Those four steps are discussed in detail in the following parts:

3.5.1 Those four steps are discussed in detail in the following parts:

3.5.1.1 The Planning of the Actions

Before the action was conducted, the following activities were the preparation of the action. a. Selecting the themes and sub-themes which were suitable for the eighth grade students. b. Constructing the lesson plans that would be used to teach vocabulary with the English teacher collaboratively for each cycle. c. Preparing the media Pop-up Pictures and the students’ worksheets dealing with vocabulary exercises for each cycle. d. Constructing observation guide in the form of checklist which contained the indicators of students’ participation.

3.5.1.2 The Implementation of the Actions

The actions of the cycles were implementing during the school hours based on the schedule of the English subject of the VIII-C grade of SMPN 1 Beji - Pasuruan. In this action step, the researcher taught vocabulary by using Pop-up Pictures. While in teaching and learning process the researcher taught and the researcher was observed by the English teacher. The implementation of the action would be done in cycle model. Each cycles would be conducted in two meeting. The following cycle would be conducted if the result of the first cycle was not achieved the target mean score of the students’ vocabulary achievement. It meant that, if the result of the test was done in the first cycle had not achieved the target mean score, the following cycle would be conducted to improve the students’ mean score in the good category. However, if the result of the test in cycle 1 had achieved the target mean score in good category ≥ 75 as standard score, the second cycle would remain to be done as the reinforcement to know whether the results of the action were consistent or not.

3.5.1.3 Observation and Evaluation

Observation was an important step in this research to control the students’ activities and application of the research action s. The observation would be focused on the students’ participation in the vocabulary teaching process by using Pop-up Pictures. Evaluation was conducted to know whether the use of Pop-up Pictures as the teaching media could improve the students’ vocabulary achievement covering four indicators: verbs, nouns, adjectives and adverbs. This research was indicated by using nouns, verbs, and adjectives. The criteria to evaluate the success of the action research were: 1. The use of Pop-up Pictures in the action cycle could improve the students’ vocabulary achievement if 70 of the students get score category or more. 2. The use of Pop-up Pictures in the action cycle could improve the students’ participation if 70 of the students are involved in the teaching and learning process. Table 3.2 The Classification of The Score Levels Scores Category 85 – 100 Excellent 75 – 84 Good 65 - 74 Fair 55 - 64 Poor 54 Failed

3.5.1.4 Data Analysis and Reflection