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in recognizing
words recognize
words words recognize
words given recognize
words related to
the topic most of
vocabularies related to
the topic given
most of vocabularies
related to the topic
given
4. The students
misspelled some
English words
The students were not able
to spell the words
They did not know
how to spell alphabeth
The students could not
spell new words
Some of the students
were able to spell new
words but still needed
to be repeated
many time Most of
them were able to spell
the new words and
didn’t need to repeated
many times The students
looked more confident to
spell the new words
5. The students
made mistakes in
pronouncing the words
Most of them mispronounce
d some English words
The students pronunce
the English words like
pronunce it in
Indonesian Almost of
students said up not
p for up, ret not
rait for write, ret
not ried for read
The students looked
unconfident when the
teacher asked them
to pronounce
the English word
The students wanted to
try to pronounce
the English word again
and again Some of the
them were able
pronounced the English
word more correctly
Pre Test: 42.64
Worksheet: 98.09
Worksheet: 68.57
Worksheet: 87.28
Worksheet: 71.54
Post Test I: 56.17
Post Test II: 74.78
B. CLASS SITUATION
1.The students
usually make noise
in the class Most of them
usually sang songs loudly
and they also made some
instruments by hit things
on the table Especially
the boys in the back
seat, they usually
made noise even the
researcher was
standing in front of the
class Some of the
students talked
irrelevantly loudly with
other The students
usually made cheer
loudly when their friends
could not answer the
researcher’s question and
made mistakes
The class situation
could be more
controlled. They gave a
good response
when the researcher
came into the class
They looked enthusiastic
paid attention to
and they talked to
other about the
materials
2. The students
passive in answer tasks
given by researcher
Most of them did not do the
tasks given byresearcher
if they thought that the tasks
were difficult There was
no task in the first
meeting. They just
did listen and repeat
for the new vocabulary
Most of the boys
students still did not do
the tasks by themselves
The students active to
participated in the tasks
and did it by themselves
The students were able to
do their task and only
made little mistake
The students more active
and looked confident in
answer the tasks
3. The students do
not take note the
important things
taught The students
did not took their English
book on the table if the
researcher was not asked
them There are
still some other
subject books on
the table even the
schedule was for
English Most of the
them looked ready for
English, they
prepared themselves
and also their
English The students
did some note from
the whiteboard
given by the researcher
when she remind them
Some of the students
looked wrote some
notes without
researcher’s instruction
Students more
responsible wrote some
important things taugh
by themselves
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lessson began
book 4.The
students’s attention to
learn English is
not optimal and do not
pay attention to
the lesson. Most of the
students talked
irrelevantly with the
lesson and busy with
their own activities
Most of them still
laughed and talked with
friends when the
lesson began and
only gave paid little
attention to the
researcher Most of the
boys disturbed
other students but
some other were looked
attracted to watching
the video Only few
students who looked
still not paid attetion or
not focus to the lesson
and most of them gave
paid attention
and calmly The students
looked more enthusistic
to the lesson and focused
to the YouTube
video The students
gave their full
attention along the
teaching learning
process and they did not
look bored or made
noise.
5.The students
busy doing non
academic things with
their friends.
Most students busy by
playing and chatting, even
they ignored teacher’s
warning Some
students could focus
only for a moment to
the lesson, while others
chatting with friends
Some students
could focus to the lesson
in long time, but other
friend disturb them
by asking some
questions Some
students played with
friend Some
students chat with
friends when doing
exercise because
they asked the answer
Most students did
not make noises
anymore both by
playing or chatting
Based on the Table 4.15. above, it can be seen that there were some findings found in the research. The more detail explanation is described as
follows:
a. The Enrichment of Students’ Vocabulary
The implementation of video enriched the students’ vocabulary mastery. It could be seen from the students’ achievement of posttest after conducting the
cycle. Most of them gained score higher than the passing grade, 60. It means that the students became easier in learning vocabulary by watching video.
Before applying video, students often got difficulties in recognizing and remembering words given to them. Sometimes, they needed much time to answer
teacher’s questions because they must remember the words given first. However, after they learn vocabulary by watching video, they found it easier to be
recognized and memorized since the video not only showed the words but also the picture of each word mentioned. It made the students became easier in learning
English vocabulary. Besides, they could directly know the meaning of words shown on video. The students did not find difficult anymore in confuse the
meaning of words as they did before.
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The video not only served all vocabularies related to the topic but also exercises, it let the students could learn by doing the exercise. For example, on the
video entitled “Listen and Repeat” and “Which One”, the students could directly practice to pronounce words as they heard from the video. The video was also
played repeatedly until all students were able to pronounce well. By did many practice, most students could pronounce words correctly. It was also happened in
students’ exercises. Before applying video, the students were careless and made many mistakes in exercises because they often wrote words as they heard. After
applying video, students became aware inexercises. First, they watched the correct spellings shown on video, reminded them on their mind, and then wrote carefully
on their books. Finally, the students could not only write words correctly but also could describe clothes which are in the form of phrase.
There is enrichment between pre test, post test 1 and post test 2. The writer divides the students into high competence, medium competence, and low
competence. There are samples of three students show the indicate that students’ comprehension toward vocabulary enriches. They can be seen in table 4.16 below:
Table 4.16.The Sample of Students’ Comprehension Score
Students’ Initial Name ASP
MMF KRN
Pre test
26.5 39 52
Post test 1 47 55.5 70
Post test 2 66.5 76 81.5
Mean Score 46.66 66.5 67.83
b. The Enrichment of Classroom Situation
The classroom situation during teaching-learning process enriched after the application of video in the English class. It could be seen from the first time
video applied that the students became more interested in joining English class. Through video, the students became happier and enjoy in learning activities.
Video also changed the students’ perception toward English that is a difficult subject became easy and interesting subject. In addition, they became interest to
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follow English class, so that all students had entered the classroom and prepared English books before the writer came into the class.
During the teaching-learning process, there was no students play or chat with friends. They could focus and paid much attention both to video and the
teacher. There was also no passive student in the class. All of them were happy and enthusiastic in following all activities until the end of class. It could be quoted
from the interview of students’ comment as follows: KR
: “Lebih jelas karena ada gambarnya” AB
: “Lebih asyik dan menyenangkan, Bu” IF
: “Belajar jadi lebih enak dan lebih mudah, Bu” ES
: “Tidak cepat bosan karena gambarnya lucu-lucu” AC
: “Ada gambar dan tulisannya, jadi lebih jelas, Bu” Before this action research was implemented, the students usually make
noise in the class, they talked to each other during teaching and learning process. The writer assumed that it happened because the students were bored with the
way the teacher delivered the materials. Then, after conducting this research, it can be seen that the students became more enthusiastic and looked happy with the
lesson given by the researcher. They paid more attention to the lesson and YouTube videos more attracted their attention and curiosity in researcher’s
explanation. They also said happy if they learn by watching YouTube videos because it could bring much joy and gave the students opportunities to remember
the words and understand the new words easily. The students looked enjoy and they were confident enough in answering the researcher’s question. Related to the
responsibility, before this research, the students were not responsible in doing their task but after this research, the students were responsible to finish the tasks
and they able to doing their task by themselves.
B. Discussion
