CHAPTER IV THE RESULT OF THE STUDY The aim of the study is to know the use of ostensive means can

improve students vocabulary mastery or not. This chapter consists of introduction, research implementation, and discussion. It describes the findings and discussion about implementation of ostensive means in improving students vocabulary mastery. The implementation consists of two cycles which describe planning, acting, observing, and reflecting on each cycle. A. Introduction Before implementing the action, the researcher did the preliminary observation to identify problems which happened during the teaching learning process. The researcher also interviewed the teacher and some students, conducted the test too. By doing those activities, the researcher could decide what kind of solution would be appropriate to overcome the problem. Based on the interviewee to the English teacher, the researcher learned that the students had problems in mastering English vocabulary. The English teacher stated that the students found difficulty in memorizing new words, spelling the words and their pronunciation were not accepted. Whereas, the mastery of words influences the students in mastering English, it is important to improve the vocabulary mastery itself. Meanwhile, the interview with the students also showed that they had vocabulary problems. Most students said that learning English was difficult because of the difference between the English spelling and its pronunciation. Most of the students had difficulty in sound /:/ and // for example in the words /t V W:r/, /sket b:d/, /rbt/, /rp skpp/. They tended to

pronounce the letters of word in the mother tongue style. They also confused when the teacher ask them to say and write in English sentence. 41

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Based on the pre-observation result, the researcher found some problems arisen in the classroom. Some students showed no interest in English class so that the class was difficult to control. Some students seem pay attention to the teacher but actually they day dreaming. They did non-academic activities rather-than focusing to the lesson and the students were passive in the class. From the pre-observation, the researcher also found some causes of the students problem in mastering vocabulary. First, lack of language input from the teacher which made the students vocabulary mastery was low. Second, there was limited of time to practice pronunciation in the class. Third, the students have low confidence to speak up in the class, most of students were still unwilling tried to speak English. And fourth, lack of interest from the students to the English lesson. The technique of presentation used by the teacher was not interesting to the students. Based on the vocabulary test conducted by the researcher, it showed that the students got poor scores. The mean score gotten from meaning test was 52.5 whereas for the mean score of spelling test was 55.6. However, KKM (Kriteria Ketuntasan Minimal) or the criteria of English passing score is 60. The students score was lower than the minimum score that should de achieved, so this was an indicator of the problem. Looking at the problems faced by the students and the causes of the problems, the researcher decided to apply ostensive means as the technique in teaching vocabulary through classroom action research in order to improve students vocabulary mastery and to change the students behaviors during teaching learning process. The Researcher believes that the use of ostensive means through realia, picture and body would help the students to master the words easily. The concept of ostensive means is to provide the activities that are meaningful trough deep experience during teaching learning process make the students can keep their remembrance to the words. In addition, use of realia, picture and body is a way to attract students attention, focus and interest in the classroom. Thus the class condition also can be handled more easily.

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B. Research Implementation In doing this action, the researcher acted as the teacher with the help of an observer. The observer is as informant about activities done during the action. Moreover, the researcher also worked collaboratively with the observer in designing and planning the research then discussing and revising the result of the study. The researcher did the action in three weeks because of the limited time. It is close with the final examination schedule held on May. She condensed the schedule with the permission from the teacher of class, English teacher and principle certainly. This action research was conducted in two steps; they are pre research and implementation. The researcher did pre research observation on February 2011 then the action was carried out on May and June 2011. There were two cycles; first cycle consists of three meetings and the second cycle consists of two meetings. Each meeting spent 70 minutes. The first cycle was conducted in May 12nd 2011, May 19th 2011 and in May 23rd 2011. The researcher used toys and games as the topic. Meanwhile, in the second cycle, she did two meetings in May 30th 2011 and June 3rd 2011 with the same topic. Each cycle in this action research consists of six steps. They are identifying the problems, planning the action, implementing the action, reflecting the action and revising the plan. All of them will be explained as follows: 1. Cycle 1 a. Planning the action The researcher made planning the action on the first cycle based on the problems that were identified during the pre-research observation, interview and test such as students difficulty in remembering new words, students pronunciation were not accepted, low of interest in English class and their attitude in the classroom. Looking at those problems, the researcher made a plan to conduct a study by focusing on improving the students vocabulary mastery by using

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ostensive means. The study aimed at helping the students to master English vocabulary by showing realia, picture, and object in the classroom. In this cycle, the researcher planed to combine ostensive means by conducting drilling and dialog to improve the students pronunciation and the students remembering to the new words. Drilling activity was conducted in every meeting by showing ostensive means; the researcher asked the students to repeat what she said and pronoun the words by their self. By practicing dialog in front of the class also can improve the students confidence. The researcher also planed to conduct catechizing with ostensive means and matching words to help the student grasp the meaning of words. Catechizing was done related to the theme toys and games by class and individually. With the help of picture in the matching words activity, it can help the students grasp the meaning of words meant and remember them easier. She used blackboard as media to make clear the spelling of words after introducing the words; the researcher write the name of words based on words have mentioned. The researcher also conducted diction test to improve the students spelling words; with the students, the researcher check and make clear their spelling. And bringing picture and realia in the class, used it in the game expected can improve the students involvement in the classroom activities and draw their attention during the teaching learning process conducted. Before doing the action, the researcher prepared some materials used during the action. She prepared picture, realia appropriated with Toys and Games topic, lesson plan, and worksheet. The researcher was helped by an observer in observing the whole of teaching and learning process during the action in the classroom. The researcher prepared the camera used to take photograph of teaching learning activities. She also prepared the note book to noting about everything happened in the classroom during teaching learning process. The researcher planned pre-test and post-test to know the students vocabulary improvement before and after the action research. The tests were multiple choice tests and subjective test. The pre test was conducted on Friday,

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May 6, 2011. From the pre-test result, the mean of the students score was 4.5. The researcher then made lesson plans for cycle 1. The teaching materials were based on the new topic; it was toys and games based on the lesson syllabus. b. Implementing the action The researcher used Toys and Games as the topic in the first cycle. The first cycle was conducted in three meetings. Each meeting took 70 minutes. The researcher used ostensive means as the material to present the new words. 1. First Meeting The first meeting conducted in May 12th 2011. Here, the researcher was helped by Mr.TM as the observer. The lesson started at 09.00 a.m and ended at 10.10 a.m. In the first meeting, the researcher had a plan to introduce words related to the topic. That was the section where the researcher made the students understood about new words by presenting picture, realia, and object (ostensive means). The researcher dominated the teaching learning process with drilling the new words. In the beginning of the lesson, the researcher greeted and checked the students attendance. She began the lesson with showing some toys and games and asking the students to guess what toys or games meant. She asked students, hi! What is your name? What is it? Apa ini? What are they doing? Apa yang sedang mereka lakukan? (Showing ostensive means). Those questions were given to some students. After the answer-question with the students, the researcher stated the topic then asked the students to mentions what toys and games that they knew. The students mentioned the words in Indonesia. The researcher asked them to pay attention and pronounced those words while showing realia or picture. She asked the students repeated the pronunciation after her, repetition began from one person continued to the each row of the students seat and then repeated together. The researcher did that activity for many times. After that the

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researcher wrote the toys and games words on the blackboard to clear its spelling and asked the students to note. The researcher used the words had been written on the black board in to simple sentences. T : A : What games do you like, hopscotch or playing chess? B : I like playing chess. S : A : B :.. T : I like gunny sack race S : T : Dinda likes doll S : . Lets play hopscotch. Lets play The researcher read the sentences and explained the meaning. The class practiced to read them by repeating after the researchers example. Then she asked the students to write the simple sentences based on the toys and games showed in front of the class. The researcher checked the students writing. She also corrected the students mistake and wrote the right one on the blackboard. In the last meeting of teaching, the researcher distributed the worksheet. The students were asked to do matching words question. But the time was out. Some of them hadnt finished that yet. So the researcher had to the students to finish that task at home and it would be discussed at the next meeting. 2. Second Meeting The second meeting conducted in May 19th 2011. The lesson started at 09.00 a.m and ended at 10.10 a.m. The researcher began the lesson by greeting and checking the students attendance then together with students. She and the students checked the homework. After that she redid the material had been learnt the last meeting with ostensive means. She reviewed the vocabulary

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related to the topic, asked the students to guess and pronounce the words. She corrected the students pronouncing mistake then asked the students repeated after her. In the second meeting, the researcher began to combine ostensive means with other activity. Next activity was the researcher distributed the paper of dialog toys and games to be practiced with the seatmate. The class became very noisy. They spoke to each other. They thought that they could not practice the dialog and most of students were shy if they asked to practice in front of class. Getting on that condition, the researcher said that she would give the example, she practiced the dialog with the expression first. She pronounced the words in the dialog in many times. She also ensured the students for not to be afraid in practicing the dialog and making mistake in it, they had to be confidence in front of their friends. Then she asked some couples of students to practice in the front of class. The researcher monitored the students performance and corrected their pronunciation mistake. The researcher explained the dialog, what the content of it and the meaning of the words on it. After that she explained how to ask to another what toys and games he/she likes appropriate with the dialog. In the last time of teaching, the researcher conducted ask and answer activity once more with the students individually to check their pronunciation. 3. Third Meeting The third meeting conducted in May 23th 2011. The lesson started at 01.00 p.m and ended at 02.10 p.m. In this meeting, the researcher continued the teaching learning process by greeting and checking the students attendance like usual. Then she began the lesson with reviewed the last material. She asked the student with some question; T : What is it? (showing the realia and picture) S : .. T : I have toy car and a doll.

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T: What games do you like, toy car or a doll? S : What is it? (showing the toy gun). ZA chosen answered it is /t gn/. Good. The researcher asked to other students, I have toy car and a doll, what toys do you like, toy car or a doll? PR chosen I like a doll. Good you are smart, the researcher praised her. These questions were given to some students. The following activity, the researcher conducted competition game. The way to play that game was the researcher showed the realia, picture or gesture, the student competed to guess it (guessing game). They had to raise the hand first, who was the fastest would be chosen to answer and wrote his/her answer on the blackboard. The students were attracted to play the game. They raised hand and scrambling to be pointed. After the student answered the question, the researcher asked the other students to check their friends answer, the word spelling, together. If the answer was right, the researcher gave the reward. The fact that giving reward made the students was more enthusiastic to participate in the game. And then for the evaluation, the researcher continued by conducting diction test. The students wrote the name of thing based on the realia, picture and gesture showed. It spent much of time for the students to do it. They were looked so confuse. They tried to remember the spelling of the words. Some of them try to open the dictionary to get the meaning for every word. In several minutes time remained, the researcher and students discussed the answer together. After conducting three meetings for toys and games topics, the researcher conducted the first post-test on Thursday, May 26, 2011. c. Observing the action

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During the implementation of vocabulary learning using ostensive means as the technique, the researcher observed and wrote all the activities in the field note. Besides, the researcher also used interview and photograph as the technique in observing the action. In the first cycle the teaching learning process ran well. The researcher presented vocabulary by using ostensive means which is combined with other activities. 1. The First Meeting In the beginning of lesson at the first meeting, the class condition was quite enough. The students were still shy to speak with the researcher. When the researcher asked Students, what is it? Murid-murid, apa ini? (Showing the marbles), most of students answered in Indonesia. They answered Kelereng miss and some of them prefer to keep silent. Ok say in English please! dalam bahasa Inggris coba! they answered gak tau bahasa inggrisnya miss. One of the students, Handicka, he just answered with smile. Longer time in the class, the class situation became noisy. When the researcher asked the students with some questions, the students answered back and forth to the question so that made the class so noisy. They were enthusiastic to guess the words based on the pictures showed. In the first meeting, the students pronunciation were not accepted, they tended to pronoun /bl/ for /b:l/, /balon/ for /blu:n/, /uni Sk rs/ for /ni Sk res/, /dol/ for /dl/, /kt/ for /kat/, /tak V war/ for /t V W:r/, /haid nd sek/ for / had nd sek/, /skipping rop/ for /skpp rp/. 2. The Second Meeting In the learning dialog, the class was noisy. And to end that condition, the researcher practiced the dialog in front of class. The students paid attention to her directly. Then she asked some of couples to practice the dialog. On the initially, they were looked so shy to speak the dialog but, that

50

condition could be handled soon with the applause from the class to support their friend in the front of class. In practicing the dialog, some of them made mistake in pronouncing some words. They pronounced the words; what, like, hopscotch, monopoly, where, kite, field in wrong. Most of the students pronounced the words; /wa:t/, /lk/, /hopscot/, /monopol/, /wr/, /kt/, and /fl/, so their pronunciations sound funny and it had other students laughed. After the researcher corrected their pronunciations, the next performers of dialog could pronounce better. Some of them pronounced those words correctly. When the researcher asked the students about what games or toys they like individually, there were many respond and answers from the student. There some students answered with funny facial expression, just answered with smile, and there was a student answered I suka foot ball. 3. The Third Meeting When the game was conducted, the class condition was noisy but the students were looked so attracted. Most of students were enthusiastic to participate in the game. They raised hand and scrambling to be pointed. They paid attention when their friends guessed the words. Even there was a students who angry because he did not have an opportunity to answer the questions. Based on the result of diction test, the researcher found that the students still had difficulty in spelling the words. There were still many students made mistake in writing the words, such as hopscotch they wrote hopscoht, gunny sack race they wrote gunny sek rase, chess they wrote cheess etc. In the last meeting, the class pronounced some vocabularies correctly. When the researcher asked them to mention some words, most of them could pronounced the words correctly, the words like; tug of war, hide and seek,

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hopscotch, skateboard, balloon, what and where are pronounced /t V W:r/, / had nd sek/, /hapskac/, /sket

b:d/, /blu:n/, /wt/ and /wer/ directly. From the post test cycle 1 conducted, it was showed that there was improvement in the students achievement. It can be proved by the test score in post test which is higher than in pre test. The improvement can be seen from this table, Table 1. The Improvement in Achievement Score Score Total Score Sum of the Students Students Mean Score Pre-Test 145 32 4.5 Post-Test 1 216.5 32 6.8

The researcher splat up value data gotten from the test to be more specific based on the vocabulary aspect tested. It can be seen from table below,

Table 2. The Improvement in Vocabulary Aspect Vocabulary Skill Total Score Sum of the Students Students Mean Score Pre test Meaning Spelling 187 103 32 32 5.84 3.22 Post test 1 Meaning Spelling 269 162 32 32 8.4 5.1

The improvement in the pronunciation aspect also happened; it is appeared in the daily performance evaluation. In the end of meeting most of students could pronounced the words which they couldnt pronounce previously

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like

/t

W:r/,

/hapskac/,

/sket

b:d/, /blu:n/, /rp skpp/, /wt/ and /wer/ etc. d. Reflecting the action After analyzing the observation result in cycle 1, the researcher noted that the implementation of Ostensive Means in vocabulary teaching learning process give strengths and weaknesses. They are as follows: 1. Strength First, the students can grasp the vocabulary meaning. They could remember the vocabulary taught in the previous meeting. They could guess the vocabulary correctly. Second, there was an improvement in the students score. The mean score of pre-test 1 was 4.5 while the mean score of post-test 1 was 6.8. There was also an improvement in the pronunciation. Some students did not pronounce /tak V war/, /haid nd sek/, /hopscot/, /bl/, /balon/, /ni Sk rs/, /kt/, /skatebor/ anymore. They could pronounced sek/, /t V /b:l/, W:r/, /blu:n/, /had /ni Sk nd res/,

/hapskac/,

/kat/, /sket b:d/. Third, the students were interested in English class. From students involvement, it could be seen that all students participated in the activities. They were enthusiast in the game. In the practicing the dialog, most of them wanted to be chosen to perform in front of the class. Fourth, all vocabularies related to the topic could be presented by using realia and picture, therefore the use of body movement was very few. In the first meeting, the researcher presented the word yo-yo by pretending that she was playing yo-yo by moving her hands up and down. Then, the class was asked about what toy it was. The class recognized that it was yo-yo. The

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use of body movement also used in word hopscotch, the researcher by walking on tiptoes and dropped it on the ground. 2. Weakness First, from post test 1 result, it can be seen that the students spelling skill was still poor. The students spelling mean score was 5.1. It happened because when the researcher wrote the name of words in the blackboard, they do not want to write them. Many students prefer make conversation with others to make note of vocabulary learnt. After post test cycle 1 conducted, most of the students said that they knew the meaning of words meant but, they had difficulty to write the spelling of those words. Second, although the use of ostensive means is useful to draw the students interest in the class, the researcher found difficulty in controlling the students; the researcher had difficulty to keep the students in concentration during teaching learning vocabulary. Some students preferred keep their attention to the realia, picture and used it for game with their friends to the researcher explanation. It made the class was noisy. But, generally, the teaching learning process ran well.

e. Revising the plan To solve the problems happened in the cycle 1, the researcher revised the next action plan. In the next cycle, the researcher would emphasis to improve the students spelling skill and students concentration in teaching learning vocabulary process. To make it works, the researcher combined ostensive means with crossword puzzle game. By giving crossword puzzle, the students can learn and play with their thinking in doing the puzzle. 2. Cycle 2 a. Planning the Action

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The plan of cycle 2 was made based on the reflection which is got from the observation result. In the second cycle, the researcher would combine ostensive means with crossword puzzle still in the same topic toys and games. It is done in order to make a better result than first cycle. The post test 1 showed that the students spelling skill was still poor. The researcher also had difficulty to keep the students in concentration during teaching learning process. The researcher chose crossword puzzle; puzzles are a form of play. Puzzles that are too easy are disappointing; puzzles that are too hard are discouraging. And to solve the puzzle we must change how to interpret the picture. Crossword puzzle is useful to make the students enjoy in the learning vocabulary, it can to be a reflection and it can draw the students attention on the language in a concentrated but not stressful way. The way in doing the crossword puzzle help the students to remember the spelling of the words meant. For strengthening the crossword puzzle work, the researcher would use jumble word assignment. By helping of ostensive means, the students can arrange it easier. The researcher also would give the dialog again to improve the students pronunciation more and more. Before conducting the action, the researcher prepared ostensive means, students works sheet, lesson plan to guide the teacher, and everything needed in the action. For the game, the researcher prepared crossword puzzle paper. The students were asked to do the crossword puzzle based on the ostensive means the researcher showed. With crossword puzzle game, the students were challenged to guess about the words given through clues (ostensive means), wrote and fixed with boxes provided in the puzzle. This game was played individually. The student must do the puzzle accurately, who got the best score would be given present from the researcher. By giving the crossword puzzle, the researcher hoped it could motivate the students to be easier in learning vocabulary and more enjoyable in the classroom.

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b. Implementing the Action In the second cycle, the researcher still used Toys and Games as the topic because it was the last material based on the syllabus and it would be the one of materials for the end of semester examination for English. The researcher used ostensive means and crosswords puzzle in teaching learning process. The cycle two took two 2 meetings x 70 minutes. 1. First meeting The first meeting conducted in May 30th 2011. The lesson started at 01.00 p.m and ended at 02.10 p.m. The researcher began the teaching learning process with praying together and checking the students attendance. Then she asked some of students with same question, T: Do you know what toy or games it is? (Showing picture of gunny sack race) S: .. T: I have two toys, what do you like toy gun or toy car? S: .. T: Do you like playing chess? S: . Some students could get the question and answer it correctly. After that the researcher shown the ostensive means and pronounced it. Ok, I will show you some pictures and toys to you. Guess it then!. Artinya apa miss, saya gak mudeng. The students answer. Then the researcher said saya akan menunjukkan gambar atau mainan kepada kalian, tebak ya!. Then the researcher shown some toys and games, most of the students could guess the words correctly. The researcher pronounced after the students answered and they repeated then. The next activity was the researcher gave jumble words. The researcher gave ten jumble words, she wrote those on the blackboard. The students asked to answer based on the clue (ostensive means shown by the

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researcher). The student who could answer the question, write it on the blackboard and the other students evaluate his/her answer. If the student answer wrongly the other students competed to rewrite the correct answer. This activity made the class was lively; the students tried to fill the jumble words and checked their friends answer. After that the researcher gave puzzle. In the same as the previous activity, the students did the puzzle based on the clue shown. This activity ran for some minutes. The researcher and the students checked the answer together. The students, who can answer the best puzzle, got a reward from the researcher. The last activity, the researcher wrote some simple sentences on the blackboard: a. I have 25 marbles. b. Dina has turtle doll. c. Toto and Della have monopoly d. They are playing skateboard in the yard. e. Bobby is playing kite in the field. f. My brother brings robot. g. Andy and Tony bring their toys. h. I want to play rubric. i. Anna wants to play slide. j. Tina, John and Rachel want to play skipping rope. The researcher asked the students to write those sentences on their own book and explained it. In the last time of lesson, the researcher gave the student homework about the material had been given. The students were asked to make did the exercises on page 40-41 PAKEM. After that she closed the teaching learning process with praying together and greeting. 2. Second meeting

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The second meeting of cycle 2 was conducted in June 3rd 2011. The lesson started at 7.35 a.m. and ended at 08.45 a.m. It was the last meeting for the researcher in doing the action in the class. The researcher started the teaching learning process with praying together. The next activity done in the class was checking the students home work together. All of students did the home work. It proven that the students progress in anxiety to learn English especially vocabulary. After that she asked the students about what material the students hadnt understood in the previous meeting. The researcher asked that because this material was one of materials will be tested in semester test. Some students said that they still confused with the simple sentences gave in the previous meeting. They didnt know how to differ the use of is, am, are to be, has and have, and use of (V)s/es in the sentences. In other side, some of them has known it, because it fact was that material has been taught by the teacher in the semester-one. Finally the researcher explained it, reviewed the material. After reviewed the material the researcher gave paper of dialog. She and the students practiced it first together. The researcher said, What do you bring Jen? The students answered, I bring ropes. What is it for? the researcher practiced with the facial expression. It is for skipping rope game the students answered. Do you like play it? Yes, I do.. The researcher and the students acted both of dialogs in the paper. After that the researcher asked the students to practice the dialog in front of the class. Most of the students raised their hand and wanted to be pointed to practice the dialog. The students involvement in the dialog cheered up the class. Their pronunciations were much better than when they practiced dialog in the previous cycle. Most of them pronounced the words; marbles, chess, snake and ladder, skate board, mask, ball, doll, monopoly, and balloon, hopscotch, skateboard, rope skipping, what and like correctly.

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The last activity, the researcher gave the puzzle again. The students did the puzzle based on the ostensive means showed. Need not much of time for the students did the puzzle. The researcher saw that the students could spell the words much better. In the checking their work, most the students participated answer the puzzle. Then the researcher conducted the post test in the same day at 10.10 a.m. up to the end of test. c. Observing the Action All activities during the implementation of context in cycle 2 were observed by using the same technique which was used in the cycle one. The researcher used test, interview, photographs, and also field notes which was written by observer during the process of teaching and learning. The researcher used test to measure how far the students vocabulary mastery improved. Meanwhile, interview after the action was done to know how far students response to the use of ostensive means combined with crossword puzzle in learning vocabulary. The researcher also took photographs taken and made field notes to observe everything happened in the class during teaching learning process in the cycle 2. 1. First meeting When the researcher conducted the question-answer related to the topic toys and games, some of students could answer the question correctly. They pronounced the words much better than previous meetings. In the jumble words activity, the student have enthusiastic to answer. Most of them raised their hand. They participated in correcting their friends answer. If their friends answer was right, the class would be rumble with applause from the students. In doing the puzzle, the students behaved well. The class was quite enough. They paid attention to the ostensive means shown as the clue to do the puzzle. They did it individually. They were busy to do their own puzzle,

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remember the spelling of the words. And when the puzzle was checked, the students competed to answer of the puzzle it. Most of them raised their hand, and they wanted to be pointed to answer it. 2. Second meeting In the beginning of the lesson, the students asked the researcher about material in the last meeting, ten simple questions given. They were confused about how to make the sentence with using of has/have, is, am, are to be and s/es which follows the verb. They asked about it because there is that material in fourth grade. The researcher explained it and most of the students kept their attention to her. When the researcher asked the students to open their homework, all of them did it. The researcher asked them, how did they do their homework, some students answered, Kami mengerjakannya kelompok miss, lha pr nya sulit. Some of students said, Kalau aku diajari sama mbak saya. Everything their reason, it is shown that the students have a will to learn English not only in school but out of school. In the dialog activity, the students were looked enthusiast to join it. They want to practice together with the researcher. All of them voiced. There was improvement in their pronunciations. When practiced the dialog in front of the class, most of them pronounced the words; marbles, chess, snake and ladder, skate board, mask, ball, doll, monopoly, balloon, hopscotch, rope skipping, what and like correctly. They pronounced those words; /ma:bl/, /tes/, /snek b:d/, nd ldr/, /sket /

ma:sk/, /b:l/, /dl/, /mnpli/, /blu:n/, /hapskac/, /rp skpp/, /wt/, and /lak/ correctly. It proven that by drilling can help the students pronounce the word well although sometime drilling is to be boring activity for the students.

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In doing the crossword puzzle game, the students paid attention to the clues shown and concentrated to fill the crossword puzzle. They were enthusiastic to fill the puzzle game. The class was quite. When checking the puzzle, the student who answered the word in puzzle could say /hapskac/, /ni Sk res/, /kat/ correctly. And the researcher asked the other to say that, they could pronounce it correctly too. From the post test cycle 2 conducted, there was improvement in the students achievement than the post test cycle 1. It can be proved by the test score in post test 2 which is higher than in post test 1. The improvement can be seen from this table, Table 3. The Improvement in Achievement Score Score Total Score Sum of the Students Students Mean Score Post-Test 1 216.5 32 6.8 Post-Test 2 258 32 8.1

From the data improvement showed above means that there was improvement in the vocabulary aspect. It is showed in this table

Table 2. The Improvement in Vocabulary Aspect Vocabulary Skill Total Score Sum of the Students Students Mean Score Post- test 1 Meaning Spelling 269 162 32 32 8.4 5.1 Post- test 2 Meaning Spelling 274 222 32 32 8.6 6.9

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There was also an improvement in the students pronunciation, it is looked in every meeting. In this second cycle, the researcher concludes that the students pronunciation was improved much better than the first cycle. d. Reflection the Action Having analyzed the observation results, the researcher found that the use of ostensive means in teaching learning process brought good effect. Furthermore, the researcher concluded that ostensive means is suitable technique to be used in improving the students vocabulary mastery for children. The researcher also concluded that the combination of ostensive means and crossword puzzle can improve the students spelling skill and their concentration in the lesson. The researcher found that the students still remember the vocabulary taught in the previous meeting. They could write the name of thing in the crossword puzzle correctly. Most of them did not miss to spell the vocabulary for the thing meant. It means that they could grasp the meaning of the vocabulary with the helping of ostensive means and crossword puzzle as the technique in learning vocabulary. The class also was quite. Almost the students were concentration in doing their own puzzle paper. When the puzzle was checked together, it was seen there was improvement in their pronunciation. The students pronounced the words correctly. Most of students could pronoun the words that they thought those words were difficult sek/, to be said such as /t V W:r/, /had nd Sk

/hapskac/,

/ni

reIs/, /faw:k/, /sketb:d/, /rp skpp/. There was also improvement in the post test score. The mean of the posttest 1 score was 6.8 while the mean of the post-test 2 score was 8.1. There was also an improvement of the students vocabulary mastery after cycle 2. So, based on the results of the reflection, the researcher decided not to revise the next plan and end the cycle of action.

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C. Discussion This section presents the discussion of the research finding concerning on the students responses toward the teaching vocabulary by using ostensive means and problems faced by the researcher during the research. In cycle 1, the researcher conducted some activities in teaching learning vocabulary process by presenting ostensive means combined with other activities such as dialog and game. There were improvements dealing with the students vocabulary mastery in this cycle. The students could grasp and remember the vocabulary. It was supported by the computation of the test scores. The mean score in the pre test was 4.5. In post test 1 that was conducted in the first cycle, they got 6.8 and in the last post test which was conducted in the second cycle, their mean score was 8.1. It showed post test 2 was higher than post test 1 and post test 1 was higher than pre test. The researcher noticed that there was improvement in the students pronunciation. After the students were introduced certain vocabularies use ostensive means done with drilling, they could name and pronounce the words in the correct pronunciation. In the cycle 1, the students involvement also improved. They raised their hands; they competed to answer the question in the game conducted. They were eager to practice dialogs in front of the class. Although there were improvements, there were still some problems in cycle 1. The students spelling skill was still low. It was seen from the post test cycle 1 result especially in the subjective questions. For the answer monopoly some of students answered monopoli, for the answer chess there some students answered cees or cheess and for the answer snake and ladder they answer snek and ladder. Second, the researcher still had difficulty in handling the students in the class room. Some of them did not concentrate in the presenting by the researcher. Some students preferred keep their attention to the realia, picture and used it for game with

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their friends to the researcher explanation. Not all of the students involved in the activity. Some of them chatted and moved around. It made the class was noisy. Realizing the problems, the researcher considered to combine the technique to make the students spelling skill improved. The technique used was crossword puzzle. With crossword puzzle game, the students were challenged to guess the words given through clues (ostensive means), then they have to write and fix with boxes provided in the puzzle. Besides that, by giving puzzle, the students concentration will be awakened during teaching learning process in the classroom. The result of the activity in this cycle was satisfying. Some benefits were gotten, the class condition was more quite, the students concentrated to do the puzzle so it was easier for researcher to control and manage them. In checking the question, they could practice the pronunciation the words indirectly. On the other side, the students were also motivated to involve the activity, because there were rewards would give for the students got the best score. They could also grasp and remember the meaning better in the cycle 2. And the most important was crossword puzzle could improve the students spelling skill. It was shown by the computation of the test score. The students spelling mean score of pretest was 3.2, post-test cycle 1 was 5.1 and post-test cycle 2 was 6.9. Having analyzed the entire research finding above, the researcher concluded that ostensive means can improve the students vocabulary mastery. It can be seen from the students interest and participation in the lesson and from the mean scores of the pre-test and post-test that showed an improvement. The students felt that the use of ostensive means could help them in memorizing vocabulary. When the observer asked their opinion about the use of ostensive means, they said that learning vocabulary with ostensive means was fun because they like pictures and realia used during the teaching learning process. The students were also motivated with the use of ostensive means which combined with crossword puzzle. Considering the research findings explained above, the researcher concludes that the use of ostensive means gives so many advantages. They are: (1) ostensive means can improve the students vocabulary mastery, especially in helping them grasp

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meaning of new words by showing picture, realia or object; (2) the use of ostensive means can improve the students interested in learning English, especially in learning vocabulary; and (3) the combination of ostensive means and crossword puzzle can improve the students concentration in learning English, especially in learning vocabulary in the classroom and it can improve the students spelling skill which is still low in the action 1. However, ostensive means also create some disadvantages. The students sometimes prefer pay attention to the ostensive means used to the words asked. So, the researcher solved the problem by combining ostensive means with crossword puzzle and it worked. It can improve the students motivation in English teaching and learning process. It also proven that with combining a technique with other technique will make the teaching learning process run well.