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ended. The purpose of having discussion with the teacher was to know the teacher’s view about the teaching and learning activities. The teacher concluded
that the teaching and learning process was done better than the previous cycle. This was caused by the different way in implementing the flash cards which might
be helpful to improve the students’ ability in learning the past forms of verbs. The
student also looked serious and interested joining the whole activities from the beginning until the end of the meeting.
Through what happened in the learning process, the teacher told the researcher that implementing the flash cards was very helpful for the students in
learning the past forms of irregular verbs. It was proven that the students showed a good way in practicing the flash cards. In addition, they could apply the
knowledge about what they learned from practicing the flash cards in order to have a good result in doing a test see Appendix 10.
B. Discussion of the Implementation Flash Cards
In this section, the researcher focuses on the discussion of the results of implementation of flash cards in improving VIII
B students’ irregular verb
mastery. First of all, the researcher explained about the way of practicing flash
cards. He applied the flash cards in a different way in the first cycle and second cycle. Besides, the researcher explained briefly how flash cards could improve the
students’ irregular verbs. Flash cards were used to drill the past forms of irregular verbs in front of the class, so that the students could see the cards more easily and
go through the drill. According to Scrivener 1994: 118 state that drills provide
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oral practices of selected sentences. After the researcher flashed the cards for a while, the students had to tell what the past forms of verbs which were in the
cards. The effects of implementing the strategy were the students could increase their vocabulary, improve their irregular verb mastery, and pronounce the verbs
correctly. Therefore, flash cards are recommended to provide an input of teaching
the past forms of irregular verbs.
The role of the flash cards did not only help improve the students’
irregular verbs in learning process, but it could also increase the students ’ result in
doing a test. The students were given a test at the end of the activities in the class. It aimed to measure the studen
ts’ understanding about the past forms of irregular verbs. By implementing the flash cards, the researcher could improve the
students’ irregular verb mastery. It could be seen from the result of the tests. The results of the students’ average score in the preliminary study increased in the first
cycle and second cycle. The average score in the preliminary study was 51.2, the average score in the first cycle was 81.3, and the average score in the second cycle
was 86.5. The details of the average score of the students’ results can be seen in
the table 4.5 below.
Table 4.5 The Average Score of the Students’ Results
No Notes
The average of students’ result
1 Preliminary Study
51.2 2
Cycle One 81.3
3 Cycle Two
86.5
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To see the percentage of the student s’ test result in the preliminary study, it could
be seen in the table 4.6 below.
Table 4.6 The Percentage of the Students ’ Test Result
in the Preliminary Study No
The number of students Score
Percentage
1 1
90 2.9
2 3
80 8.8
3 2
70 5.9
4 6
60 17.6
5 13
50 38.2
6 2
40 5.9
7 6
30 17.6
8 1
20 2.9
To see the percentage of the students’ test result in the cycle one, it could be seen in the table 4.7 below.
Table 4.7 The Percentage of the Students’ Test Result in the Cycle One
No The number of students
Score Percentage
1 4
95 10.8
2 3
90 8.1
3 8
85 21.6
4 9
80 24.3
5 10
75 27.1
6 3
70 8.1
77
To see the percentage of the students’ test result in the cycle two, it could be seen in the table 4.8 below.
Table 4.8 The Percentage of the Students’ Test Result in the Cycle Two No
The number of students Score
Percentage
1 1
100 2.8
2 7
95 19.4
3 9
90 25
4 10
85 27.8
5 5
80 13.9
6 2
75 5.5
6 2
70 5.5
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions. The researcher divides this section into two main parts. The first part presents the conclusions, which are
drawn from the data analysis as described in Chapter IV. The second part presents some suggestions for the English teachers, students and other researchers who are
interested in a similar research.
A. Conclusions
Grammar is one of the basic components of language which must be learnt by Junior High School students. It is because the students should know simple
past tense which becomes the language feature used in learning a recount text. Therefore, the researcher should also teach the students about the past forms of
verbs which are included a part of simple past tense in learning a recount text. A recount text is one of the texts which should be taught for the eighth
grade students of Junior High School. The students are expected to be able to understand recount through four skills of language, including reading. However,
they face difficulties in filling the past forms of irregular verbs in a recount text. It becomes the researcher’s responsibility to overcome that problem.
By seeing the condition above, the researcher conducted classroom action research based on Kemmis and McTaggart
’s model. They were planning, acting, observing, and reflecting. In this research, acting and observing would be in one
step. Then, the researcher implemented the strategy of flash cards to help the
