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In the second meeting, students’ motivation had significant improvement. Their happiness in doing the lesson was improved as well as their confidence in performing the
tasks during the teaching and learning process. Their motivation was also improved when it came to perform the tasks with the supportreinforcement from the writer. The writer gave
them some fun activities in the form of group and individual tasks. They could perform the task with great motivation, confidence, and their focus was in the fair level, but they
couldn’t adapt in the changing environment material and activity yet. Maybe some developments and reflections could handle this problem in cycle 2.
There were also some improvements in their cycle 1 test behavior. The writer observed the students’ behavior during the test. Almost all of them had a good confidence in
finishing the test. They were not cheating each other. The focus was also in the fair level. The students were focused to the test and tried to remember what they had learnt in the cycle
1. In the end of the test, the writer asked them about the test. They said that it was very nice if they knew the vocabulary. It made them curious to know more about English vocabulary
to support their understanding in learning English.
4.3.4 Cycle 2
In this last activity, the writer believed that they would get a better score than their pre or first post tests. It was because their cycle 2 treatment got a good improvement based on their
assignment scores. In the first day of cycle 2, the writer gave them a group activity. The activity was translating the whole lyric of the song with the given time for the information,
the writer chose group activity for cycle 2 because it was based on the reflection from cycle 1. As expected from the group activity, their motivation in learning English was in high
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level. They were very active in doing the translation activity with their friends. The result of the activity was also good. 80 of words from the total words in the lyric were translated. It
proved that there was an improvement in translation elements of vocabulary. The good result was also indicated in their second meeting of cycle 2. In this
meeting, the writer did a question and answer session with the students. The activity was very simple. The writer only asked some questions related to the synonym, antonym,
translation or usage to the students. However, the writer told them to listen and focus to the question and the answer. They were very excited to the activity because the writer provided
some gifts for those who could answer the question. At the end of cycle 2, the students were ordered to do the final cycle 2 test. In this
activity, the writer also observed all the students’ activities and responses liked the writer did in the last activity. As expected from the effect of the whole treatments, they were more
confident in doing this final cycle 2 test. They could finish their work only 40 minutes. It meant that they could finish it 10 minutes earlier from a given time.
4.3.5 Description of the Final Cycle 2 Test
The final cycle 2 test was the last activity of this research. It was done after the writer giving some treatment from cycle one to cycle two in teaching and learning process. This test was
held on 8
th
October 2013. The students were prepared for this test. This test was used to measure students’ achievement from the pre-cycle 1 test until cycle 1 test. The writer wanted
to know the improvement of their vocabulary understanding in narrative text. Here was the result of the final cycle 2 test:
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The students average achievement
= 90.91
Students got great confidence in doing their final pre-cycle 1 test. They didn’t look scared or worried about the outcome of the test. In this final cycle 2 test, the average of students’
achievement improved a lot better than their pre-cycle 1 test or cycle 1 test. However, there was 1 student who got a bad score. This special case was very
surprising for the writer. So, the writer asked this student about her score in this test. She told me that she liked English, but she couldn’t understand everything related to English. It
was also proven based on her questionnaire and from her statement to me. She stated that it was very difficult to learn English, but the nice thing was she liked this medium for teaching
this language to her. She told me that she wanted to improve her language understanding if the teaching process was fun like this. In my conclusion, this problem was a rare case. The
writer had been giving them with a lot of treatment variations, but human was unique after all. We couldn’t force everything if they didn’t like it. The only thing which the writer could
=
= 2727.5
30
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0.00 50.00
100.00 36.25
75 91
The Comparison Between Pre-cycle 1 test, Cycle 1 test and Final cycle 2 test
Percentage
Pre-Test First Post-Test
Final Post-Test
do was planted a fun memory of learning English to her. So, she would think that learning English was not that bad.
Based on pre-cycle 1,cycle 1, and final cycle 2 tests, the students’ achievement from pre-cycle 1 test to final cycle 2 test got high improvement. In the pre-cycle 1 test, almost all
of the students got bad scores. The percentage was also low. They seemed confused and worried about the test, but after they took the treatments for four meetings, their confusion
and worry faded away. That’s why they got better scores in the cycle 1 test, even some of them got bad scores, but there were some improvements. The true result came when they
took the final cycle 2 test. Their confidence in high level. Their level of concentration was also very good. They took the test very calm. It seemed they had learned a lot about this
vocabulary understanding which the writer wanted to improve. The result was really amazing. Some of them got perfect scores. The percentage of the total students’ scores was
also very good. They got 91 percent better than their percentage of pre-cycle 1 test and the cycle 1 test. Based on the fact, the writer concluded that they passed the test and did their
hard work in learning the vocabulary very well, especially by using“Fire Coming Out of a Monkey’s Head”
song. The graphic chart of their improvement can be seen in the chart below:
Chart 4.3.5 comparison between pre-cycle 1 test, cycle 1 test, and final cycle 2 test
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4.3.6 Student
