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1. Classroom action research is continuous process that produces open-ended result, so that this research enables the researcher to become continuous
learners to change and improve their quality in teaching. 2. The researchers are committed to take action and positive educational change
based on their findings rather than being satisfied with reporting their conclusions to others.
3. Classroom action research is research for change and improvement. It is expected that this research not only change and improve students’ vocabulary
but also to change and improve teacher’s technique variation in teaching vocabulary.
4. The use of the teaching vocabulary technique in this research can be monitored, so that the use of the technique will not deviate or out from the
instructional process.
C. The Model of Action Research
The model of action research used in this study is based on the model developed by Kemmis and McTaggart 1998 in Burns 1999: 32. They state that
action research occurs through a dynamic and complementary process that consists of four fundamental steps in a spiraling process. They are as follows:
a. Planning: develop a plan of critically informed action to improve what is already happening
b. Action: act to implement the plan. c. Observation: observe the effects of the critically informed action in the context
in which it occurs. d. Reflection: reflect these effects as the basis for further planning.
In this research, the four steps can be expanded into six steps, namely: 1 identifying the problem; 2 planning the action; 3 implementing the action; 4
observing or monitoring the action; 5 reflecting the result of observation; and 6 revising the plan for following step. Those six steps form one cycle.
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D. The Stages of Action Research
The model of the action research above is the frameworks in undertaking a classroom action research. Those six steps are taken in each procedure that forms
one cycle. They are as follows: 1. Identifying the Problem
The researcher identifies the problems first before planning the action. The problem refers to the students’ vocabulary mastery that is still low. It is
caused by some factors related to both teacher and students. The problem can be identified by using:
a. Test : the pre-test was given to identify the students’ competence
in comprehending English vocabulary b. Interview
: the interview was held in order to identify the students’ opinion about English class and the problem faced by the students during
teaching-learning process. c. Observation : the observation was done to identify the students’
behavior and class situation during teaching-learning process. 2. Planning the Action
The researcher then plans everything related to the actions that will be implemented. The preparation is done for each cycle. The preparations are as
follows: a. Arranging lesson plans. It covers processes of choosing the YouTube
video played, the materials used, the kinds of activities done, etc. b. Designing and setting steps in doing action.
c. Preparing suitable teaching aids, such as laptop, LCD projector, flash or disc containing many films, etc.
d. Preparing sheets for classroom observation. e. Preparing tests.
3. Implementing the Action The researcher implements the teaching and learning of vocabulary by
using YouTube video to help the students understand the material. The implementations generally are presented as follows:
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a. Presenting the topic The researcher presents the topic in the form of playing YouTube video
for many times. As the teaching media, the researcher uses laptop supported by LCD projector in order the films can be watched clearly by
the students though they sat in the back arrow. b. Giving tasks
In this stage, the researcher gives tasks for the students. The tasks can be exercises, practices, and various activities such as games, discussions, etc
that should be done by students in a group. The researcher may revise those tasks in every cycle.
c. Evaluating Finally, at the end of the action, the researcher conducts a post-test to
measure the students’ ability in mastering vocabulary after the action is implemented and to measure the students’ improvement after they were
taught by using YouTube video. 4. Observing or Monitoring the Action
The teacher, as the researcher, observes all activities in the teaching and learning process while the technique of teaching vocabulary using
YouTube video is carried out. This observation is done with her collaborator. They keep notes of students’ impression during the teaching and process. The
teacher also creates a conductive atmosphere to increase the students’ motivation in learning vocabulary, for example by giving suggestion, helping
their difficulties while learning, and giving feedback for their efforts. 5. Reflecting and Evaluating the Result of the Observation
The researcher makes an evaluation based on her observation and her collaborator’s note to identify the weaknesses during the action. The
weaknesses can be seen from facts whether they are active or passive in teaching and learning process. She also makes diaries about the condition of
the class during the action. Next, this evaluation will be a basic consideration to conduct the next cycle of teaching.
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6. Revising the Plan Based on the weaknesses found from the activity that has been carried
out, the researcher revises the plan for the next cycle. It is done to get better results of the method she applied.
E. The Techniques of Collecting the Data
