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G. Technique of Analysing the Data
The classroom action research in this study is considered successful if there is an improvement of students’ vocabulary mastery. The indicators are
students can do the tests well and enjoy in learning English in classroom. It means there is an improvement of students’ vocabulary achievement after they are taught
using realia. There are two types of data as evidence. They are namely quantitative
and qualitative data. The quantitative data are data from written test namely pre- test and post-test. The result of the test is analyzed statistically. Meanwhile, the
qualitative data comes from interview and observation noted on field notes. The result of the test is analyzed by finding out the mean score of pre-test
and post-test. It is to analyze the result of the teaching and learning process or to know the difference before and after the action.
The mean score of pre test and post test can be calculated with the formula as follows:
N X
X
∑
=
N Y
Y
∑
=
In which:
X
= Means of pre-test score
Y
= Means of post-test score N = numbers of sample
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding
The research process is divided into two cycles. Each cycle consists of three meetings, each of which is conducted in 2x35 minutes. In the first cycle, the
teacher taught about ‘shape’, then for the second cycle the topic is “Things in the classroom”. Each cycle in this research consists of a series of steps namely
planning, implementing, observing, reflecting and revising the action. They can be explained as follows:
1. Cycle 1 a. Planning the Action
The researcher started the planning of action by determining the topic. She chose topic ‘Shape’ in the first cycle. The researcher also designed the
activities and the materials that would be implemented in the class in three meetings. Those plans were represented in the lesson plans which were made for
each meeting. Besides, the researcher also prepared teaching aids such as real objects,
geometrical shaped paper, colors pencil, and etc. For classroom observation she prepared sheets of field notes, and a digital camera. Last but not least, the
researcher organized instruments for test. Before implementing the action, the researcher gave the students a pre-
test. The test was also given in the end of the first cycle as a post-test. The pre- test and the post-test were compared to know the difference or progression
before and after the implementation the action.
b. Implementing the Action
The learning activities were divided into three sections: opening, main activity, and closing. The implementation of action was conducted by the
researcher as the teacher. It was delivered in three meetings.
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