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integrated in various activities. It was because flashcard had never been used in teaching and learning process, especially in vocabulary learning.
B. Report of Cycle 1
1. Planning
After determining the most important and feasible problems to be solved, the researcher determined some actions to solve the problems. The actions were
focused on improving the students’ vocabulary mastery using flashcard. Based on the result of the discussion with the English teacher as the collaborator on August
13
th
2016, the action plans of the first cycle were as follows.
a. Applying Flashcards to Teach Vocabulary
In the first cycle there were two types of flashcard planned to be implemented. They were the picture-word cards and word cards. The
implementations of the actions would be conducted on August 19
th
until August 26
th
2016. The picture-word cards were used to give the students the vocabulary building related to the text to be given by the researcher. Whilst the word cards
would be used to give the students the idea to form a simple sentence used simple present tense. Both cards would be also implemented into some games activity, to
make the teaching and learning activity more engaging to the students and to make them active in the classroom.
b. Using the Classroom English during the Teaching and Learning Process
During the action, the researcher acted as the teacher in the class. Therefore, classroom English was planned to be used during the teaching and learning
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process. Its purpose was to give the students exposure of English and helped them to be more familiar with common English expressions that was used in the
classroom. The researcher planned to use classroom English for several functions such as to greet the students, to explain the materials, to give the instructions, to
give feedback, to give praise rewards, and also to end the lesson. However, based on the observations and interviews before the actions, the students said that they
could not understand the instruction if it used full English all the time. Therefore, the researcher planned to use Indonesian or even Javanese translation in some
difficult aspects such as giving the further instructions and explaining the materials so the students could understand it well.
c. Communicating the Objectives of the Lessons to the Students
Communicating the objective was planned to be applied in each meeting in Cycle 1. At the beginning of the lesson, the researcher gave some background
knowledge first, and then she communicated the objective of the lesson so that the students knew what they were going to learn.
d. Asking the Students to Work in Small and Large Groups
