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explained carefully because it would be applied as a solution to solve the lack of students’ ability in filling the past forms of irregular verbs in the blanks in a
recount text.
4. Planning
After analyzing the possible cause faced by the students, the researcher chose the flash cards to solve the problem. Flash cards were used to teach the past
forms of irregular verbs. After the lesson plan was made, the researcher should act out the lesson plan which was arranged in the learning process. The researcher
also conducted two cycles to know the improvement of the students’ irregular
verb mastery . To know the students’ response toward the activity in the teaching
and learning process, the field notes was used to record not only what was seen and heard but also reflections on what had occurred in the teaching and learning
process. Besides, the researcher also used the test score and interview results to make a reflection.
5. Implementing an Action and Observing
After making the planning, the researcher observed what was happening in the teaching and learning process. The researcher also took notes about the class
situation including the teacher’s performance and students’ participation. Besides,
the researcher provided the exercises related to the use of the past forms of irregular verbs and the meaning of English words
– Indonesia. It aimed to see whether the students could improve their abilities in understanding the past forms
of irregular verbs or not after the researcher taught the students by using the flash cards in each cycle.
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6. Testing
The researcher gave the test after explaining the materials and giving some exercises to the students about irregular verbs. The test was aimed to see the
students ’ understanding about the past forms of irregular verbs and the meaning of
verbs after implementing the flash cards. The test was filling in the blanks in some sentences related to the use of the past forms of irregular verbs. After the test was
done, the researcher could know the result of test score. The test score aimed to measure the
students’ achievement in understanding the past forms of irregular verbs.
7. Collecting the Data
In the last activity of learning irregular verbs before and after implementing the flash cards, the researcher conducted interview which addressed
to three students of VIIIB class. It is used to find the students’ answers about their
feelings and opinions during the teaching and learning process. The interview was addressed to three students who gained the highest score, medium score, and
lowest score. The interview also added the information about the students ’
improvement of irregular verb mastery. Besides, those were used to make a reflection for the next action.
8. Reflecting
After finishing the action and compiling all the data which were obtained from the field notes, tests, and interviews, the researcher shared the result with the
teacher about what was needed to improve during the implementation of flash cards. From the sharing, the researcher could know the
teacher’s view which was
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very helpful for what was going to be reflected. The researcher also knew what was the advantage and disadvantage of the use of flash cards for the students.
Therefore, in the next cycle, the researcher could make the next planning by changing the different way in applying the lesson plan, teaching materials, and
practicing the flash cards in order to make the learning process to be done better than before. The next cycle was conducted based on the result on the previous
one. If the result of the previous cycle showed the bad progress, the materials which were used for the next cycle had to be modified in order to make the
students easier to understand. On the contrary, if the result of the previous cycle showed good progress, the next cycle was done to ensure whether the action given
could really solve the problems or not.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This section discusses description of the implementation of flash cards as a teaching strategy in improving the
students’ irregular verb mastery of VIIIB in SMP N 3 Klaten. It also discusses the process on how flash cards improve the
stude nts’ irregular verb mastery. In this chapter, the researcher would analyze the
data gathered from the students’ achievement of each activity in the preliminary
study, cycle 1, and cycle 2. The results of the research were reported based on the data which were gained from the field notes, test, and interview. This research
described the preliminary study and cycles of classroom action research. Each cycle consisted of planning, action, observation, and reflection.
A. The Description of the Implementation of Flash Cards
In this research, the flash cards ’ strategy was implemented to improve the
students’ irregular verb mastery through classroom action research. The researcher adopted the classroom action research CAR based on Kemmis
McTaggart ’s model 1988: 14. There were four stages to do, namely planning,
acting, observing, and reflecting. In this research, acting and observing were combined into one stage. The researcher conducted the preliminary study and two
cycles in this research. The preliminary study was carried out on February 26, 2013. After that, the first cycle was carried out on March 6, 2013 and the second
cycle was carried out on March 8, 2013. The details of the teaching schedule can be seen in Table 4.1 on the next page.
