| dc.description.abstract | This research was a classroom action research. It was intended to improve the
quality of the teaching learning process, especially the teaching of vocabulary. It was
conducted at SMPN 10 Jember which was chosen by purposive method with the
following considerations: 1) The flannel board had never been used in the English
teaching and learning process by the English teacher at the school. 2) The researcher
was familiar with this kind of media. 3) The headmaster and the English teacher gave
permission to conduct the classroom action research at the school. 4) The teacher was
willing to collaborate with the researcher to do this research. The subjects of the
research were the seventh grade students’ of SMPN 10. Based on the result of
structured interview with the Seventh grade English teacher, the students of the
seventh grade especially class VII G had difficulties in learning vocabulary and the
lack of interest in memorizing new words given. In addition, the data of the research
were taken from the vocabulary achievement test as primary data and the interview
and the observation as supporting data.
Considering the problems above, this research was undertaken to overcome
the problems by using the flannel board. The procedures were as follows: at first the
researcher introduced the flannel board to the students and gave some leading
questions to the topic given. The next step was meeting some new words; in this stage
the researcher gave the examples of new words and their meaning that the students
must remember. Then, the researcher asked the students to do the exercises on the
flannel board based on the researcher examples which was previously given. After
that, the students discussed them with their friends and the researcher led them to
correct the students’ understanding.
In the implementation, there were two meetings in cycle 1 and two meetings
in cycle 2. This classroom action research was done with a sequence of steps, namely
the planning of the action, the implementation of the action, classroom observation
and evaluation, data analysis and reflection of the action.
The classroom observation used an observation checklist to identify the
students’ active participation in the teaching and learning process of vocabulary,
while the vocabulary achievement test used objective test in the form of multiple
choice, completion and matching. There were two criteria used to evaluate the
success of the actions in this research. They were: (1) the actions were considered
successful if 70% of the students were actively took part in the teaching and learning
process of vocabulary by using the flannel board.(2) The actions were successful if
75% of the students got score at least 70 in the vocabulary test in each cycle.
The results of the actions in cycle 1 were unable to reach the target
requirement. There were 46.1% or 18 of 39 students who were actively took part in
the first meeting of cycle 1 while in the second meeting of cycle 1 there were 27 of 39
students or 69.2% who were actively took part. In addition, the percentage score of
the students’ vocabulary achievement test had not fulfilled the target yet. There were
only 64.1 % or 25 of 39 students could achieve the target score 70(70). But, there
were an improvement on the students’ interest and vocabulary achievement in cycle
2. There were 74.36 % or 29 of 39 students who actively took part in the teaching and
learning process of vocabulary in first meeting while in the second meeting there
were 76.92 % or 30 of 39 students were interested. Then, the result of the test also
improved to be 76.9 % or 30 of 39 students could achieve the target score. Therefore,
the actions were stopped.
Considering the research result, it was suggested that the English teacher use
the flannel board as the alternative materials in teaching English vocabulary because
it has been proved it could improve both students’ interest in learning vocabulary and
students’ vocabulary achievement. | en_US |
