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comments or correction when they found wrong answers. The writer noticed that they enjoyed the activity based on their faces, acts, and talks.
In this game, the writer not only observed their process in learning vocabulary but also determined the next activity for them to get a satisfactory improvement in learning this
thing.
4.3.2 Description of the Cycle 1 test
At the end of cycle 1, the students were asked to do the cycle 1 test. This test was the same as the pre-cycle 1 test which was given in the first meeting, the only difference was the
content of this test was secretly kept. So, they didn’t know with the test similarity. During the test, the writer observed the students activities and responses to the test.
Some students tried to cheat other’s work. The writer tried to tell them not to do it. The writer appreciated the result if they did the test by themselves.
Here was the result of the cycle 1 test:
The students average achievement
=75
=
= 2237, 5
30
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Based on the analysis above, the average of students’ achievement in learning vocabulary especially in narrative text had slight improvement. The students’ achievement percentage
improved from 36. 25 to 75. Almost all of them had little confident in answering the questions, but some of them seemed confused with the test. So, as the result, there were nine
students who got bad scores. The writer concluded that this problem should be fixed in the next cycle.
4.3.3 Student’s Motivation in Cycle 1
In the cycle 1, the writer did the treatment for 3 meetings. In the first and second meetings, the students’ motivation during the lesson was observed to know their motivation in learning
the new material from the writer. Here was the motivation rubric from the meetings: The Scoring Items
Meeting 1 Meeting 2
Cycle 1 Test poor
fair good
poor fair
good poor
fair good
Able to work well with happiness whether it is
a group task or individual task.
v v
v
Able to adapt with the changing materials and
activityies during the lesson.
v v
v
Has good confidence in performing the tasks.
v v
v
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Highly motivated for tasks with clear support andor
reinforcement for completion.
v v
v
Not cheating with others when doing the tasks.
v v
v
Stay focused during the lesson.
v v
v
Has good interest in learning English, especially in learning
vocabulary.
v v
v
Based on the table above, the writer concluded that there were some improvements in students’ motivation in cycle 1 better than the pre-cycle 1. In the first meeting, the writer
introduced the song to the students. Some of them seemed surprised with the medium that the writer provided to them. They tried to understand with curiosity. After the writer gave
some explanations, the students felt happy and wanted to know the use of this medium more than before. Their happiness was increased better than in the pre-cycle 1. However, it was
the only thing which was improved in the first meeting of cycle 1, because some students seemed confused with the lesson. The use of song was the new medium for them in the
school. The school itself hadn’t implemented the 2013 curriculum in its teaching and learning process yet. So, they thought that the use of this medium was beyond their
expectation when it came in learning vocabulary.
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In the second meeting, students’ motivation had significant improvement. Their happiness in doing the lesson was improved as well as their confidence in performing the
tasks during the teaching and learning process. Their motivation was also improved when it came to perform the tasks with the supportreinforcement from the writer. The writer gave
them some fun activities in the form of group and individual tasks. They could perform the task with great motivation, confidence, and their focus was in the fair level, but they
couldn’t adapt in the changing environment material and activity yet. Maybe some developments and reflections could handle this problem in cycle 2.
There were also some improvements in their cycle 1 test behavior. The writer observed the students’ behavior during the test. Almost all of them had a good confidence in
finishing the test. They were not cheating each other. The focus was also in the fair level. The students were focused to the test and tried to remember what they had learnt in the cycle
1. In the end of the test, the writer asked them about the test. They said that it was very nice if they knew the vocabulary. It made them curious to know more about English vocabulary
to support their understanding in learning English.
4.3.4 Cycle 2
