Pre-assessment Scores
2. Description of Cycle I
Cycle I was conducted on Wenesday, 14 February 2018;Wenesday,21 February 2018; and Wenesday, 28 February 2018.
The researcher was helped by collaborator. This cycle was consisted of four steps: planning, action, observation and reflection. The brief explanation of this cycle can be seen as follows:
47 a. Planning
All of the elements that needed in doing this research had been completed in the plan stage. They were achedul, lesson plan, learning, material, vocabulary test, explain to using flashcard teaching strategy, students‟ worksheet, students‟ observation checklist and teachers‟ observation checklist. This research had been plannedto be held on Wenesday, 14 February 2018; Wenesday, 21 February 2018; and Wenesday, 28 February 2018. The lesson plan and the learning material had been designed based on the curriculum and school‟s syllabus. However, based on the syllabus the researcher had planned to teach about vocabulary. The vocabulary test had been designed in order to see the improvment of students‟ ability in vocabulary mastery. Observation checklist and field notes also had been designed based on the learning strategy used in this research.
Flashcard teaching strategy was proposed as the effective strategy to solve the problem that appcared in teaching and learning process of English vocabulary. The researcher designs the teaching material which was appropriate with Flashcard teaching strategy.
b. Action
The researcher applied the action according to be lesson plan in action stage.The action on this research was consisted of twomeeting, the teacher gave the students fruits materials in this cycle. Firstly, the teacher gave apperception to the students. The
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researcher gave explanation about fruits materials by using Flashcard teaching strategy. Then the researcher mentioned the fruits one by one. The teacher explained way using flashcard teaching strategy to what the students had to do.
In the second meeting, the teacher gave next material about kind of vegetables. In this meeting, teacher also gave explaination about kind of vegetables by using flashcard teaching strategy.The researcher concludes the material and reflection the teaching process about what they feel their difficult during activities.The researcher gives the students time to ask question.After that, teacher gave worksheet to the students for know the students‟ ability about material in cycle. The researcher gives homework, approciation, and motivation to the students. The last meeting, the teacher closing the lesson by praying and saying good bye.
c. Observing
Beside the researcher taught the materials to the students, the researcher also did observation and monitoring during the process of action. All the data in this stage were collected by using obsrvation checklist and field notes which filled by the collaborator. The observation checklist were consisted of students‟ observation checklist and techer‟s observation checklist and field notes (see appendix). Furthermore, which one based on the students‟
observation checklist shown the students preparation all in learning
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process was fair category. Beside of students‟ observation checklist, there was the teacher‟s obsevation checklist. Based on the teacher‟s observation checklist, almost all of the teacher‟s activity was good.
The teacher was good when delivered the material would be taught. The teacher greeted and prepared the students to learn before started the lesson. It means that the teacher cared about his students, after that the teacher gave apperception and asked the students to predict the material that would be learned. Moreover, the teacher made sure the students‟ background knowledge before the lesson started.
Beside of the observation checklist and field notes, the observation waas also done through the result of vocabulary test which was held at the end of the cycle I.
Firstly, the interval ability category of vocabulary test result in cycle I will be presented by using the following table:
Table 4.2
The Presentage of the Students’ Score in Cycle I Score Interval Category Frequency Percentage
86 – 100 Exellent 0 0%
71 – 85 Good 7 26,9%
56 – 70 Low 13 50%
< 55 Very Low 6 23,1%
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Based on the table above, the category of students‟ score in vocabulary test consisted of 26,9% (7 students) got category good score, 50% (13 students) got category low score and 23,1% (6 students) got very low score. However, the calculation showed that there was improvement between the mean score of the mean score of pre-assessment and the mean score cycle I. The mean score in pre- assessment was 58,5 and cycle I was 65,4 of mean score. Then in cycle I showed that 7 students 26,9% of students were good category. Thus, the researcher concluded that next cycle would be held since the result of vocabulary test in cycle I was not satisfied.
However, the mean score of studens‟ vocabulary test showed better increasing.
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The chart bellow will illustrate the students‟ score improve in cycle I:
Chart 4.2
The Students’ Score in Cycle I
From the chart above, there was a better improve from mean score of the pre-assessment 58,5 and the mean score of students‟
vocabulary test in cycle I 65,4. This improve point could be categorized as good but still unsatisfying since 26,9% of the students did not got good category. It means that had not significant the students‟ vocabulary mastery yet. Furthermore, the result of the observation checklist and field notes were fair and still need to be improve on the next cycle.
Very Low Low
Good Excellent
0 5 10 15
Pre-assessment Scores
Very Low Low Good Excellent
52 d. Reflecting
The result from the cycle I, the researcher shown that arranging flashcard teaching strategy was quite effectives to improve students‟
vocabulary mastery. It could be seen in the result of pre-assessment and cycle I, although still good, poor and very poor category. Based on the result above, it was improve to conduct the cycle with some increasing for the best result.