CHAPTER IV.

FINDINGS AND DISCUSSION

This chapter presents the results of the implementation of the actions in Cycle 1
which cover the results of observation, the results of the students’ vocabulary
achievement test and the reflection and the discussion.
4.1 The Result of Action in Cycle 1

The result of the action in Cycle 1 includes the implementation of the action in
Cycle 1, the result of the observation in Cycle 1, the result of students’ vocabulary
achievement in Cycle I and the result of reflection in Cycle 1.

4.1.1 The Implementation of the Action in Cycle 1

The action of the first cycle was conducted at MTs Al Hamidi Jember. In this
semester, they started to have offline learning. There were two factors why they
chosen offline learning during this pandemic. The first factor was the limitation
media. The fact that several students did not have computer or android device made
the school chosen this option of doing offline learning. The second factor was the
ineffectiveness of online learning. During online learning, the students studied by
themselves. The teacher only gave some tasks everyday to achieve the target learning.
Therefore, the school started to have offline learning to solve the obstacles.

The action of the first cycle was done in three meetings. The first and the
second meeting were done for implementing subtitled video in teaching vocabulary.
The time allocation in each meeting was 2 x 40 minutes. The actions were conducted
based on two lesson plans that had been constructed by the researcher. Meanwhile,
the third meeting was done for vocabulary achievement test.
Table 4.1 The Schedule of The Action in Cycle

Activities Day/Date Time

Meeting 1 Wednesday, February 4, 2021 07.00-08.20

Meeting 2 Wednesday, February 11, 2021 07.00-08.20

Post Test Wednesday, February 18, 2021 07.00-08.20

In the first meeting, the doer of the actions was the researcher, while the
teacher observed the students’ participation. The researcher started the learning
process by greeting, praying, checking the students’ attendance and gave some
leading questions to the students. Then, the researcher stated the learning objectives
of teaching vocabulary by using Subtitled Video. In the main activity, the researcher
explained the vocabulary related with the theme (family) included noun, verb, and
adjective. Afterwards, the teacher played the video and the subtitle related to the
theme. While watching the video, the researcher asked the students to make notes.
After watching the video, the researcher guided the students to ask some questions.
The questions might consist of difficult words or the content of the video. The
questions were discussed together, but if no one knew the researcher explained it by
herself. For example, if there was a student who found a difficult word, the researcher
asked it to the class but no one knew. Thus, the researcher explained it by herself.
Afterwards, the researcher started to explain kinds of vocabulary. The researcher
guided the students to classify the use of vocabulary and ask them to give examples
from the vocabulary that they found from the video. Next, the students were given
vocabulary achievement test. They did it individually in thirty minutes. After
finishing the test, the researcher discussed the test given before with the students.
This activity made the researcher knew what students’ difficulties from the test. The
last, the researcher asked the students to make conclusions from the lesson that day.
The researcher also gave feedback to the class and the result of the students’ work
and parting with the students.

The second meeting was conducted on February 11, 2021. The teaching
technique used in this meeting was the same as the first meeting. The learning activity
ran well because the students had the prior knowledge from the first meeting. In the
closure, the researcher led the students to conclude what they had learnt that day.

4.1.2 The Result of Observation in Cycle 1

The classroom observation was done to get the data of the students’
participation. The researcher used observation checklist to know the students’
participation during the teaching and learning process. In this activity, the researcher
collaborated with the English teacher. The English teacher gave checkmark on the
observation sheet while the researcher was teaching. There were five indicators
observed, namely; 1) answering the leading questions, 2) making a note related to the
video, 3) finding unfamiliar words related to the video, and 4) concluding the lesson
briefly. The students were active if they could fulfill at least three indicators, but they
were passive if they could fulfill less than 3 indicators.

To know the result of the students’ participation, the data were analyzed by
using the following formula:

E= X 100%

Notes:
E = the percentage of the students’ active participation
n = the total number of the students who fulfilled at least three indicators
N = the total number of students.
(Adapted from Ali, 1993:186)
 a. Meeting 1
E= X 100% = 78%

b. Meeting 2
E= X 100% = 85%

Table 4.2 The Average Percentage of Observation in Cycle 1

Percentage (%)
Meeting
Active Passive
Meeting 1 78% 22%
Meeting 2 85% 15%
Average 81,5% 18,5%

Based on Table 4.2, the result of the observation is described as follows. In

the first meeting, there were 11 students of 14 students or 78% who actively
participated during teaching and learning process by using subtitled video. In the
second meeting, the participation of the students increased from 78% to 85%. As
a result, the average percentage of the students’ active participation in Cycle 1
was 81,5%. It means that the result fulfilled the target requirement of this
research which the target requirement was at least 75% of the students’ active
participation in teaching and learning process by using subtitled video.

4.1.3 The Result of Students’ Vocabulary Achievement in Cycle 1

The vocabulary achievement test was conducted on February 18, 2021. The test
consisted of 20 items in the form of multiple choice items. The students were given
60 minutes to finish the test. Every correct answer was scored 5 points so the total
score of the test item was 100. The percentage of the students who achieved the target
score ≥ 70 were analyzed by using the formula below.
S= × 100%

S= × 100% = 85,3%
 Notes :

S: the percentage of students who got ≥ 70 in the vocabulary test

R: the total number of students who got ≥ 70 in the vocabulary test
N: the total number of students who did the test
(Purwanto, 2009:112)

Table 4.3 The Percentage of Students’ Vocabulary Test in Cycle 1

Achieved Not Achieved
(Who got score ≥ 70 ) (Who got score < 7)
x 100% = 85,3% x 100% = 14%

As mentioned in Appendix 11, there were 12 students who passed the standard
score and there were 2 students who got less than the standard score. Hence, the result
of the students’ vocabulary achievement test is described as follows. There were 12
students or 85,3% of 14 students who got score ≥ 70, and there were 2 students or
14% of 14 students who got score less than 70. This result means that the students’
vocabulary achievement in Cycle 1 had achieved the target requirement of this
research.

4.1.4 The Result of Reflection in Cycle 1

Based on the result of the observation that has been mentioned in Appendices 9
and 10, there were 11 students or 78% of 14 students who actively participated in the
first meeting. For the second meeting, there were 12 students or 85% of 14 students
who actively participated during teaching and learning process. It was found that the
average percentage of the students’ active participation was 81,5%. From the result, it
can be seen that there were improvement on the result of the observation from 78% in
meeting 1 to 85% in meeting 2 in Cycle 1. It could be concluded that the use of
Subtitled Video could improve the students’ active participation. The improvement of
the students’ participation during meeting 1 and meeting 2 in Cycle 1 could be seen
in the following chart.

100%

80%

60% Active (%)

Passive (%)
40%

20%

0%
Meeting 1 Meeting 2

Furthermore, the average score of the students’ vocabulary exercise in meeting

1 was 71,4%, meeting 2 was 78,8%, and posttest was 85,7% in Cycle 1. From the
result, it could be seen that the result of students’ vocabulary achievement had been
improved. The score improved from 71,4% to 85,7%. It could be concluded that the
use of Subtitled Video was successful to improve the students’ vocabulary
achievement. The improvement of the students’ vocabulary achievement test who got
score ≥ 70 in Cycle 1 could be seen in the following chart.

90,00%
80,00%
70,00%
60,00%
50,00%
Achieved
40,00%
Not Achieved
30,00%
20,00%
10,00%
0,00%
Meeting 1 Meeting 2 Post Test
4.2 Discussion

The research findings revealed that using Subtitled Video in teaching

vocabulary improved the students’ vocabulary achievement. The result of the
students’ vocabulary achievement in Cycle 1 showed improvement from 71,4% in
meeting 1 and 78,8% in meeting 2 to 85,7% in the vocabulary test. The students’
active partcicpation also increased from 78% to 85%. The research was stopped
because the students had achieved the criteria of success.

Based on the observation checklist, the students were categorized as active

students if they could fulfill some of the criteria. The first criterion was answering the
leading questions. In each meeting, the teacher started the class by giving the leading
questions. By giving it, the students were more focus to start the class and they had
the idea about what they were going to learn on that day. In meeting 1, there was a
student who did not give attention to the leading questions. Thus, he did not know
when the researcher asked the leading questions. In meeting 2, all of the students
answered the leading questions actively related to the topic of that day. Hence, the
leading questions motivated students to be more active to start the class. The second
criterion was making a note related to the video. During the learning process, the
students were allowed to make a note in order they could gathering the information
and understanding the content. In meeting 1, there were students who did not make a
not and it affected on their understanding. In meeting 2, all of the students made a
note related to the video. Thus, the students had a note to refresh their memory about
the material given. The third was finding unfamiliar words related to the video. After
playing the video, the researcher let the students to ask the unfamiliar words that they
have found. It made the interaction between the researcher and the students more
alive because there was the question and answer section. Furthermore, it gave clear
understanding about the vocabulary that they did not know before. The last was
concluding the lesson briefly. In this part, the students were more active because they
had to speak up about the material given. In addition, it also built their confidence. In
meeting 1, some students were still afraid to speak up, but in meeting 2 they were
more confident to give conclusions about the material.

Based on the explanation above, it could be concluded that after implementing

Subtitled Video, the students were more active to follow the class. They also
followed the researcher’s instruction and gave much attention in the classrrom,
Furthermore, The students were also more active to speak up in the class and
asnwered the questions related to the material that they learnt. Hence, the
implementation of Subtitled Video in teaching vocabulary was successful.

The success of this research was caused by two factors. The first factor was
the use of audio visual media. They got the audio from the speaker of the video and
got the visual from the animation and the subtitle that appeared under the video. In
line with this, Barani et al. (2010) stated that audio visual materials provided students
with content, meaning, and guidance. Therefore, after implementing Subtitled Video
in the classroom, the students could recognize the words easily because they learnt
vocabulary by two ways. The second factor was the repetition. In this research, the
video was played three times. The repetition made them easier to remember the
words because they did not watch it once but three times. According to Tuan (2012),
repetition was the most effective way to learn new words. Hence, the repetition
helped the students to improve their vocabulary knowledge.

Furthermore, using Subtitled Video in teaching vocabulary could also

improve students’ active participation. The factor that could improve students’ active
participation was the use of note taking. Note taking was the one of the indicators of
observation. In this research, the students were allowed to make a note during
teaching and learning process. Boch and Piolat (2005) stated that note taking allowed
students to gather information from lectures, books, or any other situation. Therefore,
note taking made the students easier to know the meaning of the new words or the
unfamiliar words. The more students record, the more they remember and the better
they perform on exams (Johnstone & Su, 1994).

This research was done only in one cycle. English learning meeting is usually
held twice a week, but during this pandemic condition, the English learning meeting
was held once a week. Therefore the time given was limited. Although the English
learning meeting was only held once a week, the result of the observation and
vocabulary test showed that using Subtitled in teaching Vocabulary brought
improvement to the students. To conclude, this research showed that the
implementation of Subtitled Video was able to improve the students’ participation
and their enthusiasm in the teaching and learning process. In addition, Subtitled
Video was able to improve the students’ vocabulary achievement.