commit to user depan, dan baca. Jelas?” all of the students answered, “Jelas, Miss.” While
the students did the test, the teacher and observer tested pronunciation. She called the students according to the student number.
After the students finished the test, the teacher said, “Thank you.” Then she said good bye to the students.
c. Observation of the Action
The observations were made simultaneously as long as the teaching learning process. The observations were noted by the researcher and also the
observer collaborator. To support the data, the researcher also did interview to the students after the teaching learning process. In monitoring the
implementation of word webs in teaching vocabulary, besides observation and interview, the researcher also used assignment and test. Those were used as
consideration to revise the action for the next step. In the first cycle, the topics chosen were “Things in My House”. The
teacher implemented word webs as a brainstorming before activity. The teacher also used word webs in the post activity. The students’ score in the
pre-test showed that the four aspects were still low, but pronunciation and spelling were lower than the others. In each meeting, the teacher focused on
the four aspects: word meaning, pronunciation, spelling, and word use. After brainstorming, the teacher drilled the students to pronounce each word, then,
she asked the students to spell the words. Firstly, the students spelled the words in Indonesian, but continuously the teacher taught them to pronounce
commit to user the words in English. The teacher used pictures in helping the students
understand the meaning of the words. Those pictures were based on the texts which were given before. To teach word use, the teacher directly gave the
examples of sentences. In teaching learning process, the teacher tried to combine word webs
and pictures. The students were challenged to learn words with the new technique. In their lesson before, they just did a lot of assignment from the
teacher without understanding the meaning, pronunciation, spelling, and word use. They looked very happy and interested when the teacher introduced word
webs combined with pictures. They enjoyed sticking the picture according to the strands of the main topic.
The students became more active during teaching-learning process. They were active in asking and answering questions. They were also more
enthusiastic in doing assignment. Moreover, they were not confused in English class. Word webs as brainstorming really helped the students tune in
the lesson. Good atmosphere also occurred in the class. The students only did many assignments, but also communicated with the teacher. When the teacher
asked questions, many students raised their hand. At the end of the first cycle, the teacher gave the students a posttest to
measure the students’ achievement in learning vocabulary. The researcher also compared the result of the pretest and the posttest. The mean of the
pretest was 53.88 and the mean of posttest was 63.40. Thus, it can be
commit to user concluded that there was an improvement of vocabulary mastery of the
students before and after the cycle I. There was also an improvement in
achieving each aspect of vocabulary in the first posttest.
Nevertheless, the result of cycle 1 had not been satisfying because there were some weaknesses during the implementation of the action. When the
teacher asked the students to write their answer on the board, there were some students who did not want to do that. They were afraid to make mistakes.
d. Reflecting
