their contribution in the teaching learning process by practicing to say new phrases though in the beginning of teaching and learning process they felt those
phrases were difficult to memorize. b. Before the researcher implemented the action, the cadets were not enthusiastic
during English lesson. They felt that English especially about IMO Standard Marine Communication Phrases were very difficult. During the
implementation of the action, the cadets could learn new phrases in enjoyable situation. They felt that learning English about IMO Standard Marine
Communication Phrases through back chaining drills technique is not boring, they felt that this technique was interesting and challenging. This technique also
made them did not feel sleepy anymore during the teaching nad learning process.
c. Before conducting the action plan, the researcher held the pre-test. After implementing the action, the researcher also conducted post-test in every cycle
to know the cade ts’ improvement of achievement in vocabulary mastery. The
improvement of the result of the action can be identified from the comparison between the mean score of pre-test and post-test. the mean score result for pre-
test is 59.10 while the final post-test is 76.6 Based on the explanation above, it could be seen that the action hypothesis
is accepted. Teaching cadets through back chaining drills technique can improve the cadet
s’ vocabulary mastery.
4.2.2. Discussion
This part presents the discussion of the research implementation.
a. Observation
In this process, the researcher identified some factors causing the low achievement of the cadets’ vocabularies to be poor especially maritime English
vocabulary of IMO Standard Marine Communication Phrases. The factors came from the teacher and cadets. The English lecturer used monotonous technique in
the teaching English maritime vocabularies. Unfortunately this technique was not suitable with the condition of the class and the cadets were not active in the teaching
learning process. The lecturer just gave explanation about materials, gave example to say the terms in correct pronounciation, asked the cadets to repeat twice though
the phrases were too long for them, asked the cadets to read the book by themselves and did the assignment. Cadets were passive during the teaching learning process.
Classroom situation was quiet. It was not because the cadets paid attention to the learning material, but they felt that the teaching technique was not interesting even
some cadets seemed bored during teaching and learning process. They were not enthusiastic with the material although the material was different in every meeting.
When the lecturer asked some questions during the teaching and learning process, the cadets could not answer the questions because they didn’t understand about the
learning material. After the researcher implemented the action plan, the researcher concluded
that back chaining drills technique was an effective technique to improve cade ts’
vocabulary mastery and cadet s’ learning activity. The researcher used field notes in
the research to have reflection on the result of the action implemented. By using it, she analyzed the weaknesses and the strengths during the implementation of back
