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At last, all of calculation above proves that there is a significant improvement of the students’ vocabulary. It means that
watching video technique is effective to be used in improving students’ vocabulary at the fourth grade students of SD AL-FATH
Cirendeu. So, the cycle of CAR does not have to be continued. Writer concludes that CAR ended
4. Reflecting
Here, the writer analyzed students’ progress based on their test score. The writer also discussed the result of the implementation of the
modified action and decided whether the action should be continued or not. Based on the observation which had been done, it was known that
by watching Magic English video , students’ vocabulary had been
improved. Therefore, the cycle did not need to continue.
3. Findings After Implementing Teaching Vocabulary through Magic
English video
After conducting classroom action research, the writer carried out the interview to the English teacher who acted as collaborator to know his
response about implementation the action improving students’ vocabulary through Magic English video.
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4. Result of Post Interview
a Teacher Post-Interview
The result of this interview was taken from the English teacher as observer who helped the writer for this research and
students of the forth grade of SD AL-FATH. This interview was held on the same day of the students’ interview which was on
September 30
th
2010 after accomplishing cycle 2. It started at 07.30 A.M and finished at 08.00 A.M. After the writer conducted the
implementation of improving students’ vocabulary through watching technique in cycle 2, the observer asked some questions
related to the improvement students’ vocabulary competence to English teacher, Regi Adwan, S.Pd. The interview was
unstructured interview. In this interview, the writer explained that the classroom
activity more active than before the implementation of Classroom Action Research. It could be seen from the students’ enthusiasm in
learning English. Firstly, teacher had homework to make students to not getting bored during the lesson but then after implementing
the watching technique teacher knew the result, because there was progress in the atmosphere of activity in the classroom. The
students became active and looked enthusiast. So, this interview also asked the teacher about his opinion after implementing the
watching technique then the writer knew that this technique worked so well. It helped the teacher so much. It was not only
improving students’ vocabulary but also their self-confidence, their understanding to comprehend the story and their ability to speak in
front of their friends. It was really good result.
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From the result of interview above it is proven that the watching
technique can improve students’ vocabulary of the fourth grade of SDAL-FATH Cirendeu
. The improvement of students’ vocabulary skill can be proven from by the improvement of
students’ score. The result of pre-test, post-test I and post-test II showed a significant improvement. The students also can have a
positive response to the implementation of watching technique in order to improve their vocabulary competence. Considering from
the explanation above, the writes concluded that the Classroom Action Research was done successfully. It was cool. See appendix
12
b Students Post-Interview
Unstructured interview was conducted on the same day with the teacher’s interview which was on September 30
th
2010 after accomplishing cycle 2 and it was after interviewing the
English teacher. It started at 08.30 A.M and finished at 09.00 A.M. In this case, the writer divided into three criteria of questions. First
criterion talked about the general condition in English class during implementing the action. It was found that the students’ condition
were better than before. In this sense, they looked enthusiast in doing activity. The students’ participation was good because the
activity in the classroom involved the students. Second criterion was about the barrier and its solution
during implementing the action. It was observed that most of the students difficult in answering questions because they lack of
vocabulary.
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The last criterion is about the opinion of watching technique. It was said that watching was a good technique and fun in teaching
vocabulary. It could be an effective way to help the students’ to
improve vocabulary. Beside it might be able to improve the students’ speaking skill speaking in front of class; it could be an
alternative technique in a stage of active learning and could motivate the English teacher to apply it. See appendix 13
From the explanation above, it could be drawn the general conclusion from the post interview that the teacher gave a positive
response toward the implementation of watching technique in teaching-learning vocabulary. In addition, watching not only gave a
good impact for improvement of the students’ vocabulary mastery but also other skills: reading skill, listening skill, and speaking
skill. So then hopefully, students have self-confidence in learning English language.
5. Interpretation of the Data
