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64 honor to stick the picture of that animal on the blackboard. This activity
was repeated until the time was over. d
Reading and Writing Because the time was over, the researcher did not have a chance to
ask the students to write the commands on their book. She just read the commands based on the pictures that had been stuck on the blackboard.
d. Observing and Monitoring the Action
In this cycle, observing and monitoring is carried out during the implementation of the action, the process of teaching and learning in cycle
two is more active than in cycle one. It can be seen from the fact that most of students are more active in doing the activities. They are very happy and
very active when they do the commands like “Take a green square, show me your red apple, and touch a paprika, and so on.
In cycle two, the process of teaching and learning is under control. The students could spell well. Beside that, the students could pronounce the
words correctly. Then, the students can use the words in simple sentence. The last, the students can conduct the meaning if the words. Some students
are active in asking some different terms to the researcher. Based on the description above, it can be concluded that the students’
vocabulary mastery was improved. The improvement of the students’ vocabulary mastery can be seen from the mean score on the task in cycle 1
and cycle 2 below:
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65
Table 2.The Improvement of the students’ vocabulary mastery No
Indicator Cycle 1
Cycle 2 M 1
M 2 M 3
M 1 M 2
M 3
1 Spell
3.5 3.6
3.8 2.3
2.9 3.3
2 Pronounce
1.4 2.2
2.3 2.4
2.8 3.2
3 Meaning
2.5 2.8
3.5 2.1
2.8 3.3
4 Use of words
1.1 1.7
1.8 1.2
2.3 3.1
e. Evaluating and Reflecting the Result of the Observation
After implementing the technique, it seemed the class ran better than before. The students enthusiastically answered the question in the lesson.
The students could enjoy the activity when they learning vocabulary mastery.
By observing the result of the monitoring, the researcher concluded that teaching vocabulary mastery using TPR made the students more easily
understand and know well the spell, pronounce meaning, and using words in simple sentence. They also became more active and enjoyed in learning
vocabulary mastery. From the reflection, it could be concluded that TPR is an appropriate
technique to improve the student’s vocabulary mastery. It is important for
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66 the researcher to know about the weaknesses of the students in learning
English, so they can design appropriate technique in teaching learning process for better result.
Based on the observation and interview, the results which were gathered in field notes, the researcher reflected the result of the action in
second cycle. The positive results of cycle 2 were reflected that as follow: a The students who still passive were getting more active when they are acting
the commands however several of them are still shy and speak slowly. b Most of the students able to pronounce the words correctly. c Giving the
colorful media made the students more understood in comprehended and grasped the meaning.
Using non-independent t-test the researcher counts the mean of pretests in the first cycle and the mean of posttest in the second cycle. The
mean score of the post-test 2 is 7.79. It was higher than the mean score of the post-test 1 that was 6.65. The result of t
o
= 13.87. The computation shows that at level significance α = 0.05 with N-1 24 has t
t
= 2.06 and α = 0.01 has t
t
= 2.49. It can be said that t
o
t
t
. It means that the students’ vocabulary mastery increases significantly.
So, it can be said that TPR can increase the students’ vocabulary mastery. In this cycle, however, there still some students who look shy or
afraid to speak and come to the front of class.
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67 After analyzing the observation result in cycle 2, the researcher
found some differences between the result of the action in cycle 1 and cycle 2. In cycle 2, there were some positive result and weaknesses that can be
explained as follow: 1
Positive Results a
The students were interested with the new method used by the researcher in delivering the lesson. They looked happy and motivated
with the method so they gave more attention to the lesson. b
The researcher could manage the class better than in cycle 1. She also could take attention of the students so they just focused on the
lesson. c
There was improvement of pronunciation. d
There was an improvement of the students’ vocabulary mastery. It could be show from the result of the post-test 2 that was 7.79. It was
higher than the mean score of the post-test 1 that was 6.65. 2
Weakness In the teaching and learning process, some of the students still
made a noise and busy with their activities which could disturb another students. The researcher gave more attention to the troublemaker
f. Finding reflection
