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23. Muhammad Hafidz Suyuti 7,0
24. Rani Hartiwi
5,4 25. Resti Dwi Yanti
7,4 26. Ria
Subekti 6,4
27. Rina Wahyu
7,9 28. Robby Alif Nugroho
8,6 29. Satria Agung Gemilang
7,0 30. Savira
Ramadhani 8,4
31. Septian Dwi Cahyo 6,7
32. Sidiq 7,0
33. Siti Laelatul Fauziyah 6,0
34. Sri Rahayu
6,6 35. Teguh Arif Yanto Sudrajat
8,0 36. Zimika Mala Sari
8,0
Mean Score 7.3
c. Observation
Some points of the implementation on the audiovisualized storytelling based on the teaching learning process, document analysis, and test can be
explained as follows: 1
The improvement of students’ vocabulary mastery score. The test result showed that students got improvement on vocabulary
mastery although it was not satisfying. The mean score of pre test was 5.8, while in post test 1 the mean score was 7.3.
2 Students were more interested and more motivated in the teaching learning
process The students were more interested in the teaching learning process. Using
film as an authentic material and choosing appropriate topic for students in teaching vocabulary made the class more alive. From the short conversation with
the students, the researcher found that they felt happy watching the film. They also said that the film was interesting.
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d. Reflection
Reflection was done to evaluate the teaching and learning process she has done so far. Recalling the targets of the first cycle, which were to increase
students’ interest and motivation and to improve their vocabulary mastery, the researcher found some positive results and weaknesses from the action in the
cycle I. The positive results which can be found in the first cycle were:
1 Implementing audio-visualized storytelling in teaching and learning process
attracted the students’ attention. It was revealed through their being very enthusiastic in watching the film.
2 There was an improvement of students’ vocabulary mastery. It was shown
from the result of the first post-test. 3
There was an improvement of students’ behavior in teaching and learning process. The students did the task and assignment actively.
She also found the weaknesses in cycle 1, as follows: 1
Some students were still passive in teaching and learning process. Some of them were afraid to answer the teacher’s questions. They must be pointed.
2 Some students still made mistakes in spelling and pronouncing some words.
3 The students still made mistakes in using words in the right context.
Based on the weaknesses above, the researcher planned to take a revised action to get the target she had set. The revised action was conducted in the
second cycle. The plan in cycle II focused more on spelling and pronounciation as well as improving students’ behavior from passive to be more active.
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2. Cycle 2
