. Games provide language practice in the various skills speaking,

writing, listening and reading.

5. They encourage students to interact and communicate.

3. Word Clap Game

a. What is Word Clap Game?

Word clap game is a game that uses claps and collaboration with other

students. The students stand or sit in a circle and following the 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!) (Thornburg;

2002: 102). They have to mention a word from a pre-selected lexical set (for

example, fruit and vegetable) or every fourth beat.

This game is like the champion in the class, someone who can

mention words more than the other; he is the winner (Thornburg; 2002:102).

The teacher just stand or sit in the middle of the students and gives

command to the students to say the word after four beats. The teacher has to

prepare the theme to be applied in that game.

The teacher 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

atmosphereIn 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.

b. 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. 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. 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.

c. Advantages and disadvantages of using Word Clap Game

1. Advantages of Word Clap Game

a. This game is simple because students just clapping their hands

b. This game gives us enjoyment and pleasure

c. This game gives motivation to learn English language

d. This game not makes students bored

e. This game can be applied for all learning

2. Disadvantages of Word Clap Game

a. When this game applied, the class will be crowded because sound

of the claps is rather hard.

b. The game cannot be successfully when the teacher and students did

not comprehend with the rhythm.

d. Procedures teaching vocabulary by using Word Clap 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 Thornburg there are several steps of the game, there are:

1. Teacher prepares the theme.

2. Teacher as a lead the game.

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.

The researcher will modification the steps in playing Word Clap Game,

there are:

1. The researcher as a lead the game

2. The researcher prepares the topic about noun (Animals, things and

public places).

3. The researcher explains the rule of playing this game.

4. The researcher divide students in to some groups, each group consists

of 6 or 7students. Students sit or stand in a circle, and appoint each

one of the groups that will mention the name of the object first or

mention the word according the topic.

5. The first student from the group will mention the first word of the

topic and the next student will mention the meaning of the word

mentioned, and so on. Clapping theme is Noun (animals, things or

public places).

For example, for noun animals the first student “I say cat” after that

(clap their hands three times) ”What the meaning?” the second

students say “the meaning is kucing” (clap their hands three times),

and so on. For theme about things (clapping hand four times) and

about public places (clapping hand five times).

6. Students who repeat the words that have been mentioned must out in

the circle, but each student who cannot answer is given one chance by

saying "pass",


B. Hypothesis

The researcher makes an alternative hypothesis in this study:

Null hypothesis (H0): There is no effect of Word Clap Game for the students in

learning vocabulary.

Alternative hypothesis (H1): There is effect of Word Clap Game for the

students in learning vocabulary.

C. Conceptual framework

The conceptual framework of this research is give in the following frame:

Figure 2.1

From figure 2.1, is explain about the effect of learning vocabulary Use Word Clap

Game for the students.

In conceptual framework, conduct is input (pretest), process (treatment) and

output (posttest). In (pretest) is conduct by the researcher to measure how well the

vocabulary mastery of the students before apply Word Clap Game.

The pretest is test about some of vocabulary focus the meaning, the

researcher is going to do pretest to know students’vocabulary before give treat. In

the (treatment) the students will play Word Clap Game based the role. The

(posttest) will be doing after all treatments are giving to the students. The

procedures of the posttest are similar to the pretest to know the students’ ability in

learning vocabulary after get the treatments. The result will be compare with

pretest.

PROCESS

(treatment)

INPUT

(pretest)

OUTPUT

(posttest)

Teaching vocabulary by Using Word Clap

Game for the students

DIFFERENCES

NOT SIGNIFICANT SIGNIFICANT

CHAPTER III

RESEARCH METHODOLOGY

A. Design of the research

This research used a pre experimental research. The researcher used one

group pretest and posttest design. The one group pretest and posttest design

involved a single group that was pretest (O), exposed to a treatment (X), and

posttest (O) (Gay L.R, et al. 2006). The design of this research as follow:

Figure 3.1

Where:

O1: Pretest

The pretest was the test gave to the students before they treatment.

X: Treatment

For the treatment, the students would teach vocabulary by using Word

Clap Game.

O2: Posttest

The posttest was the test after gave a treatment for the students.

B. Population and sample

1. Population

The population of the research was the seventh grade students of SMPN 1

Kajuara consist of 8 classes and the population were about 232 students.

2. Sample

The researcher applied purposive sampling because the students were lack

in vocabulary mastery, then they needed special treatment to improve their

vocabulary. So, the sample of the research was one class (VII C) that

consisted of 20 students.

C. Variable of the research

1. Independent variable

Independent variable was a variable which influenced the dependent

variable. In this research, the independent variable was the use of Word

Clap Game in learning vocabulary.

2. Dependent variable

Dependent variable was variable which was caused or influenced by other

variable. Dependent variable in this research was the result of the test after

learning through Word Clap Game.

D. Instrument of the research

The instrument in this research used was vocabulary tests. There were

two kinds of tests used to measure the students’ vocabularies, they are pretest

and posttest which consisted of 45 numbers.

The test was focused meaning the words. The pretest gave before

implementing Word Clap Game in learning vocabulary. There were 6 meetings

for the treatment, each treatment was given 1 topic, each topic was held in 2

meetings. The first topic was about animals, the second topic was about things

and the third topic was about public places. 15 vocabulary words were taught

for each meeting. The posttest was held to find out the students’ achievement

after learning vocabulary through the treatment.

E. Procedure of data collection

The procedures to collect the data were:

1. The data of the students’ previous vocabularies were taken from the result of

pretest.

2. The data of the students’ vocabularies were taken from the result of posttest

after the treatment.

F. Technique of data analysis

Before analyzing the data, the researcher collected the data and analyzed them

by using the procedures as follows:

1. Analyzing the raw data of pretest and posttest. Each of the students` correct

answer got 1 and the wrong answer got 0.

2. Raw scores were converted to a set of core maximum of 100, using the

following formula:

Scoring the students’ correct answer pretest and posttest

Students’ score = The number of students’ correct answer x 100

Total number of items

(Gay, 2012)

Classifying the score of the students into the following score

classification

Score 80-100 Very Good

Score 70-79 Good

Score 60-69 Enough

Score 50-59 Less

Score 0-49 Failed

Table 3.1 (Depdikbud, 2006)

3. Computing the frequency and the rule percentage of the students’ score:

P= 𝐹

𝑁𝑥 100%

Where:

P= Percentage

F= Frequency

N= The total number of students

(Gay, 2012)

4. After the procedure of collecting data, the next step was data analysis. For

data analysis, the researcher used statistical analysis and then used SPSS 25

version software program to find out the significant differences between the

students’ pretest and posttest.

CHAPTER IV

FINDINGS AND DISCUSSION

In this research, the researcher describes the data that have been obtained during

the research. The findings describe the mean scores of the students’ vocabularies,

the score frequency, and hypothesis testing. The discussion explains the analysis

of the data found.

A. Findings

The findings describes found from the result of pretest that described the

students previous vocabulary and of posttest that describes the students’

vocabularies after doing a treatment using Word Clap Game.

1. Mean score of the students’ vocabularies in pretest and posttest

The mean score of the students’ vocabularies are shown determined

through the result of pretest and posttest. It can be seen clearly in the Table

4.1.

Table 4.1, The mean score of students’ vocabulary

Mean score Improvement (%)

Pretest Posttest

41.75 76.10 82%

Table 4.1 shows that 20 students in pretest and posttest, then shows

that the students’ mean score in terms of students’ vocabulary has an

improvement in posttest than pretest. It is proved by seeing the table which

the students’ mean score is 41.75 in pretest to be 76.10 in posttest.

The improvement percentage of students’score in terms of students’

vocabulary after giving the treatment by using Word Clap Game is 82%.

The students’vocabulary is described as:

Figure 4.1, The improvement of the pretest and posttest

Figure 4.1 shows that there is an increase of the students vocabulary

from pretest with the mean score is 41.75 to posttest with the mean score is

76.10.

2. Frequency and percentage of the students’scores in pretest and posttest

Frequency score of students’ meaning of the words in learning

through Word Clap Game shows the spread of the students’ score and their

percentage in each category. The data description can be seen in Table 4.2.

41.75

76.10

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Student'Pretest Student' Postest

Student'Pretest

Student' Postest

No Score Category PRETEST POSTTEST

Table 4.2 Frequency and percentage of the students’ vocabulary

Table 4.2 shows that the frequency of the students’ vocabulary in pretest

there are 2 students or 10% classified into the enough category, 2 students or

10 % classified the less category and 16 students or 80 % failed. In Table 4.2

the students show the improvement in posttest than pretest which are 0 students

classified failed and less category, and 3 students classified into enough

category, 12 students classified good category and 5 students classified into

very good category.

3. Hypothesis testing

The hypothesis was tested by using inferential analysis. In this case, the

researcher used t-test (test of significance) for independent sample test, that

was a test to know the significant difference between the result of students’

mean scores in pretest and posttest the researcher used t-test analysis on the

level of significant (α) = 0.05 with the degree of freedom (df) = N – 1, where

N = Number of subject (20 students)

The hypotheses are as follows.

Frequency Percentage Frequency Percentage

1. 80-100 Very good 0 0 5 25 %

2. 70-79 Good 0 0 12 60 %

3. 60-69 Enough 2 10 % 3 15 %

4. 50-59 Less 2 10 % 0 0

5. 0-49 Failed 16 80 % 0 0

Total 20 100 % 20 100 %

H1 is accepted if sig <α = 0.05

H0 is accepted if sig >α = 0.05

The result of the data calculation was calculated using SPSS 25. The

students’ result score in terms of text structure is presented as follows.

Table 4.3 Paired sample test

Paired Samples Test

Paired Differences t df Sig. (2-

tailed) Mean Std.

Deviation

Std. Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

Pair 1 PRE TEST -

POST TEST -34.350 4.428 .990 -36.422 -32.278 -34.692 19 .000

Based on the Table 4.3, it can be seen that the sig (2-tailed) of pretest and

posttest is 0.00. This sig (2-tailed) is (0.00 < 0.05). It can be concluded that

pretest and posttest has sig <a, and H1 is accepted and H0 is rejected. So, it

could be assumed that there is a significant difference on the students’ score

before and after the use of Word Clap Game in learning vocabulary. This game

can also be used as ice breaking in learning but the drawback of the Word Clap

Game itself was that when the game was being played it will make a slightly

noisy sound.

B. Discussion

The research findings indicated that the students‘vocabulary by using

Word Clap Game showed an improvement on the students‘vocabulary in

meaning. It was shown by the mean scores of the students in posttest (76.10)

that was higher than the score of pretest (41.75). The score of pretest shows

that the students were lack in vocabulary mastery but the score of posttest

showed a change. Based on the mean score of the students’ pretest that is

41.75, S1 was able to answer 18 questions correctly while S3 was able to

answer 36 questions correctly with the score got was 76.10.

The student’s vocabulary scores in pretest are described by 16 students

from 20 students who failed. After giving a treatment using Word Clap Game,

the student’s vocabulary scores are described by 0 students failed.

Using SPSS 25, the Sig (2-tailed) was 0.00 at the level of sig <a 0.05.

Based on this result the null hypothesis (H0) is rejected and the alternative

hypothesis (H1) is accepted. This can be concluded that there is a significant

different between the score got in pretest and pretest. The significant indicator

defines that the use of Word Clap Game in improving vocabularies is effective.

The result found in this research is in line with the research which had

been done by Lestari (2013), Setyaningsih (2015) and Ayuningtyas (2016) who

also found that the use of Word Clap Game could improve the

students’vocabularies. This game is simple and easy to apply in learning and

the uniqueness of this game does not require any equipment or preparation. So,

the students can study anywhere and anytime with fun.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of conclusions and suggestions of this research. This chapter

was concerned on what was discussed in the previous chapter.

A. Conclusion

Based on the findings and discussions of the research, the researcher

concluded that the use of Word Clap Game was effective to improve the students’

vocabularies. It was proved by the result of research showed that p value sig. (2-

tailed) was 0.00. It was lower than ᾱ 0.05, it could be assumed that H1 was

accepted and H0 was rejected. The students’ mean score in word meaning were

41.75 (pretest) and 76.10 (posttest). Thus the Word Clap Game can be used by

teachers as a technique for students in learning English in school to improve their

vocabularies.

B. Suggestions

In the research, the researcher found that the game gave solution to the

students in English learning process. The teacher could use this Word Clap Game

as one of effective technique in English teaching after saw the students’

achievement. The teacher can apply Word Clap Game to teach vocabulary for the

other material not just about nouns. The teacher can design Word Clap Game to

make the students more interest in learning. This game is simple and easy to apply

in learning. So, the students can study anywhere and anytime with fun.

The students could use Word Clap Game to increase English vocabulary

competence, because the previous researcher said that with Word Clap Game the

students could easily memories and understand the words even just leaning own

self. This research was one literature for the other researchers to make innovation

technique to improve students‘achievement especially in English Learning

process.

BIBLIOGRAPHY

Ayuningtyas, N. 2016. Improving students’ vocabulary mastery through Word

Clap Game at the eight grade students of SMPN 1 Purwasari. A thesis

Hidayatullah State Islamic University: Jakarta.

Dobson, J. 1978. Try one of my games.Washington. D.C, p. 295.

Finocchiaro and Brown. 1973. English as a second language from theory to

practice. New York: Regent Publishing Company

Gay, L.R, Geoffrey E. Mills.et al. 2006. Educational Research: competencies for

analysis and application. Eight edition. Kevin M. Davis Publishing.

Gay, L.R, Mills, G.E., & Airasian, P. W. 2012. Educational Research:

competencies for analysis and application. Tenth edition. Upper saddle

river, New York: Pearson Merril Prentice Hall.

Hadfield, J. 1984. Elementary communication games. Hong Kong: Thomas

Nelson Ltd. p.5.

Hadfield, J. 1987. Advanced communication games. Longman.p. iii.

Hatch, E. & Brown, C. 1995. Vocabulary, semantics, and language education.

Cambridge: Cambridge University Press.

Hornby, A.S. 2006. Oxford advanced learner’s dictionary, Oxford University

Press. Hal. 896

Joe et all. 1990. Vocabulary learning and speaking activities. Journal Forum.

Kridalasakna, H. 1993. Kamus linguistik. Jakarta: Gramedia.

Linse, C. (2005). Practical English language teaching young learners. New York:

Mc Graw Hill.

Kurnia, S. 2015. A Coloration between the students’ vocabulary mastery and their

reading comprehension to read academic texts in their english books.

English education department faculty of teachers and education. A thesis

Muhammadiyah University of Makassar.

Mardianawati, L. 2012. Vocabulary teaching strategies used by teacher of junior

high school. published Bachelor thesis. Purwokerto. Muhammadiyah

university of Purwokerto.

Nation, P. 2001. Learning vocabulary in another language. Cambridge:

Cambridge University Press.

Oxford Universtity Press. 2004. Oxford learner’s pocket dictionary. New York:

Oxford University Press.

Richard, Jack C and Willy A Renandya. 2002. Methodology in language teaching:

an anthology of current practice. Cambridge University.

Setyaningsih, F.E. 2015. The use of Word Clap Game to improve students’

vocabulary mastery of SMPN 3 Ungaran. A Thesis Art Semarang State

University.

Sulastri, N. 2018. Using Word Clap Game with a song to improve students’

vocabulary at the eight grade of SMPN 5 Palopo. A thesis State Islamic

Institute: Palopo.

Suwarni. 2003. Increasing the vocabulary mastery of the third years students of

MAN I Makassar through Crossword Puzzle. English Department of

Tarbiyah and Teaching Faculty State Islamic University of Alauddin

Makassar.

Thornburg, S. 2002. How to teach vocabulary. Longman: Malaysia. p.13.

Wahyuni. 2002. Improving Students’ vocabulary mastery through Related Words

Games. Thesis S1 FBS UNM.

Zaenuri, A.M. 2002. Vocabulary. Jakarta: UIN Jakarta Press.p. 1.

APPENDIX A

LESSON PLAN

School : SMPN 1 Kajuara

Subject : English

Grade/semester : VII/ ganjil

Learning material : Noun (animals)

Time : 2x40 menit (2 pertemuan)

A. Core competency

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong

royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan

sosial dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena

dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyajikan 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. Basic competency and indicators

Basic competency Indicators

3.5 Memahami unsur kebahasaan

(vocabulary meaning) teks terkait

dengan nama binatang, benda, dan

bangunan publik yang dekat dengan

kehidupan siswa sehari-hari.

3.5.1 Menyebutkan makna kosakata

teks terkait dengan nama

binatang, benda dan bangunan

publik yang dekat dengan


C. Learning objectives

1. Siswa dapat menyebutkan kosa kata bahasa inggris yang berkaitan dengan nama

binatang melalui permainan Word Clap Game.

2. Siswa dapat memahami makna kosa kata terkait nama binatang dalam bahasa

inggris melalui permainan Word Clap Game.

D. Learning material: Noun animals

First meeting

No. Animals (binatang) Pronunciation

(pelafalan) Meaning

(arti) 1 Bat /bæt/ Kelelawar 2 Monkey /ˈmʌŋki/ Monyet 3 Butterfly /ˈbʌtəflaɪ/ Kupu-kupu 4 Crocodile /ˈkrɒkədaɪl/ Buaya 5 Duck /dʌk/ Bebek 6 Spider /ˈspaɪdə(r)/ Laba-laba 7 Frog /frɒɡ/ Katak 8 Bird /bɜːd/ Burung 9 Dragonfly /ˈdræɡənflaɪ/ Lalat 10 Ant /ænt/ Semut 11 Cow /kaʊ/ Sapi 12 Dog /dɒɡ/ Anjing 13 Bear /beə(r)/ Beruang 14 Bee /biː/ Lebah 15 Camel /ˈkæml/ Unta

Second meeting

No. Animals (binatang) Pronunciation

(pelafalan) Meaning

(arti) 1 Crab /kræb/ Kepiting 2 Cockatoo /ˌkɒkəˈtuː/ Burungkakatua 3 Dolphin /ˈdɒlfɪn/ Lumba-lumba 4 Elephant /ˈelɪfənt/ Gajah 5 Fish /fɪʃ/ Ikan 6 Goat /ɡəʊt/ Kambing 7 Gorilla /ɡəˈrɪlə/ Gorilla 8 Horse /hɔːs/ Kuda 9 Cat /kæt/ Kucing 10 Tiger /ˈtaɪɡə(r)/ Harimau 11 Mouse /maʊs/ Tikus 12 Lizard /ˈlɪzəd/ Cicak 13 Wolf /wʊlf/ Serigala 14 Chicken /ˈtʃɪkɪn/ Ayam 15 Rabbit /ˈræbɪt/ Kelinci

E. Learning method

Scientific learning, Word Clap Game

F. Learning media and sources

Laptop, spidol, papan tulis

Buku teks, kamus bahasa inggris, internet, list of vocabulary

G. Learning activities

Kegiatan pendahuluan (10 menit)

Salam, tegur sapa dan memberikan motivasi kepada siswa sebelum

memulai pembelajaran.

Mengecek kehadiran dan mengecek kesiapan belajar siswa.

Menjelaskan tujuan pembelajaran dan kompetensi yang akan dicapai.

Menyampaikan garis besar cakupan materi dan penjelasan tentang

kegiatan yang akan dilakukan siswa untuk menyelesaikan latihan dan

tugas dalam pembelajaran.

Kegiatan inti (60 menit)

Mengamati (observing)

Membagikan siswa daftar kosakata/ materipelajaran

Meminta siswa melihat daftar kosakata yang telah dibagikan

Siswa melihat, membaca, mendengar dan menyimak guru menyebutkan

dan menanyakan nama binatang dalam bahasa Inggris (keteladanan).

Menanya (questioning)

Dengan bimbingan dan arahan, siswa menanyakan cara menyebutkan dan arti

nama binatang dalam bahasa Inggris dengan yang ada dalam bahasa

Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak

melakukan, dsb.

Mengumpulkan informasi (experiment)

Siswa membuat list kata-kata baru yang sudah dipelajari

Siswa menyertakan makna kata dalam list

Siswa menyebutkan kata-kata dalam list

Secara kolaboratif, siswa berusaha menggunakan bahasa Inggris untuk

menyebutkan nama binatang dalam konteks pembelajaran, simulasi, Word

Clap Game.

Menanyakan kepada siswa apakah pernah bermain Word Clap Game?

Mengasosiasi (associate)

Sharing dengan teman untuk mendalami makna dan pengucapan kata yang

sudah dipelajari.

Siswa memperoleh balikan (feedback) dari guru dan teman.

Mengkomunikasikan (communicating)

The steps of using Word Clap Game

The researcher lead the game,

The researcher mention the topic about noun animals,

Researcher explains the rule of playing the game,

Researcher divide students in to some groups, each group consists of 7

students. Students sit or stand in a circle, and appoint each one of the

groups that will mention the name of the object first or mention the word

according the topic. The first student from the group will mention the first

word of the topic and the next student will mention the meaning of the

word mentioned, and so on. Clapping theme is noun (animals) for example

for noun animals the first student “I say cat” after that (clap their hands

three times) ”what the meaning?” the second students say “the meaning is

kucing” (clap their hands three times) and so on.

Students who repeat the words that have been mentioned must out in the

circle, but each student who cannot answer is given one chance by saying

"pass",


Kegiatan penutup (10 menit)

Menanyakan kesulitan dan pemahaman siswa tentang materi pembelajaran

Evaluasi

Closing / penutup

H. Rubric assesment


Score 70-79 Good

Score 60-69 Enough

Score 50-59 Less

Score 0-49 Failed

(Depdikbud, 2006)

Skor siswa = jumlah jawaban yang benar x 100

Jumlah soal

Kajuara, Maret 2020

English teacher Researcher

Muhammad Danial Andi Tenri Wulandari A.M

LESSON PLAN


Subject : English

Grade/semester : VII / ganjil

Learning material : Noun (things)

Time : 2 x40 menit (2 pertemuan)

A. Core Competency

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif

dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.


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.


Basic competency Indicators




bangunan publik yang dekat dengan


3.5.1 Menyebutkan makna kosakata teks

terkait dengan nama binatang,

benda, dan bangunan publik yang

dekat dengan kehidupan siswa

sehari-hari.


1. Siswa dapat menyebutkan kosakata bahasa Inggris yang berkaitan dengan

nama benda melalui permainan Word Clap Game.

2. Siswa dapat memahami makna kosakata terkait nama benda dalam bahasa

inggris melalui permainan Word Clap Game.

D. Learning material: Noun things

Third meeting

No. Things (benda)

Pronunciation (pelafalan)

Meaning (arti)

1 Air /eə(r)/ Udara 2 Airplane /ˈeəpleɪn/ Pesawatterbang 3 Ball /bɔːl/ Bola 4 Table /ˈteɪbl Meja 5 Lamp /læmp/ Lampu 6 Television /ˈtelɪvɪʒn/ Televisi 7 Mirror /ˈmɪrə(r) Cermin 8 Marker /ˈmɑːkə(r) Spidol 9 Flower /ˈflaʊə(r)/ Bunga 10 Plant /plænt/ Tanaman 11 Bench /bentʃ/ Bangku 12 Grass /ɡrɑːs/ Rumput 13 Car /kɑː(r) Mobil 14 Broom /bruːm/ Sapu 15 Bicycle /ˈbaɪsɪkl/ Sepeda

Fourth meeting

No Things (benda)


Meaning (arti)

1 Ring /rɪŋ/ Cincin 2 Wall /wɔːl/ Dinding 3 Plate /pleɪt/ Piring 4 Key /kiː/ Kunci 5 Hat /hæt/ Topi 6 Sand /sænd/ Pasir 7 Shoes /ˈʃuːʃ/ Sepatu 8 Candy /ˈkændi/ Permen 9 Door /dɔː(r)/ Pintu 10 Eraser /ɪˈreɪzə(r)/ Penghapus 11 Money /ˈmʌni/ Uang 12 Tie /taɪ/ Dasi 13 Paper /ˈpeɪpə(r)/ Kertas 14 Rubbish /ˈrʌbɪʃ/ Sampah 15 Pen /pen/ Pulpen

E. Learning method
















Membagikan siswa daftar kosakata/ materi pelajaran

Meminta siswa melihat daftar kosakata yang telah dibagikan


dan menanyakan nama benda dalam bahasa Inggris (keteladanan).



nama benda dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia,

kemungkinan menggunakan ungkapan lain, akibat jika tidak melakukan, dsb.

Mengumpulkan Informasi (experiment)

Siswa membuat list kata-kata baru yang sudah dipelajari




menyebutkan nama benda dalam konteks pembelajaran, simulasi, Word

Clap Game.




sudah dipelajari.



The steps of using Word Clap Game


The researcher mention the topic about noun things,


Researcher divide students in to some groups,

Each group consists of 7 students. Students sit or stand in a circle, and

appoint each one of the groups that will mention the name of the object

first or mention the word according the topic. The first student from the

group will mention the first word of the topic and the next student will

mention the meaning of the word mentioned, and so on. Clapping theme is

things (benda) for example for noun things the first student “I say pen”

after that (clap their hands four times) ”what the meaning?” the second

students say “the meaning is pulpen” (clap their hands four times) and so

on.



"pass".

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

Kegiatan penutup (10 menit)


Evaluasi

Closing / penutup

H. Rubric assesment


Score 70-79 Good

Score 60-69 Enough

Score 50-59 Less

Score 0-49 Failed

(Depdikbud, 2006)


Jumlah soal

Kajuara, Maret 2020



LESSON PLAN


Subject : English

Grade/semester : VII / ganjil

Learning material : Noun (public places)

Time : 2 x40 menit (2 pertemuan)

A. Core competency

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,

gotong royong), santun, percaya diri dalam berinteraksi secara efektif

dengan lingkungan sosial dalam jangkauan pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.


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.


Basic competency indicators




bangunan publik yang dekat

dengan kehidupan siswa sehari-

hari.

3.5.1 Menyebutkan makna kosa kata teks,

benda, dan bangunan publik yang

dekat dengan kehidupan siswa

sehari-hari.


3. Siswa dapat menyebutkan kosa kata bahasa Inggris yang berkaitan dengan

nama tempat umum melalui permainan Word Clap Game.

4. Siswa dapat memahami makna kosa kata terkait nama tempat umum dalam

bahasa inggris melalui permainan Word Clap Game.

D. Learning material: Noun public places

Fifth meetings

No. Public places (tempat umum)


Meaning (arti)

1 Office /ˈɒfɪs/ Kantor 2 Park /pɑːk/ Taman 3 Hospital /ˈhɒspɪtl/ Rumahsakit 4 Airport /ˈeəpɔːt/ Bandara 5 Shop /ʃɒp/ Toko 6 Mosque /mɒsk/ Mesjid 7 Library /ˈlaɪbrəri/ Perpustakaan 8 Market /ˈmɑːkɪt/ Pasar 9 Field /fiːld/ Lapangan 10 Bank /bæŋk/ Bank 11 BarberShop /ˈbɑːbəʃɒp/ Tempatcukur 12 Beauty Salon /ˈbjuːtisælɒn/ Salon kecantikan 13 Boutique /buːˈtiːk/ Butik 14 Café /ˈkæfeɪ/ Kafe 15 Canteen /kænˈtiːn/ Kantin

Sixth meetings

No. Public places (tempat umum)


Meaning (arti)

1 Cemetery /ˈsemətri/ Pemakaman 2 Cinema /ˈsɪnəmə/ Bioskop 3 College /ˈkɒlɪdʒ/ Perguruantinggi 4 Dormitory ˈdɔːrmətɔːri/ Asrama 5 Factory /ˈfæktəri/ Pabrik 6 Hotel /həʊˈtel/ Hotel 7 House /haʊs/ Rumah 8 Jail /dʒeɪl/ Penjara 9 Mall /mɔːl/ Mall 10 Gym /dʒɪm/ Pusatolahraga 11 Tavern /ˈtævərn/ Warung 12 Pharmacy /ˈfɑːrməsi/ Apotek 13 School /skuːl/ Sekolah 14 Workshop /ˈwɜːkʃɒp/ Bengkel 15 Zoo /zuː/ Kebunbinatang

E. Learning method
















Membagikan siswa daftar kosa kata/ materipelajaran

Meminta siswa melihat daftar kosa kata yang telah dibagikan


dan menanyakan nama tempat umum dalam bahasa Inggris (keteladanan).



nama tempat umum dalam bahasa Inggris dengan yang ada dalam bahasa

Indonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak

melakukan, dsb.

Mengumpulkan Informasi (experiment)

Siswa membuat list kata-kata baru yang sudahdipelajari




menyebutkan nama public places dalam konteks pembelajaran, simulasi,

Word Clap Game.




sudah dipelajari.



The steps of using WordClap Game


The researcher mention the topic about noun public places,


Researcher divide students in to some groups, each group consists of 7

students. Students sit or stand in a circle, and appoint each one of the

groups that will mention the name of the object first or mention the word

according the topic. The first student from the group will mention the first

word of the topic and the next student will mention the meaning of the

word mentioned, and so on. Clapping theme is public places (tempat

umum) for example for noun public places the first student “I say hospital”

after that (clap their hands five times) ”What the meaning?” the second

students say “The meaning is rumah sakit” (clap their hands five times),

and so on.



"pass".

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

Kegiatan Penutup (10 menit)


Evaluasi

Closing / penutup

I. Rubric assesment


Score 70-79 Good

Score 60-69 Enough

Score 50-59 Less

Score 0-49 Failed

(Depdikbud, 2006)


Jumlah soal

Kajuara, Maret 2020



APPENDIX B

PRE-TEST

Match these Words below!

Name:

Class:

Noun Meaning

(Arti)

1. Hat Pintu [ ]

2. Library Sapu [ ]

3. Candy Rumah [ ]

4. Mall Cermin [ ]

5. Bear Topi [ ]

6. Money Kunci [ ]

7. Crab Sapi [ ]

8. Ball Perpustakaan [ ]

9. Bag Bandara[ ]

10. Door Buaya [ ]

11. Canteen Tas [ ]

12. Clock Mobil [ ]

13. Cafe Pasar [ ]

14. House Kepiting [ ]

15. Key Beruang [ ]

16. Car Sepatu [ ]

17. Zoo Katak [ ]

18. Cow Permen [ ]

19. Ant Jam [ ]

20. Mirror Uang [ ]

21. Fish Burung [ ]

22. Cinema Bola [ ]

23. Book Pusatperbelanjaan [ ]

24. School Ikan [ ]

25. Mosque Kucing [ ]

26. Dolphin Bangku[ ]

27. dragonfly Kelelawar [ ]

28. Shoes Kafe [ ]

29. Bird Monyet [ ]

30. Cat Kupu-kupu [ ]

31. Bat Lumba-lumba [ ]

32. Hospital Kantin [ ]

33. Frog Kebunbinatang [ ]

34. Broom Rumahsakit [ ]

35. Shop Sekolah [ ]

36. Duck Capung [ ]

37. Bench Buku [ ]

38. Airport Bebek [ ]

39. Crocodile Kantor [ ]

40. Monkey Bioskop [ ]

41. Flower Taman [ ]

42. Market Bunga [ ]

43. Butterfly Masjid [ ]

44. Park Toko[ ]

45. Office Semut [ ]

POST-TEST

Match these Words below!

Name:

Class:

Noun Meaning

(Arti)

1. Tiger Kuda [ ]

2. Ball Pusatperbelanjaan [ ]

3. Market Sekolah [ ]

4. Barbershop Domba [ ]

5. Marker Kambing [ ]

6. Horse Beruang [ ]

7. Broom Pusatolahraga [ ]

8. Bee Ikan [ ]

9. Mall Harimau [ ]

10. Dolphin Bunga [ ]

11. Library Televisi [ ]

12. College Masjid [ ]

13. Gym Ayam [ ]

14. Ring Apotik [ ]

15. Boutique Laba-laba [ ]

16. Pen Bola [ ]

17. Ant Perpustakaan [ ]

18. Television Serigala [ ]

19. Cinema Meja [ ]

20. Goat Kertas [ ]

21. Fish Butik [ ]

22. Zoo Tempatcukur [ ]

23.Tavern Lumba-lumba [ ]

24. Mouse Perguruantinggi [ ]

25. Grass Pasar [ ]

26. Sheep Spidol [ ]

27. Bicycle Dasi [ ]

28. Rubbish Semut [ ]

29. Wolf Kebunbinatang [ ]

30. Flower Tikus [ ]

31. Chicken Sapu [ ]

32. Camel Sepeda [ ]

33. Air Cincin [ ]

34. Paper Toko [ ]

35. Bear Kupu-kupu [ ]

36. Pharmacy Lampu [ ]

37. School Lebah [ ]

38. Lamp Warung [ ]

39. Mosque Tanaman [ ]

40. Office Sampah [ ]

41. Butterfly Unta [ ]

42. Tie Kantor [ ]

43. Shop Bioskop [ ]

44. Spider Udara [ ]

45. Table Pulpen [ ]

APPENDIX C

Students’ Row score of Pre-test and post-test

Students’ score = The number of student’s correct answer x 100

Total number of items

Pre-test Post-test

1. Aisha Haerima 18

45× 100 = 40

34

45× 100 = 76

2. Aisyah Handayani 19

45× 100 = 42

34

45× 100 = 76

3. Alya novianti 23

45× 100 = 51

36

45× 100 = 80

4. Alyssa Purnamasari 18

45× 100 = 40

33

45× 100 = 73

5. A.m Budi Awang 15

45× 100 = 33

33

45× 100 = 73

6. A. uswatun Hasanah 28

45× 100 = 62

42

45× 100 = 93

7. A.riska Amelia 19

45× 100 = 42

34

45× 100 = 76

8. A.riski Amelia 20

45× 100 = 44

34

45× 100 = 76

9. Dwi lara anggriani 18

45× 100 = 40

34

45× 100 = 76

10. Henriansyah 12

45× 100 = 27

30

45× 100 = 67

11. Ikbal Baharuddin 12

45× 100 =

30

45× 100 = 67

12. Lisdayanti 16

45× 100 = 36

32

45× 100 = 71

13. Meriana riski saputri 18

45× 100 = 40

34

45× 100 = 76

14. Muh. Asyril 12

45× 100 = 27

30

45× 100 = 67

15. Muhammad Dhani 14

45× 100 = 31

33

45× 100 = 73

16. Ririn anggriani Asnan 17

45× 100 = 38

32

45× 100 = 71

17. Salma Karyati 25

45× 100 = 56

38

45× 100 = 84

18. Yasqia Pratiwi 28

45× 100 = 62

41

45× 100 = 91

19. Yemma Fatmawati 24

45× 100 = 53

36

45× 100 = 80

20. Zahra Salsabila 20

45× 100 = 44

34

45× 100 = 76

Table of Students Row Score of Pre-test and Post-test

No Responden Pretest Post Test

1 R-1 40 76

2 R-2 42 76

3 R-3 51 80

4 R-4 40 73

5 R-5 33 73

6 R-6 62 93

7 R-7 42 76

8 R-8 44 76

9 R-9 40 76

10 R-10 27 67

11 R-11 27 67

12 R-12 36 71

13 R-13 40 76

14 R-14 27 67

15 R-15 31 73

16 R-16 38 71

17 R-17 56 84

18 R-18 62 91

19 R-19 53 80

20 R-20 44 76

TOTAL 835 1522

APPENDIX D

Table of Students’ vocabulary achievement

PRE TEST

Frequency Percent Valid Percent Cumulative

Percent

Valid

27 3 15.0 15.0 15.0

31 1 5.0 5.0 20.0

33 1 5.0 5.0 25.0

36 1 5.0 5.0 30.0

38 1 5.0 5.0 35.0

40 4 20.0 20.0 55.0

42 2 10.0 10.0 65.0

44 2 10.0 10.0 75.0

51 1 5.0 5.0 80.0

53 1 5.0 5.0 85.0

56 1 5.0 5.0 90.0

62 2 10.0 10.0 100.0

Total 20 100.0 100.0

POST TEST


Percent

Valid

67 3 15.0 15.0 15.0

71 2 10.0 10.0 25.0

73 3 15.0 15.0 40.0

76 7 35.0 35.0 75.0

80 2 10.0 10.0 85.0

84 1 5.0 5.0 90.0

91 1 5.0 5.0 95.0

93 1 5.0 5.0 100.0

Total 20 100.0 100.0

PRE TEST


Percent

Valid

Enough 2 10.0 10.0 10.0

Less 2 10.0 10.0 20.0

Failed 16 80.0 80.0 100.0

Total 20 100.0 100.0

POST TEST


Percent

Valid

Very Good 5 25.0 25.0 25.0

Good 12 60.0 60.0 85.0

Enough 3 15.0 15.0 100.0

Total 20 100.0 100.0

APPENDIX E

The Mean Score of Pretest and Posttest

Statistics

PRE TEST POST TEST

N Valid 20 20

Missing 0 0

Mean 41.75 76.10

Std. Error of Mean 2.378 1.564

Std. Deviation 10.637 6.995

Sum 835 1522

Percentiles

25 33.75 71.50

50 40.00 76.00

75 49.25 79.00

Statistics

PRE TEST POST TEST

N Valid 20 20

Missing 0 0

Mean 41.75 76.10

Minimum 27 67

Maximum 62 93

Percentiles

25 33.75 71.50

50 40.00 76.00

75 49.25 79.00

APPENDIX F

The Percentage of Students’ Vocabulary

The percentage of student ‘development in vocabulary as follow:

P = x2−x1

𝑥1𝑥 100%

P = 76.10−41.75

41.75𝑥 100%

P = 34.4

41.75𝑥 100%

P = 82, 3%

P = 82 %

APPENDIX G

Calculating the T-test analysis Vocabulary

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

PRE TEST .166 20 .149 .932 20 .170

POST TEST .256 20 .001 .885 20 .022

a. Lilliefors Significance Correction

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 PRE TEST 41.75 20 10.637 2.378

POST TEST 76.10 20 6.995 1.564

Paired Samples Correlations

N Correlation Sig.

Pair 1 PRE TEST & POST TEST 20 .957 .000

Paired Samples Test

Paired Differences t df Sig. (2-

tailed) Mean Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

PRE TEST

- POST

TEST

-

34.350 4.428 .990 -36.422 -32.278

-

34.692 19 .000

APPENDIX H

TABLE DISTRIBUTION OF T-VALUE VOCABULARY

For Level Of Significance (D) = 0,05

Degree Of Freedom (df) = N – 1 = 20 – 1 = 19

T Tabel = 2. 093

Pr 0,25 0,1 0,05 0,025 0,01 0,005 0,001

Df 0,50 0,20 0,10 0,050 0,02 0,010 0,002

1 1,00000 3,07768 6,31375 12,70620 31,82052 63,65674 318,30884

2 0,81650 1,88562 2,91999 4,30265 6,964557 9,924843 22,32712

3 0,76489 1,63774 2,35336 3,18245 4,540703 5,840909 10,21453

4 0,74070 1,53321 2,13185 2,77645 3,746947 4,604095 7,17318

5 0,72669 1,47588 2,01505 2,57058 3,36493 4,032143 5,89343

6 0,71756 1,43976 1,94318 2,44691 3,142668 3,707428 5,20763

7 0,71114 1,41492 1,89458 2,36462 2,997952 3,499483 4,78529

8 0,70639 1,39682 1,85955 2,30600 2,896459 3,355387 4,50079

9 0,70272 1,38303 1,83311 2,26216 2,821438 3,249836 4,29681

10 0,69981 1,37218 1,81246 2,22814 2,763769 3,169273 4,14370

11 0,69745 1,36343 1,79588 2,20099 2,718079 3,105807 4,02470

12 0,69548 1,35622 1,78229 2,17881 2,680998 3,05454 3,92963

13 0,69383 1,35017 1,77093 2,16037 2,650309 3,012276 3,85198

14 0,69242 1,34503 1,76131 2,14479 2,624494 2,976843 3,78739

15 0,69120 1,34061 1,75305 2,13145 2,60248 2,946713 3,73283

16 0,69013 1,33676 1,74588 2,11991 2,583487 2,920782 3,68615

17 0,68920 1,33338 1,73961 2,10982 2,566934 2,898231 3,64577

18 0,68836 1,33039 1,73406 2,10092 2,55238 2,87844 3,61048

19 0,68762 1,32773 1,72913 2,09302 2,539483 2,860935 3,57940

20 0,68695 1,32534 1,72472 2,08596 2,527977 2,84534 3,55181

21 0,68635 1,32319 1,72074 2,07961 2,517648 2,83136 3,52715

22 0,68581 1,32124 1,71714 2,07387 2,508325 2,818756 3,50499

23 0,68531 1,31946 1,71387 2,06866 2,499867 2,807336 3,48496

24 0,68485 1,31784 1,71088 2,06390 2,492159 2,796939 3,46678

25 0,68443 1,31635 1,70814 2,05954 2,485107 2,787436 3,45019

26 0,68404 1,31497 1,70562 2,05553 2,47863 2,778715 3,43500

27 0,68368 1,31370 1,70329 2,05183 2,47266 2,770683 3,42103

28 0,68335 1,31253 1,70113 2,04841 2,46714 2,763262 3,40816

29 0,68304 1,31143 1,69913 2,04523 2,462021 2,756386 3,39624

30 0,68276 1,31042 1,69726 2,04227 2,457262 2,749996 3,38518

31 0,68249 1,30946 1,69552 2,03951 2,452824 2,744042 3,37490

32 0,68223 1,30857 1,69389 2,03693 2,448678 2,738481 3,36531

33 0,68200 1,30774 1,69236 2,03452 2,444794 2,733277 3,35634

34 0,68177 1,30695 1,69092 2,03224 2,44115 2,728394 3,34793

35 0,68156 1,30621 1,68957 2,03011 2,437723 2,723806 3,34005

36 0,68137 1,30551 1,68830 2,02809 2,434494 2,719485 3,33262

37 0,68118 1,30485 1,68709 2,02619 2,431447 2,715409 3,32563

38 0,68100 1,30423 1,68595 2,02439 2,428568 2,711558 3,31903

39 0,68083 1,30364 1,68488 2,02269 2,425841 2,707913 3,31279

40 0,68067 1,30308 1,68385 2,02108 2,423257 2,704459 3,30688

DOCUMENTATION

Situations when opening classes & introductions

Situation when checking student attendance

The situation describes the learning objectives

The situation for giving a Pretest

Situation when the Pretest is being done

Situation explanation of the treatment to be performed

Situations teach vocabulary

Situation explained to Students Game Rules (Treatment)

Situation when applying the Game (Noun Animals)

Situation when explanation of material

Situation when applying the Game (Noun things)

Situation when applying the Game (noun Public place)

Situation when distributing Posttest

Situation when supervising students do the post-test

Pre-Test

Post-test

CURRICULUM VITAE

Andi Tenri Wulandari A.M was born on May 1 th, 1997 in

Kawerang, Sulawesi selatan kabupaten Bone. She is the

third child from six siblings of the couple Andi Amrullah

and Sudarwati. In 2007 she studied in elementary school at

SDN 263 Awang Tangka, Kecamatan Kajuara and graduated

in 2010, then she continued as a student in junior high school at SMPN 1 Kajuara

and graduated in 2012. After finishing she study in Junior high school, she

registered as a student at SMAN 8 Bone and graduated in 2015. Then she

continued her studied as a student in English education department of

Muhammadiyah University of Makassar on Strata 1 and finished with thesis and

the title “The Effect of Word Clap Game in Learning Vocabulary (A Pre

Experimental Research at The Seventh Grade of SMPN 1 Kajuara)”.

Documents

THE EFFECT OF WORD CLAP GAME IN LEARNING