A. RESULT OF THE RESEARCH 1. Description of Research Location
2. Description of Research Result
This research was conducted in 2 cycles. Action in cycle 1 and cycle 2 was conducted about five meetings in each cycle and each meeting in these cycles took 2 x 35 minutes, As it was mentioned before, each cycle consists of planning, acting, observing, and reflecting. In planning the writer makes lesson plan and the writer would teach the students by using the lesson plan. The material of this research are parts of body, describing person, fruits, things around us, home activities, and animals.
The writer also prepared observation sheet. This was done by collaborator to know the students and the teacher participation in learning process.
a. Cycle 1
Cycle 1 consist of planning, acting, observing and reflecting. The writer conducted pre-test to know the students’
ability in reading comprehension before giving treatment and it used as the comparison score with post-test. The students were given 20 questions about greeting. After they finished the pre-test, the writer asked them to submit the answer sheets. The result of pre-test could be seen on the table below:
Table 4
The Students result at pre-test
No Names Score Notes
1 AA 50 Failed
2 HP 45 Failed
3 IN 55 Failed
4 IK 70 Completed
5 IP 60 Failed
6 IT 40 Failed
7 KR 55 Failed
8 KS 40 Failed
9 LR 50 Failed
10 LVA 60 Failed
11 MS 45 Failed
12 MIS 40 Failed
13 MAA 50 Failed
14 MDR 40 Failed
15 NUA 60 Failed
16 NF 70 Completed
17 RM 50 Failed
18 SR 55 Failed
19 SQ 70 Completed
20 TSK 50 Failed
Total Score 1055
Average 52,75
Highest Score 70
Lowest Score 40
Based on the table, it could be analyzed that there were 3 students (15%) who passed the pre-test and 17 students (75%) who failed the pre-test. The lowest score in pre-test was 40 and the highest score was 70. It means that the students did not fulfill the minimum standard at MTs. Pelita Gedongtataan and the students’
vocabulary mastery was low. Besides, from the result of pre-test, the researcher got the average 52.7%. So, it was the reason why the writer used charades game to improve the students’ vocabulary mastery.
Table5
Students’ Score of Pre-test
No Mark Frequency Percentage Category
1 ≥70 3 15 % Complete
2 ≤70 17 75% Incomplete
TOTAL 24 100%
Figure 3
Graph of Students’ Mark of Post-test I of Vocabulary Mastery
Complete Incomplete
0%
10%
20%
30%
40%
50%
60%
70%
80%
Series 1
Table 5 and figure 3 shown that the students’ had low in vocabulary mastery , because most of students were in Incomplete category. It means that the students were failed to get minimum mastery criteria.
1) Planning
The first meeting was done on Monday, January 9th, 2017.
It was open by praying, greeting, checking attendance list, and introducing thewriter as a teacher for the students. At the day, the writer has taken the students’ pre-test score.
Based on the result of pre-test score, the writer has identified and found the problems after taking the students’
pre-test score. Therefore, the writer and collaborator prepared several things related to teaching and learning process such as
the English subject lesson plan, the material, media, work sheet, observation sheet that contains about list of students’
names and activity, and evaluation for the second meeting.
2) Action
The second meeting was treatment. The writer conducted the treatment onSaturday, January 14th, 2017. In this meeting, the writeras an English teacher and Mrs. Novitasari, S.Pd. as a collaborator. The writer started the meeting by praying, greeting, checking attendance list and asking the condition of the students. Afterwards, the writer gave the material about Describing the animal. The materials in cycle 1 were describing animal, greeting and daily activities. Action in cycle 1 the writer was divided in five meetings which can be seen in the following table:
Table 7
The Schedule of Action in cycle 1
Meetin
g Day/Date Time Activities
1st Mondsy, January 9 th, 2017 10.10-11.30 Giving the pre-test
2nd Saturday,January14th, 2017 12.00-13.00 Doing action by giving the material about describing animal
3rd Monday, January 16th, 2017 10.10-11.30 Doing action by giving the material about greeting 4th Saturday , January 21st,
2017
12.00-13.00 Doing action by giving the material about daily activities
5th Monday, January 23th, 2017 10.10-11.30 Giving the Post-test 1
After did a treatment, the writer gave post-test 1 to the students. The post-test 1 was conducted onMonday, January 23th, 2017. The post test was done to know how the students’
vocabulary mastery after giving treatment. The writer gave 20 multiple choices. The result of post-test in cycle 1 could be seen on the table, as follow:
Table 8
Post test 1 score of Student’ vocabulary mastery
No Names Score Notes
1 AA 50 Failed
2 HP 55 Failed
3 IW 55 Failed
4 IK 70 Complete
5 IN 60 Failed
6 IT 45 Failed
7 IP 55 Failed
8 KS 40 Failed
9 LR 50 Failed
10 LW 70 Complete
11 LVA 45 Failed
12 MS 40 Failed
13 MAA 50 Failed
14 MDR 40 Failed
15 NUA 60 Failed
16 NF 70 Complete
17 RM 50 Failed
18 SR 55 Failed
19 SQ 75 Complete
20 TSK 50 Failed
Total Score 1055
Average 52,75
Highest Score 75
Lowest Score 40
From the table 8, it could be analyzed that the students’
average score was 54,25. The highest score was 75 and the lowest score was 40. Based on the minimum mastery criterion (KKM), there were 4 students that had passed on post-test 1 or got score
≥70. It means that in cycle 1 the students’ achievement could improve enough, but it was not successful yet.
Table 9
Students’ Mark of Post-test Iof Reading Comprehension No Mark Frequency Percentage Category
1 ≥70 4 20% Complete
2 ≤70 16 80% Incomplete
TOTAL 20 100%
Figure 4
Graph of Students’ Mark of Post-test I of Vocabulary Mastery
complete Incomplete 0%
10%
20%
30%
40%
50%
60%
70%
80%
According to the table 9 and figure 4, the students had improved score than the pre test before. The highest score before in pre test only 70 and in the post test I was 75. And there were 4 students who passed the test that before only 3 students who passed the test.But, the improving in post test I was not successful, because only 4 students (20%) who passed the test.
3) Observing
In observation of the writerhas done, the collaborator observed the students’ activities. The writer as a teacher who gave material about reading text especially narrative text by using Summarization Technique.
In the learning process, there were fouractivities that used to know the students’ activity. Every students who was active
in learning process gave a thick in observation sheet. Then, the students were not active in learning process, let the observation sheet empty. It can be seen on appendix. The indicators of the students’ activities were:
a) The students pay attention of the teacher explanation b) The students asked/answered the question from the teacher c) The students were able to do the task
d) The students understand the material
The result of the students’ learning activities could be seen as follow:
Table 10
The Students’ Activities in Cycle I N
o
Students Activities Frequenc y
Percentag e 1 The students pay attention of
the teacher explanation
10 50
2 The students ask/answer questions
10 50
3 The students able do the task 5 25
4 The students understand the
material 8 40
The table shown that not all the students’ active in learning process. There were 10 students (50%) who gave attention to the teacher’s explanation, 10 students (50%) who understood the materials and 5 students (25%) were able to do the task after that 8 students (40%) who understand the material.
Based on the result above, it could be inferred that the learning process of cycle I was not successfully because there are not got percentage more than 60 %.
Table 11
The Comparison Students’ Score at Pre-Test and Post-Test I
No NAME Pre-Test
Score
Post-Test
I Score Increasing Explanation
1 AA 50 50 0 Constant
2 HP 45 55 15 Increased
3 IN 55 60 5 Increased
4 IK 70 70 0 Constant
5 IP 60 60 0 Constant
6 IT 40 60 5 Increased
7 KR 55 65 5 Decreased
8 KS 40 40 0 Constant
9 LR 50 60 10 Constant
10 LVA 60 65 5 Incrased
11 MS 45 55 15 Constant
12 MIS 40 40 0 Constant
13 MAA 50 60 -10 Decreased
14 MDR 40 45 5 Constant
15 NUA 60 60 0 Constant
16 NF 70 75 5 Constant
17 RM 50 45 -5 Decreased
18 SR 55 65 15 Incrased
19 SQ 70 75 5 Increased
20 TKS 50 50 0 Constant
Total 1055 1155 65
Average 52,75 57,75 3,25
In this research, pre-test and post-test I had done individually. It was aimed to know the ability of the students’
Vocabulary mastery before and after the treatment. From the result of pre-test and post-test I, we knew that there was an improving from the students’ result score. It could be seen
from the average in pre-test 52,75 and post-test I 56. Although there was improving of the students’ achievement, cycle I was not successful yet because only 4 students (20%) who passed in post-test 1. It can be concluded that cycle I was not successful yet because the indicator of success was not reached yet and the writer had to revise the teaching and learning process in the next cycle. Therefore, this research would be continued in the next cycle.
b. Cycle II
The cycle II was similar with cycle I. It divided into planning, acting, observing, and reflecting. It would be explained more as follow:
1) Planning
Based on observation and reflection in cycle I, it shown that cycle I was not successfully yet. Therefore, the writer and collaborator tried to revise the several problems that appeared in cycle I and arranged the planning for continuing in cycle II.
The writer prepared the lesson plan, material, media, answer sheet observation sheet and the test for pre-test and post-test II.
2) Action
The description of the teaching and learning process of cycle II was not different from the previous cycle. In each treatment, the writer tried to make the students more active.
The implementation of this step was conducted in two meetings, namely: treatment and post-test.
The treatment in cycle II was conducted on Saturday, January 28th and Thursday, January 30th 2017. The writer as a teacher explained the material about thing around us and about home activitiesto the students. The teacher asked the students to explain again about the material that had been explained by the teacher.Moreover, the teacher gave a card and then the students have to explain what in the card that had given by the teacher.Then, the teacher asked them to be creative to explain the meaning of vocabulary with miming or gesture .The teacher guided the students to be active in guess the vocabulary.
In the end of meeting, the teacher closed the meeting and gave motivation to the students to study hard in order to they could got good scores especially in English subject.
After giving the treatment twice in cycle II, the writer conducted post-test II on Monday, February4th, 2017. The test was multiple choices. There were 20 questions. It was same type with the first cycle but different questions. After the students finished the test, they collected the answer sheet to the
teacher. The result of post-test II could be seen on the table below:
Table 12
Post-Test II Score of Students’ Vocabulary Mastery
No Names Score Notes
1 AA 70 Passed
2 HP 75 Passed
3 IW 75 Passed
4 IK 70 Passed
5 IN 70 Passed
6 IT 75 Passed
7 IP 70 Passed
8 KS 50 Failed
9 LR 70 Passed
10 LVA 80 Passed
11 MS 75 Passed
12 MIS 55 Failed
13 MAA 70 Passed
14 MDR 60 Failed
15 NUA 75 Passed
16 NF 80 Passed
17 RM 50 Failed
18 SR 70 Passed
19 SQ 75 Passed
20 TKS 70 Passed
Total Score 1385
Average 69.25
Highest Score 80
Lowest Score 55
Based on the table above, it could be seen that the students’
average score in post-test II was 69.25. The highest score was 80 and the lowest score was 55. It means there were increased score in post test II.
Table 13
Students’ Mark of Post-test II of Vocabulary Mastery
No Mark Frequency Percentage Category
1 ≥70 16 80% Complete
2 ≤70 4 20% Incomplete
TOTAL 20 100%
Figure 6
Graph of Students’ Mark of Post-test II of Vocabulary Mastery
Complete Incomplete
0%
10%
20%
30%
40%
50%
60%
70%
80%
80%
20%
From the table and figure above, there were increased students’
mark of pre test II. There were 16 (80 %) students who passed score of minimum mastery criteria. It means that in post test II was successful, because the indicator of success was achieve, that if 70% students passed the test.
3) Observing
In this step, the writer presented the material by using Charades Game. In learning process, there were also four
indicators used to know the students’ activities like in learning process previously.
Based on the result of the observation sheet in cycle II, the writer indicated that learning process in cycle II was successful.
The result score of students’ learning activities observation, as follow:
Table 14
The Students’ Activity in Cycle II N
o Students Activities Frequenc
y Percentag
e 1 The students pay attention of
the teacher explanation 16 80%
2 The students ask/answer questions
15 75%
3 The students able do the task 17 85%
4 The students understand the material
16 80%
The table above shown that the students’ activity in cycle II was improved. The students’ activity that had high percentage were students able do the task 85% and then the students understand the material 80%, meanwhile pay attention of the teacher explanation 80% moreover ask and answer questions has percentage 75%. Based on the result above, the writerindicated that learning process in cycle II was successful because all the four students’ activities got percentage ≥60%.
Based on the result of the research in cycle II, it could be inferred that cycle II was successful. The writer felt satisfied
about the result of the research. There were >70% of students passed the examination. It means the students’ reading comprehension had improved. From the result above, the writer concluded that this research was successful and would be not continued in the next cycle.
The students score on vocabulary mastery from post-test I to post-test II could be seen on the table below:
Table 15
The Comparison of Students’ score at post-test I and post- test II
No NAME Post-Test I Score
Post-Test
II Score Increasing Explanation
1 AA 50 70 20 Increased
2 HP 55 75 20 Increased
3 IN 60 75 5 Increased
4 IK 70 70 0 Constant
5 IP 60 70 10 Increased
6 IT 60 75 15 Increased
7 KR 65 70 5 Increased
8 KS 40 50 10 Increased
9 LR 60 70 10 Increased
10 LVA 65 80 20 Incerased
11 MS 55 75 20 Increased
12 MIS 40 55 15 Increased
13 MAA 60 70 15 Increased
14 MDR 45 60 15 Increased
15 NUA 60 75 15 Increased
16 NF 75 80 5 Increased
17 RM 45 50 5 Increased
18 SR 65 70 5 Increased
19 SQ 75 75 0 Constant
20 TKS 50 70 20 Increased
Total 1155 1385 230
Average 57,75 69,25 11,55
Based on the result above, it could be inferred that Charades Game could improve the students’ vocabulary mastery because there was improving from average in post-test I 57.7 became 69.25 in post-test II. In the cycle II, most of the students could develop their reading comprehension. It means that cycle II was successful.
Belong to the table above, the comparison students’
result score in post-test I and post-test II, there were 16 students (80%) who passed the test in post-test II. Therefore, the writer concluded that the research was successful because the indicator of success had been achieved in this cycle, that if 70% students passed the test.
B. INTERPRETATION