AN EFFORT TO IMPROVE STUDENTS’ VOCABULARY COMPETENCE THROUGH CONSTRUCTING WORDS GAME (A Classroom Action Research at the Seven Grade of SMP N 2 Karanganyar Academic Year 2011/2012)

WIJIYANTI, YUNI (2012) AN EFFORT TO IMPROVE STUDENTS’ VOCABULARY COMPETENCE THROUGH CONSTRUCTING WORDS GAME (A Classroom Action Research at the Seven Grade of SMP N 2 Karanganyar Academic Year 2011/2012). Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

The Classroom Action Research aimed to improve students’ vocabulary competence through constructing words game. The research was conducted at SMP N 2 Karanganyar with 35 students of class VIIF as the subject of research. It was done for two months (April 2012 - Mei 2012). The writer used Classroom Action Research (CAR) as the method of the research. To do this research, the writer worked collaboratively with the English teacher. The CAR was done based on the Kemmis and Mc. Taggart’s design. The writer took two cycles with two actions in each cycle. The data were collected through observation, vocabulary test (pre-test and post-test), questionnaire, and interview. The writer employed qualitative and quantitative as technique for analyzing data. The qualitative data were analyzed based on the observation result of students’ activities in the class, while the quantitative data were analyzed by using written test (pre test and post test). The data analysis showed that the technique of Constructing Word Game could improve the students’ vocabulary competence. The mean of students’ vocabulary competence was as follows; pre test showed 41.71%, cycle one showed 68.00%, and cycle two showed 81.24%. Therefore, the improvement of mean from pre test until cycle two was 13.24%. It was also supported by the observation and questionnaire result. The data of observation showed that the average of the students’ improvement in vocabulary activities in cycle one at 63.01% and the cycle two at 94.75%. Then the improvement from cycle one to cycle two was 31.74%. In conclusion, the research had been called success, because there was an improvement in students’ vocabulary activities from the observation result and the students’ vocabulary competence from vocabulary test (from pre-test to post-test). In addition, there were many students who gave positive responses related to the implementation of this technique.

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