| dc.description.abstract | This classroom action research was intended to improve the seventh year
students’ vocabulary achievement at Mts Negeri 2 Jember in the 2010/2011 academic
year. The subjects of this research were class VII A. This research was done in two
cycles in which each cycle covered four activities namely: planning of the action, the
implementation of the action, classroom observation and evaluation, analyzing the
data and reflection. This primary data about the students’ vocabulary achievement
were collected by using vocabulary test and class observation. The collected data
were analyzed statistically and non statistically. The criteria used as the main
consideration to determine the success of the actions were as follows: 1) at least 75%
of the students got score ≥70 (good score category) and 2) at least 75% of the
students were actively participated in the teaching learning process of vocabulary by
using flashcards. Meanwhile, the supporting data were collected by using interview
and documentation.
The results of the vocabulary test after the action in the first cycle showed that
the percentage of the students’ who got good score category (≥70) was 70.83% (17
students). The cycle of this research was considered successful if 75% of the students
got score ≥70 (good score category). It means that the target percentage of the
students gaining ≥70 (good score category) had not been achieved yet. The
observation was conducted by using the observation checklist containing some
indicators, namely: 1) the students raised their hands when the teacher gave oral
questions about the flashcards, 2) the students answered the teacher’s oral question,
3) the students paid attention to the lesson, and 4) the students did the vocabulary
exercises. In Cycle I, the results showed that there were 15 students or 62.5% who
were actively participated in the teaching learning process of vocabulary in the first
meeting and there were 17 students or 70.83% who actively participated in the
teaching learning process of vocabulary in the second meeting. Therefore, the actions
were continued in Cycle II by revising the teaching techniques in Cycle I. The
revising teaching techniques were:
1. The pictures in Cycle 2 were bigger than in the Cycle 1.
2. The researcher and the teacher gave five times in flashing the pictures.
3. The students were asked to work in pairs to do the vocabulary exercises.
4. The researcher and the the teacher gave seven seconds to flash each picture.
Having conducted the action in Cycle II, the results of vocabulary test showed
that the percentage of the students who got scores ≥70 increased from 70.83% (17
students) in Cycle I to 87.5% (21 students) in cycle II. In cycle II for the first
meeting, there were 18 students of 24 students (75%) who were actively participated
in the teaching learning process. In the second meeting, there were 20 students of 24
students (83.33%) who actively participated in teaching learning process. It means
that the students were more active in Cycle II than in Cycle I.
Based on the result, it could be concluded that the use of flashcards could
improve the students’ vocabulary achievement and their active participation in the
teaching learning process. It is suggested that the teacher vary their teaching
technique by using various media or teaching aids, for example flashcards to improve
the students’ vocabulary achievement. The students are suggested to be more active
in the learning activities in the class to improve their vocabulary achievement. | en_US |
