CHAPTER I

INTRODUCTION

A. Background

English has some components to learn. One of them is vocabulary.

Vocabulary is one of the English components, which has to be learned and

acquired by students in learning a new languange. Michelle (2015) It can be

argued that a vocabulary is atool of communication that needs to be taught in

context and people should alwasy be given many opportunities to use the

languange. Paul Nation (2014 ) Vocabulary it self consists of several parts of

speech, they are noun, verb, adjective, and adverb. From those kinds of

vocabulary, the first that students need to know is a noun.

Vocabulary is one of the essential language components in studying

English. Without a proportional amount of vocabulary, anyone will get

trouble in speaking, reading, listening, and writing. In other words, the first

that should be known for students in learning English is vocabulary,

especially for students in junior high school. They must know English

vocabulary and it is grammatical rules to make communicate with other

people.

As the researcher knows, teaching for students of junior high school is not

the same as teaching university students because they have different

characteristics and motivations. They are different from adults, so the way of

teaching must be different too. They love to play and like to think that what they

are doing in real work. If the teachers can not teach the students

i
 properly, they may not enjoy their learning. So students sometimes

think about learning English is difficult. Consequently, the teaching-learning

process may fail. Therefore, the students need more motivation to build up

the students’ interest in learning English, especially in learning vocabulary.

Motivation is positive energy that keeps students reaching better

achievement in the learning process. This statement is supported by Paul that

motivation is the process whereby goal-directed activity is instigated and

sustained. Paul R (2014) Motivation is what stimulates students to acquire,

transform and use knowledge. Students’ motivation in learning isnaturally

students’ desire to participate in the learning process. Although students may

be equally motivated to perform a task, the sources of their motivation may

different. Motivation is influential to the learning process. By the high

motivation in learning, the student will achieve the best results in the learning

process. Motivation is something which comes from our self and social life to

do things to achieve a purpose.

There are two kinds of motivation, extrinsic motivation, and intrinsic

motivation. Extrinsic motivation arises from external factors. Intrinsic

motivation arises from internal factors. Thus the student will be motivation by

the enjoyment of the learning process it self or by a desire to make them

selves feel better. Whereas intrinsic motivation is a crucial element of the

learning process. Eventually, it is necessary for the teacher to be truly

effective to help their students feel motivation to learn and to achieve.

2
 One of the ways teaching techniques can make students motivation

to learn English is using a suitable technique, such as games. The use of

games not only will change the dynamic of class but also helps students study

easily and help the brain to learn more effectively. It means that games could

help students to give positive feedback between students and the teacher in

the learning process.

Frydrychova Klimova B (2015) Games are considered an effective

way of teaching vocabulary. The game will make the learners fun and enjoy

studying. Games also help the students to improve their motivation in

learning English, so students will be more serious to learn. Not just games but

the class atmosphere also can help the student’s interest so that they will not

be bored. Joseph (2010) The teacher can encourage the learner and provide an

occasion for acquisition. Classroom and schools become effective when

quality people are required to teach, the workplace is organized to energize

teachers, and reward accomplished by using the suitable teachnique. There

are many technologies and methods of language teaching that can be selected

for teaching vocabulary, some of the teachers are using kinds of games, such

as stick figures, puzzles, card games, wall cards, and word clap games.

That is why in SMPN 1 Sibulue the researcher chooses the words to

clap game as a medium for teaching English since there are several benefits

such as students can know their vocabulary and try to remember the

vocabularies as soon as possible by clapping their hands. The students also

can learn vocabularies enjoy without any boredom. This game also can build

3
students’ self-confidence because this game is played in groups. The

researcher expects that by using the words clap game, students can momerize

new vocabularies easily,whithout any boredom.

As far as the researcher could state, vocabulary is very important in

studying English. If students have less vocabulary, the students not only

cannot understand anothersaying but also cannot make sentences to transfer

their opinion to the other people. Thur, they will understand English

expressions if they have enough vocabulary.

Based on the pro observation in the seventh grade at SMPN 1

Sibulue, the researcher notices that that student’s interest in learning English

is still not enough especially in learning vocabulary. Most of the students still

do not know about the part of speech. The students are still difficult to

determine the word class. The students always memorize the vocabulary but

the students do not understand it. For example, the students memorize about a

noun, most of them are still silent, they forgot and they still do not know. To

make the students can understand learning vocabulary the teacher needs to

update the technique or method.

As the result of the issues in preliminary observation, the researcher

is interested to make research related to learning vocabulary by applying the

word clap game as a technique at the seventh-grade students of SMPN 1

Sibulue.

4
B. Problem Statement

The probleme in this research is formulate in research question as follows :

1. How is the improvement of the students’ vocabulary by using word clap

game?

C. Objective of the Research

In relation to the problem statement above, the objective of the research is :

1. To find out the use word clap game to improve vocabulary

mastery.

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

5
 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 focus in noun

intrems of animal,things,and public places.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE

In this section, the researcher addresses a few pertinent ideas, theories, and

conceptual frameworks

A. Previous Related Research Findings

Vocabulary as tool of communication, learning and thinking must

be make many research explore the implementation of various techniques

in teaching language, there some research studies that support this

research.

1. The first by Andina (2020) Based on the result of data analysis,

the researcher found that applying word clap game in the class,

students’ vocabulary at the second grade of SMPN 1

Mattirosompe could be improve. The researcher analyzed the data

consisted of the result on pre-test and post-test. The data consisted

of the result on pre-test and post-test. This result proved that this

method was effective to improve the students’ vocabulary.

2. The second by Fitrah (2021) The use of crossword game and

lecturing method were effective to improve the students’

vocabulary at the seventh grade students of SMP Negeri 2

Campalagian. The result of t-test statistical analysis was also

proved that the use of crossword clap game and lecturing method

7
 to teach vocabulary was effective at the seventh grade students of

SMP Negeri 2 Campalagian.

3. The third by Musdalipa (2021) Students love when the cards were

scrambled and they should find out the letter , students easier to

remember the name of animals with card games, students very

enthusiastic learn by card games, students not bered of learning

animals’ name with shuffle card and students vocabulary increased

after learning by arranging shuffled card. It means that when the

teacher uses the jumbles letter games strategy in english

vocabulary learning, the students like and enjoy it.

4. The fourth by Jusri (2021) Based on the results of the study, most

chose to agree with the use of active learning model as a learning

medium used by english teachers which can improve students’

English standards in vocabulary mastery and make the students

more active in interacing in class with their friends and teacher,

Help them exercise the courage to speak up in front of the class.

5. The fifth by Wulandari (2021) Based on the findngs and

discussions of the research, the researcher concluded that the use

of word clap game was effective to improve the students’

vocabularies. Thun the word clap game can be used by teachers as

a technigue for students in learning English in school improve

their vocabuleries.

8
 Based on the related studies above, researchers found similarities

and differences. The similarities are that researchers discuss several

topics related to improving students' vocabulary mastery and also have

in common that is using games to increase vocabulary.And then,

The difference lies in the strategy and research location. the

difference with the previous research above, I used the Word Clap

Game as a strategy in teaching vocabulary at SMPN 1 SIBULUE

B. Some Partinent Ideas

1. Vocabulary

A. What is vocabulary?

Vocabulary is a important thing in learning language.Bintz

(2011) states that “vocabulary is critically important because a word is

an instrument for thinking about the meanings which it expresses.” In

addition, Ababneh (2013) suggests that “vocabulary is integrated into

every content area and is addressed as part of the curriculum which

means that the use of vocabulary is part of reading, writing as well as

establishing the foundation of effective communication.” Besides

important for communicating, having high vocabulary mastery is also

very important for people to obtain academic achievement.

Vocabulary is described as "all the words that someone knows or

uses in a target language" in the Longman Dictionary of Contemporary

English. According to the Oxford Dictionary, vocabulary is the total

number of words you are familiar with in a specific language. There are

9
many terminologies in English textbooks that need to be studied. No

one can understand or speak the language without it. It implies that a

person who lacks competence is unable to create carefully formed

sentences or words.

According to some definition above, the researcher conclude that

at the simplest level vocabulary consist of meaning words. That is the

purpose of vocabulary test.But,in the other hand there are some

sentences or phrases that we cannot find the meaning by using single

words .According to Penny Ur (1996) “vocabulary is one of the

linguistic aspects that is important in teaching a language,besides

structure and pronunciation. As a stock of words used by a

person,vocabulary can be defined,roughly,as the words we teach in the

foreign language”.Vocabulary is study about words in generally,so we

hope that the students can know the meaning of word and useitin their

live.

Problems with speaking, reading, listening, and writing can arise

when learning English, and these issues are frequently brought on by

the learner's poor vocabulary knowledge and command. When it comes

to terminology, there are several definitions provided by professionals.

According to Hornby (2006: 1645), a person's vocabulary consists

of all the words they are familiar with or commonly use in a specific

language. According to Linse, a person's vocabulary is their collection

of words (2005:121).

10
 As opposed to this, Saleh (2000: 29) defines vocabulary as a word

or collection of words with a defined meaning as well as the full word

utilized by someone during communication activities.

According to Allens (2002), developing one's vocabulary is a

crucial component of learning any language, including Suwarni (2003).

Students most typically pick up new words when they are studying

sentence structure and perfecting their pronunciation. Vocabulary, in

Richards' opinion, is a crucial part of language proficiency and has a big

impact on how well kids speak, listen, read, and write.

Some of the definitions listed above assert that vocabulary also

comprises a word list in addition to details on a word's definition and

appropriate applications in a language. Human engagement becomes

impossible without communication since thoughts cannot be

represented through words alone.

Based on the definition above, the researcher concluded that

vocabulary is very important to students for communication and used to

make the learning of foreign language may easily translate from one

language to another language.

C. The types and kinds of vocabulary

There are certain vocabulary types, Nation (2001) distinguished

between two categories of vocabulary. They have insightful and useful

vocabulary. Receptive vocabulary refers to the terms that both native

speakers and non-native speakers understand but rarely use when reading

11
or listening. Active use of a productive vocabulary is made in both speech

and writing. Reading vocabulary is typically greater than writing

vocabulary, and speaking vocabulary is typically larger than listening

vocabulary. Consequently, it may be stated that vocabulary can be

introduced through four units. They are vocabulary for reading,

vocabulary for hearing, vocabulary for speaking, and vocabulary for

writing.

Based on JudyK said thatthereare4 types of vocabulary:

1.ListeningVocabulary

The words we hear and understand. Starting in the

womb,fetuses can detect sounds as early as 16 weeks.

Furthermore,babies are during their waking hours and we

continue to learn words this way all of our lives.By the time we

reach adulthood, most of us will recognize and understand

close to 50.000 words.Children who are completely deaf do not

get exposed to listening vocabulary.Instead,if they have singing

models at home or school,they will exposed to a visual

listening vocabulary. The amount of word modeled is much

less than hearing child’s incidental listening vocabulary.

2.Speaking vocabulary

The word we use when we speak,our speaking vocabulary is

relatively limited.Adults use a mere 5.000 to 10.000 for all their

12
 conversation and instructions. This number is much less than

our listening vocabulary most likely due to ease of use.

3.Reading vocabulary

The term we recognize when reading literature. Many terms

that are not part of our spoken language are still easy for us to

read and comprehend.

4.Writing vocabulary

The word we can use to express ourselves when we write. In

general, we find it simpler to express ourselves verbally while

using body language and intonation to convey our ideas than it

is to find the precise words to do it in writing. The terms we can

spell have a significant impact on the vocabulary we use when

writing. Thus, writing vocabulary refers to the words we use

when writing and occasionally when using other skills.

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.

13
 a. Receptive Vocabulary

Receptive vocabulary refers to words that pupils can recognize

and understand when they are used in context. When they see or

come across language when reading texts, learners can identify

it. Consequently, refrain from using it in both speech and

writing (Stuart Webb, 2009).

b. Productive Vocabulary

Words that pupils can comprehend, pronounce correctly, and

use successfully in speaking and writing make up a student's

productive vocabulary. Receptive vocabulary requirements as

well as the capacity to speak or write at the proper time are

included. Since students may use words to share their opinions

with others, developing productive vocabulary can be viewed as

an activity (Stuart Webb, 2005).

D. 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 teaching the class about meaning, the instructor

should make sure to explain to the students that a word can have

more than one meaning depending on the context in which it is

14
used. For children to acquire the meaning, the teacher can use

strategies like guided discovery and using dictionaries.

2. Spelling

Spelling is crucial to learning vocabulary because it

facilitates reading and acts as a link between letters and sounds.

Because they come from different varieties of English, the same

words in that variation of English may have different acceptable

written forms, as is the case with many British or American

English terminology (Nations, 1990: 51 as cited in Kareem,

2000:6).

3. Pronunciation

A person's pronunciation is how they utter things in a

particular language (Hornby, 2006: 1164). Many words only have

one pronunciation, however there are a few that have two or more.

Examples of this include the words "present" and "read"

(pronounced both "preznt" and "prIzent") (pronounced both as

"ri:d" and "red").

Because English pronunciation has nothing to do with word

spelling, it is challenging to learn. The students want to be able to

communicate effectively in English with acceptable pronunciation

in order to avoid offending their listeners and to make it simpler

for them to understand them.

15
 4. Word classes

Word categories are also known as word classes. According

to Hatch and Brown, the division of words into parts of speech is

based on their functional categories (1995: 218).

5. Word use

The use of a word, phrase, or idea in a language is referred

to as word use.Word use might entail grammar as well, making it a

complex topic for examination (Mardianawati, 2012: 11).

E. Games

1. Definition

According to Andrew in Ayuningtyas (2016) A game is a fun,

interesting, and frequently difficult activity that students participate in

while typically interacting with others.

According to Aydan in Sulastri (2018), games are very motivating

since they are entertaining and fascinating. They can be used to

practice various forms of communication and all linguistic skills.

As per Dwiaryanti (2014), Games are essentially activities that

involve doing something enjoyable while competing with another or

another group to be the winner.

We can infer from the definition that a game is a type of

amusement that is frequently utilized to express your thoughts.

16
2. Kinds of Games to improve the vocabulary

a. Hangman game

Children can have fun while honing their spelling,

pronunciation, and vocabulary skills by playing hangman.

A row of dashes serves as the visual representation of the word

game hangman. It can be played with two or more persons. The

others attempted to decipher the secret word by guessing it letter-

by-letter after the first person had chosen it (Evi, 2016).

b. Words clap game

Word clap is a game that involves group participation and

clapping. Following their teacher's example, the students either

stand or sit in a circle and keep a four-beat rhythm by clapping

both hands together (four!) after clapping their thighs three times

(one-two-three).(Thornbury, Ayuningtyas, 2016).

c. Hangaroo game

Hangaroo is a category of games where students guess

phrases by choosing letters from the alphabet to fill in the blanks

that are offered with letters creating words as the responses from

the clues related to the questions given. Typically, the terms used

in a Hangaroo game include their definitions, synonyms,

antonyms, names of tools or other items, and so forth. A fantastic

game with a simple learning curve called hangaroo. Unpredictable

17
 changes to the well-known Hangaroo game have made it one of the

primary teaching tools for English in schools (Jannah, 2014).

I decided to play the word clap game to increase vocabulary

mastery out of the three activities that can be used to process

information in class.

F. The Importance of Game in Teaching Vocabulary to Young Learners

Games are a powerful teaching technique that can be used to

introduce vocabulary to young students. Because they are having fun and

performing better both during and after the game, children participate and

pay more attention. Lewis argued that kids enjoy playing games, which is

why they are so popular with them. Young learners could connect, learn

about, and experiment with their surroundings through games. By using

games, instructors can increase students' enthusiasm while also

encouraging them to use the language.

According to Allen (1999), games are important to teaching

vocabulary because they highlight to necessary and important words

achieve the objective of game.Huyen Ang and Uberman, agreed that

games create a fun and relax atmosphere where young learner could learn

and retain words better

G. 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.

18
 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.

F. 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.

19
 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).

20
 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",

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

G. Conceptual framework

The focus on this research is the use of word clap game to improve

students’vocabulary. Through this media, it is expect to help students in

mastering vocabulary. At this point, the researcher draws the theoretical

framework as follow :

Input
vocab material

Process

Teaching vocab using word clap game

Output
Improvement the students vocab

Figure 2.1 Conceptual Framework

The conceptual framework demonstrates that the teaching and learning
processes in the English topic that are carried out by the teacher will affect
students' vocabulary, regardless of whether there is a game to increase student
vocabulary mastery.

21
 The conceptual framework also includes vocabulary mastery, where
teaching vocabulary is one of the approaches to improve a learner's proficiency in
English because it is a vital component of learning success. Additionally,
vocabulary contains verbs that will aid this study's efforts to advance vocabulary
mastery.In this study, the researcher uses the word clap game as a media to gauge
the students' vocabulary proficiency. Additionally, it encouraged advancement.

H. 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):

here is effect of Word Clap Game for the students in learning vocabulary.

22
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research will use a quantitative method in form of

experimental design. Quantitative research aims to find the relationship of

variables. The experimental research is a systematic and scientific

approach to research in which the researcher manipulates one or more

variable, and control and measures any changes in other variables. This

research tends to pre-experimental design with one group pretest posttest

study.

O1 X O2
Pretes Treatment Post-test

Figure 3.1 Research design

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

23
B. Research Variables and Indicators

The variables in this research are teaching strategy (X) as an

independent variable and students’ vocabulary skills (Y) as a dependent

variable. Moreover, the indicator of this research is to explore the

effectiveness of improving the students’ vocabulary skills in SMPN 1

Sibulue.

C. Population and sample

In this study, the population will use by the researcher was the test

students of SMPN 1 SIBULUE. Sometimes that's just not possible

investigate the whole directly, so we have to take a sample. The sample is

part of the population that can represent the entire population being

observed. In this research used purposive sampling technique. At SMPN 1

Sibulue there are 4 classes in class VIII. And the participants in this study

were students of class VIII B. There were 24 students consisting of 14

female students and 10 male students in class VIII B of SMPN 1

SIBULUE.

D. Research Instrument

The instrument of this research will use test to asses and examine

the students’ Vocabulary mastery. The test consisted pre-test and post-test.

The pre-test gave the students to know prior knowledge. The pre-test was

multiple choices about simple present continuous tense, the example

24
 vocabulary was verb. And the pre-test gave before playing word clap

game.

After the researcher give pre-test, the research gave the students

treatment about word clap game. The treatment was how the researcher

started their material and how the researcher introduced word clap game to

the students.After finished the game, the researcher gave the students post-

test to find out the result about their Vocabulary mastery by using material

gave instruction in learning process. And the Post-test about vocabulary

relate with verb or relate with translate the words, and make it sentences

about simple present continuous tense. And the researcher gave point in

each aspect based on the student ability to answer the question in pre-test,

and post-test.

E. Data Collection

The writer collects data using the test in this study. The test is used

to determine the efficiency of English songs in improving students'

vocabulary knowledge at SMP N 1 Sibulue Senior High School's eleventh

grade students. The test approach is the primary method of data collection.

Both the experimental and control classes will be given a pre-test and a

post-test to determine their level of

1. Pre-test

A pre-test is given to establish the students' scores. The students are

given a vocabulary multiple-choice test. This test measures a student's

ability to master a language.

25
 2. Post-test

There are additional multiple choice alternatives on the post-test. This

test is designed to see if a student's ability to master language has

improved after they've been treated by the writer.

F. Data Analysis

The test is used by the author to gather data. By using World Clap

Game in the experimental class and then not using not using World Clap

Game in the control class, the test results are used to determine the results

of students' vocabulary mastery. It was accomplished in an eleventh-grade

experimental class. To determine the difference between students' pre- an

post-test outcomes in the experimental and control classrooms in this

study, the authors used a T-test. Before computing the T-test, the author

measured its normality and homogeneity. The author also uses the SPSS

v.18 application for Windows to analyze the normality and homogeneity

tests. In addition, the author uses simple random sampling when

conducting interviews with participants.

G. 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:

26
  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

classificotion

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 𝑥 100%
N
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.

27
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