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2 Presentation The writer told the students that they would still watch the video about
clothes but in different type. The type of video would be played is “what is this?”. So, when the video asked “what is this?”, the students must guessed
and answered it based on the cloth shown on video. The writer would pause in each cloth shown in order to make the students could guess it well.
3 Practice The video was being played. After the video asked “what is this?”, the
students answered aloud although their answer did not same each others. They looked happy and enthusiastic in guessing the name of the cloth shown in
video. Most students could guess and answer them in correct pronunciation. 4 Production
After the students guessed the name of clothes shown in video, they were asked to take a paper. Then, the writer played the video once and asked them
to write the name of clothes shown in video in their own paper. After that, the writer collected the papers and checked the students’ answer together with the
students.
4. Observing the Action
From observing the TLP in the first cycle, the writer assumed that the teaching-learning process using video ran well and it became alive. The video that
served not only all vocabularies but also exercises related to the topic taught let the students could learn by doing exercise shown on video.
In addition, the students became interested and motivated in learning English. It could be seen from the students’ responses when they had the learning
activities. The students paid much attention when the video was playing and wanted to do the video’s instruction. For example, for the first meeting, the
students wanted to pronounce all vocabularies mentioned by video although there were few boy students did not want to do it. This happened also in the second and
third meeting where they looked so enthusiastic to point the cloth mentioned and guess the name of clothes shown on video.
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During the teaching-learning process, there were only few students play and chat with others. Most of them followed every step of teaching-learning
process seriously. Besides, there was no students ask permission to go to toilet as they did before learning by using video. It showed that most students attracted to
follow all procedures of English class. Learning vocabularies by watching video made the students easier in
recognizing and remembering new vocabularies they got because they saw the things rather than imagination. Besides, the video guided the students about how
to pronounce the words correctly by imitating the native speaker in pronouncing words on video. The writer only needed to play the video repeatedly in order to
make the students had more practices, so that they could pronounce words correctly.
Nevertheless, the writer did not satisfy yet with the result of teaching- learning process because there were some indicators of problems that were not
good yet. For further observation, the students still made mistakes in grasping the meaning of English words and writing words although they could pronounce them
well. For example, most students translated shirt as kaos, skirt as kemeja, scarf as kerudung, etc. Then, when the writer asked them to write, some students wrote
down in incorrect spellings i.e. shert, a bleck cap, scraf, etc. The other problem was some students did not want to write the notes given by teacher. They said that
they had understood so they did not need to write down the notes. On the other hand, the result of posttest showed that the students’ score
were better compared with the pretest result. The mean score of pretest was 55,43 and the mean score of posttest 1 was 67,28. It means that there was an
improvement of learning vocabulary but it was not quite satisfying.
5. Reflecting the Observation Result
