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and grasp the meanings of vocabulary. They still remembered and understood the vocabulary that had been learnt. They enjoyed the activities in cycle 2. They
showed their interest and enthusiasm than before. They felt that studying vocabulary was fun and they were happy to study English more than they felt in
the cycle 1. The additional times made the lessons longer but they were not bored. The
teacher gave her best effort to create friendly situation. She gave the same attention to the students and she was not impudent. She used creative technique by
using game graphic organizers. She also showed them some real objects so the students gave more attention. The students felt confident to ask and answer the
questions because they didn’t feel shy. The making of students’ groups did not spend too much time. It meant the use of time was effective.
In cycle 2, some of the troublemakers realized that they should change to be good students. Their changing gave a good impact in teaching learning process.
The students joined the class calmly because the noise could be reduced.
3. Findings
This section presents the discussion of the research finding concerning the students’ responses towards the vocabulary teaching through graphic organizers.
a. Test Data
Based on the test result, after the actions of this research the students’ vocabulary mastery was improved. The analysis of the students’ score shows that
there is an improvement of the students’ vocabulary mastery.
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In the pre-test, the mean of the students’ score is 41. 48 while in the first post-test the mean of the students’ score is 67. 15. Then, mean score of second
post-test was 79. 81. Based on the pre test, first post test and second post test, it can be concluded that there is improvement between the score of pre-test, first
post test and second post-test. It means that teaching vocabulary using graphic organizers as the media improves the students’ vocabulary mastery.
b. Non Test Data
Besides analyzing the test data, the researcher also analyzed the non-test data. It includes the teaching observation report, and the questionnaire result.
1 Observation
During the researcher was implementing the actions, the students were actively participated. In the first meeting in cycle 1, the participation of 15
students 45.45 is enough and the participation of 18 students 54. 55 is still low. In the second meeting in cycle 1, the participation of 5 students 15. 15
is still low, the participation of 25 students 75. 75 is enough and the participation of 3 students 9. 10 is good. In the first meeting in cycle 2, the
participation of 24 students 72. 73 is enough and the participation of 9 students 27. 27 is good. In second meeting in cycle 2, the participation of 12
students 36. 36 is enough and the participation of 21 students 63. 64 is good.
2 Questionnaire
Based on the first questionnaires that distributed before the action result, the students admitted that their confidence and their intrinsic motivation were low.
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They thought that English lesson was very completely difficult because they did not understand the meanings. Non-cooperative teacher, the conventional way in
teaching and boring media made them not interested learning vocabulary. After implementing the action, the researcher distributed the second
questionnaires and she got good responses from the students. The students admitted that they had a better understanding in vocabulary mastery. They
enjoyed English class because the new media was attractive and helped them to understand vocabulary and they had high confident to ask and answer the
questions related to vocabulary.
B. Discussion
The goal of this research is to improve students’ vocabulary mastery. The research findings show the improvements in many aspects by comparing the
condition before and after graphic organizers were used. In this section, those findings are discussed by justifying them with the theories in Chapter II.
As mentioned before in Chapter I, graphic organizers are appropriate media to improve students’ vocabulary mastery. Graphic organizers are design to
facilitate and enhance the learning of vocabulary. There are more benefits when graphic organizers are used in the teaching
learning process. The benefits are explained below: a. Development Of Higher Level Thought
Graphic organizers can make the students to thing one step higher than before. The designs of graphic organizers have ability to facilitate the teaching
