commit to user give you candies”. Some students complained, but the teacher could assure
them to do the task. Sometimes rewards were needed to motivate the students. The bell was ringing. The teacher gave quick review of the lesson. Then
the teacher said goodbye. The teacher and the observer left the class and went back to the teacher’s office.
4. Fourth Meeting After third meeting of cycle 2, the teacher also conducted post-test. It
was held on Saturday, May 29
th
, 2010 at 09.00 to 10.00 a.m. The test was used to measure the students’ understanding about “Foods and Drinks”. There
were 20 questions to measure pronunciation, word meaning, word use, and spelling.
After entering the class, the teacher greeted the students. Then, she checked students’ attendance. The teacher explained that they would have
test. Surprisingly, the students did not complain. They kept their English book in their bags, and just prepared their pencil and eraser.
While the students did test, the teacher and observer test the students’ pronunciation. The teacher called the students according to students’ number.
At 10.00 all of the students finished their test. The students submitted their work to the teacher. Finally, the teacher led them to pray and said good bye.
c. Observing the Action
The observer noted the result of observation in field note. The researcher also gave addition in the field note. During the implementation, the teaching
commit to user learning process became more living than before. Almost students participate
in the lesson. When the teacher asked them to come in front of the class, they did not feel shy or afraid. Apparently, the third grade students of SDN
Sidorejo Lor 1 Salatiga were active. They liked moving and cooperating. The game could attract the students to participate in the lesson.
The students looked enjoying the lesson. When there was something they did not understand, they actively asked to the teacher. They were also
enthusiastic in reading the text. Word webs was not only used in the brainstorming and post activity, but also implemented during activity. In
doing the assignment, the students did not complain like before because the teacher led and helped them. Good atmosphere was also built in the class.
Most of the students also paid attention to the teacher. Good communication also occurred between the students and teacher.
The students’ vocabulary mastery also improved. It can be seen from the post test result in cycle 2 which was better than the post test in the first cycle.
The mean of pre-test 2 was 59.92, the mean of post test in cycle 2 improved to 79.60. It was also better than the mean in cycle 1, which was 63.40.
d. Reflecting
Based on the observation results which were gathered in field notes, the researcher and observer reflected the result of the action in the cycle 2 as
follows:
commit to user 1. The students’ score improved. The score of four aspects improved. The
mean score in posttest cycle 2 is 79.60. It is better than the mean score in pre-test of cycle 2, that is, 59.62 and post-test in cycle 1, that is, 63.40.
The level of significance of the improvement between pre-test 2 and post test 2 is 7.94 t
t
for 25 students is 2.060, while the level of significance of the improvement between post-test 1 and 2 is 8.50 t
t
for 25 students is 2.060.
2. Almost all of the students could pronounce the words properly. 96 students could pronounce well. They just made around 0 – 2 mistakes
from 5 questions. 3. Almost all of the students could spell and use the words properly. 72
students could spell the words properly. They just made around 0 – 2 mistakes from 5 questions and 68 students could use the words properly
in sentences. 4. Almost all of the students understand the words’ meaning after the teacher
implement word webs in brain storming. 96 students could understand word meaning of the materials. They just made around 0 – 2 mistakes
from 5 questions. 5. The students were active in the lesson. Sometimes they were noisy and
made jokes with their friends, although they were still tune in the lesson. 6. The teacher could implement word webs in the lesson without using
pictures. The teacher could implement word webs as brainstorming. It
commit to user built the students’ knowledge of words. The teacher could also implement
word webs during and post activity. 7. The students were not bored because they were challenged to play games.
They not only sat on their chair but also moved although just a little. It quite decreased their boredom.
The researcher and collaborator concluded that teaching vocabulary using word webs could help the student understand new words. Word webs
could encourage the students to participate in the teaching learning activity, so their vocabulary mastery improved. The students’ vocabulary improvement
could be seen from their mean score in the post test 2 which was better in the post test 1. The mean score in post test 2 was 79.60, while the mean score in
post test 1 was 63.40. Because the students’ vocabulary mastery and behavior improved significantly, the researcher and observer decided to stop the cycle.
C. Discussion
Nowadays, English has been taught in elementary school although it is just an optional subject. SDN Sidorejo Lor 1 Salatiga has taught English since the first
grade. In the first to second grade, the students are introduced by words. The teacher usually uses picture to introduce new words. In the next grade, that is third grade, the
