3 Students’ Score
In this part, there were details of the students’ score during the
research. It presents the discussion of the results of the students’ score from the pre-test and the post-test. The score is to support the qualitative data of the
research. The discussion deals with the mean of th e students’ score from the
pre-test and the post-test. The following tables present the mean score of all the tests.
The preliminary tests were conducted to know whether the students’ vocabulary mastery improved or not later after the implementation of the
research. The post- tests conducted after each cycle to get students’ score after
the implementation. After that, the score of the post-test will be compared to the pre-test. The researcher and the collaborator determined the criteria of
success. The crite ria of success were 70 of the students’ vocabulary score
achieved the Minimum Mastery Criterion Kriteria Ketuntasan Minimal- KKM of English which is 70 or above. The result score can be seen on the
following table.
Table 11: The score comparison between the pre-test 1 and post-test 1
The mean score of pre-test 1 46
The mean score of post-test 1 70.67
Table 12: The score comparison between the pre-test 2 and post-test 2
The mean score of pre-test 2 57
The mean score of post-test 2 77.33
The pre-test 1 and pre-test 2 were conducted at the same time before the research began. It showed that the students’ score were still below the
average of KKM. After the implementation of the first cycle, the post test was
conducted. The mean score improved from 46 to 70.67. It showed that the students already made improvement on the vocabulary mastery. With the
changes in the group size in the second cycle, the students’ score improved more than the first cycle. The second post-test mean score is 77.3. It increased
from the score of the second pre-test which is 57. It showed that the changes made significant influence to students’ understanding.
D. Discussion
In this section, the researcher provides the analysis of the findings obtained in the first and second cycles of the research. This part is aimed to give
explanation on how the use of wall charts can improve students’ vocabulary mastery at grade IV students of SD N Gambiranom.
The researcher conducted a preliminary observation before performing the research to gain information and description about the situation in the classroom
during the teaching and learning process of vocabulary learning. This observation aimed to find the students’ problems and difficulties during the vocabulary
learning. The preliminary observation gave the researcher some ideas to propose some plan to improve the students’ vocabulary mastery. With the collaborator, the
researcher determined the action to be implemented in the research. The research consisted of two cycles, in which each cycle covered two classroom meetings.
The first cycle showed that there were already some improvements from the students. They also continued to make progresses on the second cycle. The
students showed positive changes and improvements on their aspects of vocabulary, pronunciation, meaning, and the use of the words. It was justified
based on the gain score that they got since the beginning until the end of the research. It showed the improvements on students’ vocabulary mastery before and
after the implementation of the research. Besides, there were also positive changes in the students’ attitudes and
behaviors. They became more interested in learning vocabulary. They also looked enthusiastic in the teaching and learning process of English in general. They
actively participated in the groups in doing the task. In addition, the group activities when they made the wall charts increased
the students’ involvement in the learning activities. The group activities provided opportunities for the students to cooperate with other students in doing the task.
The proficiency level of the students in the groups was different from each other. It encouraged them to help and learn from each other.
Based in the facts and explanations, it could be concluded that the use of wall charts can improve the vocabulary mastery of grade IV students of SD N
Gambiranom. The actions conducted during the implementation of the research improved students’ interest toward the teaching and learning process of learning
vocabulary.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
In this chapter, three aspects are presented. They are the conclusions, the implications, and the suggestions. Each points is described as follows:
A. Conclusions
This research was action research. It was conducted at grade IV B of SD N Gambiranom. It was held from February 18
th
, 2016 to March 17
th
, 2016. The participants involved in the research were the researcher, the researcher’s
colleague as the collaborator and the observer, the English teacher, and the 30 students of class IV B.
The data obtained from the research were in the form of qualitative and quantitative data related to the use of wall charts to improve students’ vocabulary
mastery. Based on the results of the data analyzed in this research, it shows that the use of wall charts as a media was very effective to improve the students’
writing skills. It helped students in memorizing and understanding the new vocabulary faster.
During the English teaching and learning process, the students’
participation improved when they worked in making the wall charts. Their attitudes towards learning vocabulary changed. They looked enthusiastic to
pronounce and were not afraid to answer in English. The group works done in the research brought positive changes to the students’ involvement and relationship
among the students.
The students’ scores obtained from the pre-test and post-test also shows the proof that wall charts is an effective simple media to improve the students’
vocabulary mastery. By comparing the score in the pre-test and the post-test, the mean score increased significantly. It means that the research was successful in
making improvements. From the facts presented above, it can be concluded that the research taken
on the use of wall charts to improve the students’ vocabulary mastery at grade IV of SD N Gambiranom was successful.
B. Implications
According to the conclusion which is previously stated, some further considerations were made in order to improve students
’ vocabulary mastery. The implementation of wall charts helped students’ in the process of learning
vocabulary. It can be an alternative way of teaching English, particularly in teaching vocabulary. The actions were effective to give them better understanding
to the vocabulary. It can be seen from their faster memorization and their use of the words.
The students’ positive attitudes and behaviors towards the use of wall charts implicates that they were motivated by the way it improved their
vocabulary mastery. The group works facilitated students to share their thoughts to one another. They looked less nervous than working alone. This implies that
they were happy with the group work. The students’ active participation in the process of teaching and learning
showed that the media draw students’ focus and attention towards the lesson.
