Pre-assessment Scores
3. Description of Cycle II
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.
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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 animals materials in this cycle. Firstly, the teacher gave apperception to the students. The researcher gave explanation about animals materials by using Flashcard teaching strategy. Then the researcher mentioned the animals 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 professions. In this meeting, teacher also gave explaination about kind of professions 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
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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 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
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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 II.
Firstly, the interval ability category of vocabulary test result in cycle I will be presented by using the following table:
Table 4.3
The Presentage of the Students’ Score in Cycle II Score Interval Category Frequency Percentage
86 – 100 Exellent 3 11,6%
71 – 85 Good 9 34,6%
56 – 70 Low 14 53,8%
< 55 Very Low 0 0%
Based on the table above, the category of students‟ score in vocabulary test consisted of 11,6% (3 students) got category Excellent score, 34,6% (9 students) got category good score and 53,8% (14 students) got low score. However, the calculation showed that there was improvement between the mean score of the mean score of cycle I and the mean score cycle II. The mean score in cycle I was 65,4 and cycle II was 73,6 of mean score. It mean tat indicator
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of successful was fulfilled. Furthermore, this result also showed some increase compaed to the result of the previous cycle.
The chart bellow will illustrate the students‟ score improve in cycle II:
Chart 4.3
The Students’ Score in Cycle II
From the chart above, there was a better improvement from mean score of the cycle I and cycle II (65,4 and 73,6). The improvement excellent score fom cycle I to cycle II (0% to 11,6%), and got good score cycle I to cycle II (26,9% to 34,6%). It mean that the young learners had improve their comprehending vocabulary mastery. 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 2 4 6 8 10 12 14
Very Low Low Good Excellent
57 d. Reflecting
The result from the cycle II, 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 II, 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.