IMPROVING VOCABULARY MASTERY BY USING FLIP CHART MEDIA AT GRADE VIII STUDENTS OF SMP NEGERI 1

A thesis 

CHAPTER IV

RESEACRCH RESULT

As mentioned in earlier chapter, in order to evaluate to students’ vocabulary mastery through flip chart media, the researcher has calculated the data using test which is multiple choice test. Applying quantitative analysis, the researcher used the formulation of mean score. Next, the researcher described the data as follows:

A.       Data Description

In this chapter presents finding and discussion based on analysis and result of data collected from implementation Flip Chart Media in the classroom. This chapter, the researcher would like to analyze each data that has been gotten from the teaching process and evaluation in each cycle of this research. In this research, analyze was started from cycle 1 up to cycle 2, because this research used action research. Furthermore, analysis was done with observation.

1.      First Cycle

The first cycle was done at 5^th and 6^th December 2019. In this case conduct for two meetings. It carried out from the meeting was done for 80 minute. Every meeting was done for 2 x 40 minutes. So, two meetings were done for 4 x 40 minutes. It was done in VIII-B grade of SMP Negeri 1 Batang  Angkola, consisted 31 students. Researcher described the result as follow:

 

 

a.       Planning

Before the researcher was conducted, the researcher had to prepare and plan the materials that would be taught to the students. It was planning stage. The researcher made lesson plan based on the lesson plan based on the syllabus and flip chart media. Flip chart media should meet the goal of the teaching and learning. The goal of this teaching and learning process was facilitating the students to memorize the vocabulary.

      In this cycle, the researcher used flip chart media. Flip chart media was related and familiar to students for easily to memorize vocabulary. The teaching and learning process in this cycle was divided into two meetings. The first meeting was conducted on Thursday, December 5^th, 2019. The second meeting was on Friday, December 6^th, 2016. Every meeting took about 80 minutes.

      The researcher planned to apply flip chart media to teach vocabulary mastery. Firstly, the researcher planned to brought flip chart and gave to the students. The researcher ask to the students, do they like flip chart media and what is advantages and disadvantages of flip chart in the classroom.

b.      Action

The researcher administrated this cycle in two meetings. It seemed too short because one meeting consisted of 80 minutes. The researcher prepared the materials according to the students’ needs, interest, and curriculum applied in the school since they focused on the flip chart media. She preferred applying the text-based syllabus design in teaching and learning process. This syllabus led them construct a text, to be able work both in group and individually, and to en larger their reading vocabulary. The description of the actions is a follows.

1)      First Meeting

The first meeting of the first cycle as held on Thursday 5^th, 2019. As what have been decided by the English teacher and the researcher in the planning stage, the class would be instructed by the researcher in every meeting during the research. Meanwhile, the teacher became the observer. The class started at 07.30 AM. The lesson lasted 2 X 40 minutes.

The researcher came into the class together with English teacher. The researcher opened the class by greeting the students and checking the students’ attendance. There were not students who was absent on that day. The researcher explained the purpose was not for teaching like usual but for research. The researcher also gave motivation and giving the learning material to the student by using flip chart media.

Before explain about the material, the researcher asked to students, tell to researcher about vocabulary. Then, the researcher explained about vocabulary by using flip chart media.

At the end of the lesson, the researcher asked the students to tell what they have learned in class that day in brief. The researcher make conclusion of the lesson and then make the closing to end the class.

2). Second Meeting 

The second meeting of the first cycle was conducted on Friday, December 6^th, 2019. The researcher greeted the students cheerfully. The researcher then checked their attendance list. They looked sleepy at that time. After the researcher asked them what actually happened, they answered that they felt sleepy because of the gloomy day. The researcher did not start the class directly. Researcher though that they were not ready yet. So, the researcher decided to have a little talk with them to build their interest in learning today. After that, the researcher led them to start focusing on the lesson.

In the second meeting, the researcher brought flip chart, and the researcher explained about the material by using flip chart media. Such as, advantages and disadvantages from flip chart media. The researcher gave the students a flip chart. The researcher asked to students to tell one by one picture based on flip chart media. The researcher asked to students about vocabulary based on flip chart media. Such as, name of things in market, in building and name of the transportation. There were many students tell their name of things based on flip chart media. The researcher then asked the students to try translating the word in English. The research helped to correct them more appropriate ones. After that, researcher gave them a test which related to the material based on flip chart media in first cycle. Before she asked them to answer, the researcher explained what they should do. After all students understood what they had to do, they started to answer the multiple choice test in first cycle.

c.       Observation

Based on observation sheet, in class still had some problem such as most of the students got difficulties. The difficult was they misunderstood about the meaning, because the students not understood all the meaning in the test. The students talked to each other out of the meaning when they felt bored and made the class become slightly noisy. The last students felt unconfident with their vocabulary.

       The researcher could conclude that there were several problems in the classroom such as;

Table.5 Problem and Solution of External Factors in Cycle 1.

No	Activities	Problems	Solution
1.	Students’ still lo motivation when learning vocabulary mastery.	Students felt bored of this lesson and more students seem to be no longer interested toward English	Motivated them and give advice that this lesson very useful for final examination
2.	Students’ difficulties in understanding about material.	Students lack of comprehension about vocabulary	Students needed to understand more about material which were applied in the classroom
3.	Students not enthusiastic when they are learning teaching process	Students talked to each other out of the topic when they feel bored and become slightly noisy	Students needed appropriate the material in teaching and learning process to keep them interested
4.	Students were not confident to tell their opinions during the lesson	Students still hesitated to tell their minds because were afraid of making mistake	Large group and medium group activities were good at promoting students’ self –confidence

                Source: Result Observation of Researcher and Co-Teacher

The result of  students vocabulary mastery.  The total of students there are 31 students in the class. There are some levels score of them. The mean score in the class was 70.12 score. 3 students got 60 score, 2 students got 61 score, 2 students got 63 score, 2 students got 66 score, 2 students got 68 score, 1 student got 69 score, 3 students got 70 score, 3 students got 71 score, 2 students got 73, 4 students got 74 score, 4 students got 75 score, 2 students got 80 score, 1 student got 84 score.  

      Based on score of students, it could be concluded that there were 7 students passed the Minimum Mastery Criteria (KKM), that is 75 score. Meanwhile, the others did not pass the KKM. There are 24 students who got before 75 score. The researcher would describe as the following table:

 

 

Table.6 Students’ Score Test in Cycle 1

No	Students’ Initial	Test Score
1	AM	61
2	DA	66
3	FS	63
4	FH	66
5	HAP	68
6	KS	60
7	KY	80
8	MHS	75
9	ME	71
10	NSB	70
11	NH	80
12	NA	75
13	NF	75
14	NJ	74
15	RH	60
16	RA	60
17	RFWD	84
18	RF	63
19	RYZ	61
20	SB	73
21	SR	73
22	SFS	75
23	UR	69
24	WF	71
25	GS	70
26	RW	68
27	RF	74
28	MN	70
29	RW	71
30	FM	74
31	RK	74
	Total	2174
	Mean score	70,12
	Percentage	22,58

  Source: Students’ result test in cycle 1

Based on above table, it could be seen that total of students’ mean score from each was 70.12. To know the classification quality of students’ score in vocabulary mastery, the researcher should know the percentage of the students’ mean score. The way were the total students who passed the KKM (7 students) times 100% and divided to the total of students (31), the result was 22.58%. So, the percentage of the students’ mean score was 22.58%. To know revelation of data was done to grouped score of vocabulary mastery which the total classes 5 and interval 5.

      Based on the explanation of students’ score, 22.58% was low criteria. It means that the students’ vocabulary mastery was still low. To make be clear the students’ vocabulary based on score. The researcher present with computed of the frequency distribution of the student’s score of group can be applied in to frequency distribution as follows:

Table.7 Frequency Distribution of Vocabulary Mastery in Cycle 1

Instrument value	Frequency absolute	Frequency Cumulative (%)
60 – 64	7	22,5 %
65 – 69	5	16,1 %
70 – 74	12	38,7 %
75 – 79	4	12,9 %
80 – 84	3	9,6 %
Total	31	100 %

 

From  the above table, it was known that the revelation of students vocabulary mastery showed that the respondent an value 60 – 64 were 7 students (22,5%), value 65 – 69 were 5 students (16,1%), value 70 – 74 were 12 students (38,7%), value 75 – 79 were 4 students (12,9%), value 80 -84 were 3 students (9,6%).

Based on score in first cycle from the frequency distribution, it can be looked like as diagram below:

Figure 3 the Histogram of Vocabulary Mastery Data in Cycle 1

 

From those conditions, the researcher realized that the first cycle was less, or the result of first cycle was not success for improve the students vocabulary mastery. It could be concluded that the action should be repaired and change to improve students’ vocabulary mastery again. The researcher should change the trick or the new atmosphere in teaching learning process activity in the next cycle.

d.      Reflection

Based on the result of the observation and the score of the students in this cycle, most of the students were still confuse to answer the test. Based on observation, most of students still lack motivation. Students not enthusiastic when they learning vocabulary mastery. The students were not confidence to speak up their vocabulary during the lesson. The students were difficult to mastery. It can be seen from the observation sheet.

For this condition, the researcher realized that the first cycle was less, as a result of the first cycle was less success for improved the students vocabulary mastery. It can be concluded that, the action should be repaired and changed for improve students vocabulary mastery.

The researcher and the English teacher decided to give flip chart media full color with the word. So, the students would be interested about it and easier to remember new vocabulary. They would gave them more training the material by using flip chart media. They would apply the material by flip chart activities which were more enjoyable for the students.

Then, the researcher designed the lesson plans and the materials that would be used in the second cycle. The teacher-researcher also prepared the learning media that would be used in the second cycle. The result from first cycle still low and the researcher changed from individually to group of students. The last, the researcher concluded that the first cycle should be repaired especially in lesson plan, material the teaching leaning process foe the next cycle.

 

 

 

2.      Second Cycle

The second cycle was done at 16^th and 17^th December 2019. In this case, was conducted for two meetings.  Every meeting was done for 2 x 40 minutes. The researcher described the result as follow:

a.    Planning

In cycle 2, the researcher still used flip chart media to improve the students’ mastery vocabulary. The second cycle contained two meetings. The first meeting was done on Monday, December 16^th 2016 and the second meeting was done on Tuesday, December 17^th 2016.

Based on the observation in cycle 1, most of the students still low motivation. Students were not enthusiastic in vocabulary mastery. The students were not confidence to speak up their vocabulary during the lesson. The students were difficult to read. In the first meeting of cycle 2, the researcher planned to give a flip chart about name of things based on material. Next, the students were asked to identify the vocabulary that have they seen. The researcher divided group of the students and gave flip chart media each group.

In the last meeting of cycle 2, the researcher planned to give a test for the students as the second test. The meeting was conducted on December, 17^th 2016. After discussing with the collaborator, the researcher planned to mastery the students’ vocabulary as the result of Cycle 2. The students did the test in individually. They were asked to mastery the vocabulary based on the flip chart media.

b.      Action

In the step, researcher conducted in two meetings. They were on December 16^th and 17^th, 2019. The text type was still a flip chart media. She selected the theme based on their lesson and the curriculum applied in the school. The implementation of the actions is described as follows.

1)      First meeting

      The first meeting of the second cycle was conducted on Tuesday, December 17^th 2019. The class started at 08.00 AM. The researcher started the class by greeting the students and checking the attendance list. The researcher began the lesson by telling the students about the topic they are going to learn that day and then doing the lead-in process.

      The researcher emphasized on its rules, especially the important of being not judge material in speaking up vocabulary mastery.

      The researcher brought a flip chart media which have full color. So, the students interest with it. The class members looked surprise and excited.  Researcher asked the students for paying attention the person in flip chart media. Researcher gave flip chart to the students each group. The researcher asked to students to mastery it.

 

2)      Second meeting

      The second meeting was held on Tuesday, December 17^th, 2019. The researcher entered the classroom. She greeted the students warmly. It aimed to remind them about vocabulary based on flip chat media. The researcher then checked their attendance list. Nobody was missing on that day. That was good because all of them could participant in the test. The researcher had a little talk with them. In this meeting, the researcher gave a test (multiple choice) in cycle 2 to students.

c.       Observation

The result of students’ vocabulary test in Cycle 2 showed the improvement of students in vocabulary. In the result of test in cycle 2, there were 28 students who passed the KKM. Even though there were 3 students did not pass the KKM but they got improvement in vocabulary. The total score of students in vocabulary was 2.676. To know the mean score of the students’ result test in cycle 2, the researcher divided the total score of students (2.676) to the total of students (31 students) in the class, the result was 86.32. So, the mean score of the students in cycle 2 was 86.32. To make be clear about the students’ mean score in vocabulary in each cycle, the researcher would present in the following table:

 

 

Table.8 Students’ Score Test in Cycle 2

No	Students’ Initial	Test Score
1	AM	75
2	DA	75
3	FS	78
4	FH	82
5	HAP	82
6	KS	70
7	KY	98
8	MHS	85
9	ME	84
10	NSB	84
11	NH	98
12	NA	92
13	NF	90
14	NJ	82
15	RH	69
16	RA	75
17	RFWD	98
18	RF	75
19	RYZ	69
20	SB	94
21	SR	90
22	SFS	92
23	UR	87
24	WF	95
25	GS	97
26	RW	87
27	RF	90
28	MN	94
29	RW	95
30	FM	97
31	RK	97
	Total	2.676
	Mean Score	86.32
	Percentage	90,32%

                Source: Students’ result test in cycle 2

Based on above table, it showed that the improvement happened in cycle 2. The students could improve their score in each vocabulary test. The mean score of students’ vocabulary mastery by using flip chart media in cycle 2 was 86.32. While in the cycle 1 was 70.12. It means that the students’ mean score in cycle 2 was higher than the students’ score in cycle 1.

To know the classification quality of students’ score vocabulary, the researcher should know the percentage of the students’ means score. The way were the total students who passed the KKM (28 students) times 100% and then divided to the total of students (31 students), the result was 90.32%. So, the percentage of the students’ mean score in cycle 2 was 90.32%. Based on the classification quality of students’ score, 90.32% was very good criteria. It means that the students’ vocabulary was very good criteria in cycle 2. To know revelation of data was done to grouped score of vocabulary mastery which the total classes 5 and interval 6.

      From the explanation of students’ score, 90.32% was very good criteria. It means the students’ vocabulary mastery was very good criteria. To make be clear the students’ vocabulary based on score. The researcher present with computed of the frequency distribution of the student’s score of group can be applied in to frequency distribution as follows:

Table.9 the Frequency Distribution of Vocabulary Mastery in Cycle 2

Instrument Value	Frequency absolute	Frequency Cumulative (%)
69 – 74	3	9,6
75 – 80	5	16,1
81 – 86	6	19,3
87 – 92	8	25,8
93 – 98	9	29,0
Total		100%

 

Based on the above table, it was known that the revelation of students vocabulary mastery showed that the respondent an value 69 – 74 were 3 students (9,6%), value 75 – 80 were 5 students (16,1%), value 81 – 86 were 6 students (19,3%), value 87 – 92 were 8 students (25,8%), value 93 – 98 were 9 students (29,0%).

Based on score above in first cycle from the frequency distribution, it can be looked like as diagram below:

Figure 4 the Histogram Of Vocabulary Mastery Data in Cycle 2

 

From the above figure, it could be seen the improvement of students’ mean score from cycle 1 to cycle 2. The students’ mean score in cycle 1 was 70.12 (22.58%) while in cycle 2 was 86.32 (90.32%). Therefore the researcher concluded that the indicators of test, observation note sheet, and teacher’s observation had been achieved in this research. Therefore, the researcher could be ended in this cycle.

d.      Reflection

The result of students’ vocabulary mastery in both test and observation at the second cycle showed improvement. The implementation flip chart media was able to improve of students’ in vocabulary mastery. It can support the students to mastery and facilitated them in learning vocabulary. It made the students feel easy so that vocabulary not became a daunting task. They could easily memorize new vocabulary and mastery so that they could perform the vocabulary task more effectively. The implementation of flip chart media could also made the students’ interest and motivation for involving their selves in the learning process especially vocabulary.

B.     The Comparison Result of Action

Researcher made the comparison the result of vocabulary mastery between first cycle and second cycle. Researcher used quantitative in technique of analyzing the data. It would analyze the data based on the score to decide the improvement of students’ vocabulary mastery. The formula would calculate students’ vocabulary mastery trough flip chart media. Firstly, the researcher calculated the students’ mean score of the test. Secondly, researcher calculated the percentage of students’ improvement in the first cycle and second cycle.

In the first cycle, most of students were less in identifying the meaning of words and identifying the use of words. It could be seen from their score in cycle 1. The value above has shown the result of students’ vocabulary mastery in first cycle. The mean score in first cycle was 70.12 score. 3 students got 60 score, 2 students got 61 score, 2 students got 63 score, 2 students got 66 score, 2 students got 68 score, 1 student got 69 score, 3 students got 70 score, 3 students got 71 score, 2 students got 73, 4 students got 74 score, 4 students got 75score, 2 students got 80 score, 1 student got 84 score. 

Actually, the all students are 31 in the class VIII-B, but it just there were 7 students passed the minimum mastery criterion (KKM), that is 75 score. Meanwhile the others did not pass the KKM. There are 24 students who got score before 75 score. There as the formula to calculate mean score:

M =

M =

M =70, 12

It could be concluded that the mean score of students in the first cycle was 70.12. Based on the standard of the value in SMPN 1 Batang Angkola, it could be categorized as average.

Next researcher need to calculate the percentage of students’ score who passed the Minimum Mastery Criterion (KKM). To know the percentage of students’ score who passed the Minimum Mastery Criterion (KKM) in the first cycle, researcher used formula below:

P = x 100%

 

P = x 100%

 

P =  22. 58%

Based on the classification quality of students score in the Chapter III are 22. 58%. It means categorized into low.

Secondly, in the second cycle, it could be conclude that there were 2 students got 69 score, 1 students got 70 score, 4 students got 75 score, 1 student got 78 score, 3 students got 82 score, 2 students got 84 score, 1 student got 85 score, 3 students got 87 score, 3 students got 90 score, 2 students got 92 score, 2 students got 94 score, 2 students got 95 score, 3 students got 97 score, 2 students got 98 score. Then, from 31 students in the class VIII-B, there were 28 students passed the Minimum Mastery Criterion (KKM), that is 75 score. Meanwhile the others did not pass the KKM.

According to researcher and co-teacher, the students’ vocabulary mastery by flip chart media in class VIII-B improved significantly. The teacher calculated the mean score by using the formula below:     

M =

M =

M = 86. 32%

Based on standard of value in SMP Negeri 1 Batang Angkola, it could be concluded the mean score was include into very good category.  `          

Next researcher need to calculate the percentage of students’ score who passed the Minimum Mastery Criterion (KMM). To know the percentage of students’ score who passed the Minimum Mastery Criterion (KKM) in the second cycle, researcher used formula below:

 

 

 

 

P = x 100%

 

P = x 100%

 

P =  90. 32%

The improvement students’ vocabulary mastery from the cycle I and cycle II, it could be seen table below:

Table.10 comparison of students’ vocabulary mastery in cycle 1 and cycle 2

No	Students’ Initial	Cycle 1 first cycle	Cycle 2 second cycle	State
1	AM	61	75	Improved
2	DA	66	75	Improved
3	FS	63	78	Improved
4	FH	66	82	Improved
5	HAP	68	82	Improved
6	KS	60	70	Constant
7	KY	80	98	Improved
8	MHS	75	85	Improved
9	ME	71	84	Improved
10	NSB	70	84	Improved
11	NH	80	98	Improved
12	NA	75	92	Improved
13	NF	75	90	Improved
14	NJ	74	82	Improved
15	RH	60	69	Constant
16	RA	60	75	Improved
17	RFWD	84	98	Improved
18	RF	63	75	Improved
19	RYZ	61	69	Constant
20	SB	73	94	Improved
21	SR	73	90	Improved
22	SFS	75	92	Improved
23	UR	69	87	Improved
24	WF	71	95	Improved
25	GS	70	97	Improved
26	RW	68	87	Improved
27	RF	74	90	Improved
28	MN	70	94	Improved
29	RW	71	95	Improved
30	FM	74	97	Improved
31	RK	74	97	Improved
	Total	2174	2676
	Mean score	70. 12	86.32
	Percentage	22. 58%	90. 32%

 

Based on above table, 28 students got improvement and 3 students got constant their score.

The comparison score of students in cycle 1 and cycle 2 based on test showed that from 7 students who passed KKM in cycle 1 to be 28 students in cycle 2. It could be concluded that the students’ vocabulary mastery by using flip chart media was improved from the previous cycle. It could be provided from the total score in cycle 1 was 2174 while in the cycle 2 was 2556. Besides that the mean score of students score in cycle 1 was 70. 12 (22.58%) while in cycle 2 increased to be 86.32 (90.32%). To see the improvement of the result of students vocabulary score from cycle 1 until cycle 2, researcher describe as following table:

Table 11 students mean score vocabulary mastery in cycle 1 and cycle 2

Indicators of Vocabulary	Mean Score Cycle 1	Percentage	Mean Score cycle 2	Percentage
Identifying the meaning of words	38.03	22.58%	43.09	90.32%
Identifying the use of words	32.22		43.22
Total	70.12		86.32

    Source: students’ mean core of result test in cycle 1 and cycle 2

Based on the above table, it can be concluded that the students means score in each indicators by using flip chart media at grade VIII-B was increased in cycle 1 to cycle 2. The students mean score in each indicators improved in the cycle 2. It could be provided from the mean score of students in each indicators.

The indicator of identifying the meaning of words in cycle 1 was 38.03 increased to be 43.09  in cycle 2, the mean score of identifying the use of words was 32.22 in cycle 1 increased to be 43.22 in cycle 2.

From the above data, the total mean score of students in cycle 1 was 70.12 increased to be 86.32 in cycle 2. Beside that the percentage of the students’ mean score in cycle 1 was 22.58% (low criteria) while the percentage of the students’ mean score in cycle 2 was 90.32% (very good criteria). It means that the comparison of the mean score criteria from cycle 1 and cycle 2 were different. The comparison percentage from the cycle 1 and cycle 2 was 67.74%. it means that the improvement of the students’ mean score in cycle 1 and 2 was 67.74%. to make be clear the comparison mean score of the students in each indicators from cycle 1 and cycle 2, the researcher would describe it in the following figure above:

Figure 5 Improvement of Students’ Indicator Vocabulary Mastery in Cycle 1 and Cycle 2

 

From the above chart, it could be seen the differences of the students’ score in each indicators of vocabulary mastery. The indicators of students score was increased in cycle 1 to cycle 2. The improvement also can be provided from the students’ mean score. The improvement of the students vocabulary mastery from the mean score of cycle 1 and cycle 2 could be seen on chart below:

Figure 6 the Comparison Mean Score of students’ Vocabulary Mastery in Cycle 1 and Cycle 2

 

Based on above result of data analysis and research finding, it could be summarized that students’ vocabulary mastery improved in cycle 2. From the test in cycle 1 the students mean score was 70.12 increased to be 86.32 in test cycle 2. It means that the implementation of flip chart media can improve students’ vocabulary mastery.

 

 

C.    Discussion of the Research Findings

Based on the result of the research, the researcher has proven that flip chart can improve students’ vocabulary mastery. Vocabulary is one aspect should be owned every students to make them master in vocabulary. It support on the theory that states at previous chapter findings. Zeni Sarifah show that research show that there is improvement of the students’ vocabulary mastery through the use of vocabulary cards. By implementing vocabulary cards game the students became more confident to speak up and easier to memorize new words. It also made the students participate more in the learning activities and get more chance to communicate. The improvement was also supported by the students’ average score which increased to 68.8 from the average score of pre-test which was 49.3. [1] This research agreed with Zeni Sarifah’s research this research also found that flip chart media improved the students’ vocabulary mastery. It is shown the by the improvement of each indicators: indentifying the name of words, identifying the use of words.

Nasmah Riyani found The data analysis each item showed that 84,84%. It means that students’ perception of flip chart media in teaching vocabulary was categorized strongly agree.[2]

Puspita Purnamasari show the results of this study are the value of t-test is 5.73 and the critical value of t-table from the degree of freedom 70 with the significant level 5% is 2. It means that the value of t-test is higher that critical value of t-table. In other word the hypothesis was accepted.[3] It means it can be concluded there is significant effect of using flip chart on vocabulary achievement

Hardiyanti show the data of result are The result are the significant score sig (2-tailed) 0.00≥α (0.05), then H0 hypothesis is rejected and HI is accepted. Thus it can be said that there is the effect on using Flip Chart Learning Media toward Students Biology Learning Outcomes. [4]

From the above explanation, the researcher found the similarity with the others researcher and the theory which is related to flip chart. It was based on the data in first cycle 70.12 (22.58%) and 85.96 (90.32%) in the second cycle. It means that there had 15.48 (67.74) improvements for mean score and the percentage of students who passed the KKM in vocabulary mastery by using flip chart media. It can be concluded that the researcher had been success in doing the research.

D.    The Threats of the Research

There were some aspects that could threat for this research. The threatening came from the problems of students. Students who has not much vocabularies, students’ laziness, and students who did not know the meaning of words. So, they did not answer the test seriously. It made noisy and disturbed others. Researcher should explain mare about learning material. It made longer time. There were some students who almost slept and made some noises in the classroom.

Flip chart is a media for students. So that, the students memorize vocabulary with see picture based on flip chart. Students more interest to their own flip chart that will become their own memorized material. Thus, by using this approach students will be more fun and easy to be done. Students had motivation because students would create vocabulary by themselves. By applying flip chart media, students would be more active. Finally, flip chart media could improve students’ vocabulary mastery VIII-B students of SMP Negeri 1 Batang Angkola.

 

 

 

 

 

 

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[1]Zeni Safirah, “Improving Vocabulary Mastery Through Vocabulary Cards of Grade Vii Students at SMP Institut Indonesia Yogyakarta In The 2015/ 2016 Academic Year” (Institut Indonesia Yogyakarta, 2016), eprints.uny.ac.id.

[2]Nasmah Riyani, “The Students Perception of Flip Chart in Vocabulary” (University Sembilanbelas, 2017).

[3]Puspita Purnamasari, “The Effect of Using Flip Chart on Vocabulary Achievement of the Fifth Year Students of SDN Kotakulon 2 Bondowoso” (Muhammadiyah University of Jember, 2009), digilid.unmuhjember.ac.id.

[4]Hardiyanti M, “The Effect of Using Flip Chart Learning Media Toward Students Biology Learning Outcomes”(Universitas Negeri Makasar, 2018), http://www.worldresearchlibrary.com.id.