THE EFFECTIVENESS OF USING FLASH CARD IN TEACHING VOCABULARY ( A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)
By: Neneng Suhaimi 109014000019
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF USING FLASH CARI) IN TEACHING VOCABULARY (
A Quasi Experimental study in the seventh Grade of MTs N t 3 Jakarta)
A "Skripsi" Presented to the faculty of Tarbiyah and reachers' Training in a partial
Fulfillment of the Requirements of the Degree of Strata I (Bachelor of Art) in English Language Education
By: Neneng Suhaimi 109014000019
Approved by
Advisor I
Advisor II
V SUAdr fartowisastro. Ol
Ertin.
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DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers'
Training certified that the skripsi (Scientific Paper) entitled THB EFFECTIVENESS OF USING FLASH CARD
VOCABULARY (A Quasi- Experimental
IN TEACHING
Study in the Seventh Grade of MTs
N l3 Jakarta ), written by Neneng Suhaimi (109014000019). It was examined by
the committee on December 24tt', 2014. The skripsi has been accepted declared to
fulfill
and
one of the requirements for the degree of "S.pd" (Bachelor
of
Afts) in English Language Education at the English Education Department.
Jakarta, December 24th, 201 4
BXAMINATION COMMITTEB CHAIRMAN
Drs. Svauki. M.Pd NIP. 19641212199103 1 002
Zaharil Anasv. M.Hum
SECRETARY
NrP. 19761 007 200710
EXAMINER I
1
Drs. A.M.Zaenuri, M.Pd NrP. 19530304 197903 I 001
EXAMINER II
Ismalianing Eviyuliwati. M.Hum NrP. 19740723 200003 2 001
Acknowledged by
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rarbiyah
a"ylyaining
NIP. 19591020 198603 2 00t
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KEMENTERIAN AGAMA UIN JAKARTA FITK
FORM (FR)
Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia
No. Dokumen Tgl. No. Revisi:
:
Terbit :
Hal
FITK-FR-AKD 1 Maret 2010 01
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SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah
Nama
ini,
:Neneng Suhaimi
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NIM
: 109014000019
Jurusan / Prodi
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Using Flash Card in Teaching
Vocabulary
Dosen
Pembimbing : 1. Sunardi Kartowisastro, Dipl.
Ed.
2.Ertrn, MA. TE,SOL dengan
ini menyatakan bahwa skripsi yang
saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan
ini dibuat sebagai salah satu syarat Wisuda
Jakarta,8 Januari 2015
ACKNOWLEDGEMENT
In the name of Allah The Beneficent and The Merciful. All praises be to Allah, the Lord of the Universe, who gives the writer guidance and strength in completing this “skripsi”. Then peace and blessing be upon the Prophet Muhammad shalallahu ‘alaihiwassalam, the man who had brought us from the darkness into enlightment, to his family, his relatives, and his followers. First, the writer would like to give her gratitude and thanks to Drs. Sunardi Kartowisastro., Dip.Ed. and Ertin, MA. TESOL, as her advisors, for their time, guidance, kindness, contributions and patience in correcting and helping her during completing this “skripsi”. Then, the writer would like to give thanks and appreciation to: 1. All lecturers, especially those of the English Education Department, who have taught and given knowledge to the writer, whose names cannot be mentioned one by one. 2. Drs. Syauki, M.Pd., the Head of English Education Department and Zaharil Anasy, M.Hum., as the secretary of English Education Department. 3. Nurlena Rifa‟I, Ph.D., the Dean of Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta. 4. Hj. Retno Dewi Utami, M.Pd., as the headmistress, Junaidi, S.Pd., as the English teacher, and the administration staffs of MTs Negeri 13 Jakarta, who have given the writer an opportunity to do the research in the school. Special thanks are for seven grade students in academic year 2013-2014 for their cooperation as the respondents of this research. 5. My beloved parents, Nahrudin and Mahwiyah, for their irreplaceable encouragement, unbreakable patience with have eased the writer to finish her study. Throughout her life, they have been and still are ever ready to assist her in her various endeavors.
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6. All her friends in PBI 2009, special thanks to all her best friends who have supported her, shared their ideas with her, and built many magic moments together: Nurbaity Rahayu, Hery Fitrianto, Isti Farhata, Salsabila, Siti Ulfa R. and others that are too numerous to name. May Allah SubhanallahuwaTa’ala bless them. Finally, the writer realizes that this „skripsi‟ is still far for being perfect. Therefore, the writer would like to accept some suggestions to make this “skripsi” better. Then she hopes this “skripsi” could be a valuable writing. Aamiin.
Jakarta, December 2014
The Writer
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ABSTRACT Neneng Suhaimi, 109014000019. “ The Effectiveness of Using Flash Card in Teaching Vocabulary ( A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)”. Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014. Keywords: Flash Card, Grouping, Vocabulary This research investigated the use of Flash Card in teaching vocabulary. It is conducted because Flash Card is considered could solve the problem that is students’ low achievement in vocabulary and high imbalance in achievement between students upper and lower level. The use of Flash Card gives students an opportunity to work in group with other students and helps each other in teaching learning process in order to improve their vocabulary. The objective of this research is to find out the effectiveness of using visual media, Flash Cards, in improving students’ vocabulary. The method used in this study is a quasiexperimental research. The population of this research is students of seventh grade of MTs N 13 Petukangan, South Jakarta. The subject of the study is 7 A and 7 D, 7 A is chosen as the controlled class and 7 D as the experiment class. The result of data analysis using t-test showed, the value of to is 2.43 with degree of freedom 60 in the significance degree (α) of 50%, tt is 1.671. It means that to>tt (to is higher than tt). Therefore, the null hypothesis (Ho) is rejected. Then, the alternative hypothesis (Ha) is accepted that there is a significant difference of students’ achievement in vocabulary between students who are taught by using Flash Card and students who are taught without Flash Card media. The Mean score of students’ post-test in experimental class is higher than in controlled class. It means that the use of Flash Card is effective in improving students’ vocabulary.
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ABSTRAK Neneng Suhaimi, 109014000019. “The Effectiveness of Using Flash Card in Teaching Vocabulary (A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Keywords: Flash Card, Grouping, Vocabulary Penelitian ini meneliti kegunaan Flash Card dalam pembelajaran kosakata (Vocabulary). Penelitian ini dilakukan karena Flash Card dipertimbangkan mampu memecahkan permasalahan seperti rendahnya prestasi siswa dalam kosakata dan adanya perbedaan yang signifikan antara siswa yang berkemampuan tinggi dan yang berkemampuan rendah. Penggunaan Flash Card sebagai media pembelajaran memberikan siswa kesempatan untuk bekerjasama dalam kelompok dan saling membantu dalam proses pembelajaran dengan tujuan untuk meningkatkan kemampuan kosakata mereka. Tujuan penelitian ini adalah untuk mengetahui apakah Flash Card efektif untuk meningkatkan kemampuan siswa dalam pembelajaran kosakata. Penelitian ini menggunakan metode Kuasi Eksperimen. Populasi penelitian ini adalah siswa kelas VII MTs N 13 Petukangan, Jakarta Selatan. Subjek penelitian ini adalah kelas 7 A dan 7 D. Dimana 7 A sebagai kelas kontrol dan 7 D sebagai kelas eksperimen. Hasil analisis data menggunakan uji-t menunjukkan bahwa nilai t hitung sebesar 2.43 dengan t table pada taraf signifikan 5% sebesar 1.671. Itu artinya t hitung lebih besar daripada t table. Oleh karena itu hipotesis nol ditolak dan hipotesis alternatif diterima bahwa ada perbedaan prestasi siswa yang signifikan dalam mempelajari kosakata antara siswa yang diajarkan dengan menggunakan Flash Card dan siswa yang diajarkan tidak menggunakan Flash Card. Dengan nilai post-test rata-rata di kelas eksperimen lebih tinggi dari kelas control. Itu artinya penggunaan Flash Card dalam pembelajaran kosakata efektif untuk meningkatkan prestasi siswa.
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CHAPTER I INTRODUCTION A. Background of the Study Nowadays, English has an important role in the world. Almost people use it to communicate each other. They communicate by chatting, advertising, televising, and traveling using English. Therefore, it is needed by them as a medium to achieve their goals in life, indeed in education. In Indonesia, English becomes a foreign language. In daily activities, Indonesian uses English only in a certain area such as in school, office and another place which has an opportunity to use it. In education, it is one of the compulsory subjects that has been introduced from elementary to university level. English is also one of the subjects which will be examined in UN (National Examination) where the test almost all consists of about paragraphs that compiled of the words. Moreover, student has to be able to get scoring above the average of scoring standard. In addition, in educational worlds Indonesian Government has also shown its attention in the English curriculum as stated in (KTSP 2006) Unit Lesson Grade Curriculum 2006 that English Teaching in Indonesia is to develop students’ ability in the four language skills – listening, reading, speaking, and writing.1 To master those four skills, students also have to learn the language elements such as structure, sound, especially vocabulary. Without vocabulary the students can have the difficulties in learning them. They cannot read, write, speak even listen because all the lessons they have consist of vocabulary. Learning Vocabulary is one of the important factors in all language teaching, students must keep learning words as they learn structure and as they practice sound system. Moreover, those words have a vital role in conveying students’ expression, ideas, and their thought in learning process. On the contrary, many students have lack of vocabulary. They get difficulties 1
Depdiknas. Kurikulum Tingkat Satuan Pendidikan (KTSP) (Jakarta, 2006)
1
2
in understanding a sentence or in producing expression. They often keep passive when teacher teaches in the class. All of these problems can come from students themselves or from the teacher. In teaching way, commonly teachers teach the way they learned. They think that their ways are easy and right to apply to their students.2 They do the same manner to the students without thinking about students need. In this writing, the writer focuses on vocabulary especially for noun, adjective, verb and word meaning. In the second semester, some of objectives of learning English in the seventh grade of MTs are to master possessive adjective, tenses and descriptive adjective. To master those basic competences, students have to know about noun, adjective and verb. Commonly, they get difficulties to differentiate them. To overcome this problem, the teacher tries to teach based on the students ability and make the students easy to understand the vocabulary by using creative and interesting ways. The rapid development of technology can help teacher in teaching English especially in teaching vocabulary. One of the ways that teacher can use in improving vocabulary is by using Instructional Media. Instructional media is all types of educational tools which are used as intermediates in the teaching and learning process to improve the effectiveness and efficiency of achievement of instructional objectives.3 There are many media or instructional media that the teachers can choose properly in their classes. According to Celce-Murcia as quoted by Brinton, media can be classified into “non-technical” and “technical” media. Non-technical media consist of blackboards, flashcards, posters, newspapers, maps, realia , etc. while, technical media typically include audiotapes, TV, film, computer, language lab, etc.4 Generally, there are three categories of
2
Rita S. Dunn and Kenneth J. Dunn, Learning Styles/ Teaching Styles : Should They.. Can They.. be Matched?, Educational Leadership Journal, January 1979, p. 241 3 Ahmad Rohani, Media Instruksional Edukatif, (Jakarta: Rineka Cipta, 1997), p.3 4 Marianne Celce-Murcia, (ed), Teaching English as a Second Language, 2nd Edition, (USA: Heinle and Heinle Publisher, 1995), p.457
3
instructional media, named audio, visual, and audio-visual media. But in discussing this writing, the writer will take the visual media. However, based on Dunn and Dunn, 40 % Young students use visual style in language learning.5 Therefore, the writer proposes Flash Card as a tool to teach vocabulary at Islamic Junior High School. On the other side, student can get and understand the materials easily and it can be an interesting way in learning English especially vocabulary. The chosen school as population in this research is MTs N 13 Jakarta, as the writer know some teachers in there. Therefore, she could get extra support then the research can be well carried out. Starting from those above phenomena the writer in this particular writing intends to investigate The Effectiveness of Using Flash Card in Teaching Vocabulary in the seventh grade of MTs Negeri 13 Jakarta.
B. Identification of the Problem Based on the background above, the writer identifies some problems: 1. Many students are lack of vocabulary. 2. Teachers teach English by using the way they learnt without thinking students’ need. 3. Students get difficulties to differentiate noun, adjective and verb
C. Limitation of the Problem The writer limits the study on the use of Flash Card as one of the visual media in term of teaching vocabulary. The writer limits the study on the use of noun, adjective, verb and word meaning in the seventh grade of Islamic Junior High School in Semester II in the academic year of 2013-2014.
5
Rita S. Dunn, op. cit., p.240
4
D. Formulation of the Problem In this section, the writer plans to conduct a research of using flash card in teaching vocabulary in the seventh grade of MTS N 13 Jakarta. The main problems of this research can be formulated: Is the use of Flash Card effective in teaching vocabulary?
E. Objective of the Study The objective of this research is to find out whether or not the use of Flash Card is effective in teaching vocabulary.
F. Significance of the Study The result of the study is to give an alternative technique to the teaching of English Vocabulary in Junior High School and to make teaching vocabulary easier and more enjoyable for the students. Then, it is expected to be a reference to conduct further research about this study.
CHAPTER II LITERATURE REVIEW
A. Vocabulary A verbal language is one of things which differentiate human being from animal. Human beings can communicate with others by using verbal language, they can share and get the ideas or information but animal cannot (do). To communicate well, one thing which human has to have is sufficient words. Without the words, message will not be sent clearly because the content of that message consists of combination of words. Yang Zhihong stated that to communicate and express the ideas effectively, human must have sufficient words. Word itself is the important basic of the language form. Students who have limited vocabulary will face the obstacle in learning a foreign language1. More students who have a lot of words is easier for them to learn a language.
1. Definition of Vocabulary Talking about vocabulary, the writer advises a lot of definitions to define. First of all, vocabulary is a number of words which have a meaning. It is also one of the most important elements or aspects in learning a language. However, vocabulary is more complex than its definition suggests. According to Djalinus Syah and Azimar Enong, vocabulary is the treasury of the words, that is a list and a number of words which we have known.
2
Next, Dan Douglas states that
knowledge of vocabulary is one of the most important aspects that includes in language knowledge,3 that means vocabulary is very important thing for everybody who learn languages, it is obvious that 1
Yang Zhihong, Learning World, ( English Teaching Forum, vol. 38, No.3, July 2000 ), p. 18 Djalinus Syah and Azimar Enong, Tata Bahasa Inggeris Modern ( Dalam Bentuk Tanya Jawab), (Jakarta: CV. Miswar, 1982), p.1 3 Dan Douglas, Assessing for Specific Purpose, (Cambridge: Cambridge University Press, 2000), p. 35 2
5
6
vocabulary is one of the most important aspects of foreign language learning.4 Penny Ur stated that vocabulary is as the words we teach in the foreign language.5 Based on the definitions above, it shows that vocabulary is a meaningful word where a language cannot have a function in communication without its existence. For that reason, vocabulary is important in learning a language especially as a foreign language for students.
2. Kinds of Vocabulary There are many classifications made by the experts in language area about the types of vocabulary. Djalinus Syah and Azimar Enong divided vocabulary into two parts, namely: general vocabulary and special vocabulary. The general vocabulary is the words used in general; there is no limit of field or user, general in meaning and use. Whereas special vocabulary, is the words used in the certain field or job, profession or special science and technology. For example: politicians, journalist and lawyers. Aeborsold and Field also classified vocabulary into: active and passive vocabulary. a. Active vocabulary, refers to put items which the learner can use appropriately in speaking or writing and it is also called as productive vocabulary, although, in fact, it is more difficult to put into practice. It means that to use the productive vocabulary, the students are supposed to know how to pronounce it well, they must know and be able to use grammar of the target language, they are also hoped to be familiar with
4
Jack C. Richards and Theodore S. Rodger, Approach and Method in Language Teaching, (Cambridge, Cambridge University Press, 2001), p. 31 5 Penny Ur, A Course in Language Teaching,(Cambridge: Cambridge University Press, 1991), p. 60
7
the collocation and understand the connotation meaning of the words, this type is often used in speaking and writing. b. Passive vocabulary, refers to language items that can be recognized and understood in the context of reading or listening, and also called as receptive vocabulary.6
Fries says vocabulary is of two, namely: Function and content words. The function words are a closed class. We cannot add to the prepositions or auxiliaries or modals or any structure words of the language. The content words, on the other hand, can be added to at any times as new scientific advances make new words and communication about new inventions necessary.7 The content words can be divided into three general classes: a.
Words naming things, ideas, entitles, that we might call them nouns
b.
Words naming actions called verb
c.
Words used to describe the qualities of those things or action called adjectives and adverbs.8
Usually, students in the class learn new vocabulary based on the topic which teacher gives from the source book.
3. Technique of Teaching Vocabulary There are many techniques in teaching new vocabulary. Teacher and students should cooperate to make their class live. According to
6
Jo Ann Aeborsold and mary Lee Field, From Reader to Reading Teacher, (New York: Cambridge University Press, 1997), P. 139 7 Finnochiaro Mary and Bonomo Michael, The Foreign Language Learner: A Guide for Teacher,(New York:Regent Publishing Company inc, 1973), p.86 8 Charles C. Fries, Teaching & Learning English as a Foreign Languge, (USA: The University of Michigan, 1945), p. 47
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Allen, the techniques which can encourage students to use new vocabulary through such activities as the following:9 a. Guessing games in which members of the class are identified by location and by clothing b. Actions that are performed in response to commands c. Drawing of pictures by students to match English description d. Discussions of pictures drawn by member of the class In teaching vocabulary, teacher has to have an interesting and enjoyable way in which the students can easily learn new vocabulary without forcing to remember them. By using games, pictures, discussion, commands, and the other interesting ways, the goal of teaching and learning process can be achieved.
B. Media 1. Definition of Instructional Media The term media is derived from the Latin word “Medium” which means “between”. It refers to anything which can bring the information between sender (teacher) and receiver (students) to achieve their understanding. Heinech states that media convey the instructional purpose, for instance to facilitate communication, considered as the instructional media.10 Example of media are film, television, diagrams, printed materials, computers and instructors. Based on the definition above, it shows that instructional media are the tools used by the teachers to their students to convey the instructional purpose in learning process. It is expected to suitable to improve students’ interest in learning the subjects.
9
Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983), p. 21-30 10 Heinech, Instructional Media and The New Technologies of Instruction, (Canada: John Willy and Sons, Inc, 1993), p.6
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2. Kinds of Instructional Media Media is used to make teaching and learning process is going to be well, for students and teacher can achieve the educational objective. In the real situation, many factors that can influence their activities in the class, one of them is fell bored that students have because the boring methods that teacher used. Therefore, teacher has to use the interactive way in teaching vocabulary. Based on the channel information, media can classify into three, namely audio, visual, and audio-visual media. Audio media are the media that can be listened (audible media), visual media refers to media that can be seen (visible media), and the audio-visual media are the media that can be listened and seen.11 In this research, the writer only takes visual media as one of many kinds of instructional media. The writer will use Flash Card in teaching vocabulary.
3. Definition of Visual Media The word “visual” it means focus on activities using the eyes. Students can learn something by using their eyes more than their ears. In Oxford Learner’s Dictionary, visual media described as “picture, film-strips, cinema film, map, etc. which are used as teaching aids.12 It can be defined as a thing which can be seen and used as a visual teaching learning. From the definition above, the visual media can be seen by students when they learn something and it can help them in getting the understanding easily by using their eyes such as using picture, table, real object, etc.
11
Amir Hamzah Sulaiman, Media Audio-Visual untuk Pengajaran, Penerangan dan Penyuluhan, (Jakarta: PT Gramedia, 1981), p.11 12 AS Hornby, Oxford Learner’s Dictionary, ( New York: Oxford University Press,1987), p. 959
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4. Kinds of Visual Media a.
Pictures Pictures have been used for centuries to help students understand several foreign languages. It can motivate the students in learning, make the materials to be understood clearly, and has attraction more than the others because it is an interesting thing with the powerful color. There are many definitions about pictures that have been given by the author. According to Andrew Wright, pictures are not just aspect of method but through their representative of places, objects, and people they are an essential part of the overall experiences.13 Vernon S. Gerlach points out that pictures are a two dimensional visual representative of a person, places or things. Pictures may not only be worth a thousand words, it may also be worth years or thousand miles.14 From the definition above, it shows that a picture is common media that have been used by the teacher in teaching vocabulary. It is used because it representative place, people, scene, or something that far outside. It can improve and motivate students in learning vocabulary.
b. Real Object The real object, (it) means that the teachers use the objects that have directly connection with their own lives. Allen states that real objects are better than pictures whenever we have them in the classroom.15 For example: windows, doors, walls, floors, desks, and clocks. c. Flash Card 1). Definition of Flash Card
13
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p.2 14 Vernon S. Gerlach, “Teaching and Media” a Systematic Approach, ( New Jersey: 1980), p. 273 15 Virginia French Allen, op. cit., p. 24
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Other example of visual media is flash card. It is card on which the words and/or pictures are printed or drawn. They should be a big enough to seen by students in the class.16 According Robert Lado, Flash Cards are sets of cards with a word or phrase on one side and its meaning- usually in translation- on the other.17 Adrian Doff states Flashcards are cards with single pictures which can be held up by the teacher.18 In this research, the writer will take flashcard as a visual media in teaching vocabulary 2). How to make a good Flash Card Based on Ilyin and Tragardh, there are some steps to make a flash card. They are: a). Cut manila folder in half b).Trim of tab, unless you wish to leave it for labeling purposes if flashcard is to be stored vertically c). Draw a single large picture on each card, leaving a wide margin for fingers on the sides and bottom d). Label the card in the upper lefthand corner of the back e). Flash cards back to front so that labels come up before card is shown19
In this research, the writer made flash card by using different ways. They are: a). First, the writer picked up the colorful pictures from the internet.20 Pictures based on the topic which will be learnt by students. 16
John Hycraft, An Introduction to English Language Teaching, (London: Longman, 1978), p.100 Robert Lado, Language Teaching (A Scientific Approach), ( New York: McGraw- Hill, Inc, 1964), p.197 18 Adrian Doff, Teach English ( A Training Course for Teachers), (Cambridge : Cambridge University Press. 1988), p.82 19 Donna Ilyin and Thomas Tragardh, A Classroom Practices in Adult ESL, (TESOL: Washington DC, 1980), p. 57 17
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b). Second, all those pictures were printed c). Then, printed pictures were covered by using plastic glue for the back and front side d). Flash card had already used
3). Advantages and Disadvantages of Flash Card a). Advantages of Flash Card 1. It is simple and effective 2. Easy to make and to find the picture21 3. Easy to handle and to store 22 b) Disadvantages of Flash Card 1. Not all materials can be conveyed by Flash Card 2. Need require thought and preparation in advance
C. Previous Study Some students of university had conducted the similar research about improving students’ vocabulary by using flashcard. First, Fadilah had conducted the research by the title “Increasing Students’ Vocabulary Mastery of Concrete Noun through Flashcard”. The purpose of the research is to find out whether teaching vocabulary using flashcard could increase students’ vocabulary mastery of concrete noun or not. The sample of this research was class IVA in academic year 2012/2013. In collecting the data the writer administered the pretest, treatment, and posttest. Vocabulary test in multiple choices form was that used as the instrument of the research. The data were analyzed by using repeated measure t- test. The result showed that teaching vocabulary using flashcard could increase students’ vocabulary mastery of concrete noun at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan.
20
www.google.com John Haycraft, op. cit., p. 100 22 Andrew Wright, Visual Materials for the Language Teacher, ( London: Longman, 1976), p. 73 21
13
Another study was conducted by Maryam Eslahchar Komachali with the title “The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge”. The aim of the study is to investigate the effect of using vocabulary flash card on Iranian pre-university students’ vocabulary knowledge. The participants of the study comprised 50 female learners. They were randomly assigned into two homogenous groups each consisting of 25 learners. The control group received the traditional treatment while the experiment group received the vocabulary flash card treatment. Before starting the treatment, two similar test were prepared as the pretest/posttest which revealed significant differences between the two groups. The result showed that the students in the experimental group outperformed the students in the control group in their vocabulary knowledge. The last of previous study that the researcher found is “The Impact of Using Flash Cards on Promoting University Students’ Knowledge of Vocabulary” conducted by Nima Sakhouri and Kamran Mehrgan. The main purpose of this study is to find out whether the use of flash cards promotes students’ knowledge of vocabulary or not. To this aim, 80 college freshmen (39 males and 41 females) at Roudbar Islamic Azad University were selected and then were randomly assigned to two groups of forty: an experiment and a control group. Having investigated the performance of students in both experimental and control groups, the researchers found out that the experimental group showed no significant difference from the control group on the post-testing. Astonishing as it might be, the result of the analysis has indicated quite clearly that using flash cards plays no significant role in promoting the vocabulary knowledge of college freshmen. According to the three of studies above, the studies concern on teaching vocabulary. They are similar to this study which concerns on teaching vocabulary by using flash card. The studies above were using experimental method. The differences between the three studies above and this study are the place to conduct it and the kinds of vocabulary that will be taught. In this research, the writer will teach noun, adjective, verb and word meaning as the
14
materials. This study will be conducted using Flash card as visual media in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.
D. Conceptual Framework Vocabulary is one of elements to learn a foreign language. By mastering vocabulary, students are expected to be able to produce good sentences and share their ideas correctly. Learning vocabulary is not easy for students of foreign language. There is too much new vocabulary which has different form and sound from their mother tongue. Therefore, as the teachers, they need to use an interesting and enjoyable way in order to solve this problem. One of the ways is using visual media in teaching vocabulary. One of visual media which teacher can use is Flash Card. Flash Card is a card on which words and/or picture printed or drown. It is colorful color to interest students’ attention in learning new vocabulary. Using Flash Card can make students active in producing the new words and sharing their thought by grouping in the class. It is hoped in order the objective of teaching and learning process can be achieved. From the explanation above, the writer believes that the use Flash Card could improve student’s achievement in learning vocabulary. Therefore, the writer would like to do a study by using Visual Media in improving students’ vocabulary.
E. Research Hypotheses Research hypotheses are expressed as follow: Ho
: The use of Using Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
Ha
: The use of Using Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of Research This research was conducted to 7th grade students of MTs N 13 South Jakarta which located in Jl. H. Mochtar Raya G. H. Doel Petukangan, South Jakarta since 28th of January 2014 until 7th of March 2014. The research was done for 6 meetings in each class (experiment and controlled class). One meeting for pre-test in both classes, four meetings for giving treatment (using Flash Card) in experiment class and ( using audio media) in controlled class, and one last meeting for post-test in both classes. It started from 28th of January 2014 until 7t of March 2014.
Table 3.1 The Schedule of the Research No. 1
Date
Time
Activity
January 28th 2014
13:00
Asking for permission to do a research in MTs N 13 Jakarta
2
January 30th 2014
09:00
Disposition from administration office, to the headmistress. Setting up the schedule with curriculum responsible person Setting up the plan of the research with an English Teacher in MTs N 13 Jakarta
3
February 12th
06:30 – 07:50
Pre-test in Controlled Class
08:30-09:50
Pre-test in Experiment Class
2014 4
February 12th 2014
15
16
5
February 19th
10:40-12:00
1st treatment in Controlled Class
10:40-12:00
1st treatment in Experiment
2014 6
February 20th 2014
7
Class
February 26th
12:30-13:50
2nd treatment in controlled Class
10:40-12:00
2nd treatment in Experiment
2014 8
February 26th 2014
9
Class
February 27th
12:30-13:50
3rd treatment in controlled Class
10:40-12:00
3rd treatment in Experiment
2014 10
February 27th 2014
11
Class
February 28th
12:30-13:50
4th treatment in controlled Class
10:40-12:00
4th treatment in Experiment
2014 12
February 28th 2014
13
Class
March 6th 2014 th
14
March 6
2014
15
March 7th 2014
12:30-13:50
Post-test in Controlled Class
12:30-13:50
Post-test in Experiment Class
09:00
Closing ceremony with headmistress and her vices, also with teachers.
B. Method of Research In this research, the writer uses a quantitative research because the writer wants to know the effectiveness of using flash card in teaching vocabulary.
C. Population and Sample 1. Population The population in this research is of the students of MTs N 13 Jakarta in the seventh grade academic year 2013/2014.
17
2. Sample Sample of this research are class VII A and VII D. The writer used VII A as a controlled class and VII D as an experimental class. There are 33 students of VII A and 32 students of VII D. During the research, 2 students from VII A were sick and 1 student from VII D was absent. Therefore, there were 31 students in each class.
D. Technique of Data Collecting The writer took pre-test and post-test in this research. The pre-test was conducted to know that the students in both classes have the homogenous skill in English and to know their earlier knowledge of vocabulary before the treatment. After the treatment finish, the writer gave post-test to both classes and compared their vocabulary achievement. Before the test was given for pre-test, the writer did the validity of test to seventh grade of MTs N 13 Jakarta class VII C based on the random. The chosen class as controlled and experiment class is based on the purposing sampling. Then, the writer examined the validity, reliability, index of difficulty, and discriminating power using ANATES software. In this research, both class (experiment and controlled class) were given two test about vocabulary based on their source books: Pre-test and Post-test 1. Pre-test There are 40 items of multiple choices. The score per item is 2.5 for correct answer. Students will get 100 point if they can answer all the questions correctly. The same test was given for both classes. The purposes of pre-test are to know the homogenous skill in English of the students and to know their earlier knowledge of vocabulary before the treatment. 2. Post-Test As same as the pre-test, there are 40 items of multiple choices. The score per item is 2.5 for correct answer. Students will get 100 point if they can answer all the questions correctly. The purpose of post-test is to know the
18
improvement of students in their vocabulary achievement after the treatment.
E. Technique of Data Analysis The technique of data analysis will use the t-test formula that is adapted from Suharsimi Arikunto.1 The t-test is used to compare the score in pre-test and posttest. After getting the score from pre-test and post-test, the writer analyzes it by using statistic calculation of T-Test formula with the degree of significance 5%. The t-test formula can be formulated as follow:
t0 =
= Mean of the Gained Score of Experiment Class = Mean of the Gained Score of Controlled Class = Standard Deviation of Experiment Class = Standard Deviation of Controlled Class = Number of students in Experiment Class = Number of students in Controlled Class
In order to get the calculation of T-test, there are several steps to be taken: The following steps describe as follows: 1. Determining mean of gained score of experiment class:
=
1
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Sixth edition, (Jakarta: Asdi Mahasatya, 2006), p. 311
19
Mean of score in Experiment Class = Gained score of Experiment Class = Number of students in Experiment Class
2. Determining standard deviation of Experiment Class
= Standard deviation = Squared of gained score in Experiment Class = Gained score of Experiment Class = Number of students in Experiment Class
3. Determining mean of gained score in Controlled Class
= = Mean of score in Controlled Class = Gained score of Controlled Class = Number of students in Controlled Class
4. Determining standard deviation of Controlled Class
= Standard deviation = Squared of gained score in Controlled Class = Gained score of Controlled Class = Number of students in Controlled Class
20
5. Determining value of hypotheses testing
t0 =
= Mean of the Gained Score of Experiment Class = Mean of the Gained Score of Controlled Class = Standard Deviation of Experiment Class = Standard Deviation of Controlled Class = Number of students in Experiment Class = Number of students in Controlled Class
6. Determining Degree of Freedom
df
= degrees of freedom = number of students of experiment class = number of students of control class
F. Statistical Hypotheses Statistically, the hypotheses are expressed as follow: Ho
: μA
μB
Ha
: μA
μB
In which: Ho : Null Hypothesis Ha : Alternative Hypothesis
21
μA : Students’ score in learning vocabulary by using flash card μB : Students’ score in learning vocabulary by using audio media And then, the criteria used as follows: If t-test (to)
t-table (tt) in significant degree of 0.05 (5%), it means that
Ha is rejected and Ho is accepted. In other word, the use of using Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta If t-test (to)
t-table (tt) in significant degree of 0.05 (5%), it means that
Ha is accepted and Ho is rejected. In other word, the use of using Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
CHAPTER IV RESEARCH FINDING A. Description of Data The writer held field research by teaching and learning process. It was done into two classes; they are 7A as controlled class and 7D as experiment class. By doing pre-test and post-test the data was gotten by the writer. Pre-test was given before the treatment began and post-test was given after the treatment finished. The data is described into two tables. The achievements of students in the first class were presented in table 4.1 and the achievements of students in the second class were presented in table 4.2.
1.
Experiment Class Table 4.1 The Score of the Individual Students of the Experiment Class ( By Using Flash Card ) Gained Score Students
Pre-Test
Post-Test
(Post-Test – Pre Test)
1
90
75
-15
2
70
95
25
3
62.5
60
-2.5
4
92.5
97.5
5
5
82.5
87.5
5
6
70
57.5
-12.5
7
77.5
90
12.5
8
80
87.5
7.5
9
90
87.5
-2.5
10
62.5
70
7.5
11
60
65
5
22
23
12
65
77.5
12.5
13
80
90
10
14
92.5
97.5
5
15
82.5
77.5
-5
16
92.5
90
-2.5
17
85
92.5
7.5
18
85
90
5
19
75
80
5
20
90
95
5
21
75
72.5
-2.5
22
90
97.5
7.5
23
70
82.5
12.5
24
62.5
62.5
0
25
80
77.5
-2.5
26
72.5
67.5
-5
27
85
82.5
-2.5
28
72.5
75
2.5
29
72.5
62.5
-10
30
75
70
-5
31
57.5
70
12.5
Σ
2397.5
2482.5
85
Mean
77.33870968
80.08064516
2.741935484
Table 4.1 above describes the lowest score in the post-test is as same as score in the pre-test, it is 57.5. The highest score in the post-test is higher than in the pre-test, it is 97.5. To know more detail about frequency distribution of experiment class students, the data can be seen on the table of class interval below:
24
a). Pre-Test of Experiment Class Range Pre-test of experiment class =H–L = 92.5 – 57.5 = 35 Class = 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92 Interval Pre-Test =R/C = 35 / 5.92 = 5.9 =6 Percentage P=
x 100 %
Explanation: H : Highest Score L : Lowest Score R : Range of the score F : Frequency of the score N : Number of Students
25
Table 4.1.a Frequency Distribution of Experiment Class Pre-Test No.
Class Interval
Frequency
Percentage
1
57.5 - 62.5
5
16.12
2
63.5 - 68.5
1
3.22
3
69.5 - 74.5
6
19.35
4
75.5 - 80.5
7
22.58
5
81.5 - 86.5
5
16.12
6
87.5 - 92.5
7
22.58
31
100
Σf
From the table above, 22.58% students got score about 75.5 - 80.5 and 87.5 - 92.5 with the frequency 7 students, 3.22% student got score about 63.5 – 68.5, 16.12% students got score 57.5 – 62.5, and only 16.12% students got score about 81.5 – 86.5 and 19.35 % students got score about 69.5 – 74.5.
Data frequency distribution can be described on the chart below :
7
6 5 4 3
2 1 0 57.5 - 62.5 63.5 - 68.5 69.5 - 74.5 75.5 - 80.5 81.5 - 86.5 87.5 - 92.5
Diagram 4.1.a Frequency Distribution of Experiment Class Pretest
26
b). Post-Test of Experiment Class Range Post-test of experiment class =H–L = 97.5 – 57.5 = 40 Class = 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92 Interval Post-Test =R/C = 40 / 5.92 = 6.75 =7 Percentage P=
x 100 %
Table 4.1.b Frequency Distribution of Experiment Class Post-Test No.
Class Interval
Frequency
Percentage
1
57.5 - 63.5
4
12.90
2
64.5 - 70.5
5
16.12
3
71.5 - 77.5
6
19.35
4
78.5 - 84.5
3
9.67
5
85.5 - 91.5
7
22.58
6
92.5 - 98.5
6
19.35
Σf
31
100
27
From the table above, 22.58% students got score about 85.5 - 91.5 with the frequency 7 students, 9.67% students got score about 78.5 – 84.5, 12.9% students got score about 57.5 – 63.5, 16.12% students got score about 64.5 – 70.5, and only 19.35 % students got score about 71.5 – 77.5 and 19.35 % students got score about 92.5 – 98.5.
Data frequency distribution can be described on the chart below:
Diagram 4.1.b Frequency Distribution of Experiment Class Post-Test
28
2. Controlled Class
Table 4.2 The Score of the Individual Students of the Controlled Class ( By Using Audio Media ) Gained Score Students
Pre-Test
Post-Test
(Post-Test – Pre Test)
1
80
72.5
-7.5
2
85
77.5
-7.5
3
87.5
87.5
0
4
82.5
80
-2.5
5
95
100
5
6
82.5
87.5
5
7
75
70
-5
8
82.5
82.5
0
9
90
90
0
10
80
72.5
-7.5
11
60
70
10
12
85
87.5
2.5
13
85
85
0
14
75
70
-5
15
62.5
72.5
10
16
95
90
-5
17
65
57.5
-7.5
18
72.5
75
2.5
19
80
85
5
20
80
82.5
2.5
21
77.5
77.5
0
22
82.5
87.5
5
23
72.5
77.5
5
29
24
75
55
-20
25
77.5
72.5
-5
26
87.5
72.5
-15
27
70
62.5
-7.5
28
80
80
0
29
82.5
82.5
0
30
90
85
-5
31
92.5
85
-7.5
Σ
2487.5
2432.5
-55
Mean
80.24193548
78.46774194
-1.774193548
Table 4.4 above describes the lowest score in the post-test is lower than in the pre-test, it is 55. The highest score in the post-test is higher than in the pretest, it is 100.
a). Pre-Test of Controlled Class Range Pre-test of controlled class =H–L = 95 – 60 = 35 Class = 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92 Interval Pre-Test =R/C = 35 / 5.92 = 5.9 Percentage P=
x 100 %
30
Table 4.2.a Frequency Distribution of Controlled Class Pre-Test No.
Class Interval
Frequency
Percentage
1
60 - 65
3
9.67
2
66 - 71
1
3.22
3
72 - 77
5
16.12
4
78- 83
12
38.70
5
84 - 89
5
16.12
6
90 - 95
5
16.12
31
100
Σf
From the table above, 38.7% students got score about 78 - 83 with the frequency 12 students, 3.22% student got score about 66 – 71, 9.67% students got score about 60 – 65, 16.12% students got score about 72 – 77, and only 16.12% students got score about 84 – 89 and 16.12 % students got score about 90 – 95. Data frequency distribution can be described on the chart below :
Diagram 4.2.a Frequency Distribution of Controlled Class Pre-Test
31
b). Post-Test of Controlled Class Range Post-test of controlled class =H–L = 100 – 55 = 45 Class = 1 + 3.3 log n = 1 + 3.3 log 31 = 5.92 Interval Pre-Test =R/C = 45 / 5.92 = 7.6 =8 Percentage P=
x 100 % Table 4.2.b Frequency Distribution of Controlled Class PostTest No
Class
Frequency
Percentage
55-62
2
6.45
63-70
4
12.90
71-78
9
29.03
79-86
9
29.03
87-94
6
19.35
95-100
1
3.22
31
100
Interval
Σf
From the table above, 29.03% students got score about 71 - 78 and 79 86 with the frequency 9 students, 3.22% student got score about 95 - 100,
32
6.45% students got score about 55 – 62, and only 12.9% students got score about 63 – 70 and 19.35 % students got score about 87 – 94.
Data frequency distribution can be described on the chart below:
Diagram 4.2.b Frequency Distribution of Controlled Class Post-Test
From the result of the research, the comparison between experiment and controlled class based on the pretest and post test score can be described on the chart below:
33
81 80
79 Experiment Class
78
Control Class
77
76 75 Pretest Posttest
Diagram 4.3 Pretest and Posttest score in Experiment and Controlled Class
B. Data Analysis Before the writer analyzed the data, she had calculated the data into the statistic calculation. The writer used ttest formula to find the empirical evidence statistically and to make the testing of hypothesis easier. The Experiment Class was X variable and the Control Class was Y variable. The ttest formula as follow:
t0 =
1. The writer determines means of score in Experiment Class =
34
= = 2.7
2.
The writer determines means of score in Controlled Class = = = - 1.8
3.
Determining standard deviation of Experiment Class
= 2116.94
4.
Determining standard deviation of Controlled Class
= 1339.92
35
5.
Determining value of hypotheses testing
t0 =
t0 = t0 = t0 = t0 = t0 = t0 = 2.43 6.
Determining Degree of Freedom
The value of Degree of Freedom (df) is 60 at the degree of significance 5% = 1.671
36
C. Hypotheses Testing In the research, the writer proposes null hypothesis (Ho) and alternative hypothesis (Ha): Ho
: The use of Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
Ha
: The use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
The assumption of this hypotheses as follows: If to
t
table,
the null hypothesis (Ho) is rejected and alternative hypothesis
(Ha) is accepted. It means the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta If
to
t
table
,the null hypothesis (Ho) is accepted and alternative
hypothesis (Ha) is rejected. It means the use of Flash Card is not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
Based on the description of data calculation, it can be inferred that: 1. The value of to is 2.43 2. The degree of freedom (df) is 60, so the value of t
table
in the
significance 5% = 1.671
It shows that to
t
table,
it means that the null hypothesis (Ho ) is rejected
and the alternative hypothesis (Ha) is accepted
D. Interpretation of Data Flash Card is a card where the words and/or pictures are printed or drawn. It can be used to combine vocabulary and picture. It is considered could effective to improve students’ vocabulary and make teaching and
37
learning process fun and enjoyable. Students can study new vocabulary by making small group or pair using this card to understand the meaning. Therefore, this card can minimize the high imbalance between students upper and lower level. The result of data analysis using t-test showed, the value of to is 2.43 with degree of freedom 60 in the significance degree (α) of 5%, t
table
is 1.671. It
means that to > ttable (to is higher than ttable). Therefore, the null hypothesis (Ho) is rejected. Then, the alternative hypothesis (Ha) is accepted that the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta. The research results showed that there is different score in both classes. The experiment class got increasing score in the posttest and the controlled class got decreasing score in the posttest. It could be seen from the mean of students’ pretest and posttest from both classes. The mean of pretest in controlled class is 80.24 and the mean of posttest is 78.47. On the other side, the mean of pretest in experiment class is 77.34 and the mean of posttest is 80.08. From the result of the research, it can be concluded that the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta When the writer did the research, there were some problems in the research field. There had been UCUN (uji coba ujian nasional) for 2 weeks which disturbed the research schedule. Therefore, schedule in experiment and controlled class should follow the time remaining. Then, there was PENSI (Pentas Seni) in MAN 19 that located beside MTs N 13 Jakarta which makes a noisy condition when the writer did research in the class. It made students didn’t focus on the research. Moreover, the research schedule of experiment class and controlled class is not same in learning time. For experiment class, the writer did the research before noon. On the contrary, the writer did the research after noon in the controlled class. It influenced students’ thought and students’ mood in teaching and learning process. The other reason is because the sound system in the class was not function. The writer used a small sound system to give dialog
38
recording to students in controlled class. Therefore, the score posttest in the controlled class got decreasing score.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion Based on the finding of research data, the collected data have been analyzed by T-test to find out whether or not the use of Flash Card is effective in teaching vocabulary. The writer obtained that Ttable is lower than to in significant level 5% (1.671). The writer states that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In other words, the use of Flash Card is effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.
B. Suggestion From the result of research above, the writer would like to give some suggestions as the following: 1. For the students Students should repeat the word meaning in flash card again and again to avoid forgetfulness. It often happened when the teacher asked them to mentions the word meaning that had been learnt before, students could not answer the questions.
2. For the teacher Teacher should use flash card to teach vocabulary especially for concrete noun, such as colors, fruits, vegetables, seasons, animals, and others. It is better than the others because it can be bright and colorful and make a real impact on visual learners. Therefore, it makes students easier to remember the word meaning. Then, flash card need a lot of teachers’ time, so teachers should work together with their students to collect picture from selected topic. Last, there are some activities of teaching by using flash card to avoid students’
40
41
boring. Some of them such as memory activity, drilling, identification, and TPR activity
3. For further researcher Hopefully this research can be advanced by the further researcher. Not always to teach word meaning, flash card can also be used to teach speaking by making sentence or story based on the picture shown on the flashcard, teaching grammar by making language rules on the side of flash card. It is also used to teach pronunciation and listening skill.
BIBLIOGRAPHY Allen, Virginia French. Techniques in Teaching Vocabulary. New York: Oxford University Press, 1983. Aebersold, Jo Ann and Field, Mary Lee. From Reader to Reading Teacher. Cambridge: Cambridge University Press, 1997. Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Sixth edition. Jakarta: Asdi Mahasatya, 2006. Brooks, Nelson. Language and Language Learning( Theory and Practice, second edition). USA: Harcourt, Brace & World, Inc, 1964. Celce, Murcia Marianne. Teaching English as a Second Language, 2nd Edition. Cambridge: Heinle and Heinle Publisher, 1995. Cowan, Ron . The Teacher’s Grammar of English. Cambridge: Cambridge University Press, 2008. Doff, Adrian. Teach English ( A Training Course for Teachers). Cambridge : Cambridge University Press. 1988. Douglas, Dan. Assessing for Specific Purpose. Cambridge: Cambridge University Press, 2000. Dunn, Rita S. and Dunn, Kenneth J. Learning styles/ teaching styles : Should they.. Can they.. be matched?. Educational Leadership Journal, January 1979. Frank, Marcella. Modern English ( Exercises for Non-Native Speakes, Part one). New Jersey: Prentice- Hall, Inc., 1972. Finocchiaro, Mary and Michael, Bonomo. The Foreign Language Learner: A Guide for teacher. New York: Regent Publishing Company inc. 1973. Fries, Charles C. Teaching & Learning English as a Foreign Language. USA: The University of Michigan. 1945 Gerlach, Vernon S. “Teaching and Media” a Systematic Approach. New Jersey: 1980. Heinech. Instructional Media and The New Technologies of Instruction. Canada: John Willy and Sons, Inc, 1993. Hycraft, John. An Introduction to English Language Teaching. London: Longman, 1978. Ilyin, Donna and Tragardh, Thomas . A classroom practices in adult ESL. TESOL: Washington DC, 1980. Lado, Robert. Language Teaching (A Scientific Approach). New York: McGrawHill, Inc, 1964. Richards, Jack C. and Rodger, Theodore S. Approach and Method in Language Teaching. Cambridge: Cambridge University Press, 2001. Rohani, Ahmad. Media Instruksional Edukatif. Jakarta: Rineka Cipta, 1997. Sjah, Djalinus . Tata Bahasa Inggeris Modern. Jakarta : Kurnia- Esa, 1979. 41
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Syah, Djalinus. and Enong, Azimar . Tata Bahasa Inggeris Modern ( Dalam Bentuk Tanya Jawab). Jakarta: CV. Miswar, 1982. Sulaiman, Amir Hamzah. Media Audio-Visual untuk Pengajaran, Penerangan dan Penyuluhan. Jakarta: PT Gramedia, 1981. Thornbury, Scott. How to Teach Vocabulary. England: Pearson Education Limited, 2002. Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 1991. Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University Wright, Andrew. Visual Materials for the Language Teacher. London: Longman, 1976. Zaenuri, A.M. Vocabulary 1. Jakarta, 2003 Zhihong, Yang . Learning world. English Teaching Forum, vol. 38, No.3, July 2000. Press, 1989. https://www.google.com/search?q=tools+in+the+bedroom&hl=id&gbv=2&tbm=i sch&spell=1&oq=&gs_l= https://www.google.com/search?q=tools+in+the+bathroom&hl=id&gbv=2&tbm= isch&spell=1&oq=&gs_l= https://www.google.com/search?q=adjective&hl=id&gbv=2&tbm=isch&spell=1 &oq=&gs_l=
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APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan I.
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Membaca dan Vocabulary : 2 x 40 menit : 2013-2014 :I
Standar Kompetensi Memahami makna dalam teks tulis fungsional sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat.
II. Kompetensi Dasar Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat. III. Indikator Siswa mampu mengartikan kata-kata yang ada pada Flash Cards Siswa mampu menebak kata berdasarkan gambar yang terdapat di dalam flash cards Siswa mampu mengartikan kalimat yang ada di dalam dialog Siswa mampu mengerti isi dari dialog Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok Kosa kata di dalam flash cards
44
VIEW/SCENERY
THINK
NICE
COME
SURFING
LOVE
BEACH
SWIMMING MEET
PARASAILING
WATER
SPORT
45
ENJOY
BEAUTIFUL
RIGHT
WHITE SAND
BREEZE
CONTINUE
WAIT
SEE
V. Metode Pembelajaran (Grouping) VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting
BLUE OCEAN
GO
46
Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru meminta siswa membentuk kelompok-kelompok kecil. Guru membagikan flash cards yang berisi kosa-kata mengenai dialog yang akan mereka pelajari. Murid secara kelompok memahami setiap kosa-kata yang berada pada flash card. Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok. Siswa menjawab pertanyaan guru. Guru meminta tiap perwakilan kelompok maju ke depan kelas untuk “tebak kata” menggunakan gesture (bahasa tubuh), kata-kata yang ada pada flashcard. Siswa menjawab setiap kata yang diberikan oleh temannya lewat gesture secara kelompok.
C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Flash Card VIII.
Penilaian
47
Teknik
: Tes Tulis Tes Lisan
Translate the dialogue below! TASK 1: Agus Irwan Agus Irwan Agus Irwan Agus Irwan
Agus
Irwan
: Lovely view, don’t you think? : Yeah, I think so. I love the beach scenery very much. : I am Agus, by the way. Nice to meet you. : Nice to meet you. I am Irwan. : Well, have you been at this beach before, Irwan? : Yes, I have been here for several times. I usually came here when it was on semester holiday. : What did usually you do here then? : I came here for swimming, surfing, parasailing, and other water sport. However, this time I prefer to just enjoy the view of the beach. It is very beautiful, isn’t it? : Yes, you are absolutely right, especially the blue ocean, the white sand and the breeze. Well, it would be nice to continue our conversation, but I’m sorry I have to go now. My mother is waiting for me in the hotel. Let’s continue this another time. See you. : OK, see you
Jakarta, 20 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
48
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Membaca dan Vocabulary : 2 x 40 menit : 2013-2014 : II
I. Standar Kompetensi Memahami makna dalam teks tulis fungsional pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat. III. Indikator Siswa mampu mengartikan kata-kata yang ada pada Flash Cards Siswa mampu menebak kata berdasarkan gambar yang terdapat dalam flash cards Siswa mampu mengartikan kalimat yang ada di dalam dialog Siswa mampu mengerti isi dari dialog Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb) Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok a. Kosa kata di dalam flash cards
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MOVE
HELP
FRIEND
INVITE
REMEMBER
GLAD
TELL
LATE
ASSIGNE DECIDE
FAMILY
OLD–NEW
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H I S TO R I C A L BUILDING
VARIOUS CULINARY
IDEA
HOUSE
COOL MISS
SUMMER
CALL
A PLANE
TASK
LONG–SHORT
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STUDY
Junior High School
Senior High School
VISIT
CARRY
HOT
TIME
TAKE
SHOPPING BAG TRAVEL
CONVERSATION
SUPERMARKET
TOURISM OBJECT
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b. Noun, Adjective and Verb. Noun ( Kata Benda) a). Pengertian Noun Noun adalah kata benda. Contoh kata benda diantaranya, chair, lamp, book, window, dll. b).Fungsi Noun: 1. Subjek dari kata kerja. Contoh: -John eats the rice 2. Objek dari kata kerja. Contoh : John eats the rice c).Letak Noun : 1. Subjective (setelah kata kerja seperti “be” Contoh : John is the president 2. Setelah kata sifat ( adjective) Contoh : John draws a great mountain Adjective (Kata Sifat) a). Pengertian Adjective. Adjective adalah kata sifat. Contoh dari kata sifat antara lain: clever, dilligent, beautiful, big, small, dll. b). Fungsi Adjective 1. Memodifikasi (memperjelas) kata benda. Contoh : Beautiful girl 2.Memodifikasi (memperjelas) kata ganti (pronoun) Contoh : They are diligent c) Letak Adjective 1. Sebelum kata benda Contoh : I have beautiful hair 2.Setelah kata kerja tobe. Contoh : She is clever Verb ( Kata Kerja) a). Pengertian Verb Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch, play, cook, dll. b). Fungsi Verb Dilihat dari sudut bahasa merupakan pusat dari kalimat. c). Letak Verb Setelah subjek Contoh: John learn English V. Metode Pembelajaran (Grouping)
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VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru meminta siswa membentuk kelompok-kelompok kecil. Siswa membentuk kelompok Guru menjelaskan mengenai noun, adjective dan verb kepada siswa Siswa menyimak penjelasan guru dengan seksama Guru membagikan flash cards yang berisi kosa-kata mengenai dialog yang akan mereka pelajari. Siswa secara kelompok memahami setiap kosa-kata yang berada pada flash card. Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok. Siswa menjawab pertanyaan guru. Guru meminta siswa bermain cepat ucap kata berdasarkan kata yang berada dalam flash cards. Siswa mengikuti permainan yang diberikan oleh guru. C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas VII.
Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”. b. Media pembelajaran : Flash Card
VIII.
Penilaian Teknik : Tes Tulis
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Find out Noun, Adjective and Verb based on dialogue below! TASK 2: Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time? Anna : Hi, Laras. I’m glad to meet you here. Laras : I’m too. I miss you so much. Anna : Yeah, I miss you too. Have you gone abroad? Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday. Anna : Really? Tell me about it. Laras : Hhm. I went there to continue my study and this month is summer holiday, so I decided to come back. Anna : Cool! By the way, would you mind coming to my house this afternoon? Laras : Yes, it sounds great! I’ll be there 4 p.m. Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to go now. See you later laras. Laras : Bye. Take care Anna!
Jakarta, 26 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
55
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Membaca dan Vocabulary : 2 x 40 menit : 2013-2014 : III
I. Standar Kompetensi Memahami makna dalam teks tulis fungsional pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat. III. Indikator Siswa mampu mengartikan kata-kata yang ada pada Flash Cards Siswa mampu menebak kata berdasarkan gambar yang terdapat dalam flash cards Siswa mampu mengartikan kalimat yang ada di dalam SMS Siswa mampu mengerti isi dari SMS Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb) Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok Kosa kata di dalam Flash Cards
56
MOBILE PHONE
SEND
HOSPITAL
PASSED AWAY
BUY
DISTRIBUTE
AGREE
SHOW
BOOK FAIR
BAD
MIND
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ASK
GET
SHOPPING CUT
Noun, Adjective, and Verb. Sentence : Aji has a beautiful hair with a short neck. He wears a white uniform. Dari kalimat diatas, maka: Noun: Aji, a, hair, neck, uniform. Adjective: beautiful, short, white. Verb: has, wears. V. Metode Pembelajaran (Grouping) VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru meminta siswa membentuk kelompok-kelompok kecil. Guru menjelaskan kepada siswa mengenai kalimat yang berisi noun, adjective dan verb Siswa menyimak penjelasan guru dengan seksama Guru membagikan flash cards yang berisi kosa-kata mengenai dialog yang akan mereka pelajari. Siswa secara kelompok memahami setiap kosa-kata yang berada pada flash card.
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Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok. Siswa menjawab pertanyaan guru secara bergantian. Guru meminta setiap perwakilan kelompok untuk maju ke depan kelas, lalu memberikan tebakan kalimat untuk kelompok lainnya melalui gesture (bahasa tubuh). Siswa menebak kalimat dari teman mereka. C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas VII.
Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”. b. Media pembelajaran : Flash Card
VIII.
Penilaian Teknik : Tes Tulis
SHORT MESSAGE SERVICE (SMS) SMS 1 When A Short Message Becomes Shorter Nelly is 13 years old and she lives in Bandung. It is Sunday and she is going to get shopping in Paris Van Java Mall. She wants to ask her friend, Prita to go there together. So, she takes her mobile phone and sends a text message to Prita. This is what actually wants to say: Hi Prita! Are you okay? I’m great. Please call me before tomorrow. Thanks. See you! SMS 2 From : Jack (081899734670) Bram, I just got a bad news. As you know that Nita’s father is being hospitalized. He passed
59
away last night. Please forward to other friends. SMS 3
From : Andri (081321858009) Hi, Intan. Are you feeling better now? There’s good news from school today. Pusat Ilmu will hold a book fair in our school next Saturday. There will be some interesting books to buy. The list of books had been already distributed. I’ll show you tomorrow if you come. All prices will be cut off until 75%. It’s fantastic, isn’t it? I’ll buy some. What do you think of it? SMS 4 Rika’s message to Vera
From: Rika (085620083244) Hi, Vera. I want to tell you something. I have an idea. What do you think about taking a computer course this semester? Would you like to? I’ll be very happy if we can take course together. Reply me soon, please. Thanks. Vera’s reply to Rika From : Vera (087823482123) I have made up my mind. I agree to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we meet and talk about where we will take the course. BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then, TRANSLATE their meaning! Noun ( Kata Benda) Adjective (Kata Sifat) Verb (Kata Kerja)
Jakarta, 27 Februari 2014 Guru Praktikan Neneng Suhaimi NIM 109014000019
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Membaca dan Vocabulary : 2 x 40 menit : 2013-2014 : IV
I. Standar Kompetensi Memahami makna dalam teks tulis fungsional pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat. III. Indikator Siswa mampu mengartikan kata-kata yang ada pada Flash Cards Siswa mampu menebak kata berdasarkan gambar yang terdapat dalam flash cards Siswa mampu mengartikan kalimat yang ada di dalam dialog dan di dalam paragrap Siswa mampu mengerti isi dari dialog dan paragrap Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb) Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok Kosa kata di dalam Flash Cards
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HAPPY
KNOW
SOUP
SHAMPOO
BLANKET
GIVE
TOOTHPASTE
BATHTUB
BALCONY
GARDEN
D I R T Y E G G- C L E A N E G G
UNTIDY–TIDY/NEAT
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FLOWERS
W H I T E EGG – B R O W N EGG
GARAGE
COLOUR
TELEVISION LIVING ROOM
TREE
SOFA
BRUSH
BEDROOM
KITCHEN
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SWEEP
FULL–EMPTY
BEDSHEET
JACKET
M O D E R N – T R A D I T IONAL HOUSE
DESK
DINING ROOM
Noun, Adjective, and Verb. Sentence : I love my room. It is clean and neat Dari kalimat diatas, maka: Noun: I, my room Adjective: clean, neat Verb: love, is V. Metode Pembelajaran (Pairs and Group) VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru menempelkan setiap flash cards di bawah bangku setiap siswa dan artinya secara acak. Setiap siswa menerima flash card berbeda-beda.
64
Guru meminta siswa mencari teman sebagai pasangannya dengan cara mencari arti kata pada flashcard yang siswa miliki. Siswa mencari pasangannya. Guru meminta siswa membentuk kelompok-kelompok kecil kemudian menjelaskan kalimat yang berisi noun, adjective dan kata kerja Siswa membentuk kelompok dan menyimak penjelasan guru dengan seksama Guru membagikan flash cards yang berisi kosa-kata mengenai dialog/ paragraph yang akan mereka pelajari. Siswa secara kelompok memahami setiap kosa-kata yang berada pada flash card. Guru menanyakan beberapa kosa-kata yang ada pada flash card ke tiap-tiap kelompok. Siswa menjawab pertanyaan guru secara bergantian. Guru meminta setiap perwakilan kelompok untuk maju ke depan kelas, lalu memberikan tebakan kalimat untuk kelompok lainnya melalui gesture (bahasa tubuh). Siswa menebak kalimat dari teman mereka. C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas VII.
Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”. b. Media pembelajaran : Flash Card
VIII.
Penilaian Teknik : Tes Tulis
Dialogue 1 Anita : Morning, Andita
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Andita : Morning, Anita. How are you? Anita : I am fine, thank you. And you? Andita : I am fine, too. Thank you. Anita : Let’s go to my bedroom. What do you think of it? Andita : Wow.. it is a nice bedroom. Anita : Thank you. Andita : What is your favourite thing in your bedroom? Anita : This blanket. My mother gave it to me. What do you think of it? Andita : It is lovely. Anita : thanks Dialogue 2 Dian : This is my bedroom, Sani. It’s my favourite room in my house. Sani : O…really? Dian : Yes. What do you think of my bedroom. Sani : I think it is a nice bedroom. Dian : Do you think so, Sani? Sani : I think so. Your room is clean and neat. How many times a week do you clean it? Dian : I sweep it everyday. I change the bedsheets once a week.
Paragraph My House I live in a beautiful modern house. The house has three bedrooms. The bedrooms are in upstairs. The living room, the kitchen, and the dining room are in downstairs. My house has a balcony. The garden is full of flowers and trees. The colour of the house is white and brown. There is a garage for our car. We like living here because it’s very nice. Group of words. Fine Thank Let Gave Bedroom Think Nice Favourite Thing Blanket Go Lovely Room House Clean Neat Sweep Change Bedsheet Live Beautiful Modern Mother Has Living Kitchen Dining Balcony Garden Full Room Room Flowers Trees Colour Garage Car Like
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Making group the words above into kind of words below. Then, translate their meaning! Noun Adjective Verb (kt.benda) (kt. Sifat) (kt.kerja)
Jakarta, 28 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
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APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Listening and Vocabulary : 2 x 40 menit : 2013-2014 :I
I. Standar Kompetensi Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat. III. Indikator Siswa mampu menulis kata yang mereka dengar berdasarkan dialog yang diberikan Siswa mampu menyusun kalimat menjadi sebuah dialog Siswa mampu mengartikan kalimat yang ada di dalam dialog Siswa mampu mengerti isi dari dialog Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity)
IV. Materi Pokok Percakapan melalui audio media V. Metode Pembelajaran (Grouping)
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VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru meminta siswa membentuk kelompok kecil. Siswa membentuk kelompok belajar mereka Guru memperdengarkan siswa sebuah dialog yang mendiskusikan tentang pantai Siswa mendengarkan dialog dari guru dengan seksama Guru meminta siswa menulis setiap kosa kata yang mereka dengar dari dialog Siswa menulis kosa kata secara kelompok Guru meminta perwakilan kelompok untuk menuliskan kosa-kata yang mereka peroleh dari dialog yang diberikan di papan tulis Setiap perwakilan kelompok menulis kosa kata yang mereka peroleh Guru meminta anggota kelompok lainnya menyusun kosa kata tersebut menjadi sebuah kalimat dan dialog sesuai dengan dialog yang mereka dengar Siswa menyusun dialog yang mereka dapati Guru menjelaskan arti dan pengucapan kosa kata yang siswa tulis di papan tulis Siswa menirukan pengucapan guru Guru membagikan tiap kelompok kertas berisi dialog yang diperdengarkan untuk mereka terjemahkan ke dalam bahasa Indonesia Siswa melaksanakan tugas secara kelompok C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas
VII.
Sumber dan Media a. Sumber pembelajaran:
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Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”.
VIII.
b. Media pembelajaran : Audio media (rekaman) Penilaian Teknik : Tes Tulis Tes Lisan
TASK 1: Agus : Lovely view, don’t you think? Irwan : Yeah, I think so. I love the beach scenery very much. Agus : I am Agus, by the way. Nice to meet you. Irwan : Nice to meet you. I am Irwan. Agus : Well, have you been at this beach before, Irwan? Irwan : Yes, I have been here for several times. I usually came here when it was on semester holiday. Agus : What did usually you do here then? Irwan : I came here for swimming, surfing, parasailing, and other water sport. However, this time I prefer to just enjoy the view of the beach. It is very beautiful, isn’t it? Agus : Yes, you are absolutely right, especially the blue ocean, the white sand and the breeze. Well, it would be nice to continue our conversation, but I’m sorry I have to go now. My mother is waiting for me in the hotel. Let’s continue this another time. See you. Irwan : OK, see you Translation dialogue above into bahasa! Jakarta, 19 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
70
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Listening and Vocabulary : 2 x 40 menit : 2013-2014 : II
I. Standar Kompetensi Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat. III. Indikator Siswa mampu menulis kosa kata yang mereka dengar berdasarkan dialog yang diberikan Siswa mampu menyusun kalimat menjadi sebuah dialog Siswa mampu mengartikan kalimat yang ada di dalam dialog Siswa mampu mengerti isi dari dialog Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb) Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok 1. Dialog melalui audio media 2. Noun, Adjective and Verb. Noun ( Kata Benda) a). Pengertian Noun Noun adalah kata benda. Contoh kata benda diantaranya, chair, lamp, book, window, dll. b).Fungsi Noun:
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1. Subjek dari kata kerja. Contoh: -John eats the rice 2. Objek dari kata kerja. Contoh : John eats the rice c).Letak Noun : 1. Subjective (setelah kata kerja seperti “be” Contoh : John is the president 2. Setelah kata sifat ( adjective) Contoh : John draws a great mountain Adjective (Kata Sifat) a). Pengertian Adjective. Adjective adalah kata sifat. Contoh dari kata sifat antara lain: clever, dilligent, beautiful, big, small, dll. b). Fungsi Adjective 1. Memodifikasi (memperjelas) kata benda. Contoh : Beautiful girl 2.Memodifikasi (memperjelas) kata ganti (pronoun) Contoh : They are diligent c) Letak Adjective 1. Sebelum kata benda Contoh : I have beautiful hair 2.Setelah kata kerja tobe. Contoh : She is clever Verb ( Kata Kerja) a). Pengertian Verb Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch, play, cook, dll. b). Fungsi Verb Dilihat dari sudut bahasa merupakan pusat dari kalimat. c). Letak Verb Setelah subjek Contoh: John learn English V. Metode Pembelajaran (Grouping) VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok
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Guru meminta siswa membentuk kelompok kecil. Siswa membentuk kelompok belajar mereka Guru menjelaskan siswa mengenai noun, adjective dan kata kerja Siswa menyimak penjelasan guru dengan seksama Guru memperdengarkan siswa sebuah dialog yang mendiskusikan tentang”go to abroad” Siswa mendengarkan dialog dari guru dengan seksama Guru meminta siswa menulis setiap kosa kata yang mereka dengar dari dialog Siswa menulis kosa kata secara kelompok Guru meminta perwakilan kelompok untuk menuliskan kosa-kata yang mereka peroleh dari dialog yang diberikan di papan tulis Setiap perwakilan kelompok menulis kosa kata yang mereka peroleh Guru meminta anggota kelompok lainnya menyusun kosa kata tersebut menjadi sebuah kalimat dan dialog sesuai dengan dialog yang mereka dengar Siswa menyusun dialog yang mereka dapati Guru menjelaskan arti dan pengucapan kosa kata yang siswa tulis di papan tulis Siswa menirukan pengucapan guru Guru membagikan tiap kelompok kertas berisi dialog yang diperdengarkan lalu meminta murid membedakan noun, adjective dan verb Siswa melaksanakan tugas secara kelompok C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas
VII.
Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book
73
for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Audio Media (rekaman) VIII.
Penilaian Teknik : Tes Tulis
TASK 2: Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time? Anna : Hi, Laras. I’m glad to meet you here. Laras : I’m too. I miss you so much. Anna : Yeah, I miss you too. Have you gone abroad? Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday. Anna : Really? Tell me about it. Laras : Hhm. I went there to continue my study and this month is summer holiday, so I decided to come back. Anna : Cool! By the way, would you mind coming to my house this afternoon? Laras : Yes, it sounds great! I’ll be there 4 p.m. Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to go now. See you later laras. Laras : Bye. Take care Anna! FIND OUT: NOUN
:
ADJECTIVE :
VERB
: Jakarta, 26 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
74
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Listening dan Vocabulary : 2 x 40 menit : 2013-2014 : III
I. Standar Kompetensi Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat. III. Indikator Siswa mampu menulis kosa kata yang kosong di dalam SMS berdasarkan dialog yang diperdengarkan Siswa mampu mengartikan kalimat yang ada di dalam SMS Siswa mampu mengerti isi dari SMS Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb) Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok 1. Pesan SMS melalui audio media 2. Noun, Adjective, and Verb. Sentence : Aji has a beautiful hair with a short neck. He wears a white uniform. Dari kalimat diatas, maka: Noun: Aji, a, hair, neck, uniform. Adjective: beautiful, short, white.
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Verb: has, wears. V. Metode Pembelajaran (Pairs) VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru meminta siswa mencari teman sebagai pasangan belajarnya. Siswa mendapati teman pasangan untuk belajar Guru menerangkan kalimat yang berisi noun, adjective dan verb Siswa menyimak penjelasan guru Guru memberikan siswa lembar kerja siswa Guru memperdengarkan siswa beberapa pesan SMS Siswa mendengarkan pesan SMS dari guru dengan seksama Guru meminta siswa melengkapi kosa kata kosong yang mereka dengar dari pesan SMS yang diperdengarkan Siswa melengkapi kosa kata yang kosong Guru meminta siswa membedakan noun, adjective dan verb Siswa melaksanakan tugas yang diberikan C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas VII.
Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”. Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”.
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b. Media pembelajaran : Audio Media (Rekaman) VIII.
Penilaian Teknik : Tes Tulis
SHORT MESSAGE SERVICE (SMS) A. Listen to the audio, then complete the blank words. SMS 1 When A Short Message Becomes Shorter Nelly is 13 years old and she ……. in Bandung. It is Sunday and she is going to …… shopping in Paris Van Java Mall. She wants to …… her friend, Prita to …… there together. So, she takes her …….. ………. and sends a text message to Prita. This is what actually wants to ……..: Hi Prita! Are you okay? I’m …….. Please …… me before tomorrow. Thanks. See you!
SMS 2 From : Jack (081899734670) Bram, I just got a …… news. As you know that Nita’s father is being hospitalized. He ………. away last night. Please forward to other friends. SMS 3
From : Andri (081321858009) Hi, Intan. Are you feeling better now? There’s good …….. from school today. Pusat Ilmu will hold a …….. fair in our school next Saturday. There will be some ………… books to buy. The list of books had been already distributed. I’ll ……. you tomorrow if you come. All prices will be …… off until 75%. It’s fantastic, isn’t it? I’ll ….. some. What do you think of it? SMS 4 Rika’s message to Vera
From: Rika (085620083244) Hi, Vera. I want to ….. you something. I have an ….. What do you think about
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taking a computer course this semester? Would you like to? I’ll be very …… if we can …… course together. ….. me soon, please. Thanks.
Vera’s reply to Rika From : Vera (087823482123) I have made up my ……. I ……. to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we ….. and …….. about where we will take the course. B. BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then, TRANSLATE their meaning! Noun Adjective Verb (kt.benda) (kt.sifat) (kt.kerja)
Jakarta, 27 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
78
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Class Sekolah Mata Pelajaran Kelas/Semester Aspek Waktu Tahun Pelajaran Pertemuan
: MTs Negeri 13 Jakarta : Bahasa Inggris : VII (tujuh) : Listening dan Vocabulary : 2 x 40 menit : 2013-2014 : IV
I. Standar Kompetensi Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat. II. Kompetensi Dasar Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat. III. Indikator Siswa mampu melengkapi kosa kata yang kosong di dalam dialog dan paragrap Siswa mampu mengartikan kata yang ada di dalam dialog dan paragraph Siswa mampu mengartikan kalimat yang ada di dalam dialog dan paragraph Siswa mampu mengerti isi dari dialog dan paragrap Siswa mampu membedakan kata benda (noun), kata sifat (adjective), dan kata kerja (verb) Karakter siswa yang diharapkan: -Rasa hormat dan perhatian (respect) -Tekun (diligence) -Tanggung Jawab (responsibility) -Berani (Courage) -Rasa ingin tahu (coriousity) IV. Materi Pokok 1. Dialog dan paragrap melalui audio media 2. Noun, Adjective, and Verb. Sentence : I love my room. It is clean and neat Dari kalimat diatas, maka:
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Noun: I, my room Adjective: clean, neat Verb: love, is V. Metode Pembelajaran (Pairs) VI. Langkah-langkah Kegiatan A. Pendahuluan Greeting Ice Breaking Mengabsen Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok Guru meminta siswa mencari teman sebagai pasangan belajarnya. Siswa mendapati teman pasangan untuk belajar Guru menerangkan kalimat yang berisi noun, adjective dan verb Siswa menyimak penjelasan guru Guru memberikan siswa lembar kerja siswa Guru memperdengarkan siswa dialog dan paragrap Siswa mendengarkan dialog dan paragrap dari guru dengan seksama Guru meminta siswa melengkapi kosa kata kosong yang mereka dengar dari dialog dan paragrap yang diperdengarkan Siswa melengkapi kosa kata yang kosong Guru meminta siswa membedakan noun, adjective dan verb Siswa melaksanakan tugas yang diberikan C. Penutup Guru bersama siswa menyimpulkan materi yang telah dipelajari. Guru memberikan latihan soal sebagai penilaian untuk mengetahui pemahaman siswa mengenai materi yang telah diajarkan. Guru bersama siswa mengakhiri pembelajaran dengan mengucapkan hamdalah. Guru mengucapkan salam dan keluar kelas VII.
Sumber dan Media a. Sumber pembelajaran: Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar Sofyanda, Learning More English 1 for Grade VII Junior High School, Bandung : Grafindo Media Pratama, 2013”.
80
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma Dewi, Passport to the World, A Fun and Easy English Book for Grade VII of Junior High Schools, Solo: PT Tiga Serangkai Pustaka Mandiri, 2012”. b. Media pembelajaran : Audio Media (Rekaman) VIII.
Penilaian Teknik : Tes Tulis
Dialogue 1 Anita : Morning, Andita Andita : Morning, Anita. ..... …… ……? Anita : I am fine, thank you. And you? Andita : I am fine, too. Thank you. Anita : Let’s …. to my bedroom. What do you ……. of it? Andita : Wow.. it is a …….. bedroom. Anita : Thank you. Andita : What is your ………. thing in your bedroom? Anita : This ……. . My mother ……. it to me. What do you think of it? Andita : It is ……... . Anita : Thanks Dialogue 2 Dian : This is my bedroom, Sani. It’s my favourite …….. in my house. Sani : O, really? Dian : Yes. What do you think of my bedroom. Sani : I think it is a nice bedroom. Dian : Do you think so, Sani? Sani : I think …. Your room is …… and …... How many times a week do you …… it? Dian : I ……. it everyday. I ……. the bedsheets once a week. Paragraph My House I live in a beautiful …….. house. The house has three bedrooms. The bedrooms are in upstairs. The …… room, the ……., and the …….. room are in downstairs. My house has a ……. . The garden is full of flowers and …... The colour of the house is white and brown. There is a ……. for our ….. We like …… here because it’s very …... .
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Group of words. Fine Thank Let Gave Bedroom Think Nice Favourite Thing Blanket Go Lovely Room House Clean Neat Sweep Change Bedsheet Live Beautiful Modern Mother Has Living Kitchen Dining Balcony Garden Full Room Room Flowers Trees Colour Garage Car Like
Making group the words above into kind of words below! Noun Adjective Verb (kt.benda) (kt. Sifat) (kt.kerja)
Jakarta, 28 Februari 2014 Guru Praktikan
Neneng Suhaimi NIM 109014000019
82
APPENDIX 3 QUESTIONS FOR VALIDITY TEST 1.
2.
3.
4.
5.
6.
7.
8.
Agus: Lovely view, don’t you think? Irwan:Yeah, I think so. I love the beach scenery very much. What does the word “ beach” mean? a. Pantai c. Gunung b. Hutan d. Lembah Agus: I’m Agus, by the way. Nice to meet you Irwan: Nice to meet you. I’m Irwan. What does the word “nice” mean? a. Buruk c. Senang b. Kecewa d. Khawatir Laras: Hi, Anna. Where you have been? I haven’t seen you for a long time? Anna: Hi, Laras. I’m glad to meet you here. What does the word “ meet” mean? a. Bertemu c. Belajar b. Tinggal d. Berdiskusi Laras: I miss you so much. Anna: Yeah, I miss you, too. What does the word “miss” mean? a. Bertemu c. Berpikir b. Bermimpi d. Rindu Anita: Let’s go to my bedroom. What do you think of it? Andita: Wow.. it is a nice bedroom. What does the word “ think” mean? a. Bertemu c. Berpikir b. Bermimpi d. Rindu Sani: how many times a week do you clean your bedroom? Dian: I sweep it everyday. I change the bedsheets once a week. What does the word “sweep” mean? a. Menyiram c. Menyapu b. Mencuci d. Memasak Agus : Well, have you been at this beach before, Irwan? Irwan : Yes, I have been here for several times. I usually came here when it was on semester holiday. What does the word “holiday” mean? a. Hari kelahiran c. Hari Ibu b.Haribesar/raya d.HariKemerdekaan Nanang : The beach is very beautiful, isn’t it? Budi : Yes, you are absolutely right. What does the word “beautiful ” mean? a. Besar c. Kecil b. Buruk d. Indah
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9.
Santi : What do you think about my room? Laras: Your room is clean and neat. What does the word “clean” mean? a. Besar c. Bersih b. Kecil d. Kotor
10. Festi : This is my bedroom, Ikoh. It is my favourite room in my house. Caca : Oh, really? What does the word “room” mean? a. Kamar c. Pagar b. Gerbang d. Garasi This message for number 11 to 13. Hi, Vera. I want to tell you something. I have an idea. What do you think about taking a computer course this semester? Would you like to? I’ll be very happy if we can take course together. Reply me soon, please. Thanks. 11. What does the word “tell ” (line 1) mean? a. Menyanyikan c. Melakukan b. Menceritakan d. Membuat 12. What does the word “idea ” ( line 2) mean? a. Ide c. Jadwal b. Susunan d. Catatan 13. What does the word “take” (line 5) mean? a. Mengambil c. Membuat b. Mengolah d. Melakukan This paragraph for number 14 and 16. I live in a beautiful modern house. The house has three bedrooms. The bedrooms are in upstairs. The living room, the kitchen, and the dining room are in downstairs. My house has a balcony. The garden is full of flowers and trees. The color of the house is white and brown. There is a garage for our car. We like living here because it’s very nice. 14. What does the word “live” (line 1) mean? a. Tinggal c. Menjaga b. Pindah d. Membersihkan 15. What does the word “garden” (line 5) mean? a. Halaman c. Sawah b. Kamar d. Taman 16. What does the word “garage” (line 7) mean? a. Kamar c. Pagar b. Gerbang d. Garasi
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Read the following short message to answer questions number 17 to 20 From : Andri (081321858009 Hi, Intan. Are you feeling better now? There’s good news from school today. Pusat Ilmu will hold a book fair in our school next Saturday. There will be some interesting books to buy. The list of books had been already distributed. I’ll show you tomorrow if you come. All prices will be cut off until 75%. It’s fantastic, isn’t it? I’ll buy some. What do you think of it? 17. What does the word “good” (line 2) mean? a. Baik c. Mengecewakan b. Buruk d. Membosankan 18. What does the word “Interesting” (line 5) mean? a. Membosankan c. Kuno b. Menarik d. Baru 19. What does the word “Fantastic” (line 9) mean? a. Buruk c. Luar biasa b. Indah d. Aneh 20. What does the word “buy” (line 9) mean? a. Membuat c. Menjual b. Menukar d. Membeli 21. By using this tool, our communication becomes easier and faster. What is this? a. Telephone c. Telegraph b. Mobile Phone d. Television
22.
People use this thing to sleep and to take a rest. What is this? a. Lamp b. Curtain
c. Carpet d. Bed
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23.
From the picture above, this is… a. Pillow c. Bed b. Blanket d. Curtain 24.
People usually put this picture in the living room. What is this?
a. Table b. Vas 25.
c. Sofa d. Carpet
This is a…..
a. Telephone b. Laptop
c. Television d. Radio
26. We use it to cool the food and drink. It is a….
a. Cupboard c. Box b. Refrigerator d. Shelf
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27.
It is used to clean our teeth. What is this? a. Glue b. Soap
28.
c. Toothpaste d. Shampoo
People can clean their hair by using these things. What are these? a. Glue b. Soap
29.
c. Toothpaste d. Shampoo
This picture is…. a. Vas c. Pillow
30.
b. lamp d. carpet
It is a…..
a. Blanket b. Carpet
c. Curtain d. Pillow
This paragraph for number 31 to 35 Complete the blank with the appropriate words! Nelly is 13 years old and she …… (31) in Bandung. It is Sunday and she is going to get …… (32) in Paris Van Java Mall. She wants to ask her friend, Prita to ….. (33) there together. So, she takes her ……( 34) and sends a text message to Prita. This is what Nelly actually wants to say: Hi, Prita. Are you okay? I’m great. Please ….. (35) me before tomorrow. Thanks. See you!
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31.
a. Works b. Lives
c. Arrives d. Leaves
31.
a. Running b. Shopping
c. Swimming d. Studying
32.
a. Go b. Stop
c. Start d. Finish
33.
a. Jacket b. Money
c. Pocket d. Mobile Phone
34.
a. Buy b. Call
c. Hate d. Love
35.
Ayu : Hi, I’m Ayu. What is your name? Hery: Hi, Ayu. I’m Hery. Nice to meet you. Ayu : Nice to meet you, too. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
36.
Isti : Hello, Bila. Long time no see you. How are you? Bila : Hello, Isti. I’m fine. Thanks The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
37.
“…can we travel to spend our holiday in Surabaya?” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
38.
“…. I think so. I must say this room is nice and comfortable” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
39.
Ulfa: Would you come to my birthday party tonight? Ayu: Of course, dear. I’ll be happy to come there. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
40.
“ Wow…. The sounds great!” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
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41.
Nuren: Why do you come late? Amy: I’m sorry. There was a traffic jam. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
42.
“… I think so. Your bedroom is very nice. It is also clean and neat” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
43.
A : What do you think about this party? B : This is a nice party. Isn’t it? The underlined word belongs the kind word of… a. Noun c. Adjective b. Verb
44.
“….people use the mobile phone to call and send SMS”. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
45.
B : Where do you want to go? C: I want to go to Supermarket to help my mother carry the shopping bags. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
46.
“ Bram, I just got a bad news.” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
47.
“Hi, Intan. Are you feeling better now?” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
48.
“Let’s go to my bedroom. What do you think of it?” The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
49.
“What is your favorite color in your bedroom? The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
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50.
I live in beautiful house. It has three bedrooms. The underlined word belongs the word kind of…. a. Noun c. Adjective b. Verb
51.
Do you have a small or a big house? The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
52.
My house has a balcony. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
53.
The garden is full of flowers and trees. The color of the house is white and brown. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
54.
There is a garage for our car. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
55.
Hi, Vera. I want to tell you something. I have an idea. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
56.
Nelly sends a text message to Prita. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
57.
I’ll be very happy if we can take course together. Reply me soon, please. Thanks. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
58. There’s good news from school today. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb 59. There will be some interesting bookstore buy.
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The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb Note: - The questions which are written in bold are not used for the test in experiment or control class because they are not valid. - The writer uses ANATES software for test the validity - The writer do the revision in 9 questions, they are: 1. Agus: Lovely view, don’t you think? Irwan:Yeah, I think so. I love the beach scenery very much. What does the word “ scenery” mean? a. Suasana c. Gambar b. Pemandangan d. Ombak 2.
Agus: I’m Agus, by the way. Nice to meet you Irwan: Nice to meet you. I’m Irwan. What does the word “nice” mean? a. Menakjubkan c. Mengagumkan b. Mempesona d. Menyenangkan
6.
Sani: how many times a week do you clean your bedroom? Dian: I sweep it everyday. I change the bedsheets once a week. What does the word “bedsheets” mean? a. Seprai c. Selimut b. Bantal d. Tempat Tidur
9.
Santi : What do you think about my room? Laras: Your room is clean and neat. What does the word “neat” mean? a. Mewah c. Rapi b. Indah d. Nyaman
17. From : Andri (081321858009 Hi, Intan. Are you feeling better now? There’s good news from school today. Pusat Ilmu will hold a book fair in our school next Saturday. There will be some interesting books to buy. The list of books had been already distributed. I’ll show you tomorrow if you come. All prices will be cut off until 75%. It’s fantastic, isn’t it? I’ll buy some. What do you think of it? What does the word “news” (line 2) mean? a. Berita c. Percakapan
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b. Wacana
d. Dialog
24. People usually put this picture in the living room. What is this?
a. Table b. Chair
c. Sofa d. Carpet
29. This picture is….
a. Blanket b. Lamp 35.
c. Pillow d. Carpet Nelly is 13 years old and she …… (31) in Bandung. It is Sunday and she is going to get …… (32) in Paris Van Java Mall. She wants to ask her friend, Prita to ….. (33) there together. So, she takes her ……( 34) and sends a text message to Prita. This is what Nelly actually wants to say: Hi, Prita. Are you okay? I’m great. Please ….. (35) me before tomorrow. Thanks. See you!
a. Talk b. Call
c. Meet d. Shout
46. B : Where do you want to go? C: I want to go to Supermarket to help my mother carry the shopping bags. The underlined word belongs the word kind of… a. Noun c. Adjective b. Verb
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ANSWER KEY OF QUESTIONS OF VALIDITY TEST 1. B 2. C 3. A 4. D 5. C 6. C 7. B 8. D 9. C 10. A
11. B 12. A 13. A 14. A 15. D 16. D 17. A 18. B 19. C 20. D
21. B 22. D 23. D 24. C 25. C 26. B 27. C 28. D 29. C 30. A
31. B 32. B 33. A 34. D 35. B 36. B 37. C 38. B 39. A 40. C
41. C 42. C 43. B 44. C 45. B 46. A 47. C 48. C 49. B 50. A
51. B 52. C 53. A 54. C 55. A 56. A 57. B 58. B 59. A 60. A
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The Result of Validity Test APPENDIX 4 REKAP ANALISIS BUTIR ===================== Rata2= 30.43 Simpang Baku= 2.91 KorelasiXY= 0.67 Reliabilitas Tes= 0.80 Butir Soal= 35 Jumlah Subyek= 35 Nama berkas: E:\PERKULIAHAN\SKRIPSI\FLASH CARDS – VOCABULARY MEANING\VALIDITY SOAL.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 0.00 Sangat Mudah 0.037 2 2 11.11 Sangat Mudah 0.205 3 3 33.33 Sangat Mudah 0.288 4 4 22.22 Sangat Mudah 0.423 Sangat Signifikan 5 5 22.22 Sangat Mudah 0.335 Signifikan 6 6 22.22 Sangat Mudah 0.147 7 7 11.11 Sangat Mudah 0.037 8 8 0.00 Sangat Mudah -0.034 9 9 0.00 Sangat Mudah 0.026 10 10 0.00 Sangat Mudah 0.026 11 11 33.33 Mudah 0.447 Sangat Signifikan 12 12 11.11 Sangat Mudah 0.384 Signifikan 13 13 33.33 Sedang 0.277 14 14 11.11 Sangat Mudah 0.384 Signifikan 15 15 22.22 Mudah 0.279 16 16 22.22 Sangat Mudah 0.402 Sangat Signifikan 17 17 0.00 Sangat Mudah -0.006 18 18 11.11 Sangat Mudah 0.179 19 19 0.00 Sangat Mudah NAN NAN 20 20 22.22 Sangat Mudah 0.374 Signifikan 21 21 11.11 Mudah 0.199 22 22 77.78 Sedang 0.632 Sangat Signifikan 23 23 33.33 Mudah 0.342 Signifikan 24 24 0.00 Sangat Mudah NAN NAN 25 25 0.00 Sangat Mudah NAN NAN 26 26 11.11 Sangat Mudah 0.179 27 27 0.00 Sangat Mudah -0.094 28 28 11.11 Sangat Mudah 0.384 Signifikan 29 29 0.00 Sangat Mudah -0.006 30 30 44.44 Mudah 0.323 Signifikan 31 31 55.56 Mudah 0.407 Sangat Signifikan 32 32 33.33 Sangat Mudah 0.273 33 33 44.44 Mudah 0.373 Signifikan 34 34 66.67 Mudah 0.672 Sangat Signifikan
94
35
35
44.44 Sedang
0.276 -
The Result of Validity Test REKAP ANALISIS BUTIR ===================== Rata2= 12.49 Simpang Baku= 5.23 KorelasiXY= 0.74 Reliabilitas Tes= 0.85 Butir Soal= 25 Jumlah Subyek= 35 Nama berkas: E:\ PERKULIAHAN\SKRIPSI\FLASH CARDS – WORD CLASSES\VALIDITY SOAL.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 36 1 0.00 Sedang 0.070 37 2 44.44 Sedang 0.280 38 3 55.56 Sedang 0.456 Signifikan 39 4 88.89 Sedang 0.676 Sangat Signifikan 40 5 44.44 Mudah 0.499 Sangat Signifikan 41 6 55.56 Sedang 0.461 Signifikan 42 7 33.33 Sukar 0.321 43 8 22.22 Sedang 0.134 44 9 44.44 Sedang 0.348 45 10 77.78 Sedang 0.523 Sangat Signifikan 46 11 55.56 Sedang 0.358 47 12 66.67 Sedang 0.504 Sangat Signifikan 48 13 77.78 Sedang 0.545 Sangat Signifikan 49 14 77.78 Sedang 0.625 Sangat Signifikan 50 15 77.78 Sedang 0.732 Sangat Signifikan 51 16 77.78 Sedang 0.692 Sangat Signifikan 52 17 44.44 Sukar 0.443 Signifikan 53 18 44.44 Sedang 0.458 Signifikan 54 19 88.89 Sedang 0.653 Sangat Signifikan 55 20 88.89 Sedang 0.722 Sangat Signifikan 56 21 -22.22 Sangat Sukar -0.286 57 22 33.33 Mudah 0.378 58 23 77.78 Sedang 0.613 Sangat Signifikan 59 24 0.00 Sangat Sukar -0.116 60 25 55.56 Mudah 0.579 Sangat Signifikan
95
APPENDIX 5 KISI-KISI SOAL Nama Sekolah
: MTs N 13 Jakarta
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 40
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
Standar Kompetensi
Membaca: Memahami makna dalam teks tulis fungsional sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan terdekat
Kompetensi Dasar
Indikator
Bentuk Soal
1.Mengartikan kata yang berada di dalam teks dan dialog
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
2.Menebak kata berdasarkan gambar yang disajikan
13, 14, 15, 16, 17.
Pilihan 3. Melengkapi kata Ganda yang terdapat yang kosong dalam sebuah paragraph dalam teks tulis Merespon makna
4. Menggolongkan kata yang termasuk ke pendek sangat dalam kelompok noun sederhana secara (kata benda) fungsional
akurat, dan yang
No. Soal
lancar
18, 19, 20, 21, 22.
24, 31, 34, 36, 38, 40.
5. Menggolongkan kata termasuk ke berterima yang dalam kelompok berkaitan adjective (kata sifat)
25, 26, 28, 29, 33, 35.
6. Menggolongkan kata yang termasuk ke dalam kelompok verb (kata kerja)
23, 27, 30, 32, 37, 39.
dengan lingkungan terdekat.
96
APPENDIX 6 RESEARCH INSTRUMENT PRETEST
1. Agus: Lovely view, don’t you think? Irwan:Yeah, I think so. I love the beach scenery very much. What does the word “scenery” mean? a. Suasana c. Gambar b. Pemandangan d. Ombak 2. Laras: I miss you so much. Anna: Yeah, I miss you, too. What does the word “miss” mean? a. Bertemu c. Berpikir b. Bermimpi d. Rindu 3. Anita: What do you think of my bedroom? Andita: Wow.. it is a nice bedroom. What does the word “think” mean? a. Bertemu c. Berpikir b. Bermimpi d. Rindu 4. Sani: How many times a week do you clean your bedroom? Dian: I sweep it everyday. I change the bedsheets once a week. What does the word “bedsheets” mean? a. Seprai c. Selimut b. Bantal d.Tempat Tidur 5. Agus: I’m Agus, by the way. Nice to meet you. Irwan: Nice to meet you, too. I’m Irwan. What does the word “nice” mean? a.Menakjubkan c.Mengagumkan b.Mempesona d.Menyenangkan 6. Santi : What do you think about my room? Laras: Your room is clean and neat. What does the word “neat” mean? a. Mewah c. Rapi b. Indah d. Nyaman
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This message for number 7 and 8. Hi, Vera. I want to tell you something. I have an idea. What do you think about taking a computer course this semester? Would you like to? I’ll be very happy if we can take course together. Reply me soon, please. Thanks. 7. What does the word “tell ” (line 1) mean? a. Menyanyikan c. Melakukan b. Menceritakan d. Membuat 8. What does the word “idea ” ( line 2) mean? a. Ide c. Jadwal b. Susunan d. Catatan This paragraph for number 9 and 10. I live in a beautiful modern house. The house has three bedrooms. The bedrooms are in upstairs. The living room, the kitchen, and the dining room are in downstairs. My house has a balcony. The garden is full of flowers and trees. The color of the house is white and brown. There is a garage for our car. We like living here because it’s very nice. 9. What does the word “live” (line 1) mean? a. Tinggal c. Menjaga b. Pindah d. Membersihkan 10. What does the word “garage” (line 7) mean? a. Kamar c. Pagar b. Gerbang d. Garasi Read the following short message to answer questions number 11 and 12 From : Andri (081321858009 Hi, Intan. Are you feeling better now? There’s good news from school today. Pusat Ilmu will hold a book fair in our school next Saturday. There will be some interesting books to buy. The list of books had been already distributed. I’ll show you tomorrow if you come. All prices will be cut off until 75%. It’s
98
fantastic, isn’t it? I’ll buy some. What do you think of it? 11. What does the word “news” (line 2) mean? a. Berita c. Percakapan b. Wacana d. Dialog 12. What does the word “buy” (line 9) mean? a. Membuat c. Menjual b. Menukar d. Membeli 13. People use this thing to sleep and to take a rest. What is this? A
a. Lamp b. Curtain
c. Carpet d. Bed
14.
From the picture above, this is… a. Pillow c. Bed b. Blanket d. Curtain
99
15.
People usually put this picture in the living room. What is this?
a. Table b. Chair 16.
People can clean their hair by using these things. What are these?
a. Glue b. Soap 17.
c. Sofa d. Carpet
c. Toothpaste d. Shampoo
It is a…..
a. Blanket b. Carpet
c. Curtain d. Pillow
This paragraph for number 18 to 22 Complete the blank with the appropriate words! Nelly is 13 years old and she …… (18) in Bandung. It is Sunday and she is going to
100
get …… (19) in Paris Van Java Mall. She wants to ask her friend, Prita to ….. (20) there together. So, she takes her ……( 21) and sends a text message to Prita. This is what Nelly actually wants to say: Hi, Prita. Are you okay? I’m great. Please ….. (22) me before tomorrow. Thanks. See you!
18.
a. Works b. Lives
c. Arrives d. Leaves
19.
a. Hunting b. Shopping
c. Cooking d. Studying
20.
a. Go b. Stop
c. Start d. Finish
21.
a. Jacket b. Money
22.
a. Talk b. Call
23.
“…can we travel to spend our holiday in Surabaya?” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
24.
“…. I think so. I must say this room is nice and comfortable” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
25.
Ulfa: Would you come to my birthday party tonight? Ayu: Of course, dear. I’ll be happy to come there. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
c. Pocket d. Mobile Phone c. Meet d. Shout
101
26.
“ Wow…. The sounds great!” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
27.
“….people use the mobile phone to call and send SMS”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
28.
“ Bram, I just got a bad news.” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
29.
“Hi, Intan. Are you feeling better now?” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
30.
“Let’s go to see my room. What do you think of it?” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
31.
“What is your favorite color in your bedroom? Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
32.
I live in beautiful house. It has three bedrooms. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
33.
Do you have a small or a big house? Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
102
34.
My house has a balcony. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
35.
The garden is full of flowers and trees. The color of the house is white and brown. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
36.
There is a garage for our car. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
37.
I’ll be very happy if we can take course together. Reply me soon, please. Thanks. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
38.
There will be some interesting books buy. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
39. B : Where do you want to go? C : I want to go to Supermarket to help my mother carry the shopping bags. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja 40. “….the living room, the kitchen, and the dining room are in downstairs”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
103
ANSWER KEY OF PRETEST
1. B
11. A
21. D
31. A
2. D
12. D
22. B
32. B
3. C
13. D
23. B
33. C
4. A
14. D
24. A
34. A
5. D
15. C
25. C
35. C
6. C
16. D
26. C
36. A
7. B
17. A
27. B
37. B
8. A
18. B
28. C
38. A
9. A
19. B
29. C
39. B
10.D
20. A
30. B
40. A
104
RESEARCH INSTRUMENT POST TEST A.
Choose the right answer by crossing A, B, C, or D
1.
Aliza : Do you like flowers? Melly : Yes. I like them. I like gardening at my house. Aliza : Really? Melly : Of course. I’ll show you my various flowers at my garden. Aliza : Okay. What does the word “show” mean? a. Menanam c. Menyiram b. Memperlihatkan d. Menonton
2.
Riko : Do you like water sport? Deni : Yes, of course. I spend my holiday to get surfing at the sea. What does the word “surfing” mean? a. Berparasut c. Berenang b. Menyelam d. Berselancar
3.
Nisa: Your bedroom is clean and neat. How many times a week do you clean your bedroom? Caca: I clean it everyday. What does the word “neat” mean? a. Rapi c. Berantakan b. Bersih d. Kotor
4.
Mita :Hello Niken, good morning? Niken : Hello Mita, good morning. Mita : What are you doing? Niken : I am making apel juice Mita : Can I help you? Niken : Yes, sure. What does the word “help” mean? a.Menolong c.Membuat b.Menonton d. Melakukan
5.
Isti : Could you help me to cut the apples, please Bila: Okay. What does the word “cut” mean? a. Mengiris c. Memotong b. Mencuci d. Memasak
105
This message for number 6 and 7. Hello Shanti. Long time no see you. How are you? Tonight is my birthday party. Would you mind coming to my house at 7 pm? I’ll be very happy if you can come to my party. Reply me soon, please. Thanks. 6. What does the word “see ” (line 1) mean? a. Melihat c. Menceritakan b. Mendengar d. Meminta 7. What does the word “reply ” ( line 5) mean? a. Menanyakan c. Melanjutkan b. Menjawab d. Mengobrol This paragraph for number 8 and 9. This is my house. I have three rooms, one living room, one kitchen, and one bathroom. My room is next to the living room. I have a bed, a table, and a chair. I have a set of computer on my desk. My living room is not large. I have two sofas and one table. There are television and DVD player. The kitchen is near to the dining room. The bathroom is behind my house. I have a toilet, a shower and place for washing clothes. 8.
What does the word “desk” (line 5) mean? a. Rak c. Kursi b. Lemari d. Meja Tulis
9.
What does the word “kitchen” (line 8) mean? a. Kamar Tidur c. Kamar Mandi b. Dapur d. Garasi Read the following short message to answer questions number 10 and 11 From : Dennise (081321858009) Ricky, are you free this afternoon? If you are, would you come with me to the book fair? There are some new books and novels to buy. All prices will be cut of until 50%. There are also
106
some interesting events. It’s amazing, isn’t it? What do you think of it? 10. What does the word “book fair” (line 3) mean? a. Toko Buku c. Gudang Buku b. Bazar Buku d. Lomba Buku 11. What does the word “amazing” (line 6) mean? a. Menakjubkan c. Membosankan b. Mengkhawatirkan d. Menarik 12. People do this water sport to spend their holiday. What is this?
a. Surfing b. Swimming
c. Parasailing d. Parachuting
13.
From the picture above, this is a… a. Pool b. Brush
c. Water d. Bathtub
107
14. We can clean our body by using this thing. It is a….
a. Shampoo b. Toothpaste
c. Brush d. Soap
15. It is a…..
a. Hospital b. House
c. Mall d. Historical Building
This paragraph for number 16 to 20 Complete the blank with the appropriate words!
There is a new department store in our town. It is at the end of the main road. I ….. (16) a newspaper there everyday. This big store is opened everyday, even Sunday. It is always busy on Sunday. A lot of people like to get ………. (17) on Sunday. They sell milk, eggs, biscuits, tea, sugar, and coffee. You can …… (18) aspirin and toothpaste. You can also get other things such as clothes, shoes, and cosmetics. You can even buy fruits and vegetables.
108
Although there are many things in the store, you can find the things you need easily. You can find ……. (19) in the shoe department and vegetables at the vegetable stalls. You can use a trolley when you need to ……. (20) many things. It is really a very big store in our town.
16.
a. Buy b. Watch
c. Reply d. Assigne
17.
a. Hunting b. Shopping
c. Cooking d. Studying
18.
a. Give b. Get
c. Stop d. Sell
19.
a. Jacket b. Pocket
20.
a. Pay b. Cook
B.
c. Dress d. Shoes
c. Sell d. Carry
Choose the right answer based on the word kinds by crossing A, B, or C 1. “…. I have a nice bedroom. It has light blue wall. There is also a beautiful lamp.” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja 2. “…. In my room, there is a cage of my hamster. I love my hamster so much.” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja 3.
Ulfa: Do you have a garden in your new house?
109
Ayu: Yes, I have a small garden and also a swimming pool Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
4.
“ You may come over to my house and swim anytime.” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
5.
“…there are also some interesting events. It’s amazing, isn’t it? What do you think of it?”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
6.
“….they sell milk, eggs, biscuits, tea, sugar, and coffee”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
7.
“….there are some new books and novels to buy”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
8.
“My room is next to the living room. I have a bed, a table, and a chair”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
9.
“I have a set of computer on my desk” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
10.
“There is a new department store in our town. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
110
11.
“…you can also get other things such as clothes, shoes, and cosmetics. You can even buy fruits and vegetables”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
12.
“…although there are many things in the store, you can find the things you need easily”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
13.
“…it is really a very big store in our town”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
14.
“…there are also some interesting events “. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
15.
“…I’ll be very happy if you can come to my party. Reply me soon, please. Thanks”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
16.
“…I’ll show you my various flowers at my garden”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
17.
“..my living room is not large. I have two sofas and one table. There are modern television and DVD player”. Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
111
18. “….It’s amazing, isn’t it? What do you think of it?” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja 19.
“…your bedroom is clean and neat. How many times a week do you clean your bedroom?” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
20.
“Could you help me to cut the apples, please …” Kata yang bergaris bawah termasuk ke dalam jenis kata… a. Kata Benda c. Kata Sifat b. Kata Kerja
112
ANSWER KEY OF POST TEST
PART A
PART B
1. B
11. A
1. A
11. B
2. D
12. C
2. B
12. A
3. A
13. D
3. C
13. C
4. A
14. D
4. A
14. C
5. C
15. A
5. C
15. C
6. A
16. A
6. A
16. B
7. B
17. B
7. B
17. C
8. D
18. B
8. A
18. B
9. B
19. D
9. B
19. B
10.B
20. D
10.A
20. A
113
APPENDIX 7 THE RESULT OF NORMALITY AND HOMOGENEITY TEST
A. TEST OF NORMALITY 1. Normality of pretest data in both experiment and controlled class Tests of Normality a
Kolmogorov-Smirnov Statistic
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
Experiment
.111
31
.200
*
.947
31
.130
Control
.134
31
.166
.966
31
.427
a. Lilliefors Significance Correction *. This is a lower bound of the true significance.
2. Normality of posttest data in both experiment and controlled class Tests of Normality a
Kolmogorov-Smirnov Statistic
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
Experiment
.149
31
.079
.946
31
.122
VAR00002
.110
31
.200
*
.962
31
.321
a. Lilliefors Significance Correction *. This is a lower bound of the true significance.
The data are categorized normal distributed if the value of significant is higher than 0.05. The result above show that all of data is higher than 0.05, therefore it can be concluded that all data are normal distributed.
114
B. TEST OF HOMOGENEITY
1. PRE-TEST Test of Homogeneity of Variances Variable Levene Statistic
df1
2.784
df2 1
Sig. 60
.100
2. POST-TEST Test of Homogeneity of Variances Variable Levene Statistic 2.861
df1
df2 1
Sig. 60
.096
The data are categorized homogenous if the value of significant is higher than 0.05. The result above show that all of data is higher than 0.05, therefore it can be concluded that all data are homogenous.
Appendix 8
115
KEMENTERIAN AGAMA UIN JAKARTA FITK Jl lr. H Juanda No 95 Ciputat
FORM (FR)
No.
Dokumen
Tgl.
Terbit
: FITK-FR-AKD-082 : 1 Maret 2010
No. Revisi
15412 lndonesia
01
1t1
SURAT PERMOHONAN IZIN PENELITIAN Nornor : Un.01/F. 1/KM.01 .31.Iilb.12014
Jakarta, 20 Januari 2014
Lamp. . Outline/Proposal Hal : Permohonan lzin Penelitian Kepada Yth. Kepala l''llaclr"asah 1-sanawiyah Negeri 13 Jakar-ta di
Tempat Assalam u' al a iku m wr.wb.
Dengan hormat kami sampaikan bahwa, Nama
: Neneng Suhaimi
NIM
:109014000019
Jurusan
: Pendidikan Bahasa lnggris
Semester -fahun
: Sepuluh (X)
Akademik
Judul Skripsi
.201312014
. The Effectiveness of Using Visual Media in lmproving (\+, ..J^^+^r Diuqenis
\ ,- ^^L. ,. -. V'OCaPUrai-y
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan LJIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset)
di
instansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut
melaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassal am u' al aiku m wr.wb. 1
rc1If 'c +'s; ii sr';y
,!
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Tembusan: 1. Dekan Fll-K 2 Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
la
199
r03 r 002
Appendix
9
116
KEMENTERIAN AGAMA
MADRASAH TSANAWIYAH NEGERI
13
JAKARTA SELATAN
JL. H. DILT]N ULT]JAMI RAYA, PESANGGRAHAN. JAK - SEL. T8LP.7374152 JL. H. MUHTAR RAYA GG. H. DOEL PETUKANGAN UTARA. PESANGGRAHAN JAK . SEL. TELP.73883765
Website :wwrv.rntsnl3iakarta.co,cc Email :
[email protected]
SURAT KETERANGAN Nomor : MTs.09.1.13/PP.00.51
Yang Sertanda-iangan Selatan
di
o-awah
ini
tgr
12014
Kepalar=v{adrasali Tsairawilah NeBeri 13 Jakaita
:
Dra. Hj. Retno Dewi Utami, M.Pd t96712151994032003
Nama
NIP Pangkat/Golongan
Pembina Tk.1/IV.b Kepala Madrasah MTs.N 73 Jakuta Selatan
Jabatan
Unit Kerja Menerangkan bahwa: Nama
Neneng Suhaimi
NIM
109014000019
Fakultas .Iurusan
Ilmu Tarbiyah dan Keguruan Pendidikan Bahasa Inggris
Bahwa benar nama tersebut diatas telah melakukan penelitian di MTs. Negeri 13 Jakarta Selatan terhadap peserta
2014 dengan Judul Vocubulury
"
didik kelas VII (tujuh) terhitung sejak tanggal2S Januari s.d 7 Maret
The Effictiveness
of Using Visual Media in Improving Students'
"
Demikian Surat Keterangan ini dibuat untuk dapat dipergunakan sebagaimana mestinya.
2014
Dewi Utami, M.Pd t2r51994032003