The Research Findings
A. The Research Findings
1. The Research Setting
The location of the research was SMP Negeri 1 Hilimegai. It was located at Tögizita village, Hilimegai district, South of Nias. The school consists of 8 rooms. The total numbers of the teachers consisted of 21 persons included the English teacher; the English teachers consisted of two persons. The total numbers of students were 216. There were seven classes; three classes of VII which consisted of class VII-A (25 students), VII -B, (26 students) and VII -C (25 students). Three classes of VIII which consisted VIII -A (27 students), VIII -
B (26) and VIII -C (26) and two classes IX consisted IX -A (31 students), and IX -B (30 students). The total numbers of the student were 216. The researcher choses the students of the eight grade, especially in class VIII-B as a subject, which consisted of 26 students. The reason of the researcher choses class VIII -B because most of the students were lack of vocabulary based on the information got by the researcher from the English teacher and from the observation.
The researcher did the research after getting agreement from the headmaster of SMP Negeri 1 Hilimegai. In doing the research, the researcher followed the procedure, such as planning, action, observation and reflection.
During the implementation of the research, the researcher was helped by the teacher-collaborator. The English teacher was as the observer of the students’ andresearcher’s activities during in the teaching-learning process.
2. The Explanation of the Research Findings for Each Cycle
In conducting Cycle I, it was done two meetings. The process of the research in Cycle I as follows :
1) First Meeting
There were some activities that the researcher did in the first meeting of Cycle I, there are:
a) Planning
Before doing the action, the researcher prepared everything that was needed in the teaching learning process such as: lesson plan, a copy of sheet word, material, observation sheet, field notes, for the researcher ’s and the students ’ and evaluation sheet during teaching-learning activities.
b) Action
After planning, the researcher conducted the action in the classroom. The first meeting was held on 16 th November 2015. Allotted time was 2 x 40
minutes. The researcher entered the classroom together with the teacher- collaborator.
The teacher-collaborator gave the chance to the researcher to start the activities based on the procedure in lesson plan. The researcher greets the students and the students respond the researcher greetings, the researcher asks The teacher-collaborator gave the chance to the researcher to start the activities based on the procedure in lesson plan. The researcher greets the students and the students respond the researcher greetings, the researcher asks
The researcher continued doing the whilst teaching-learning activities, the researcher asks the students material they have learned previously and the students pose their opinion about the material previously, the researcher motivates the students to follow teaching-learning process and the students follow the teaching-learning process in a good condition, the researcher introduces the new material about recount text to the students and the students listen the material about recount text, the researcher distributes the material of recount text provided by the researcher to the students and the students taken the material to the researcher, the researcher explains the definition of recount text and the students listen the explanation from the researcher. The researcher explains the generic structures of recount text to the students and the students listen the researcher the generic structures of recount text,the researcher explains the tenses uses in recount text and the students listen the tense used in recount text, the researcher implements the procedure of Vocabulary Drill strategy, the researcher give topic about recount text and the students listen the topic, the researcher read aloud the chosen text to the students and the students listen the researcher, the researcher invites the students in groups to read aloud in front of the class and the students come in front of the class, the researcher writes out all The researcher continued doing the whilst teaching-learning activities, the researcher asks the students material they have learned previously and the students pose their opinion about the material previously, the researcher motivates the students to follow teaching-learning process and the students follow the teaching-learning process in a good condition, the researcher introduces the new material about recount text to the students and the students listen the material about recount text, the researcher distributes the material of recount text provided by the researcher to the students and the students taken the material to the researcher, the researcher explains the definition of recount text and the students listen the explanation from the researcher. The researcher explains the generic structures of recount text to the students and the students listen the researcher the generic structures of recount text,the researcher explains the tenses uses in recount text and the students listen the tense used in recount text, the researcher implements the procedure of Vocabulary Drill strategy, the researcher give topic about recount text and the students listen the topic, the researcher read aloud the chosen text to the students and the students listen the researcher, the researcher invites the students in groups to read aloud in front of the class and the students come in front of the class, the researcher writes out all
In the post teaching-learning activities, the researcher concludes the material and motivates the students to prepare themselves in the next meeting and the students listen motivtes from researcher, the researcher closes the teaching-learning process by greeting the students and the students reply the researcher greetings.
c) Observation
The observation was done by the teacher-collaborator during the implemention of the researcher’s action in the classroom. Based on the result of the observation, the researcher obtained the data about the students who had done and had not done the activities during implementing the action in the classroom.
1) The students who had done activities : 15 (57.69 %) students
2) The students who had not done activities : 11 (42.30 %) students In the meeting, the researcher founds the weaknesses of the students and the researcher in doing the activities, there were: (a) Some of the students did not know the topic to the researcher. (b) Some of the students did not know the right words into the cards of the
English vocabulary.
Beside that, there were also some strength of the students’ and the researcher’s activities as follows: (a) Most of the students were able to read aloud the text. (b) Most of the students were able to know the meaning of the word in
recount text. Based on the researcher’s activities, the result of the researcher’s
observation sheet in the first meeting in Cycle I was as follows:
1) The researcher’s activities which had been done : 16 (84.21%) of 19 activities
2) The researcher’s which had not done : 3 (15.78%) of 19 activities
d. Reflection
In the first meeting, the researcher did not finish the discussion and evaluated the students because of the limited time. Based on the result of the observation sheet that was explained in the previous section by seeing the weaknesses of the students and researchers, the researcher should do some improvements in the next meeting, such as: (a) Asking the students to listen the topic of recount text to the researcher.
(b) Asking the students to know the right vocabulary into the cards in English.
2) Second Meeting
The researcher did some activities in the second meeting such as, planning, action, observation and reflection. The explanation of the activities as follows in the next page: The researcher did some activities in the second meeting such as, planning, action, observation and reflection. The explanation of the activities as follows in the next page:
In the second meeting, the researcher prepared a lesson plan, a copy of sheet word, reading text, observation sheet, field notes for the researcher ’s and students’,and evaluation sheet.
b) Action
After planning, the researcher conducted the action in the classroom. The second meeting was held November 18 th 2015. The meeting was done in 2 x 40
minutes. The researcher continued the first meeting activities. The researcher entered the class with the teacher-collaborator. The researcher greets the students and the students respond the researcher greetings, the researcher asks the students condition and the students respond the their condition to the researcher, the researcher chooses the students to lead in praying and the students lead in praying to the learning, the researcher checks the students’ presence and the students listen their name to the researcher, The researcher continued doing the whilst teaching-learning activities, the researcher reviews and reminds the previously material to the students and the students listen the researcher explanation, the researcher re-explains the definition of recount text to the students and the students listen the researcher explanation, the researcher re-explains more the generic structures recount text to the students and the students listen the researcher explanation, the researcher continuous the last material by applying the procedure Vocabulary Drill Strtegy, the researcher starts to review the index cards with the students and the students show index card to the researcher, the researcher trains the students how to pronounce the word
correctly and the students pronounce the word correctly, the researcher concludes the material and gives test to the students, the researcher prepares twentieth items multiple choices to be answered by the students, the researcher distributes the evaluation sheet to the students and the students taken the evaluation sheet to the researcher, the researcher monitors the students while doing the test and the students doing the test correctly, t he researcher collects the students’ work sheet and the students submitted the evaluation sheet to the researcher, the researcher praises the students and the students felt proud to the researcher praises, the researcher concludes the material to the students and the students listen the researcher conclusion about the material.
In the post teaching-learning activities, the researcher motivates the students to prepare themselves in the next meeting and the students the researcher motivates to the next meeting, the researcher closes the teaching-learning process by greeting and the students responds the researcher greetings.
c) Observation
The observation was done by the teacher-collaborator during teaching- learning process. The teacher- collaborator observed all of the researcher’s and the students’ activities in the classroom.
The researcher got the data about the students who had done and not done activities: (1) The students who had done activities : 20 (76.92 %) students (2) The students who had not done activities : 6 (23.07 %) students
Some weaknesses of the students and the researcher were found during the teaching-learning process in the meeting, as follows: (a) Some of the students were not able to show vocabulary in index card. (b) Some of the students were not able to practice how to pronounce the word
correctly.
There were also some strength of the researcher and students, as follows: (a) Most of the students were able to know the topic of recount text. (b) Most of the students know the right vocabulary into the cards in English. (c) Most of the students were able to pronounce the word in English . (d) Most of the students were able to read the text correctly.
Based on the researcher’s activities, the result of the researcher’s observation sheet in the second meeting in Cycle I was as follows: (1) The researcher activies which had been done : 15 (88.23%) of 17 activities (2) The researcheractivities which had not done : 2 (11.76%) of 17 activities
d) Reflection
After implementing the action above, based on the result of the observation sheet that was explained in the previous section by seeing the weaknesses of the students and researchers, the researcher should do some improvements in the next meeting, such as:
a) Some of the students were not able to show vocabulary in index card.
b) Some of the students were not able to practice how to pronounce the word correctly.
The reseacher evaluated the result of the students’ ability in vocabulary mastery especially in recount text through Vocabulary Drill Strategy it can
be seen in below
Table 1 THE STUDENTS’ ABILITY in VOCABULARY MASTERY
by USING VOCABULARY DRILL STRATEGY in CYCLE I
MCC Level Scoring Frequency Percentage % Very Good
The data from the table above explain that the students’ ability in vocabulary mastery during implemented Vocabulary Drill Strategy in Cycle I was failed. Some of the students did not pass the MCC which stated at school was 65. None of the students can be classified in very good level. There is one student (3.84 %) can be classified in “good” level. There are eight students (30.76 %) in the “enough” level. There are eleventh students (42.30%) in “less” level and there are fifth students (23,07 %) in “fail” level. The result shows that some of the students still unable to learn vocabulary mastery.
The students’ mark as follows:
THE STUDENTS’ ABILITY in MASTERING VOCABULARY by USING VOCABULARY DRILL STRATEGY at TENTH GRADE of SMP NEGERI 1 HILIMEGAI in CYCLE I
No The Name of the Students
1 Aprianus Waruwu
6 60 Enough
2 Desman Ndruru
4 40 Less
3 Erwin Adolf F. Giawa
4 40 Less
4 Episerius Ndruru
3 30 Fail
5 Ferida Ndruru
3 30 Fail
6 Fitrimawati Ndruru
6 60 Enough
7 Indah Permatasari Halawa
4 40 Less
8 Junidahrul La’ia
5 50 Less
9 Limani La’ia
6 60 Enough
10 Masodania Ndruru
8 80 Good
11 Nirta Halawa
4 40 Less
12 Nike Nastiawan Halawa
5 50 Less
13 Reformasi Waruwu
7 65 Enough
14 Serahmat Ndruru
4 40 Less
15 Suarniwati Giawa
3 30 Fail
16 Suci C. Giawa
6 60 Enough
17 Sutiyoso Halawa
6 60 Enough
18 Sutra Zebua
6 60 Enough
19 Sinari Giawa
2 20 Fail
20 Tati Kurniawati Giawa
5 50 Less
21 Windra Astuti La’ia
6 60 Enough
22 Yarniwati JP Halawa
5 50 Enough
23 Yarman Halawa
4 40 Less
24 Yuslian Halawa
3 30 Fail
25 Yosua Ndruru
3 30 fail
26 Yulisma Gea
4 40 Less
The Students Total Value
LESS Avarage
The result of the students’ ability in Cycle I can be viewed in the graphic below: very good
Enough Less
Cycle I
Graphic 1: The Students’ Ability in Vocabulary Mastery through Vocabulary Drill Strategy in Cycle I.
Based on the explanation of the data above, it shows that the students’ ability in Vocabulary Mastery through Vocabulary Drill Strategy was less. Most of the students could not pass the Minimum Competence Criterion (MCC), it was 65. That’s why the reseacher decided to continue the research to Cycle II.
a. Cycle II
In conducting Cycle II, the reseacher was done in two meetings by following the procedures:
1) First Meeting
The activities that the researcher did in Cycle II are:
a) Re-planning
Based on the result of reflection in Cycle I, the researcher improved the weaknesses by doing good preparation before conducting the action. The Based on the result of reflection in Cycle I, the researcher improved the weaknesses by doing good preparation before conducting the action. The
b) Action
The first meeting of Cycle II was held on November 23 th 2015. The researcher followed the activities which had been arranged in lesson plan. The
researcher entered the classroom together with the teacher-collaborator and greeted the students. The researcher checked the students’ attendance list. All of the students were present at the meeting.
The teacher-collaborator gave the chance to the researcher to start the activities based on the procedure in lesson plan. The researcher greets the students and the students respond the researcher greetings, the researcher asks the students condition and the students respond the researcher question, the researcher chooses the students to lead in praying and the students lead to pray, the researcher introduces himself to the students and the students listen the researcher introduction, t he researcher checks the students’ presence and the students listen their name to the researcher.
The researcher continued doing the whilst teaching-learning activities, the researcher asks the students material they have learned previously and the students pose their opinion about the material previously, the researcher motivates the students to follow teaching-learning process and the students follow the teaching-learning process in a good condition, the researcher introduces the new material about recount text to the students and the students
listen the material about recount text, the researcher distributes the material of recount text provided by the researcher to the students and the students taken the material to the researcher, the researcher explains the definition of recount text and the students listen the explanation from the researcher. The researcher explains the generic structures of recount text to the students and the students listen the researcher the generic structures of recount text,the researcher explains the tenses uses in recount text and the students listen the tense used in recount text, the researcher implements the procedure of Vocabulary Drill strategy, the researcher give topic about recount text and the students listen the topic, the researcher read aloud the chosen text to the students and the students listen the researcher, the researcher invites the students in groups to read aloud in front of the class and the students come in front of the class, the researcher writes out all the error words onto index cards during reading session, the researcher asks the students difficulties about the material. the researcher gives chance to the students to pose questions and the students asking the difficulties about the material.
In the post teaching-learning activities, the researcher concludes the material and motivates the students to prepare themselves in the next meeting and the students listen motivtes from researcher, the researcher closes the teaching-learning process by greeting the students and the students reply the researcher greetings.
c) Observation
The observation was done by the teacher-collaborator during the researcher was implementing the action in the classroom. The teacher- collaborator observed all of the activities happened in the teaching-learning process; included the researcher’s and students’ activities.
Based on the result of the observation, the researcher obtained the data about the students who had done and had not done the activities during implementing the action in the classroom. (1) The students who had done activities : 22 (84.61 %) students (2) The students who had not done activities : 4 (15.38 %) students
Some weaknesses of the students only were found during the teaching- learning process, as follows: (a) Some of the students were unable to work the test correctly. (b) Some of the students were still unable to pronouce the word in the index card
correctly. However, the researcher also found some advantages in the first meeting during teaching-learning, as follows: (a) Some of the students were able to able to show vocabulary in index card. (b) Some of the students were able to practice how to pronounce the word
correctly.
Based on the researcher’s activities, the result of the researcher’s observation sheet in the first meeting in Cycle II was as follows: (1) The researcher who had done activies : 17 (94.44) of 18 activities (2) The researcher who had undone activies : 1 (5.55%) of 18 activities
d) Reflection
In the first meeting of Cycle II , the researcher did not give evaluation sheet to the students. The researcher focused on teaching material by using Vocabulary Drill Strategy to the students. However, there were some improvements to be done by the researcher in the next meeting, such as:
a. Asking the students to able work evaluation sheet.
b. Asking the students to pronouce the word correctly in the index card.
2) Second Meeting
In the second meeting of Cycle II, the researcher did some activities as follows:
a) Re-planning
There were some preparation that the researcher prepared before doing the action in the second meeting of Cycle II. The researcher prepared a lesson plan, board, a copy of sheet word, reading text, observation sheet, field notes for the researcher and students,and evaluation sheet.
b) Action
The second meeting of Cycle II was held on November 25 th 2015. The researcher followed the activities which had been arranged in lesson plan. The
researcher entered the classroom together with the teacher-collaborator and greeted the students and the students responded the greeting from the researcher. The researcher chec ked the students’ attendance list and all of the students were present at the meeting.
The researcher entered the class with the teacher-collaborator. The researcher greets the students and the students respond the researcher greetings, the researcher asks the students condition and the students respond the their condition to the researcher, the researcher chooses the students to lead in praying and the students lead in praying to the learning, the researcher checks the
students’ presence and the students listen their name to the researcher, The researcher continued doing the whilst teaching-learning activities, the researcher
reviews and reminds the previously material to the students and the students listen the researcher explanation, the researcher re-explains the definition of recount text to the students and the students listen the researcher explanation, the researcher re-explains more the generic structures recount text to the students and the students listen the researcher explanation, the researcher continuous the last material by applying the procedure Vocabulary Drill Strtegy, The researcher starts to review the index cards with the students and the students show index card to the researcher, the researcher trains the students how to pronounce the word correctly and the students pronounce the word correctly, the researcher reviews and reminds the previously material to the students and the students listen the researcher explanation, the researcher re-explains the definition of recount text to the students and the students listen the researcher explanation, the researcher re-explains more the generic structures recount text to the students and the students listen the researcher explanation, the researcher continuous the last material by applying the procedure Vocabulary Drill Strtegy, The researcher starts to review the index cards with the students and the students show index card to the researcher, the researcher trains the students how to pronounce the word correctly and the students pronounce the word correctly, the researcher
In the post teaching-learning activities, the researcher motivates the students to prepare themselves in the next meeting and the students the researcher motivates to the next meeting, the researcher closes the teaching-learning process by greeting and the students responds the researcher greetings.
c) Observation
The researcher got the data about the students who had done and not done activities: (1) The students who had done activities : 26 (100%) students (2) The students who had not done activities : 0 (0%) student
The result of observation sheet both of the reseacher and students during the teaching-learning process, as follows : The weaknesses were not found in the second meeting of Cycle II was the students able to know the meaning of the word in recount text, all of the students were able to right word into the index card, all of the students able to pronounce and memorize the word correctly, the students active to learn English because the procedure of Vocabulary Drill Strategy very good so the students ability in vocabulary mastery increased.
Based on the researcher’s activities, the result of the researcher’s observation sheet in the first meeting in Cycle II was as follows: (1) The researcher activies which had been done : 15 (100%) of 15 activities (2) The researcheractivies which had not done : 0 (0%) of 15 activities
In the second meeting of Cycle II, nearly all of the students had done the activities during the teaching-learning process and based on the result of the
researcher’s activities showed that all the activities had been applied well by the researcher. The fact shows that good preparation by the researcher in teaching- learning process would give influences to the students’ ability in vocabulary mastery.
d) Reflection
The researcher evaluated the result of the students’ evaluation sheet in vocabulary mastery through Vocabulary Drill Strategy. The researcher examined the students’ ability in vocabulary mastery by giving some questions in multiple choice test. The result of their test is explained as follows in the next page:
Table 2 THE STUDENTS’ ABILITY in VOCABULARY MASTERY
by USING VOCABULARY DRILL STRATEGY in CYCLE II
MCC Frequency Level Scoring Frequency Percentage % Very Good
The data from the table above explained that the students were able to master vocabulary, especially in recount text through Vocablary Drill Strategy. The students could pass the MCC, as stated at the school was 65. There were sixth students (23,07 %) in “very good” level. There were sixth students (23.07 %) in “good” level. There were fourteen students (53.84%) in “enough” level. The average of the students value was 76.92. The result showed that the students were successful.
The students’ mark as follows:
THE STUDENTS’ ABILITY in MASTERING VOCABULARY by USING VOCABULARY DRILL STRATEGY at TENTH GRADE of SMP NEGERI 1 HILIMEGAI in CYCLE II
No The Name of the Students
1 Aprianus Waruwu
9 90 Very Good
2 Desman Ndruru
8 80 Good
3 Erwin Adolf F. Giawa
8 80 Good
4 Episerius Ndruru
7 70 Enough
5 Ferida Ndruru
9 90 Very Good
6 Fitrimawati Ndruru
7 70 Enough
7 Indah Permatasari Halawa
8 80 Good
8 Junidahrul La’ia
8 80 Good
9 Limani La’ia
8 80 Good
10 Masodania Ndruru
8 80 Good
11 Nirta Halawa
7 70 Enough
12 Nike Nastiawan Halawa
9 90 Very Good
13 Reformasi Waruwu
9 90 Very Good
14 Serahmat Ndruru
7 70 Enough
15 Suarniwati Giawa
7 70 Enough
16 Suci C. Giawa
7 70 Enough
17 Sutiyoso Halawa
7 70 Enough
18 Sutra Zebua
7 70 Enough
19 Sinari Giawa
7 70 Enough
20 Tati Kurniawati Giawa
7 70 Enough
21 Windra Astuti La’ia
7 70 Enough
22 Yarniwati JP Halawa
9 90 Very Good
23 Yarman Halawa
9 90 Very Good
24 Yuslian Halawa
7 70 Enough
25 Yosua Ndruru
7 70 Enough
26 Yulisama Gea
7 70 Enough
The Students Total Value
Good Average
The result of the students’ ability in Cycle II can be seen in the graphic below :
very good
Cycle II
Graphic 2 : The Students’ Ability in Vocablary through Vocablary Drill Strategy in Cycle II.
The data from the table above explained that the students were able to master vocabulary, especially in recount text through Vocablary Drill Strategy. The students could pass the MCC, as stated at the school was 65. There were sixth students (23,07 %) in “very good” level. There were sixth students (23.07 %) in “good” level. There were fourteen students (53.84%) in “enough” level. The average of the students value was 76.92. The result showed that the students were successful.
Moreover, the average of their mark was 76.92%. It shows that the students were successful because their average mark was higher than the KKM (Kriteria Ketuntasan Minimal) that was 65 point.
3. The Students’ Activities in All Cycles
Based on the data above, the researcher concludes t hat the students’ activities had increased from the first meeting of Cycle I until in the meeting of Cycle II. In the first meeting of Cycle I, there were 15 (57.69 %) students who did the activities and 11 (42.30 %) students who did not do the activities. While in the second meeting, there were 20 (76.92 %) students who did the activities and 6 (23.07 %) students who did not do the activities.
In Cycle II, in the first meeting, there were 22 (84.61 %) students who did the activities and 4 (15.38 %) students who did not do the activities. While in the second meeting of Cycle II, there were 26 students (100%) who did the activities and nothing the students who did not do the activities.
The entire students’ activities in all cycles can be viewed in Table 4 as follows:
Table 4 THE STUDENTS’ ACTIVITIES of ALL CYCLES
No. Cycle Meeting
Criteria
Frequency %
Done
15 students
st
1 Meeting
Undone
11 students
1 I nd
Done
20 students
2 Meeting
Undone
6 students
Done
22 students
st
1 Meeting
Undone
4 students 15.38%
II
Done
26 students 100%
nd
2 Meeting
Undone
0students 0%
4. The Researcher’ Activities in All Cycles
In the first meeting of Cycle I, there were 16 (84.21%) of 19 activities which had been done by the researcher, and 3 (15.78%) of 19 activities which had been undone by the researcher. While in the second meeting, there were 16 (84.21%) of 19 activities which had been done by the researcher and 3 (15.78%) of 19 activities which had been undone by the researcher.
Furthermore, in the first meeting of Cycle II, there were 17 activities (65.38%) which had been done by the researcher, and 2 activities (6.45%) which had been undone by the researcher. While in the second meeting of Cycle II, all activities had been done by the researcher.
From the data above, the researcher concluded that his activities in each meeting increased. The weakness from the previous meeting has improved in the next meeting.
The entire researcher’s activities and the students’ results can be viewed in Tables 5 such below:
Table 5
THE RESEARCHER’S ACTIVITIES of ALL CYCLES
No Cycle Meeting
Criteria
Frequency (%)
st
Done
1 Meeting
Undone
nd
Done
2 Meeting
Undone
st
Done
1 Meeting
Undone
2 II
nd
Done
2 Meeting
Undone
5. The Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy of All Cycles
Based on the evaluation sheet , the researcher explained the students’ ability in mastering vocabulary. In Cycle I, it shows that there were three students (11.53%) can be classified in “good” level. There is one student (3.84%) can be classified in “good” level. There are eight students (30.76%) in the “enough” level. There are eleventh students (42.30 %) in “less” level and there are fifth students (23,07%) in “fail” level. The result shows that some of the students still unable to learn vocabulary mastery.
While the students’ ability in mastering vocabulary in Cycle II was category “Good” level. It shows that there were fourteen students (53.84%) in “very good” level. There were sixth students (23,07%) in “very good” level. There were sixth students (23.07 %) in “good” level. There were fourteen students (53.84 %) in “enough” level.
The average of the students value was 76.92. The result showed that the students were successful. The result shows that the students of SMP Negeri 1 Hilimegai at the tenth grade were able to master vocabulary by using Vocabulary Drill Strategy. The student s’ average mark was higher than the KKM (Kriteria Ketuntasan Minimal) that was 76.92.
The result can be viewed in Table 6 can be seen in below:
Table 6
THE STUDENTS’ ABILITY in VOCABULARY MASTERY by USING VOCABULARY DRILL STRATEGY of ALL CYCLES
No Cycle
Very Good
Good
1 I Second meeting Enough
Very Good
II Second meeting Enough
Less Fail