b. The observer in the second meeting was the English teacher.
4 Administering a regular and irregular verbs test to the research subjects after
action done in the second cycle by the researcher. 5
Analyzing the results of classroom observations. 6
Analyzing the result of achievement test. 7
Reflecting the results of classroom observations and the test in the second cycle. 8
Drawing conclusion to answer the reasearch problems.
3.2 Area Determination Method
Area determination method is a method to determine where this research is conducted. The researcher used purposive method to determine the area of this
research. As Fraenkel and Wallen 2006:100 say that purposive method is that the researcher selects the sample based on the previous knowledge of population and
specific purposes of the research. In other words, the use of purposive method in determining the area of the research because the researcher had certain reasons why
she chose the place as the research area.
In this case, MTs N 1 Jember was chosen as the research area by considering
some reasons. First, the Headmaster gave permission to do the research in his school, because this research was expected to be able to give benefits either for the students
in increasing their achievement or for the teacher as new information to improve the quality of teaching. Second, the English teacher agreed to do the research
collaboratively. The English teacher informed that the teaching and learning process has a problem. Moreover, there had never been a researcher conducted a research
which investigated by using a picture file in that school.
3.3 Subject Determination Method
Subject determination method is a method to determine the people to be given the action to get the data. As McMillan 1992:68 says a subject is an individual who
participates in a research or someone from whom the data is collected. The subjects of this research were VIII C grade students of MTs N 1 Jember. The researcher chose
this class purposively because it was informed by the English teacher that the students faced difficulties in vocabulary mastery. It was supported by their diagnostic score
which was just 48.38 of the students who achieved the standard minimum score. Furthermore, the most mistake they made was in regular and irregular verbs test
items.
3.4 Operational Definition of the Terms
