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clothes. First, she drew a skirt then wrote the color in Indonesian. Then, she wrote the correct answer based on the picture and clues given, that is “a red
skirt”. She repeated this explanation by asking some students to come forward and write the correct answer based on the picture and clues given by
the writer. To check whether all students had understood or not, the writer played video about “describing clothes” and asked the students to describe
each cloth shown on video orally. Then, the writer checked their answer by watching the correct answer shown on video. Students looked enthusiastic in
doing this activity. They answered loudly although sometimes their answers were incorrect.
3 Practice The writer divided the students in groups consisted of 4-5 students for
each group. Each group was asked to draw a person wearing a set of clothes, and then other groups were asked to describe the clothes drawn. In the end of
game, the writer collected the answer of all groups and checked them together with the students. The group which got the highest score would be the winner
of game. When the game was started, some students were laugh because the picture
drawn by their friends did not good enough, even looked funny. During the game, all students were happy and enthusiastic, so the writer was also happy
to see this condition. 4 Production
The writer distributed copies of exercise contains some clues of certain clothes, and then asked the students to describe the clothes in English
individually. When the students did the exercise, the writer walked around the class to make sure that the students did not cheat.
4. Observing the Action
By monitoring each meeting of the second cycle, it was found that the teaching-learning process was getting better than the first cycle. The teaching-
learning process became more effective. The students could focus and paid much attention to the video and did the video’s instruction well. Besides, the students
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became more active to write the important notes although the teacher did not asked them to write. It means that the use of video combined with games and also
supported by giving more guidance to the students could solve the problems stated at cycle 1. The students’ ability in grasping meaning and writing English words
also improved. It showed that they were able to translate English words into Indonesian or Indonesian into English and write down English word correctly.
In addition, the result of posttest showed that there was improvement toward vocabulary mastery. The mean score of posttest 2 was better than posttest
1. The mean score of posttest 2 was 80,33 and the mean score of posttest 1 was 67,28. In other words, there were 95 of 46 students obtained the score above the
passing grade, 70.
5. Reflecting the Observation Result
Based on the result of observation, on the second cycle, the teaching- learning process improved better than the first cycle. Thus, the writer could
conclude that the use of video was actually appropriate to be applied at the fifth grade students at the elementary school. Video made the students more active,
enthusiastic, interested, and motivated in learning English. The teaching-learning process also became more effective. The students
could both pronounce and write English words. Besides, they were able to grasp the meaning of English words correctly. It means that the teaching-learning
process ran better that the previous cycle. The posttest of cycle 2 showed the improvement result. It was much better
than before. Most students could reach the passing grade. The percentage showed that on posttest 1, there were only 41 or about 19 students of 46 students
reached the passing grade, while on posttest 2 there were 95 or 44 students reached the passing grade.
In addition, the writer and TA decided to stop the cycle since all indicators of problems had improved, and the time was limit even though not all students
showed the improvement.
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B. The Research Findings and Research Discussion
1. Research Findings
After analyzed the research result which were gathered from several sources of data which include pre-observation report, field notes, interviews,
research diaries, photographs, and score of pretest and posttests, the writer obtained several findings which answered the research questions as stated in
Chapter I. The research findings included the improvement of students’ vocabulary mastery and classroom situation. The findings were summarized at
Table 4.8. as follows:
