oral exercises. The researcher drilled the students orally to pronounce the words correctly. It was done as an oral exercise. Then for the written exercise, the
researcher proposed to use fill in the blanks practice. The class was ended with reviewing the English words given.
4.1.1.2.2 Reflecting and Planning Informed Action
The first stage of reflecting and planning informed action in this research was analyzing the data. Based on the data, the researcher found that students were
able to memorize up to fourteen out of fifteen English words with the same strategy as in the first cycle. Students were also more active in joining the class.
They were more interested when pictures took place in the teaching. Moreover, the pictures also helped the students to understand the translation of each English
word.
4.3 Discussions
Based on the data of Triangulation Matrix, the researcher could analyze whether the strategy was effective or not. The Triangulation Matrix data reported
the strategy which was used in this research. The strategy was imagery. It was in forms of cut-out figure or blackboard drawing. By analyzing the data, the
researcher could observe and could determine whether the students could achieve the standard or not. Based on the Triangulation Matrix data, the researcher
obtained the progress of the cla ss during the use of the chosen strategy. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The strategy was used based on some considerations. They were the characteristics of students in 743 OI Petra Children Development Center and
some related theories. They were theories of children language and learning, theories of ten principles of teaching young learners and theories of English
language teaching. In addition, Triangulation Matrix explained the enthusiasm of the students in joining the class activities. It was proven from Triangulation
Matrix data that pictures reinforced students’ interest in learning English words.
Triangulation Matrix data explained that there were changes in students’
achievement in learning English words. Students were able to memorize in average 14 English words out of 15. The achievements of the students were the
same as the standard which had been set at the beginning of the first cycle. The data of the quiz scores which were obtained by the students in the
weekly quiz showed that students scored on average fourteen English words out of fifteen and even in the second verification cycle, the researcher found that that
the average students could memorize the same number of words. They were fourteen in average out of fifteen in each meeting. The data which were taken
from the weekly quiz could be seen from Table 4.1. The weekly quizzes were conducted to measure students’ retention on the English words they learned in the
previous meeting. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.1 The weekly quiz scores of the subject
Number of correct items Name
Meeting 1 Meeting 2
Puput Ayu
Yulia Doni
Dio 13
14 13
15 14
15 15
14 15
14
It could be concluded that most of the students were able to memorize fourteen English words out of fifteen in average. Hence, the researcher proposed
the use of pictures as the strategy to teach English words toward students of the fifth grade in OI 743 Petra Children Development Center. The Triangulation
Matrix data and the quiz results showed the effectiveness of this strategy in
English vocabulary teaching. As for conclusion, the problem formulation of this research had been answered based on the results of both the Triangulation Matrix
data and the quiz result of the second meeting. Both data supported the use of pictures to teach English words in OI 743 Petra Children Development Center.
4.4 Other Findings
