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During the teaching-learning process, there were only few students play and chat with others. Most of them followed every step of teaching-learning
process seriously. Besides, there was no students ask permission to go to toilet as they did before learning by using video. It showed that most students attracted to
follow all procedures of English class. Learning vocabularies by watching video made the students easier in
recognizing and remembering new vocabularies they got because they saw the things rather than imagination. Besides, the video guided the students about how
to pronounce the words correctly by imitating the native speaker in pronouncing words on video. The writer only needed to play the video repeatedly in order to
make the students had more practices, so that they could pronounce words correctly.
Nevertheless, the writer did not satisfy yet with the result of teaching- learning process because there were some indicators of problems that were not
good yet. For further observation, the students still made mistakes in grasping the meaning of English words and writing words although they could pronounce them
well. For example, most students translated shirt as kaos, skirt as kemeja, scarf as kerudung, etc. Then, when the writer asked them to write, some students wrote
down in incorrect spellings i.e. shert, a bleck cap, scraf, etc. The other problem was some students did not want to write the notes given by teacher. They said that
they had understood so they did not need to write down the notes. On the other hand, the result of posttest showed that the students’ score
were better compared with the pretest result. The mean score of pretest was 55,43 and the mean score of posttest 1 was 67,28. It means that there was an
improvement of learning vocabulary but it was not quite satisfying.
5. Reflecting the Observation Result
By observing the result of observation above, the writer could make a conclusion that the use of video is suitable for teaching vocabulary to elementary
students. The students became more interested and motivated in learning vocabulary. The students became more active and enthusiastic in joining teaching-
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learning process. The video made the students happy in learning new vocabulary because they were not just oriented to the textbooks.
There was also no students ask permission to go to toilet. During teaching- learning process, there were only few students who play or chat with friends but it
still could be handled by teacher. Concerning to the vocabulary competence, there was significant improvement. Most students could recognize and remember words
given before. When they asked, they could answer it correctly. The students also could pronounce words well. When the writer asked some questions to them, they
could answer it in English with the correct pronunciation. However, in grasping the meaning of English words, the students still
made mistakes when they asked to translate words into Indonesian since some words have similar writing such as T-shirt, shirt, skirt, shoes, socks, etc. While in
writing words, the students found it difficult to write with the right spellings although they could pronounce words correctly because most of vocabularies are
new. The writer gave guidance more to write in correct spelling on the blackboard but most students did not want to write or copy them on their own books.
Therefore, next time, they could not write English words correctly because they did not have the correct samples of writing given by teacher before.
Analyzing the result of tests, the mean score of the pretest was 55,43 and the mean score of posttest 1 was 67,28. It indicates that the students’ vocabulary
mastery increased but it was not satisfying yet.
6. Revising the Plan
To solve the problems that appeared in cycle 1 which included: 1 most students still made mistakes in grasping the meaning of English words; 2 some
students found it difficult to write English word with the correct spellings; and 3 some students did not want to write the notes given by teacher; the writer would
play the video longer than before and combined by playing games. Besides, the writer gave more guidance in writing English words to the students. It was
implemented in cycle 2.
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b. Cycle 2
After identifying the weaknesses got in cycle 1, the writer tried to overcome them by implementing YouTube video combined with games in cycle
2. The following is the summary of the research implementation of cycle 2.
Table 4.7. The Summary of Research Implementation of Cycle 2
Topic introduced Clothes
• Read the word • Write the word
• Describing clothes Class used for Action
research 5 Five
Problem identified • The low of students’ vocabulary mastery
• Classroom situation during TLP was not conducive Proposed solution
Applying video in learning vocabulary Implementation
In two cycles Cycle 2
Planning 3 meetings
Prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and
everything related to the action.
Actions First meeting: Read the word Clothes
• Did questioning and answering with students as brainstorming
• Played and asked students to read words shown on video together
• Played video and pointed some students to read the words
individually •
Played game •
Provided an exercise Second meeting: Write the words Clothes
• Reviewed previous lesson
• Played video and asked students to write the words shown on
video •
Played video and checked the correct answer by watching video •
Played game •
Asked students to translate Indonesian words into English •
Provided and exercise Third meeting: Describing clothes
• Reviewed previous lesson
• Explained how to describe clothes
• Asked some students to come forward to describe clothes
• Played video and asked students to describe clothes shown on
video •
Played game •
Provided an exercise Observation
Observation: TA and the writer observed the action of Cycle 2 •
Students were able to translate English words into Indonesian •
Most students wanted to do teacher’s command well •
Students had their own initiative to write important notes y themselves
• Most students could write English words correctly
• 95 students reached the passing grade
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Reflection •
Students were enthusiastic in joining English class •
Students became more active during TLP •
Students could grasp the meaning of words well •
Students could write words correctly •
Students had their own initiative to write important notes by themselves
Findings as the whole •
The improvement of students’ recognition toward English words •
The improvement of writing ability •
The improvement of class situation after video applied •
The improvement of students’ behavior during TLP •
The improvement of students’ achievement
The overall activities in cycle 2 as stated in the Table 4.7. above is described as follows:
1. Identifying the Problem
Based on the result of the first cycle, there were still several weaknesses found to be solved. The students still made mistakes in grasping the meaning of
English words because there were some words have similarity on its writing i.e. T-shirt, shirt, skirt, shoes, socks, etc. The other problem was the students found it
difficult to write English words with correct spellings although they could pronounce it correctly. It caused by most of vocabularies given were new.
However, the problem toward classroom situation, the students did not want to write the notes given by teacher. When the teacher gave guidance to write
with the correct spellings by writing them on the blackboard, then the student did not want to copy them on their own books. Therefore, the students did not have
the correct sample of writing words and could not write correctly in the future.
2. Planning the Action
