the teaching techniques of the teacher, the activities of the teaching and learning process; and the material given during the teaching and learning process.
2 Planning
A planning was done after identifying and diagnosi ng students‟ vocabulary
problem occurred in the class proven by observing, questionnaire, and interviewing. In this step, the plans to be implemented are prepared. I will prepare
the instruments such as creating the Bingo board, choosing materials, giving handout for the students and tasks.
3 Action and observations
In this step, I implemented the actions whereas the teacher as a collaborator took notes in the backside of the class to observe the students‟
reactions and behaviors during the activities. The step begins the process of going more deeply into the issue being researched. It takes a month within two cycles in
which each cycle consists of two meetings and one meeting to give posttest.
4 Reflection
This stage is aimed to reflect and evaluate from three steps before, it is done based on data that have been collected to hold evaluation for completing the
next cycle. Thus, the reflection is able to be determined after implementing action and observation outcomes. If there still might have found some problems, it needs
to move to the next cycle until it solved.
CHAPTER IV THE RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents the process of the research conducted in the Cycle I and Cycle II as well as the result of the research. There are three sections in this chapter.
The first presents the reconnaissance sections. The second reports the implementation of the actions and discussions. The third presents the findings during the teaching and
learning process.
A. Reconnaissance
In this step, some activities were conducted to find the field problems. The first was observing the English teaching and learning process of class X IIS 3 at
SMA N 4 Purworejo. Secondly, the English teacher and students were interviewed to get data about the weaknesses and suggestions related to English
learning and teaching process. The last was distributing questionnaires to strengthen the finding of general problems.
1. Identification of Field Problems
The researcher conducted reconnaissance to identify the existing problems. There were classroom observations, interviews, and pre-test. These
activities were conducted on October 20
th
and 27
th
2014.
The first activity was the classroom observation which was done in one day. The classroom observation was conducted to collect any valuable information during
the English teaching and learning process in the classroom. There are some problems that the researcher found in the classroom
. The first problem is the classroom situation. The class was crowded because it consists of 28 students and it is not
easily to manage the class. The second problem is the materials. The teacher tends to use textbook and LKS as the material sources. It means that students
only know the words from textbook and LKS. The third problem is the teaching method. The traditional method is usually used by looking for difficult words and
find the meaning in the dictionary and students were supposed to memorize the words. The fourth problem is the students. They had difficulty to differentiate the
grammatical form of the word such as part of speech: noun, verb, adjective, and adverb. It is difficult for them to remember the meaning of the words. Also, they
had low participation in English class. The last problem is the facility of the class. It is not equipped by LCD projector so the teacher could not provide them with
interactive media. In other words, the teaching learning process runs with less teaching media
After conducting the observation, I interviewed some students. The interview aimed to collect information about the students‟ and teacher‟s
perspective of the teaching and learning process. The following interview transcript showed the problem that I found.
R : Menurutmu pelajaran bahasa Inggris gimana? what do you think about English? Susah pa gampang? is it easy or difficult?
S1: Susah mas, It is difficult Sir R : Susahnya dimana si? where are the difficulties?
S1: Susah cara ngomongnya sama susah ngapalin artinya kata-katanya susah
ingetnya. It is difficult to pronounce the words and the meaning is difficult to remember.
R : Oh gitu to. Emang semua kata-kata bahasa inggris susah kamu inget kata- katanya ya dek? Oh I get it. Are all English words difficult to remember?
S1: Ya ga semua si mas kalo cuma kata-kata sehari-hari masih bisa lah di hapalin. Tapi nek kata-kata diteks itu lo mas ku msh susah mengingat.
not all of them, if it is the daily words, I can memorize them. But it is difficult to memorize the text words
Interview transcript 2
The problems were confirmed by the English teacher when I interviewed him. Many students did not bring dictionary and the classroom did not have LCD
projector so the teacher could not afford to give any interesting media to make students motivated in learning. The following interview transcript showed the
problem.
The following day, the pre-test and questionnaire for preliminary study were distributed to support the information of the identification of the problems.
The results of the pre-test showed that the students had poor vocabulary mastery. This condition led the students fail in answering the questions. The following
Table presented st udents‟ scores in the pre-test.
Table 2: Students’ vocabulary score in Pre-test
No Students‟ Name
Pre-test 1
2 3
4 5
6 7
8 9
Agnes Indriani Agus Arbai Mahmud
Aldi Yoga Kuncoro Ananda Rahmatika Pratiwi
Anifaturohmah Anisa Supriatin
Auliya Annisa Dyah Sekar Sari
Elfa Nugraheni Pramastuti 66
73 80
66 83
60 53
53 73
R: Oh begitu. Pertanyaan selanjutnya pak, kendala apa saja yang biasa bapak hadapi saat mengajar vocabulary? Oh I get it. Next question Sir, What are
the problems usually occured when you are teaching vocabulary? T: Ya itu tadi mas anak-anak jarang yang bawa kamus, sarana kelas yang
masih minim fasilitas membuat saya kesulitan untuk menghilangkan kejenuhan anak-anak sehingga anak-anak menjadi tidak termotivasi dan
tidak bersemangat dalam belajar. Yes as I said before the students rarely bring dictionary, the lack of good class facility troubled me. It makes me
having a hard time to make students not bored with the class so students become unmotivated and feel not enthusiasm
Interview transcript 1
10 11
12 13
14 15
16 17
18 19
20 21
22 23
24 25
26 27
28 Elisa Cahyaningtyas
Erni Cahyani Fajar Choirul Akbar
Fikri Hardiyansyah Fitri Kristianingih
Ika Puspita Sari Indah Yuliani
Istiqomah Mela Patmawati
Muhammad Robithul Umam Rismalwa Lutfi Pramesri
Rosalinda Sigit Setia P
Suksessi Mareta Inkaningtyas Tri Haryanti
Tri Junika Khoirunissa Tri Novita Dewi
Uswatun Khasanah Yudha Pangestu
63 43
50 73
70 63
46 60
56 70
56 63
70 63
73 66
50
80 80
Average Score 64,3
KKM Completion 75 14,2
Ket: Tidak Lulus
Lulus
Appendix H
Based on the result of the pre-test, the data showed that the mean of pretest is 64,3. There were only four students who got the score above the Minimum
Mastery Criterion-Kriteria Ketuntasan Minimal KKM meanwhile the other 24 students were below that criterion. From that data, it could be seen that most of
the students have low vocabulary mastery. Based on the observations, interviews and discussions, and questionnaires,
there were several problems found during the teaching and learning process. The problems in the field were presented in the following Table:
Table 3: The Arising Problems Found in the Field No
Field Problems Code
1. The students lacked vocabulary.
S 2.
The teacher used monotonous technique to teach. T
3. The students‟ pronunciations were still weak.
S 4.
The teacher could not motivate the students. T
5. Most of the students were passive during teaching and
learning process. S
6. The activities that the teacher gave were less varied.
T
7. Only few students brought a dictionary.
S
8. There were not enough media in the teaching and learning
process. Md
9. The students were afraid of making mistakes.
S 10.
The students were less encouraged to work in groups. S
11. The teacher dominantly uses Bahasa Indonesia in the class.
T 12.
The students had difficulties in memorizing the new English words.
S 13.
The teacher mostly depend on course book and LKS M
14. Some students did not pay attention to the lesson.
S 15.
The students get bored with the classroom activities. S
16. The teacher could not manage the class well due the
crowded class. T
17. The students had difficulty to differentiate the form of
word grammatically such as part of speech S
18. The classroom is not provided by LCD
Md T= Teacher, S= Students, M= Materials, Md= Media
2. Identification of Field Problems to Solve
As stated in Chapter I, I only focused on improving students‟ vocabulary mastery through Bingo Game. Therefore the field problems were solved based on
the urgency level and feasibility to solve. The selected problems were presented in Table 4.
Table 4: The Field Problems to Solve No
Field Problems
1. The students lacked vocabulary.
2. The students‟ pronunciations were still weak.
3. The students had difficulties in memorizing the new English words.
4. Only few students brought a dictionary.
