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D. Research Findings
Regarding to the findings of cyle 1 and cycle 2, the implementation of flashcards in teaching and learning process were considered successful in
improving the students’ vocabulary mastery. The use of flashcards made the students more interested in the classroom activities and engaged them to the
learning process. The other actions that were implemented in this research also showed a positive result towards the students. The result of the research in
improving students’vocabulary mastery is shown in the table 2.
Table 2: The Result of the Research No.
Actions Pre-Condition
Cycle 1 Cycle 2
1. Applying
flashcards as the teaching
aids in the classroom
The teacher never used flashcards in
the teaching and learning
process. Furthermore,
the teacher rarely gave
a time to teach the students
vocabulary. Applying flashcards
motivated the
students to learn new vocabularies
in English. It helped
students to
understand the
vocabulary related to describing
people. The students were
also able to do the tasks given by the
researcher based on the the picture cards
in the beginning of each
meeting. Furthermore,
they were able to make
simple sentences
using the word cards.
Using flashcards improved
the students’vocabular
y mastery. The
integration of the flashcards
with many games and
activities helped
the students in remember
and understand
new words.The students
were able to recognize
the vocabulary of the
picture cards given by the researcher,
and also able to distinguish
the vocabulary
based on
its classification.
Continued
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Continued 2.
Using the
Classroom English
during the
Teaching and Learning
Process The
Classroom English only used
at the beginning of the class. It was
when the teacher opened the lesson.
After
that, the
instructions were in bahasa
Indonesia and also Javanese
all the time. The researcher used
the English
Classroom expressions to give
the students
exposure to it. The students were able to
respond to
the researcher when they
were familiar with the expressions.
In cycle 2, the researcher used the
English Classroom expressions as the
cycle 1. In this cycle, the students
were
able to
respond some of the
English expressions.
However, they
were still
used Bahasa Indonesia
to respond
the researcher.
3. Communicati
ng the
Objectives of the Lesson to
the Students The students just
went directly into the
materials without given any
explanation on
what they
were going to learn on
the class. Communicating the
objectives of
the lesson to the students
made them aware of the materials that
they learnt. The
students awared
of the
purpose on learning the
text and
actively involved in the teaching and
learning process.
4. Asking
the students
to work
in small
and large groups
The teacher often asked the students
to work in pairs and
rarely in
groups. The grouping of the
students made them more involved in the
group discussion to finish the task given
by the teacher. They were actively doing
discussion with the member
of their
group. In addition, they liked to work in
groups because it helped the themto be
active
in the
classroom. The students felt
comfortable with
their groups
because they could work together. It
was because they could discuss the
answer that they did not know with
their group.
5. Giving
Practice Feedback on
the Students’ Pronunciatio
n and
Spelling The students rarely
got neither a
pronunciation practice
nor speeling feedback,
It made afraid to make
mistakes The students were
gradually showed an awareness in their
pronunciation
and spelling. They often
asked the researcher whether
their In cycle 2, the
students were also given feedback on
their spelling or pronunciation. The
students
still occasionally asked
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when they
pronounced some English words.
spelling or
pronunciation was
correct. However, the feedback did not
give as
much improvement
as expected
by the
researcher. the
researcher whether
their spelling
or pronunciation was
correct. However, they were more
confident
to pronounce
the words or to do the
task given by the researcher
during the lesson.
6. Asking the
Students to Bring the
Dictionary The students never
brough dictionaries to the class.
Some students
brought dictionaries to the class but some
of them since did not bring dictionaries.
The students
brought conventional
dictionaries and aso the
electronic dictionaries
on their mobile phone.
7. Giving
rewards The teacher rarely
gave the students rewards to motivate
the students. Praise or
compliments were given as rewards if
they did the task correctly, some
materials rewards like candies of
chocolate also given to the students. It
made them more active during the
lesson to gain the rewards.
The rewards given in the cycle 2 as in
cycle 1. Giving rewards
successfully motivated the
students to be more active in the
classroom.
E. Discussion