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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
Since the researcher believed that vocabulary was an important part in learning a language, she decided to conduct this action study. Based on the
observations and interviews, she found out that teacher rarely gave the students vocabulary building and just gave them the translation of the words that the
students did not know. The media used in the teaching and learning process was also limited on PowerPoint only.
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Further, the reason she applied flashcards as the media in the teaching and learning process because it had many advantages. As stated by Lewis 2013,
flashcards were useful to teach vocabulary. This statement also supported by Cross 1992 and Mukalel 1998. Some of the advantages in using flashcards
were: it helped the students strengthen the form and meaning in their memory, it helped to make the teaching and learning less boring for the students and attracted
their attention to the classroom acitivity, it was inexpensive, versatile, and portable, it also enganged the students to the teaching and learning process.
After the actions implemented, the students’ vocabulary mastery increased. It was based on the result of their pre-test and post-
test table 3. The students’ pre- test score showed that they still had poor vocabulary mastery. Then, they got
treatment to improve their vocabulary mastery using flashcards. The treatment was consisted of two cycles with three meetings in each one. After that, the
researcher conducted a post- test to find out the students’ improvement. From the
students post-test scores, it proved that using flashcards as the media in teaching vocabulary could improve the students’ vocabulary mastery.
F. The Students’ Vocabulary Mastery Score
As mentioned before, the use of flashcard succeeded to improve students’ vocabulary mastery in two cyles of this study. It could be concluded from the
observations of the teaching and learning process and the interviews witht the teachers and also the students. As planned before, the researcher conducted a pre-
test before the action then followed by a post-test. The post-test was held on September 20
th
2016. The minimum score that the students needed to achieve was
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75 or above. It based on the curriculum 2006 that the school used. The comparison between the students’ score in their pre-test and post-test could be
seen on the following table. Table 3:
The Average of Students’ Vocabulary Score in Pre-test and Post-test Class
Pre-Test Score 0-100
Post-Test Score 0-100
VIII A 34,64
76,74
Based on the table above, the researcher did the t-test to compare the results from both pre-test and post-test. She suggested two hyphoteses. The first
one was that there was no significance difference between the students’ scores in pre-test and post-test. The alternative hyphotesis suggested by the researcher was
that there was a significance difference between the students’ score in pre-test and post-test. The figures below showed the result of the t-test.
Paired Samples Statistics
Mean N
Std. Deviation Std. Error Mean
Pair 1 pretest
postest 34,6452
76,7419 31
31 7,92275
14,38742 1,42297
2,58406
Figure 25: Paired Samples Statistics
From the figure above, it showed that there was an improvement of the students’ mean scores from 34.64 to 76.74. The improvement on the
students’score from the post-test was because the test was based on the materials in the lessons. They were also from the flashcards given in the teaching and
learning process in the classroom.
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Paired Samples Test
Paired Differences
T Df
Sig. 2- tailed
Mean Std.
Deviation Std. Error
Mean 95 Confidence Interval
of the Difference Lower
Upper Pair 1
pretest - postest
-42,09677 14,43919
2,59336 -47,39311
-36,80044 -16,233
30 ,000
Figure 26: Paired Samples Test
From the figure 25, it showed the sig.0.05. Therefore, the alternative hyphotesis was accepted. So, there was a significance difference in students’
scores after the implementation of flashcards to improve their vocabulary mastery.
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
In this chapter, there are three subchapters presented. They are conclusions, implications, and suggestions.
A. Conclusions
The research was conducted in grade VIII students of MTsN Godean. The aim of the study was to improve the grade eight students’ vocabulary mastery.
This study began on August 2016 and ended in September 2016. The actions were carried out in two cycles and the materials given were related with descriptive
texts. After the implementations of actions in the first cycle, there were some
changes on the students’ vocabulary mastery. The implementation of flashcards in the the teaching and learning process could improve the students’ vocabulary
mastery. It also could motivate the students to be active and involved in the classroom activities.
Nevertheless, there were some improvements needed to be done after the researcher and the collaborator had examined the successful and less-successful
actions during the research as presented in the chapter IV. Therefore, there were some actions revised Cycle 2.
From Cycle 2, the researcher found that the use of flashcards in order to improve the students’ vocabulary mastery was still effective with some additional
activities like games. Giving rewards also improved the students’ motivation in
the teaching and learning process.
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