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b. Cycle 2
After identifying the weaknesses got in cycle 1, the writer tried to overcome them by implementing YouTube video combined with games in cycle
2. The following is the summary of the research implementation of cycle 2.
Table 4.7. The Summary of Research Implementation of Cycle 2
Topic introduced Clothes
• Read the word • Write the word
• Describing clothes Class used for Action
research 5 Five
Problem identified • The low of students’ vocabulary mastery
• Classroom situation during TLP was not conducive Proposed solution
Applying video in learning vocabulary Implementation
In two cycles Cycle 2
Planning 3 meetings
Prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and
everything related to the action.
Actions First meeting: Read the word Clothes
• Did questioning and answering with students as brainstorming
• Played and asked students to read words shown on video together
• Played video and pointed some students to read the words
individually •
Played game •
Provided an exercise Second meeting: Write the words Clothes
• Reviewed previous lesson
• Played video and asked students to write the words shown on
video •
Played video and checked the correct answer by watching video •
Played game •
Asked students to translate Indonesian words into English •
Provided and exercise Third meeting: Describing clothes
• Reviewed previous lesson
• Explained how to describe clothes
• Asked some students to come forward to describe clothes
• Played video and asked students to describe clothes shown on
video •
Played game •
Provided an exercise Observation
Observation: TA and the writer observed the action of Cycle 2 •
Students were able to translate English words into Indonesian •
Most students wanted to do teacher’s command well •
Students had their own initiative to write important notes y themselves
• Most students could write English words correctly
• 95 students reached the passing grade
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Reflection •
Students were enthusiastic in joining English class •
Students became more active during TLP •
Students could grasp the meaning of words well •
Students could write words correctly •
Students had their own initiative to write important notes by themselves
Findings as the whole •
The improvement of students’ recognition toward English words •
The improvement of writing ability •
The improvement of class situation after video applied •
The improvement of students’ behavior during TLP •
The improvement of students’ achievement
The overall activities in cycle 2 as stated in the Table 4.7. above is described as follows:
1. Identifying the Problem