CHAPTER I

INTRODUCTION

This chapter presents background of the study, problem of the study,

object of the study, significance of the study, scope and limitation of the study and

definition of key terms.

1.1 Background of the Study

Vocabulary is one of the most important language components in

learning English, Nation (2001). Learning vocabulary can help students

learn English and support them in mastering other language components.

The vital role of vocabulary knowledge in English as “language teachers

technology that has gained interest and attention of many generally

recognize the importance of vocabulary researchers is introducing new

words with compute learning and are exploring more improve of

vocabulary teaching programs or software’s. Promoting it” As a result, it is

important for Nowadays, there are numerous materials for foreign

researchers to investigate ways to improve direct language learning in

addition to the traditional grammar instruction of foreign language

vocabulary. Therefore, books and dictionaries such as workbooks, charts,

how to teach vocabulary and use it in a productive way posters,

newspapers, picture cards and so on. Computers, have become main

concerns of learners as well as multimedia and the internet can also be

used as a teachers.
 Vocabulary is one of English sub skills that must be taught to the

students because vocabulary has an important role for all language skills.

David Wilkins in Thornberry (2002) states that without grammar very little

can be conveyed, without vocabulary nothing can be conveyed. In other

words, the first thing that has to be mastered by language learners in

learning language is vocabulary.

In that school, there were several problems in the teaching and

learning process, especially in the tenth grade. English language skills of

students especially vocabulary are also very low. This is indicated by the

percentage of students score in sub-standard assignments and more than 10

students must join in the repair class to increase their score.

The role of vocabulary knowledge about playing in the

accumulation of old and old languages is neglected. However, Conscious

Vocabulary receives a lot of information in confinement. This is one of the

basic development, research and benefits that can be developed by the

company Nunan (2005). In recent years, with the development of

computers assisted.

Using computer technology with the aim of helping students to

learn vocabulary is one of the ways in which CALL has been used in

Indonesian. Using computer technology with the aim of helping students

to learn vocabulary is one of the ways in which Wondershare Quiz

Creatoor in Indonesian. Especially in vocabulary learning. The computer

will make it easier for us to learn it. In this case students will be discussed
with technologies that facilitate classroom learning. Likewise the teacher

will be more practical in learning. Regarding that, the big challenge the

teacher's face recently is how technology and media and when to use new

digital technology and appear for teach and learn various subjects. How

and when to use or the application of digital technology to teach is very

easy and much the teacher cannot use digital technology or even for

produce digital media to support their teaching practices.

According to Warschauer and Healey (2001), it is a resurrection

communication mediated computers and the internet, more than others,

who have changing the form of computer use for language learning at the

end of the 20th century. It seems computers both in the community and in

the classroom have been changed from tools to information the process

and display of tools for communication with the help of the Internet.

Computer-assisted language learning and multimedia laboratories can

provide training on oral and visual aspects of language communication in

general and vocabulary learning in Indonesian specifically, Salaberry

(2001). Educators Rost (2002) indicate that the current computer

technology has many advantages for second language learning.

CALL can help language learners become more independent in

language learning. Some stakeholders ,Salaberry, Rost (2002) show that

computer technology today can have many advantages for second

language learning. Computer technology, software, and Language learning

programs can provide more second language students independence from

the class so students have the choice to work on their learning ingredients

anytime and anywhere. According to Kruidenier (2002). Undoubtedly

technology has impacted and influenced the lives of everyone more or less.

In recent years, advancement and ease of using technology has made

everyone wonder how technology can improve the way we do things.

Applying technology to learning and teaching a second or foreign

language is an important educational issue.

CALL is not without criticism. According to Davis (2006), one of

them the important problem with using technology in the language

teaching environment is that language education is in danger of being

taken over by computer programmers, software developers, hardware

vendor or technician. High-cost software, computer programs, lack of

technicality supported by practitioners and also negative attitudes by

teachers and students.

The researcher did an observation at SMK Pawyatan Daha 1

Kediri. The researcher found problems that faced at class X ATK 1 of

SMK Pawyatan Daha 1 Kediri. By the interview of the English teacher,

there were some reasons why the researcher chooses vocabulary mastery’

for this research. Mrs. Siti Mardiyah shared that the vocabulary of the

students of X ATK 1 class is low, the students got some problems in

selecting appropriate vocabulary, organizing information, generating ideas,

making grammatical sentence, punctuation, spelling The explanation

above is supported by the result of interview. The interview is conducted

 to know students’ opinion about English. When they are asked about

English, most of them answer that English is very difficult essepecialy in

vocabulary mastery.

1.2 Problem of The Study

Based on the background of the study, the research question can be

formulated as follows: How does the using of “Wondershare Quiz

Creator” in teaching vocabulary improve the students’ vocabulary

mastery?

1.3 Objective of The Study

From the formulation of those research problem, this study will

aim to: Know how to apply vocabulary learning using Wondershare Quiz

Creator in SMK Pawyatan Daha 1 Kediri.

1.4 Significance of Study

Through the results of this study, researchers expect to contribute

to students, teachers or lecturers, readers. For students, it will give them

awareness the importance of vocabulary learning with technology for

education and enrich them teaching competence using more creative media

provided by technology, and certainly makes students more curious. For

teachers, this will be a solution for using variations technology as a

medium in other classes in teaching practice and can be adopted by other

teachers to use technology support their teaching activities for better

education, and teachers must be aware of the surrounding technology in

order to facilitate the teaching and learning process in a class.

1.5 Scope and Limitation of The Research

This object of the writer is how to applying Wondershare Quiz

Creator in teaching Vocabulary to improve students’ vocabulary mastery.

The object of this study, the writer focus on vocabulary mastery’.

Investigating the applying Wondeshare Quiz Creator in learning of new

English vocabularies seems to be one of the important aims to be obtained

by students’ vocabulary mastery.

1.6 Definition of Key Terms

The researcher provide about the meaning of every word to guide

the researcher and the reader on understanding the research. In this

research the definition of key terms are :

1. Vocabulary

Vocabulary is a basic element of learning English. This is an

important factor in reading, listening, writing, and speaking. According

to Yun (2005). Vocabulary is not just words. When the writer talks

about vocabulary, that means the writer speak the words. Vocabulary

as one component skill seems to play an important role in language

achievement. It can be said that without words labeling objects,

actions, and concepts, a speaker cannot express the intended meaning

(Kitajima, 2001). Words are units of meaning. Sentences, paragraphs,

and all texts come from words. Language ability is often regarded as
 the number of words known. Thus, vocabulary teaching / learning is

critical areas that need to pay special attention (Knight, 1994). No

doubt technology has affected and affected everyone's lives more or

less. In recent years, Progress and ease of use of technology has made

everyone wonder how technology can improve the way we do it

something. Applying technology to learning and teaching a second

language or a foreign language is an important educational problem

(Kruidenier, 2002).

2. Teaching Vocabulary

The principle of learning and teaching vocabulary But there are

many theories about the learning process of vocabulary written, still a

matter of memory. Thus, there are several general principles for

successful teaching, which apply to any method. According to

Wallace, 1988 the principle is:

- Purpose, what to teach, what words, how much

- Needs, target vocabulary must respond to students' real needs and

interests

- Often exposed and repeated

- Presentations that are meaningful, Denotations or references that are

clear and unambiguous must be convinced. Learning vocabulary is a

complex process. The aim of students is to learn the vocabulary

process, especially their ability to remember words in will and

acknowledge it in its oral and written form. Generally, knowing a word

 involves knowing its form and meaning at the basic level. In deeper

aspects it means the ability to know it (Harmer 2001): Meaning, that is

connecting the word with the right object or context, Usage, namely

knowledge of collocation, metaphor and idioms, as well as styles and

lists (appropriate level of formality), to know whatever connotations

and associations the word might have, Word formation, namely the

ability to spell and pronounce words correctly, to find out derivations

(prefixes and acceptable suffixes), Grammar, which is to use it in the

appropriate grammatical form.

Teaching and learning vocabulary in and out of context are two

different methods of teaching words in a second language or learn

foreign languages. Language professionals disagree on the advantages

of one of them and conflict still exists some of them. There are many

language professionals who strongly agree that contextualized

vocabulary learning more improvise than learning words in a list. For

example, (Oxford and Scarcella 1994) observed this Decontexual

learning (word lists) can help students memorize vocabulary for tests,

students tend to be fast forget the memorized words from the list.

3. CALL

Computer Assisted Language Learning (CALL) Computers

give individual attention to students in the consulate and answer them.

Traditionally, he acts as a tutor who assesses the answers of students,

shows mistakes and gives explanation. This guides students towards

 correct answers and generally adapt material for his appearance. This

idea is very much alive today in a new landscape, namely Computer

Asisted Language Learning (CALL) . (Ken Beatty 2003) states that the

Call is filled with an unknown area and requires exploration. Even

where much is known, details have not been made clear or must be

made clearer because of other factors and changing conditions, such as

introduction new technology and wider adoption of technology.

4. Wondershare Quiz Creator

Wondershare Quiz Creator is software for making questions.

Online quiz (web based). Or the test using the Wondershare Quiz

Creator in making these questions is very user friendly. So it is very

easy to use and does not require the ability to discuss programming

that is difficult to operate. The results of the question. Quizzes and

tests made / compiled with this software can be stored in stand-alone

Flash format on the website. With the Wondershare Quiz Creator,

users can create and arrange different forms and levels of questions,

namely the form of the true / false questions (true / false). Multiple

choices. Fill in the word (fill in the blank), Matching (matching), quiz

with drawing area and others. Even with the Wondershare Quiz

Creator it can Creators can also insert various images and Flash files

(Flash movies) to support students' understanding in the process of

problem solving.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature. It discusses the

definition of Vocabulary, Teaching Vocabulary, CALL, and Wondershare Quiz

Creator.

2 Definition of Vocabulary

Vocabulary is a basic element of learning English. This is an important

factor in reading, listening, writing, and speaking. Vocabulary is not just

words. When the writer talks about vocabulary, that means the writer speak

the words. According to (Yun 2005), the field in which vocabulary is

commonly used is as All the words as the language. The number of words

that an individual can understand and use whether in speaking or writing

3 Teaching Vocabulary

Students introduce vocabulary, teachers can choose topics that are

relevant for learn (Allen 2006) also states that in teaching students, the

teacher must teach students to recognize and understand words in various

context examples; use the word in speak and write them; connect the word

to their own lives and ofer examples use of right and wrong words;

understand subtle nuances in the meaning of the word; and produce

improveive context to help others understand the word. and understand how

the words use words that are appropriate to the context.

The teacher can teach words at different levels depending on interests,

frequency, and application in other contexts. Having enough vocabulary can

make students listen, talking, reading, and writing. It also allows students to

produce language easily. When teachers teach vocabulary, they may face

problems from many factors associated with words and also first language

learners in accordance with second language learners (Cameron 2001)

exclaims about some of the principles of teaching vocabulary to young

people students who: Types of words that children find possible to learn by

shifting, Vocabulary development not only learns more words but also

matters expand and depend on word knowledge, Knowledge of words and

words can be seen as connected in a network of meanings, Basic level

words tend to be more appropriate for children or when studying vocabulary

for new concepts, Children change how they can learn words.

According to (McCarten 2007) there are several ways to teach in

class: (Focus on vocabulary) One of the first vocabulary learning strategies

for classrooms is how to ask for words unknown meanings and words. The

teacher can ask students some basic questions to find out the words meaning

and pronunciation. National states another way is to use the pay attention

strategy can be like the habits of students in the classroom and homework

assignments, (Ofering Variety) Ofering several activities, learning, and

materials for students can make students interact learn in a different way.
 The teacher must use the right way to teach students consider the situation,

conditions and character of students. (Repeat and recycle) Students can

memorize the vocabulary well by repeating or reviewing what has been

learned for later use or recycling. (Give an opportunity to adjust vocabulary)

Students can learn to arrange vocabulary in several ways to group words.

(Create a vocabulary learning journal) The teacher makes material that can

provide meaningful vocabulary to students through them personal

experience, (Don't overdo it) The teacher doesn't give too much vocabulary.

The teacher can ask what items the student wants to know, (Use vocabulary

strategies in class) The teacher can use several strategies to teach students.

In fact it is not part of the sylabus or textbook. Teachers can have more

experience in teaching using several strategies and techniques. The teacher

must be able to present the vocabulary well and improveively. The teacher

can do several things activities or techniques to make students achieve

learning goals well. Students can motivated through new ways that can be

suitable for developing their knowledge and skills.

4 Definition of Computer Assisted Language Learning (CALL)

Computer Assisted Language Learning (CALL) Computers give

individual attention to students in the consulate and answer them.

Traditionally, he acts as a tutor who assesses the answers of students,

shows mistakes and gives explanation. This guides students towards

correct answers and generally adapt material for his appearance.

 This idea is very much alive today in a new landscape, namely

computer-aided language (CALL). (Ken Beatty 2003) states that the Call

is filled with an unknown area and requires exploration. Even where much

is known, details have not been made clear or must be made clearer

because of other factors and changing conditions, such as introduction new

technology and wider adoption of technology.

Given the extent of what might occur in the computer-assisted

language learning (CALL) accommodate changes in its nature is every

process in which a student uses a computer and as the result, improve the

language. Even though this definition might seem not to function large, at

least covering the spectrum of the board of current practices in this

spectrum enabling learning language on a computer. This spectrum

awareness allows students, teachers and Researchers to recognize the right

material and methodology and adapt to various others teaching and

learning styles.

When planning to use Wondershare Quiz Creator, it is important to

understand how a language is learned, language learning is a cognitive

process that is the result of the student's own process input language. What

is learned is the result of this process and not just an explanation, rules and

questions presented by a teacher or computer. Based on his existing

knowledge on the topic being worked on, language, and language

acquisition that is processed by students input and match into the language

system that he processes. Language knowledge is not recorded, but

 constructed by students. CALL can offer opportunities for learners to

direct their own learning. CALL is also present opportunities for students

to learn on their own, independent of the teacher.

However, this assumption may be questioned for many CALL

software programs that follow key steps scope and sequence. Such

programs provide students with only limited opportunities to organize

them themselves learn it for their special needs. On the other hand, most

material is CALL, from their design, makes it possible to review endlessly

which can help students review the parts that need more practice.

5 Definition Quiz Creator Wondershare

Wondershare Quiz Creator is software for making questions.

Online quiz (web based). Or the test using the Wondershare Quiz Creator

in making these questions is very user friendly. So it is very easy to use

and does not require the ability to discuss programming that is difficult to

operate. The results of the question. Quizzes and tests made / compiled

with this software can be stored in stand-alone Flash format on the

website. With the Wondershare Quiz Creator, users can create and arrange

different forms and levels of questions, namely the form of the true / false

questions (true / false). Multiple choices. Fill in the word (fill in the

blank), matching (matching), quiz with drawing area and others. Even

with the Wondershare Quiz Creator it can Creators can also insert various

images (images) and Flash files (Flash movies) to support students'

understanding in the process of problem solving.

 CHAPTER III

RESEARCH METHOD

This chapter discusses the procedure for conducting research with

regard to the improves of using Wondershare Quiz Creator in vocabulary

classes. This includes the research approach and design, the researcher presence,

research locations, data and data sources, research instruments, data analysis

techniques.

3.1 Research Design

Research design is a system used in doing the research. The purpose of

this study is to improve the students’ vocabulary mastery in SMK Pawyatan

Daha 1 Kediri. How to teaching vocabulary with Wondershare Quiz Creator.

The main objective of this research was to find out how to use Wondershare

Quiz Creator to teach vocabulary. This research used Classroom Action

Research (CAR) to improve the quality of teaching learning process in the

classroom. The researcher used a Classroom Action Research (CAR)

designed by Kemmis and Taggart that include four steps in each cycle

namely, planning, acting, observing, and reflecting.

3.2 Setting and Subject of the Research

 Looking at the research objective which was aimed improve the students’

vocabulary mastery in SMK Pawyatan Daha 1 Kediri, the research was

conducted at SMK Pawyatan Daha 1 Kediri. SMK Pawyatan Daha 1 Kediri is

one of private school in Kediri and it was chosen because the school were

willing to facilitate the researcher with computer laboratory. Then, the subject

of the study was X ATK 1 class of SMK Pawyatan Daha 1 Kediri in the

academic year 2019/2020. There were 31 students who were assigned in this

classroom action research.

3.3 Research Procedure

This part discusses the steps of conducting the research. In classroom

action research, there some steps that should be done in order to achieve the

goals. According to Tuckman (1978) there are four steps that should be

followed by researcher in conducting action research, they are planning,

acting, observing, and reflecting. In this classroom action research, the

research processes were conducted collaboratively with a teacher of X ATK 1

class was taking account as the facilitator and the observer, while the

researcher implemented the action.

Figure 1
Flow of Classroom Action Research Steps
Table 3.3 Research Procedures
Preliminary Study

Observing the English teacher process

to identify the problem

Implementing Planning

Observing

Success Conclusion and

Report
 Before going through to the research steps, the researcher did preliminary

study to the X ATK 1 class in SMK Pawyatan Daha 1 Kediri. The

preliminary revealed that the students were having lacks of vocabulary

mastery and development. Then, the researcher interviewed the teacher to

clarify the found problem. Moreover, the researcher also observed the

condition in teaching learning process, the students’ attitude and another to

ease the planning steps.

3.1.1 Planning

The first procedure to consider seriously in action research is

planning. This is the important base that is used to plan the whole

action in the action research. Latief (2015) states that this stage covers

selecting the instructional strategy, detail scenario and criteria of

success measurement. The selected instructional strategy is used to

overcome the problem founded in the classroom. Then, the detail

scenario or lesson plan to do the implementation of the selected

instructional strategy. This focus on the how the strategy can be

elaborated to solve the problem, so that this doesn’t focus on the

outcome of the research. The scenario also details with some

necessary instruments, like materials, teaching instruments, and also

assessment and evaluation instruments. In this stage, the criteria of

success need to be defined. This criteria of success will help the

 teacher to ensure whether the implementation of strategy is fulfilled

the objective.

Then researcher made a plan to do research in the form of lesson

plan based on National Curriculum K13 the complete lesson plan can

be seen in Appendix 1. The lesson plan was consisted of standard

competence, indicators, learning materials, teaching and learning

activities, sources, media and assessment. The focus of the lesson plan

was to teach the students on how to improve vocabulary using

Wondershare Quiz Creator.

For criteria of success, the researcher made an agreement that the

student’s achievement improves if at least there are 75% of students

who get score at least 75 and the average score is at least 75.

Table 3.1
The Criteria of Success Specification

Percentage of the student getting 75

minimally Qualification

The students’ achievement in English

improves well and the method that is
75% - 100%
applied can improve the students’
vocabulary mastery successfully.
The students’ achievement in English
improves enough and the method that
is applied is not successful in
50% - 74%
improving students’ achievement in
English. Then, the researcher needs to
revise the cycle.
< 50% The amount of students that have low
vocabulary mastery achievement are
dominant. The students’ achievement
in English does not improve enough
and the method that is applied is fail in
 improving students’ achievement in
English. Then, the researcher needs to
revise the cycle.

3.1.2 Action

After the planning is well-planning, the execution of the planning

need to be done. At this stage, the researcher implements the planned

instructional scenario in the class. It is suggested to do collaboration

between the researcher and the teacher (Latief, 2015). One

collaborator is asked to observe whether the action has been truly

reflecting to the plan. Due to that suggestion, if the objective isn’t met

yet, the repeated cycle is started from the acting.

This step is consisted of four meetings. The researcher gave pre-

test before did the step in advance to know students’ current

achievement. In the first meeting, the researcher explained talking

about self, and gave the example for students. In the second meeting,

the researcher applied Wondershare Quiz Creator in learning

vocabulary on talking about self. The researcher gave assignment to

answer and discuss the question of the topic. In third meeting the

researcher gave assignments to students to answer the question.

The teacher was doing observation and evaluation of what being

done by the researcher was in implementing the planning. The teacher

also gave comments and reflection to the researcher in order to have

good performance. Then, the teacher and the researcher closely

evaluated what lacks in the acting were.

3.1.3 Observation

The next step is observing. In classroom action research, the data

collection is done through step of observing. At this stage, the

researcher collects the data include all information related to the

criteria of success. The type of data, data instruments, data sources,

and data collection techniques are cleared out to answer the research

question (Latief, 2015).

To collect the data, a test was given to measure students’

vocabulary mastery. Then, the test was for determining the ability of

students after the action was performed. The test was developed based

on the curricula objectives to meet the criteria of success. For knowing

the test model, see Appendix 2. Next, the researcher also observed

students’ learning process by using observation sheets and also

interpret the result of the teaching learning process. The observation

aimed to find out students’ interest in following the class, students’

enthusiastic to do task and responding to the teacher. See in Appendix

3.

3.1.4 Reflection

The last step is reflection. According to Latief (2015), this stage

focuses on the process of data analysis. Moreover, this stage also

focuses on reporting some factors that affect the results of the

research, and discuss them with the data analysis result. The result of

analysis of the observation is performed by comparing the data

collected with criteria of success. Then, this step also determines

whether the researcher needs to conduct new cycle or not after

calculating the results.

After finishing the previous steps, the researcher cited the result of

the activities happened in classroom as the reflection of action. The

form reflection was students’ success and failure in doing activities. It

was assessed by referring to the criterion issued by the school. The

data collected by the researcher for knowing the used wondershare

quiz aplication in teaching learning English can improve the students’

vocabulary mastery. Then, to calculate the data, the researcher used

this formula to analyze the data from test:

Total Students Get a Score75 Minimally

Percentage= ×100 %
Total of Students ∈this Class

As stated in the planning, in this research the researcher and the

teacher made an agreement that students’ that the Wondershare Quiz

Creator was succesfuly improving students’ vocaulary achievement if

there were more than or equal to 75% students got score 75

minimally. In the opposite, if there were less than 75% students got

score 75 minimally in the test meant that it was not successful in

improving students’ English vocabulary mastery. Then, the acting

needed to be revised.
 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter presents the research findings of the classroom

action research. It presents the result of the analysis of the “ Improve The

Students’ Vocabulary Mastery Using Wondershare Quiz Creator”. There

is one cycle. The explanation of the activities is namely data presentation

on the cycle 1.

5. Research Finding

Pre-cycle as preliminary study was conducted at the

beginning of the research. The purpose of pre-cycle was to find

out students’ vocabuary mastery it was conducted on Monday,

August 5, 2019. In the preliminary study, the researcher

interviewed the teacher. Then the researcher gave test to students

in the classroom. The result shows that 51.61% or 16 students got

score ≥75. The result of students’ vocabulary mastery show that

many of students felt confused about the topic and analysed text,

they still did not understand yet about talking about self. The

result of pre-cycle test can be seen in Appendix 4.

The students who can pass grade the criteria of success

was 16 students. And the student who cannot pass grade the

criteria of success was 15 students.

 The number of the students at the ten grade were 31

students and the formulation to analyze the data from test:

Total Students Get a Score75 Minimally

Percentage= ×100 %
Total of Students ∈this Class

From the observation in pre-cycle test, the researcher got

the result that the students get a score 75 were 16 students. So that

16
the percentage of students score was x 100% = 51.61%.
31

It shows that in pre-cycle test less than 75% students of this

class can pass the standard of scale score at the level of passing

grade (unsuccessful). So, it is reason why the researcher want to

over a new method by using Wondershare Quiz Creator in order to

the students have the better achievement in English, especially in

vocabulary mastery.

6. Finding from Cycle I

Cycle I was applied after the preliminary study to improve

students’ vocabulary mastery; it includes four steps; they are

planning, implementation, acting observing, and reflecting as

follows:

6.1.1 Planning Cycle I

Before doing action, the researcher has planning. The

activities in planning step of cycle I are as follow; the

 researcher analyses the curriculum to know based

competence that will be informed and then the researcher

prepared lesson plan of each meeting. After that, the

researcher prepared observation check list to observe to

students’ activities. And then, the researcher make a planning

to teach vocabulary using Wondershare Quiz Creator.

6.1.2 Acting Cycle I

The implementing of cycle I was consisted of three

meetings conducted on August 5th, August 12th, and 29th

2019 based on the lesson plan which had been made. There

were 3 x 45 minutes in one meeting.

The first meeting was on August 5th, 2019. The

researcher gives greeting to students. The researcher

introduces and explains about the topic is talking about self

(warm-up activity). The students do the exercisse about

vocabulary, talking about self. The researcher give

information what is the Wondershare Quiz Creator, how to

using Wondershare Quiz Creator in learning process.

The second meeting was on August 12th, 2019. The

researcher gives greeting to students. The researcher explains

the goal of Wondershare Quiz Creator. The researcher asks

students about the material that was explained at the previous

meeting. The researcher gives students clear instructions on

 what they will have to do at the computer because CALL

(Computer Assisted Language Learning) using Wondershare

Quiz Creator. The students’ will receive vocabulary building

about talking about self. The students do the instruction from

the researcher in computer. The students do the instruction

from the researcher in computer.

The third meeting was on August 29, 2019. The

researcher asks students about the material that was explain at

the previous meeting and continue it. Students’ conducts to

practice final test, and then the students collect the exercises

to the researcher.

6.1.3 Observing cycle 1

In doing observation, the researcher found some

actions and improvement from the students’ such as the

situation in the classroom was stable. It proved from the

present attenion of students’ check list score which were

84%, 88% and 92% of students’ did the learning activities. It

was an excellent category of teaching-learning activities.

Almost of the students’ were motivated to follow the lesson.

Then researcher examines the result of the students’

vocabulary. Here the researcher as the pure teacher decides to

give standard score 75 based on the achievement class

 percentage. For further detailed score it can be seen in

Appendix 5.

Total Students Get a Score75 Minimally

Percentage= ×100 %
Total of Students ∈this Class

From the observation in cycle 1, the researcher got

the result of students who get a score 75 were 26 students.

26
So that the percentage of mean score was x 100% =
31

83,87%

It shows that in cycle 1 more than 75% students of this class

can pass the standard of scale score at the level of passing

grade (successful). So, the Wondershare Quiz Creator of

classroom action research that have been applied is

successful.

6.1.4 Reflecting Cycle 1

In reflecting step, the researcher and collaborator

made conclusion of Applying Wondershare Quiz Creator in

Teaching Vocabulary to Improve Students' Vocabulary

Mastery' are as follows the students were more enthusiastic

to learn, so it made them got good achievement. the

students are more enthusiastic in every study. The students

 felt more enjoyed. Learning activities use more variation.

The observation check list shows that teaching and learning

process was conducted properly. The students result, there

were 26 students (83,87%) pass the test in cycle 1. There

was 32.26% improvevement of students' result from cycle

1. So that, applied Wondershare Quiz Creator in teaching

vocabulary on X ATK 1 class of SMK Pawyatan Daha 1

Kediri was success.

7. Discussion

In this research, Wondershare Quiz Creator can improve

students' vocabulary mastery. This research conducted in one cycle

was able to improve the students' vocabulary mastery. From the

analysis at the result of the test given, it was concluded that in general,

the students' improve vocabulary was successful. There were

improvement, it can be seen from the result pre cycle in the

preliminary of study and cycle1. In pre cycle the students show 16

students can be pass from this test with the precentage of students'

score was 51.61%. In cycle 1, the students' result show 26 students'

can pass from this test with precentage 83.87%. Based on students

score was cycle one was better than the pre cycle. There were 32.26%

improvement of the students' score from pre cycle to cycle test.

The result of the students’ observation check list shows, the

process of teaching and learning vocabulary mastery in the classroom

had improved. The result of this study was satisfying and most of

students’ also gave attention to the researchers’ explanation. The

students were active during the teaching learning process, the

researcher found that students had done all of activities well. Based on

the data above, it can be conclude that improving vocabulary mastery

using Wondershare Quiz Creator gives significant improve to the

students’.

It is quiet same with the previous Salaberry (2001) the study

about CALL can help language learners become more independent in

language learning. Some stakeholders (Salaberry, Rost, 2002) show

that computer technology today can have many advantages for second

language learning. Computer technology, software, and Language

learning programs can provide more second language students

independence from the class so students have the choice to work on

their learning ingredients anytime and anywhere.

Another preview study Kruidenier (2002). Undoubtedly

technology has impacted and influenced the lives of everyone more or

less. In recent years, advancement and ease of using technology has

made everyone wonder how technology can improve the way we do

things. Applying technology to learning and teaching a second or

foreign language is an important educational issue . Technology can

help to learning and teaching vocabulary mastery’. The students’ can

enthusiastic about vocabulary learning.

 From result of this study, it can be shown that Wondershare

Quiz Creator really helpful to improve students’ vocabulary mastery

in SMK Pawyatan Daha 1 Kediri. The students can improve their

vocabulary because this strategy is designed let students enthusiastic

to vocabulary. The other words, this strategy can help students to

improve their vocabulary well. By using Wondershare Quiz Creator, it

makes students more enjoyable, interesting, in teaching learning

process in the classroom. So, Wondershare Quiz Creator can be an

alternative strategy for the teacher to teach vocabulary mastery’.

 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter leads to final remarks of the conclusion and suggestions

based on the result of the research finding in the Applying Wondershare Quiz

Creator in Teaching Vocabulary to Improve Students' Vocabulary Mastery as

presented in the previous chapter.

5 Conclusion

This chapter leads to final remarks of the conclusion and

suggestions based on the result of the research finding in the Applying

Wondershare Quiz Creator in Teaching Vocabulary to improve students'

vocabulary Mastery as presented in the previous chapter at ten grade of

SMK Pawyatan Daha 1 Kediri. The finding of this research shows that

Applying Wondershare Quiz Creator in teaching vocabulary can solve.

The researcher makes an agreement that students’ achievement improves if

at least there are 83,87% of students who get score at least 75 and the

average score is at least 75.

There was 46.12% improvevement of students' result from cycle

1. So that, applied Wondershare Quiz Creator in teaching vocabulary on

 ten grade of SMK Pawyatan Daha 1 Kediri was success. In pre cycle the

students show 16 students can be pass from this test with the precentage of

students' score was 51.61%. In cycle 1, the students' result show 26

students' can pass from this test with precentage 83.87%. Based on

students score was cycle one was better than the pre cycle. There were

32.26% improvement of the students' score. Improving students’

vocabulary mastery using Wondershare Quiz Creator was successful.

6 Suggestion

Based on the findings in this research, there are several suggestions

offerred for the English teachers, the students and the future researchers.

The researchers’ suggestions are as follows;

6.1.1 For English Teacher

The teacher plays many important roles in teaching learning

process in the classroom. The teacher should have the ability to

carry out a supportive and interesting environment in the

classroom, in order to help students understanding and practicing

the materials easier. Wondershare Quiz Creator can be an

alternative in teaching vocabulary mastery. So the students will not

find difficulties in getting vocabulary.

And the teacher should give more practices, such as

vocabulary building. This is very useful to enrich students' mastery

of English.

6.1.2 For Students

 The students have to improve their knowledge, they can

enrich their English from other sources like English learning

appllication, or other site, etc. And they can read English book to

enrich their English skills.

6.1.3 For Next Researcher

For the next researcher, the researcher have suggestion this

activity should be conducted in other schools to get the wider

generalization of the result. The researcher also hopes that there

will be many researcher who explore and use Wondershare Quiz

Creator in teaching learning process especially in teaching English.