In conclusion, teaching regular and irregular verbs using a picture file was able to
improve the students’ active participation and the students’ achievement on regular and irregular verbs. Therefore, the cycle was stopped because the classroom action
research had achieved the research objectives.
4.3 The Results of Interview
Doing interview was intended to obtain the information about the process of learning English in the school. The interviewee was the English Teacher of the
eighth year students of MTs N 1 Jember. There were four basic information related to the teaching and learning English gotten by the reseacher. They covered the
curriculumn used in the school, the schedule of the English, the standar score, the problem in process of teaching and learning English and the solution from the
teacher. The results of the interview were described as follows. The teacher said that the eighth grade of MTs N 1 Jember used 2006
Institutional Level Curriculum or KTSP. She taught English twice in a week. The standard score of English in the school was 75. In the teaching and learning English
process the teacher usually used Lembar Kerja Siswa “PRIVAT” book to provide the
material. Based on the teacher’s information, the students’ problem in learning
English was vocabulary. Because of lack of vocabulary, they often did not understand the material given in English teaching and learning process so it could affect the
students’ achievement in English skills very much. However, the English teacher did not teach vocabulary in detail. She usually
taught vocabulary integratedly with other English language skills listening, reading, speaking and writing. Before teaching the main material, she asked the students
about the difficult words they had or she wrote the difficult vocabulary in the white board and discuss the meaning. Moreover, she wrote a list of vocabulary and meaning
to the students and asked them to memorized the vocabulary in their home. The next meeting, the teacher would checked whether the students had memorized the
vocabulary. However, it did not work well, because the students forgot the vocabulary easily. The teacher never used any media because she did not have much
time to make it. Furthermore, she never did vocabulary test after teaching the material.
Because the teacher said that she had never done vocabulary test, the researcher decided to appl
y a diagnostic test. The test was intended to know the students’ weaknesses in English, whether in vocabulary or not. The consideration to make the
test items was based on the materials had been taught. Based on the information from the English teacher, the materials given were about simple present tense, simple past
tense. She had not taught many material because it was just the beginning of the new year academic. Information about diagnostic test would be provided in the following
part.
4.4 The Result of Documentation
