was to know whether there was improvement of the students’ vocabulary achievement after teaching by using Pop-up
Pictures.
3.6 Operational Definition of the Research Variables
The variables of this research were the students’ vocabulary achievement, the students’ participation, and Pop-up Pictures. They were
operational definition as follows:
3.6.1 Vocabulary Achievement
In this research, the vocabulary achievement was a dependent variable that means the quality of the vocabulary achievement depends
on the implementation of other variable, namely Pop-up pictures. It indicated improving level or the number of English vocabulary that the
students had mastered after learning English vocabulary by using Pop- up pictures. In this case, the students’ vocabulary achievement could be
seen from the students’ scores of vocabulary test that was done after the
actions given in each cycle. The test items of the vocabulary covered nouns, verbs and adjectives.
1.6.2 The Students’ Participation
The students’ participation was categorized active if they fulfilled at least three indicators. This research would be successful if most of
the students about 70 the students were participated involved in the teaching and learning process of English vocabulary. It was shown by
their activities in the classroom such as; t he students’ participation in
answering the teacher’s questions correctly; the students’participation in doing the vocabulary exercises
; the students’ participation in duscussing their answer clearly with the whole class; and t
he students’ participation in mentioning ideas that related with Pop-up Pictures.
3.6.3 Pop-up Pictures
In this research Pop-up Picture was an independent variable that meant the picture had effect on the implementation of other variable.
Pop-up picture was a picture that contains folded cut-out papers that rise up in the form of figure when the picture was opened. It meant that,
Pop-up Pictures were three-dimensional scenes that rise up when the picture was opened. So, Pop-up Pictures had 3 dimensional which saw
like areal or alive than the picture in general. It is because the Pop-up Pictures provides the three dimensional.
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CHAPTER 5. CONCLUSION AND SUGESSTIONS
This chapter presents the research conclusion and suggestions. The suggestions are given to the English teacher, the students, and the future
researchers.
5.1 Conclusion
Based on the results of the data analysis and discussion, the result of the research could be drawn as follows.
1. The use of Pop-up pictures could improve the eighth grade students’
vocabulary achievement at SMPN 1 Beji – Pasuruan. It was proved by the
result of vocabulary test that there was improvement of the percentage of the students who got scores at least 75 from 65 in Cycle 1 to 77.5 in
Cycle 2. 2.
The use of Pop-up pictures could use of the Pop-up pictures improve the eighth grade students’ participation in teaching and learning process of
vocabulary at SMPN 1 Beji – Pasuruan. It was proved by the result of
observation that there was improvement of the percentage of the students’ participation from 58.9 in Cycle 1 to 76.3 in Cycle 2.
5.2 Suggestions
Based on the result of this classroom action research, some suggestions are given to the English teacher, the students and the future researchers.
1. The English Teacher
The English teacher was suggested to use Pop-up pictures as alternative media for teaching vocabulary to improve students’
participation and the students’ vocabulary achievement.
