commit to user 53
helping learners to remember they are studying; and 4 encouraging collaborative learning.
B. Research Finding
The implementation of the research was in collaboration with the sixth class teacher of SDN Banaran 01, Grogol, Sukoharjo that is Mr.
Walimin W. Before conducting the research, the teacher W and the researcher IA shared a common knowledge about action research. The
teacher W seemed enthusiastic and agreed to work together with IA. The action research was conducted collaboratively.
The implementation of teaching vocabulary using experiential learning through classroom action research consisted of two cycles. Each
cycle consisted of four meetings, three meeting for presenting the material and one meeting for conducting the test. Each meeting took 70 minutes.
For the first cycle, the researcher used experiential learning to teach vocabulary with topics “Hobby”, “Order and Request” and “Asking for
Permission”. For the second cycle, the topics were “Public Places” and “Giving Direction 1” and Giving Direction 2”. Every cycle consisted of a
series of steps: identifying the problem, planning the action, implementing the action, observing the action, reflecting and evaluating the result of the
observation, and revising the plan. Before implementing the action in cycle one, the researcher had
conducted a pre-test to know students’ prior knowledge. This was aimed to
commit to user 54
measure students’ knowledge to the topic before the treatment and to make a comparison with the post-test to know whether or not the students’
vocabulary improved. After finishing the action, the researcher conducted a post-test to measure students’ improvement after having the treatment. The
topics of the pre-test and post-test were Hobby, Order and Request, Asking Permission, Public Places, and Giving Direction. They consist of fifteen
multiple choice, and ten completion items. The description of each cycle is presented in the following parts.
C. Cycle 1 1. Identifying the problem
Kategori