Research Findings RESEARCH FINDINGS AND DISCUSSION

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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 104 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 105 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