ttl2~/P4;// A COMPARATIVE STUDY BETWEEN USING VISUAL AIDS AND AUTHENTIC READING TEXT IN TEACHING ENGLISH VOCABULARY A Case Study in The First Year of Aiadrasah Tsanawiyah An-Nurul Kasyacif Tambun Se!atan Bekasi A Skripsi Presented to The Faculty ofTarbiyah and Teachers Training In Partial Fulfilment of the Requirements For The Degree of Strata I
By
Widadi Nll\!I 9914015858
THE ENGLISH DEPARTMENT OF THE FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAl\!IIC UNIVERSITY SYARIF HIDA YATULLAH JAKARTA l 424 H I 2004 !lr1
A COMPARATIVE STUDY BETWEEN USING VISUAL AIDS AND AUTHENTIC READING; TEXT IN TEACHING ENGLISH VOCABULARY A case Study in The First Year ofMadrasah Tsanawiyah An-Nurul Kasyaaf Tamhun Selatan Bekasi A Skripsi Presented to The Faculty ofTarbiyah and Teachers' Training In partial Accomplishment of The Requirements For The Degree of Strata I
By: WIDADI NIM 9914015858
Approved by Advisor:
Drs. H. Su ardi K, Dip. Ed~
NIP. 150 022 779
THE ENGLISH DEPARTMENT THE FACULTY OF TARBIYAH and TEACHICRS' TRAINING STATE lSLAMIC UNIVERSITY SY ARIF JUDA YATULLAH JAKARTA
2004
LEGALIZATION OF EXAMINATION COMMITTEE A Skripsi titled " A Comparative Study Between Using Visual Aids and Authentic Reading Text in Teaching English Vocabulary : A Case Study in The First Year of Madrasah Tsanawiyah (Islamic Junior High SchoolAn-Nurul Kasyaal) Tambun Selatan Bekasi " was examined at examination session of The Faculty of Tarbiyah and Teachers' Training of Syarif Hidatayullah State Islamic University ( UIN ) Jakarta on Wednesday June 2nd 2004. This skripsi has accomplished the requirement for The Degree of Strata I ( SI ) at English Department.
Jakarta, June 2nd 2004 Examination Committee
TheH
The Secn~tary of Committee
Of~mmittee
~\'114,v,
~\ ....... Prof.
\
/
• . alman IIarun
Dr. Dede Ro ada MA NIP. 15 31 356
NIP. 150 062568 \ Advisor ,
I
I
Drs. H. Sunardi. K, Dip. Ed NIP. 150 022 779
Examiner II
Examiner I
_//1!/
j
~~1~~~~ Drs. Nasifu~n Djalil, M.Ag NIP.150 244 682 1
Drs. H. Su rdi. K, Dip.Ed NIP. 150 022 779
'l")
ACKNOWLEDGE!'+IENT
In the name of Allah, Benefifent, the Merciful Praise is to Allah, Lord of the universe, the Almighty God for His blessing, guidance, help and love, the writer could finish this thesis. Peace be upon Muhammad SAW as our prophet, his descendants, his companions and his followers. This skripsi is written to fulfil one of the require:nents for the undergraduate degree ( S l) for State Islamic University Syarif Hidayatullah Jakarta, entitled "A Comparative Study between Using Visual Aids and Aurhentic Reading Texf in Teaching English Vocabulary" A Case Study in the First Year of Madrnsah Tsam1wiyah (Islamic Junior High School An-Nurul V..asyaaf), Tambun Selatan Bekasi. The writer absolutely realizes
Drs. H Sunardi Kartowisastro, Dip.Ed., the writer's advisor who has provided his time, and serious suggestions in order to share his idea with the writer,
2.
Prof Dr. H. Salman Harun, The Dean of The Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta,
3.
Drs. Nasrun Mahmud, M. Pd, The Chief of English Department,
4.
Drs. Syauqi, M. Pd., The Secretary of English Department,
5.
All lecturers of English department who have taught and educated the writer during her study at UIN Syarif Hida; ::tullah Jakarta,
II
6.
Drs H. Moh. Sayuthi AH, The headmaster of Madrasah Tsanawiyah An-Nurul Kasyaaf Tambun Selatan Bekasi, who has allowed the writer to observe and conduct the research there,
7.
Minyatul Ummah S.Pdi, The English Teacher of Madrasah Tsanawiyah An-Nurul Kasyaaf Tam bun Selatan Bekasi, who has given her time and attention to help the writer finishing this skripsi,
8.
The first Year students of Madrasah Tsanawiyah An-Nurul Kasyaaf Tambun Selatan Bekasi, who help her doing the tests given. Without their help this skripsi will not be finished,
9.
The writer wants to dedicate this skripsi to her lovely mother (Alm) and father, thanks for their love, support, affection, protection, patience and for always being around her whcnevc'r she needs, she would not finish it without them all,
l 0. Her brothers and all members of family and relatives who are always around her, ! I. A!! her friends at English department who helped her on this skripsi,
The word is not enough to measure how much help and contribution which theyhave supported, on this skripsi. May Allah SWT guide them and give them all happiness throughout their lives. Finally, the writer realizes that this skripsi is far from being perfoct, therefore it is really a pleasure for her to receive suggesticn and criticism from everyone who will encourage her to continue her study.
The writer
TABLE OF CONTENTS
ACl\:NO\VLEDGEMENT .... ........................ .. ........... . ................................... 1 TABLE OF CONTENTS ....................................................................................... III CHAPTER
I.
INTRODUCTION
A. Background of Study .................................................................... 1 B. Identification, Li1ritation and Formulation of the Problem .......... 4 C. The Use of Study ........................................................................... 5
D. The Organization of Study ............................................................ 6
CHAPTER
II.
THEORETICAL FRAME\VORK
A. Vocabulary ................................................................................... 7 I. The Meaning of Vocabulary ................................................... 8 2. The Types of Vocabulary ......................................................... I 0 B. Visual Aids in English Teaching ................................................... 12 I . The Meaning of Visual Aids ........................... :, ....................... 12 2. Kinds of Visual Aids ................................................................ 13 C. Authentic Reading Text.. .............................................................. 15
I. The Definition of Authentic Reading Text .............................. 16 2. Types of Authentic Reading Text ........................................... 16
iv
CHAPTER
Ill.
RE~;.:":ARCH
METHODOLOGY
A. Research Methodology ............................................................... .!& I. Purpose of Study ....................................................................... 18 2. Place and Time of Study.. .. .................................................... 18 3. The Method of Study ................................................................ 20 ............................. 20
4. Techniques of Sample Taking .... a. Population .......... ..
............................. 20
b. Sample .............. .
............................. 20
5. Operational Definition ..
................................ 21
6. Instrument of Study ....
.............................................21
7. Techniques of Data Analysis .................................................. 22 B. Research Findings ..................................................................... 24 I. Description of Data.......
. ................................................... 23
2. The Test of Hypothesis.
.. ................................................ 28
3. The Analysis of the Experiment Result ................................ 29 CHAPTER
IV.
CONCLUSIONS AND SUGGESTIONS
A. Conclusion ..................................................................................... 30 B. Suggestion ............................. ..
............................................. 31
BIBLIOGRAPHY .................................................................................................. .32 Al'PEN 01( 'ES
I 'llAl'TEI{ I
INTl{OIH I( I ION
A. Hackgrouncl of till' Study
The goven11nenl ol' Indonesia has decided I ·:11gl1sll as !he l'irsl foreign language
taught in Indonesia. Therefore, Engiish becomes one of compulsory subjects. As we know English is taught for many
re~sons
and purposes, especially for communication
with foreigners who cannot speak Indonesian language, as Brumfit said: "English is an international language in that it is the most widespread medium of international communication, both becausr of the number and geographical spread of its speakers, and because of the large number of non native speakers who use it for part at 1 least of their international contact." English is used not only as a means of communication among people in the world, but it is also used in a variety of scientific fields. Generally, the acquisition of English will help the people increase the process of kclmological transfer and technological advance. We see the facts that the short coming of English knowledge is one of barrier to pro1,rress rn certain areas. l"or example, in computer field, business field, tourism, educational technology and so on. Burton said: "without a large vocabulary, it is impossible to use English language precisely and vividly". 2 Objective of teaching English at "Islamic Junior High School" is: Siswa merniliki minat dan kemampuan berbahasa fnggris temtama membaca, dan di san1ping itu siswa juga diharapkan dapat rncnyirnak, berbicara dan rnenulis karangan , sederhana dalam bahasa lnggris yang menggunakan pola kalimat dasar bahasa lnggris I
c_ J_ Brun1fit, Language and Literature Tt:aching: fro1n Practice to Prin<;iple, Oxford, Pergamon
Press, p. 35 2C'rJn __ ._
r-
,.,.
2 dan kosa kata dalam tingkatan 1.500 kata.-1 (The students are expected to have motivation and ability in using English, particularly in reading, besides, being able to listen, speak and write a simple English composition by using basic structural pattern within limited vocabulary at the stage of 1500 words) As we know that there are reading, speaking, listening, and writing which become basic skills in learning a language, with all its aspects such as grammar, vocabulary, and pronunciation as the clements of language which support the development of those skills. Therefore, one of the points that should be learned by Indonesian students about EnglisP. is vocabulrry. Vocabulary is one of the basic components of a language that is imp01iant. It is always used in every communication, wLether in speaking or in writing. People need vocabulary in their daily Jives to communicate with others because every sentence that they say consists of vocabulary. Zhihong states, ''without a sufficient vocabulary, one cannot communicate effectively or express ideas. __, So many ways to learn or to improve English such as by reading books, watching TV or learning through internet, computer, film, radio and etc. An:l all they are actually tools of edncational learning process. In learning teaching process the teachers should develop their student's ability to commrnicate to others by giving them practice in patterns which contains the Yocabulary items for everyday situation. When the teachers teach vocabulary to their students, they must give them the vocabulary according to the
1
Depart em en Ag ama Republik Indonesia, Kurikulum Madrasah Tsanawiyah GBPP Bi dang Studi: Bahasa lnggris, Jakarta: Direktorat Jendral Pembinaan Kelembagaan Agama Islam, 1988, P. 15. -I Y. Zhihonl.!. '"Learninl.! wnrd"
FnPli~h TP~1c.hin11
r.'nn1n1 \tnf
X'X'Y\frII nn ·l /l11fu ".lnnn\ ,..,, IQ
3 curriculum used in the school. Then with those words it is hoped that the students can learn them easily. When we think about vocabulary lessons in this way, we become aware of five facts: l. Foreign words for familiar ol1jects and persons are impo11ant to teach, but we cannot expect most members of the class to learn them easily. :?.. Teaching such words will require special skills because students often feel their native-language words for familiar objects and person are all they really need. 3. Students are very likely to feel that foreign words for familiar objects are not really needed when the foreie,'ll language is not used for communication outside the language class. 4. Wht'n a student feels no real need to learn something, a fo~ling of need must be created - by the teacher. 5. To create in student's minds a sense of personal need for a foreign word, it is not cnough lo say, '"1 lerc is a word lo learn." '"I !ere is what the word means." "'The word will be useful to you someday." 5 The students of Madrasah Tsanawiyah especially at the first semester often find some problems in learning English vocabulary The problems frequently found by the studenls are to find the meaning of a word and spelling, so they often make mistakes in learning vocabulary. To solve this problem, teacher's creativity is badly needed to use the suitable technique in teaching English voc<.bulary. The writer chooses visual aids and authentic reading text as the media in teaching vocabulary for the first semester MTNK. We know rhat visual aids are often used by teachers in teaching vocabulary. Visual aic's are not only important to establish vivid and accurate idea, but also important as a means of arousing interest in and fixing attention on the desired relationship being studied. Visual aids also can help the teacher create the clas~;
more active and livelier.
5 Virginia French Allen. 'Technig]Jf,s in Teaching V_pcabulari:, (New York, Oxford University Press, 1983 ). p. 9
·I
J\s
a language teacher,· we have all
adv>;:rtiseme1~ts,
used authentic materials (poems,
menus, or song) that bring students into contact with language as it is
used in lifo or culture to meet actual communication needs. Authentic texts give students direct access to the culture and help them use the new language authentically themselves, to communicate meaning in meaningful situations rather than for demonstrating knowledge of a grammar point or a lexical items. There are times when the teacher should not use the pictures while teaching Englis-)1 vocabulary. They can give consideration to incorporating vocabulary learning into
com111unicativ\~
activities like listening to storic i, information gap activities, and
grou1:i work. In this case the writer also uses authentic reading text as a comparison toward using visual aids in teaching English, especially teaching vocabulary. It is hoped that authentic reading text can also arouse student's motivation and their interest. Based on the background above, the writer would like to take a research under the title: '·A comparative study between using visual aids and authentic reading text m teaching vocabulary at the first year ofMadrasah Tsanawiyah An-Nurul Kasyaaf'.
B. The identification of the problem, limitation and formulation of the IJroblcm I. The idenl1/ica1io11 ofthe problem
To make the problem clear the writer would like to identify the problem that will be investigated as follows: a. The students get some problems in finding a meaning of a word and spelling. b. The students can easily forget the vocabulary they have memorized
c .'>l11
Then how sho11ld lcaclwrs
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I he \\111\'I ;d•.11 w111ild like- lo
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vocabulary
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Int al the
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C. The tJse of Study The use of study is to give the teachers some alternal; ve ways in teaching vocabulary. ll is also used to help the teachers eliminate anxiety, and arouse their motivation and interest in learning vocabulary. New techniques also help the students have enjoyable and interesting activities in learning vocabulary. Therefore, the teachinglearning process will be more
effectiv,~
and enjoyable.
6
D. The Organization of the Study This skripsi is divided into four chapters: there are,
Chapter One is introduction, which describes background of the study, identification, li111itatio;1 and formulation of the problem, the use of study and organization of the study.
Chapter two deals with the theoretical framework. It ta.lks about vocabulary, visual aids and authentic reading text. Vocabulary consists of the meaning of vocabulary and kinds of vocabulary. The visual aids consist of the meaning of visual aids, the types of visual aids and the role of visual aids in teaching English vocabulaiy. This chapter also discusses about the meaning of authentic reading text and using authentic reading text in teaching vocabulary.
Cltapter tltree discusses the method of study. ft consists of the purpose of study, operational definition of variables, place and time of study, technique of sample taking, technique of data collecting and technique of data analysis. In this chapter it is also explained about research finding. It consists of the description of data, the test of hypothe~.is,
the interpretation and discussion of data.
Cit apter four contains the conclusions and suggestions. It consists of the output of the writer's research. And the last chapter of this skripsi is completed with some suggestions for the teacher of English and the students.
CHAPTER II THEORETICAL FRAMEWORK
A. Vocabulary Vocabulary as one of the language aspects must be learned when people are learning a language. Good mastery of vocabulary is important for anyone who learns the language, it is used in listening, speaking, writing and reading, besides 61fammar. A learner of foreign language will speak fluently and accurately, write easily, or understand what he/she reads or hears if he/she has enough vocabulary and has a capability of using it accuralely. When a student has mastered the fundamental grammatical patterns of language, his next task is to master its vocabulary - or at least that part of ;its vocabulary that he needs.'' There are three major components of language, as Gleason said 'The three major components, as far as language lies within the scope of linguistics, are the strncture of expression, the structure of content and vocabulary". 7
" Cellier - Macmillan International; A Division of the Macmillan Company, Jhe Key to English Vo_cabulary: English Language Services London Collier Macmillan Limited, 1971, p. 1. 7 H. A. Gleason, An J!l\LQQ!!Clion tQ.Descri.p.tive I,inmiistk~. (USA: Holt, Rinehart and Winston Inc., 1961) p.6.
8 1. The meaning of vocabnlary Various definitions of vocabulary have been given by authors, it is impossible, however, to discuss all of them in this chapter. Therefore, the writer only chooses several of them that in the writer's opinion are very important to talk about. According to Harimurti Kridalaksana, vocabulary "adalah komponen bahasa yang memuat semua infonnasi tentang makna dan pemakaian kata dalam bahasa". (Vocabulary is a component of language that maintains all information about meaning and using
, m . a Ianguage ).8 woras Vocabulary can be defined, roughly, as the words we teach in the foreign language. '1However a new item of vocabulary may be more than single word; for example, posl office and mother in law, which are made up of two or three words but expressed a single idea. There are also multi - words idiom such as call it a day. where the rne;aning of the phrase cannot be deduced from analysis of the component words. A useful convention does not cover all such cases by talking about vocabulmy "item" rather than "words". lf we look at Oxford Advanced Dictionary, we find that; 1. Vocabulary can simply be defined as the total number of words that make up a language. 2 (range of) words know to or used by a person class, or profession. 10
' Harimurti Kridalaksana, Karnus Linguistik, Third Edition, (Jakarta, PT. Gramedia Pustaka Utama, I 993\ p. 127. " Penny Ur., A Course in Languag
9
Webster Dictionary noted that, vocabulary is: a. A list of words and often phrases, abbreviations inflectional form etc. Usua!Jy arranged in alphabetical order and defined or otherwise identified as in a dictionary of glossary. b. An interrelated group of non-verbal symbols, <;igns, a particular art, skill, etc. 11 "Vocabulary is central to language and critical importance to the typical ,, I' l anguage Iearner . -
:'Vocabulary is central to both the system and the use of language. Words are what are pronounced and written and organized into
sentenc~s
and other grammatical
combinations, being the fundamental units ofmeaning." 13 According to Burton "vocabulary is the range of language of particular person, ' . "-. I" c Iass, or pro l·ess1on
Meanwhile, Smith defines vocabula1y as "The stock of words used by person, class, or profossion". 15 From some opinions given above, it can be concluded that vocabulary is a total number of words used by a person, class, profession in communication.
11
Meriem Webster's Ninth New Collegiate Dictionary (America: Mericm Webster, Inc. 1984), p.
1494 12
Kevin Eyrand, Gillian Giles, Susan Koenig, and Fredika !. Stoller, "The wor.d walLanPioach.", vol. 38 no.3 July 2000, p. 2 John Algeo, The Cam_bridge HU;toiy of: The English Language, vol IV 1776 - 1997 Edited by Suzanae Ron1aine. 14 S. H. Burton, Mastering English Language, (Washington: Macmillan Press Ltd., 1982) 15 B. Othanel Smith. The Language Arts in Childhood Education (New York: Rand Mc Nally & Company, I 97 I) p. 248. fi!Jgli~l_LTt;!tVJJing,_f~_l_l_"lHlL 11
11 A pronoun is a word used to take place of a noun. Through its use, one may avoid
repeating the same words : Mary has lost her book
The box has lost its handle
A verb is a word used to express action, being or state of being :
Helen painted a picture
The law still exists.
A verb may be composed of several words, called a verb phrase.
This book should have been sent to the storeroom. An ad1ect1ve is used to modify a noun.
An adjective may be a single word, a phrase, a clause. We saw beaut.ju! valleys and rugged mountains. (Single word) The rug on the floor is blue. (Adjective phrase) The man who spoke is a teacher. (Adjective clause) An adverb is used to modify a veb, an adjective, or another adverb, it may be a single
word, a phrase, or a clause. She sang beautifully (single word) The stranger came into the room (adverbial phrase) Robert left when i came (adverbial clause) A preposition shows the relation between its object and some other words in the sentence
We walked through the woods (through show the nature of the relation between woods, its object, and walked, the verb) A conjunct ion connects words or groups of words
Bob and Nell are here She came but she did not stay
12
An interjection expresses strong feeling: ouch, oh The inte~jection has no grammatical relation to the rest of the sentence.
18
B. Visual Aids in English Teaching Visual aids are the tools necessarily needed by language institution and even at each class. It can also be said that it would be absolutely needed in teaching English . . By using visual aids, teachers are able to explain and display the lesson effectively that can be understood by the students easily.
1. The Meaning of Visual Aids What is expected from language teachers is that they should make learning easier and more certain? The meaning of visual aids has been interpreted in many different ways by teachers and textbook writers. It is good to look at some defin;itions that have been described as visual aids. According to Bumpass; "In fact, any device which appears to the sense of the sight and which can be used to make the learning experiences for young children more concrete, realistic, or dynamic can be considered as visual. 19 Meanwhile, Virginia French Allen says, "when we point to parts of the classroom or brings into the classroom readily accessible objects; boxes, bottles, can openers, scissors, light bulbs, candles, tools or small toys, we are using visual aids". 20
'"J. Martin Walsh & Anna Kathleen Walsh, Plain_Engfu;)1 Handbook, USA Mc Cormica Mathers Publishing Company, Inc, 1972. p.8. "Faye L. Bumpass, Teaching Yo1!!!l!.fuudents English as Foreign Langu~ (New York: American Book Company, 1985), p.33. "'Virginia French Allen, Jechni~'ues in Teaching Vocabulary, (New York: Oxford University P1ess, 1983), p.3.1.
13
A shorter definition given by Drs. Rochman Natawidjaya is, "Alat peraga yaitu
alat bantu atau pelengkap yang digunakan guru d'.llam berkomunikasi dengan para siswa. "(Visual aids is a tool or equipment that is used by the teacher to communicate with the students). 21 Having looked at these definitions above, it can be concluded that visual aids are any devices that the teacher5 make learning experiences for students more realistic and as a tool of communication in teaching-learning process.
2. The Kinds of Visual Aids There are many kinds of visual aids in English teaching such as: blackboard, real objects, pictures, the flannel boards, t,I obe, chart, etc. each of them has its own characteristics and objective and has to be adapted to certain condition. To know more detailed explanations about the kinds of visual aids, we should take a look at some new of linguists below: According to Drs. Rochman Natawidjaya, "Alat peraga dapat berupa benda ataupun perilaku. Benda dapat berupa benda langsung seperti daun-daunan, bunga atau pensil. Dapat juga berupa benda tiruan misalnya model bola dunia, gajah-gajahan. Dapat juga berupa benda-benda tak langsung misalnya papan tulis, kapur, tape recorder, atau film". (Visual aids could be thing or behavior. Thing could be direct objects such as leaves, flowers or P'~ncil. It also could be imitation such as globe or toys. It also could be indirect objects such as blackboard, chalk, tape recorder or fi lm). -'2
21
Rochman Natawidjaya Drs, Alat Peraga dan Komunikasi Pendidik.ll!l., (Jakarta: PT. Karya Bunda, 1979), h.28. 22 ibid h. 28
14
Meanwhile Noor Azlina Yunus in 1'er work says, ''Visual aids are divided into two divisions: Pictorial and non pictorial. The types of pictorial are: Composite pictures, a pictorial series, and individual pictures. Non pictorial material consists of: Graphical and diagrammatic".
2
J
In this skripsi the writer will only discuss one of them, it is: pictures a. Pictures . As we know picture is material, it is something real, that can be seen but not heard and touched. There are some kinds of picture like: animal, people, nature, and so on. · Meanwhile picture as Noor Azlina Yunus says, "Pictures are the most widely available goldmine of suitable pictures in newspapers, magazines, all textbooks, catalogues, brochures, calendars, etc." Types of pictorial materials are: I). Composite pictures
These are large single pictures which show a scene (hospital, beach, canteen, railway station, street) in which a number of people can be seen doing things. They enable students to see places, people and events that they would otherwise not see because of fac'lors like distance, time, and cost. They not only contain local subject matter but also foreif,'11, there by exposing students to the differences that exist between countries and cultures. Because of their size; composite pictures are most appropriate for whole class teaching rather than individualized learning of group work although there is :.u Noor Azlina Yu nus, Preparing and lJsing Aids for En_glish Language T'eaching. Kuala Lumpur:
Oxford University Press, 1981, p.49.
16
Nevertheless texts are not always the ideal vehicle for vocabulary development in the classroom. One practical problem is length: interesting texts are otten far too long for intensive study and can lead to considerable vocabulary overloading. The new lexis in a text will also be a very random selection, frequently defying any clear systematic organization on the teacher's part, and containing many new items of marginal value to the students. I. The definition of authentic reading text
Authentic texts - however defined - are used in language teaching because they are considered interesting, engaging, culturally enlightening, relevant, motivating, and the best preparation for reading authentic text. Robin Scarcella and Rebecca Oxford note that, "generally, authentic language is considered unedited, unabridged text that is written for native speakers". Finally, Eddie Williams says simply that an authentic tex'. is one '\\Titten to say something, to convey a •• "l.j
n1essage ·_-
2. TyfJeS of authentic reading text The text and accompanying tasks have also been chosen to illustrate and emphasize different types of exploitation, which include scanning, intensive study, prediction. contextual guesswork and word building. 25
21 •
Scarcella Robin; Oxford Rebecca; Williams Eddie, Extensive Readingjn the Secon!l Language Classroom, (Cambridge University Press, l998), p. 'i4. " Ruth Gairns and Stuart Redman, Workini; with Word'; A guide to tead1ing and learning vocabulary, (NY: Cambridge University Press, 1998), p. 115 - 124.
15
a tendency on the part of teachers w over-use such
picture~:
in their efforts to use
the content to the maximum. 2 ). A picture series A picture series is a number of related composite pictures linked to form a senes of sequence. Hence, its main function is to tell a story or sequence of eYents. A wide variety of picture series is available in textbook, in comics and in canoon strips in magazines for the teacher to copy and enlarge. Sets of picture series are also available commercially. However, the obse:rvant teacher can find such s-eries in other sources, for example calendars and wrapping paper. 3 ).
Individual pictures Then; arc single pictures or object, persons or activities. Such pictures
vary in size from small newspaper pictures and full page magazine pictures to poster-sized pictures, and can be mounted single or in sets.
C. Authentic Reading Text Written texts are often one of the major sources through which language learners meet new vocabulary, so it is only logical that they should be used extensively in classroom teaching. They have the great advantage of contextualizing new language items for the learner, and in interesting text also serves to make that language more memorable.
17
a. Focusing on key vocabulw:v in a text Elicit from the students some of the things that can go wrong with holiday travel arrangements. Apart from generating interest for the text to follow, this will give you an idea of the vocabulary the students already know and an opportunity to introduce several new items they will meet in the text.
b. Contextual Guesswork Follo\v the instructions on the student's handout. This just leaves you with one important decision: when do you supply the missing words? You could write them on the blackboard (in no particular order) before you give the text to the students; this should enable the students to look up unknown items and complete the exercise successfully. With a monolingual group, though, it might be more interesting to see if the students can use the context to deduce the answer in their rnothn tongue, and then use a hlingual dictionary to find the English equivalent. If the results are unsatisfactory you will need to decide 1f the fault lies in the
contextual gu.::sswork or in ihe student's dictionaries.
c. Predicting and activating vocabula•J' Many course books use texts to present vocabulary but then fail to provide practice activities for the new vocabulary. This activity reverses the process. The teacher presents the new items and provides initial
practic<~,
the text is used for
consolidation purposes and to provide a framework for further practice.
18
d. Contextual guesswork am/ word hui/ding To stimulate interest in the topic, begin by giving your students a very brief dictation (about three or four lines) to revise something that you have done with them recently. Then ask them in groups to look at each other's papers and discuss the quality or the writing; whether it is tidy, easy to read, nice to look at, etc. They could also discuss the importance of handwriting as an introduction to the article. ln this research the writer uses contextual guesswork in teaching vocabulary. Because this type is suitable for the students of the first year Maclrasah Tsanawiyah. In this type also use two parallel texts gives students an opportunity to see the lexical items contextualized in a slightly different way; this enables them to test and consolidate their understanding of the target vocabulary.
CHAPTER III RESEARCH ,l\IETHODOLOGY
A. Research Methodology l. The Purpose of Study The aim of this research is to know how far the technique of authentic reading text more effective than the technique of visual aids in teaching English vocabulary.
2. Place and Time of Study The research was held at MTNK located in Tambun Selatan, Bckasi. The library research was taken from some libraries such as: UIN Jakarta libra1y, UNJ Libra1y, AMINEF library Jakmta. The field research was done on December I 5'h 2003 until January 81h 2004. On August l 5u' the writer made an interview with the headmaster ofMTNK and with the English teacher in order to find out some useful explanation and infonnation supporting the writer analysis. The English teaching using authentic reading text for experiment class was held on. December 16'" and December 23'",and using visual aids for the controlled class on December l 81h and August 25t11• And the last field research was held on December 30'11 and January 81h 2004, the fina.l test was applied to the two classes.
20 3. The Method of Study Th<: kind of r<:scarch used by the writer is
I~x1ierimental
Research. In this
research the writer uses two classes. The experimental class is the students are given the technique of authentic reading text and as for the controlled class is given the technique of visual aids. In collecting data, the writer takes two ways, Library Research and Piel
Rese.11rch. In the library research, the writer tries to observe some theories and to conduct the library research through reading books. In the field research, the writer tri.cs to prove that the technique of authentic reading text more effective than using visual aids in teaching English vocabula1y. To find the result, the writer conducts some English test; pre test and post test.
4. Technique of Sample Taking
a. Population The population m this research was all of the students in the first year of Madrasah Tsanawiyah An-Nurul Kasyaaf There are three classes with 65 students for the first year. Ii. SamplP.
The technique of sample taking is random sample. The writer took two classes, IA for the controlled class and IB for the experimental class. For the sample the writer took twenty students from each class.
21 S. Operational Definition a. Using Authentic Reading Text
The writer held this resea;ch three times in experiment class; at the first meeti1.1g the teacher asked some questions to the students about their parent's jobs and mention kinds of jobs that they
h~d
ever known. After that, the students will be given
a reading text about occupation. And for the last session they should answer the questions based on the text given. And the second meeting the teacher gave the students two different reading texis with some omitted words about occupations and they had to read the text carefully.. Then the teacher wrote the missing words on the blackboard and asked the students to fill the blank from the text. The third meeting the teacher gave final test. b. Using Visual aids
The writer was held three times in control class; at the first meeting she gave the students twenty pictures about occupations and said the clue from the pictures given. TJ]ey had to show and tell to the teacher the meaning of each pictures. In the second meeting the teacher asked the students to answer some exercises from the handbook. And the last meeting the students will be given the same final test with the experiment class.
6.
fo~trument
of Study
The instrument in this research was the final test, the material of the test is an essay about occupation and the students should answer the questions with the right answers.
..
22
7. Techni
To analyze the data, the writer used statistic calculation of the t-test to determine the final calculation oft., (t observation) that is done to measure the last score of the experiment class and control class. ·The material for the final test consists of essay, the score is 5 for l'.'ach answers. The ideal score is I 00. ft rfln be reached if the students are able to answer the items correctly. There are 20 essay questions on the test. To know the score the writer used the fonnula as below
['
/? =--xSM N
Ex. _8_ X 100 -= 40 20
S
-- Standard Score
R
=The number of right score
N
=
The number of Item
SM= Standard Mark ( l 00) Analyzing the result of the final test using statistic calculation of t-test with significant degree 0,005 as follow:
l
IT=
iv!'°. M,
0
L-
.\/:·.\/, - Al,.
·-------~
The procedure of calculation as fo;Iow: a. Determining 111.::an variable !·with formula: M,=~
N
b. Determining mean variable 2 with formula:
N c Determining deviations star:dard 1 with formula:
SDx=v
v
d. Determining deviations standard 2 with formula:
SD.v=
N
e Determining standard errors mean variable l with formula: SE ,\h =
_(j_IJ.,
-JN J f Determining standard errors mean variable 2 with formula: SEMy=
sn,. -TN~
g. Determining the differences of mean variable l and mean variable 2 with formula:
SEM, - My = jsEM/ + SEM}
"
.
After all of the data is calculated,
th~
(degree of freedom) with formula:
~orclb=(N,+Ny)-2
I
M = The average of score the result of dictation X = Experimental class Y = Control led class N = Total of students df =Degree of freedom
last procedure to detem1ine df
24
B. Research Finding
1. The Description of Data To know the result of the test, the writer made the table ofsi:udents' score for each class, both experimental class and controlled class:
Table I The Result Calculation of the Final Test Both Experimental Class and Controlled Class --st-1~d~~ts·-,--
--~--r---~----- -~-,-----·
---··
x 2
__ (N)----1-
85
1-2-,5-+-·--4--~2--5-~--15-6-,25--
70
--------i
18,06
-------+-------j------j
-t-!-- -~= :7;:~ ~:J: I :~: - 17.~7.
f- -: =i-~-~-1---- ~~ I :~ 7 --~
85
----···-
8
r--------- -
~~: _:~~~ -~-~~~~- :~:~5:
65
12,5
-9 ,25
156,25
85,56
- - --r---·----- - - -
100 95 27,5 20,75 756,2:5 430,56 --·-----+------1---+----+----- - - 1 - - - - - -
~=--;,-._-i-jl____~----:~ ==-~ ,:;;;,F_~:~£'-,--:-:.-~-~----~2
J_
____1~-14
7
I
10,7.'i I
-32,5
5,75
I
156,25
1056,].-5--+---33-,-06--j
17,5
-24,25
I
306,2S
-22,5
60
85
I -12,5
40
80
90
50
~-
6
50
85 50
L
.
60
90
c=~~~;1~ 'i __--- ··--------50 '---·---
i
-22,5
10,75 -24,25
-12,5
15,75
· - -f-----·--·-··--- ---··-·
506,2S 506,25
1242,29
588,06
1---12_~.2_,_29_.__
-------··-~
156,25
588,06 248,06
25
E~ascd on the data in table l, the writer has calculated the result ofI:X = 1450 and
l:Y = 1485. Then the writer tries to find out the mean variable X and variable Y with formula:
:zx M,=--
1450
M,
= 72,5
20
N
1485
M_. --
=
74,25
20 Based on the table I, the writer has known the result of I:x 2=7525 and I:y2=7843,89, then she tried to calculate the values of deviations standard variable X and variable Y using this formula:
=Fs =
392, 19
=19,39
19,80
26
The next procedure of calculation is determining standard error mean variable X
E
and variable Y with this formula:
=
19,39 SEM,= - - - =
SJ),
VN-1 N- 1
~
[~ ~EM)= VA~
19,80 SEM.·=~ 20- I
19,39
----
VJ9
19,39
-4.35
19,80 =
VJ9
=4,45
19,80 --
=4,55 4.35
After the values of standard error mean variable X and variable Y are calculated, the writer will use it to calculate the differences of mean variable X and variable Y with this formula:
SEM,- My= =
v
4,45 2 + 4,55 2
v19.80 + 20.70 v40,5 6,36
27
And the last calculation of this research 1s determining the value of to (t observation)
11~th
formula: 72.5 - 74.25 6.36 -1.75
SEMx -My
6.36 =
-0.275
. In order to complete the result of this research, the write:r tried to find out df (degree of freedom) with this formula: df=(N,+N))-2
=(20+ 20)-2 =40-2
Based on table, df 34 at sii,,>nificance level of 5% and I% are:
J.. The significance level of5%, t, (t table)= 2.02 2. The significance level of 1%, t,(t table)= 2.71 3. The level oh0 (t observation)= -0,275 So the result 1s = ( 2.02 > -0,275 < 2. 71 ). It means that to (t observation) is lower than t, (t table).
28
2. The Test of Hypothesis Before deciding the result of hypothesis, the writer proposed interpretation toward !0 (l observation) with procedure as follows:
1. Formulating the alternative hypothesis (HJ:
There arc significant mean
differences between variable X and variable Y. 2. Formqlating the nuH hypothesis (H0 ): There are no significant mean differences between variable X and variable Y. For further infornmt1on, the writer followed some assumption as below: I. If the result of calculation t0 (t observation) is higher than t, (t table), t0 > t,; so, the null hypothesis (H 0
)
is rejected and alternative hypothesis (Ha) is accepted. It
means that the experiment technique is accepted. 2. If the result of calculation t0 (t observation) is lower than t, (t table), t0 < t,; so, the null hypothesis (Ho ) is accepted and alternative hypothesis (H,) is rejected. It means that the experiment t~chnique is rejected. 1\ccording to the data, we have known that the value oft, (t observation) is lower than t, (t table), t0 > t,
f 2.02 >-0,275<2.71 j. So, the null hypothesis is accepted. It
means that using authentic reading text in teaching English vocabulary is not effective, and the experiment technique is rejected.
CHAPTER IV CONCLUSIONS AND SUGGESTIONS
A. Conclusion Based on the data that have been collected from the test of hypothesis and data analysis, it is obtained that the value oft,, (t observation) is -0,275 and the degree of freedom is 38, In the table, the significance degree of 5% is 2.02 and the significance de;,>ree of 1% is 2. 7L Because the result of t0 (t observation) is lower than t1 (t table) ( 2.02 >-0,275< 2. 71 J, the null hypothesis (H 0 ) is accepted, It means that the experimental technique using authentic reading text in teaching English vocabulary is rejected, This research indicates that them are significant mean differences between variable X and variable Y it means that there is different rernlt between the class using authentic reading text method (the experimental class) and the class using visual aids method (the controlled class), especially for English vocabulary, The students use visual aids in learning new words more successful than the other students who use authentic reading text Through visual aids the students can see wnat is named by the word to be learned, It was a different thing when '.he students were learning new words through
authentic reading text, they got some difficulties to guess the meaning of them, Automatically they could not understand what the reading text was talking about
31
/
.,, .,.,,
i.''c''
B. SUGGESTIONS Based on the experiment which is given to the students in the First Year of Madrasah Tsanawiyah An-Nurul Kasyaaf, it is clear that visual aids exercise is more useful than authentic reading text exercise to improve the students' ability in English vocabulary. To solve the difficulties of authentic reading text the teacher should give more practice on reading text in teaching English especially vocabulary. Therefore, the writer would like to give some advice for tlie English teachers to: I. Not forget to give the students mere authentic reading text which is taken from
some English books, magazines or newspaper. 2. By giving reading text, make the students able to add and improve their ability in
. vocabulary. J.
Give some variations and use the communicative approach, so the students would not feel bored during the lesson. The reason why reading texts should be given as many and often as possible in
order to get better result in building up English vocabulary, motivation is a factor that influences human activities, therefore a teacher must be able to arouse the students' interest.
BIBLIOGRAPHY Algeo, John, The Cambridge History of: J'he English Language, vol. IV 1776 -1997 Edited by Suzanne Romaine. Allen, French Virginia, Techniques in Teaching Vocabulary, New York Oxford University Press, 1983. Bumpass, L Faye, Teaching Young Students English as Foreign Language, New York: American Book Company, 1985. Brumfit, C. J, Language arid Literature Teaching, from Practice and Principle, Oxford Pergamon Press, 1985. Burton, S. H, A!fastering English Language, London the Macmillan Press Ltd, 1982. Carter, Ronald, Vocabula1y, Cloze and Discourse, Vocabulary and Language Teaching, London: Longman, 1988. Cellier- Macmillan International : A Division of the Macmillan Company, The Key to English Vocabulary, English Language Services London Cellier Macmillan Limited, I 971. Departemen Agama Republik Indonesia , Kurikulum Madrasah Tsanawiyah, GBPP Bidang Studi: Bahasa Inggris, Jakarta : Direktorat Jendral Pembinaan Kelembagaan Agama Islam, 1988. Eyrand, Kevin; Giles, Gillian; Koenig, Susan and Stoller, L Fredika, The Word wall approach, English Teaching Forum, vol. 38 no. 3 July, 2000. Gairns, Ruth and Redman, Stuart, Working with words, A guide to teaching and learning vocabulary, NY: Cambridge University Press, 1998. Gleason, I-I. A, An Introduction to Descriptive Linguistics, USA : Holt, Rinehart and Winston Inc, 1961. Natawidjaya, Rochman, Drs, A/at Peraga dan Komunikasi Pendidikan, Jakarta: PT. Karya Bunda, 1979.
33
Robin, Scarella; Rebecca; Eddie, William, Extensive Reading in the Second Language Classroom, New York: Cambridge University Press, 1998. Smith, B Othanel, 771e f,anguage Arts in Childhood Education, New York: Rand Mc Nally & Company, 1971. Ur, Penny, A Course in Language Teaching; Practice and 771eory, New York Cambridge University Press. 1996. Walsh, J Martin and Anna Kathelin Walsh, Plain English Handbook, USA: Mc Cormica Mathers Publishing Company, Inc, 1972. Yunus, Azlina Noor, Preparing and Using Aids for English Language Teaching, Kuala Lumpur: Oxford University Press, 1981. Zhihong, Y, Learning words, English Teaching Forum, vol. XXXVIII no.3 July 2000.
APPENDIX I
· RENCANA PEMBELA.JARAN I
KELAS EKSPERIMEN Nama Sclmlah
: Madrasah Tsanawiyah An-Nurul Kasyaaf
Kelas
:III
Mata Pelajaran
: Bahasa Inggris
Terna
: Occupations
Sub Terna
: Kind of jobs
Ketrampilan
: Reading
\Vaktu
: 2 x 4!:'1 mcnit
A. Tujuan Pembelajaran Umum Siswa dapat membaca wacana yang berbentuk deskripsi tentang "Kind of Jobs" untuk mencapai pemahaman yang diharapkan.
B. Tu,juan Pembelajaran Khusus I. Siswa mendapatkan gambaran umum tentang isi bacaan 2. Siswa dapat menafsirkan makna kata dan kalimat berdasarkan konteks
3. Menemukan infonnasi rinci yang terdapat dalam teks. 4. Mcnjnwab pertanyaan berdasarkan informasi dalam tcks.
C. Materi PembelaJaran (tcrlampir)
D. Buku Panduan I. Anwar Sofyanda, dkk., Communicative Hng/ish in ('on/ext: Competence-Based
English.for SLTP, Bandung: Grafindo Media Pratama.
E. Kegiatnn Pembelajaran A.Pendahuluan
-------1-<:-eg-i-at~~G__u_r_u____~--------
-
J _Memberi salam dan tegur sapa
2. Memeriksa kehadiran siswa 3. Mengarahkan siswa pada topik
Kegiatan Siswa-
Waktu
1. Memberikan tanggapan 2. Memberikan informasi tentang yang tidak hadir I 3. Menyimak 15 menit
yang akan dibahas dengan meminta siswa menyebutkan ha! yang berkaitan dengan · Occupations _:l:_~enjelaskan tuiUl;l!J~mbel~aran~--
B. Penyajian
----------------.----------------Kegiatan Guru
Kegiatan siswa
\Vaktu
------------------------+--1. Membaca wacana I. Menyimak
2. Meminta beberapa siswa untuk rnernbaca kembali teks tersei)ut 3. Memberikan pertanyaan berdasarkan informasi dalam teks secara Jisan . 4. Memberikan contoh cara membaca teks tersebut dan meminta siswa untuk mengulanginya. 5. Memberikan pertanyaan berdasarkan informasi dalam teks secara ml isan. ---------·-·-----------· - - - -
2. Membaca teks tersebut seperti yang telah dicontohkan guru 3. Menjawab pertanyaan yang diberikan oleh guru
65 menit
4. Memperhatikan, dan membaca dengan suara keras seperti yang telah dicontohkan guru 5. Menjawab pertanyaan yang
diberikan guru sesuai dengan isi dalam teks secara tulisan
C. l'enutup
r-·------·------------------- - - Kcgiatan Guru --·-··------··---------------
1. Memaparkan isi wacana secara keseluruhan 2. Memberi tugas akhir 3. Mengucapkan salam
-----·--------------------~
Kegiatan siswa I. Menanyakan hambatan atau kesulitan yang dialami
Waktu 10 menit
APP!~NDIX
II
KINDS OF JOBS My name is Linda. I live with my family on Jalan Kenari. My Father's name is lrwan. He is a doctor. He works at "Sumber Sehat" Hospital. His job is to help patients keep and become healthy. My mother is Hasanah. She is a teacher. She teaches Maths at SLTP Negeri I. My parents have three children. Ira, the eldest, studied architecture when she was at university. Now she works in a private company as an architect. She designs buildings and supervises the construction. Indra my brother, and I do not work yet. We are still students. My brother goes to SMU. He is in the second year and I go to SLTP. I'm in the first year now.
Reading text I Kinds of ,Jobs I. How many people are there in Linda's Family? 2. What is Linda's father? 3. Where does he work? 4. What does he do there? 5. What is Linda's mother? 6. What field of study does she teach? 7. What is Linda's sister? 8. Where does she work? 9. Does Indra work? Why? I0. Where. does the writer go to school? What year is she in?
E. Kegiatan Pembelajaran A.Pendahuluan
~eg~atan Guru
Kegiatan Sis:wa
1. Memberi salam dan tegur sapa 2. Memeriksa kehadiran siswa 1
3. Mengarahkan siswa pada topik
Waktu
1. Memberikan tanggapan 2. Memberikan informasi tentang yang tidak hadir 3. Menyimak 15 menit
yang akan dibahas dengan meminta siswa menyebutkan hal yang berkaitan dengan Kind of Jobs and Workplaces _:L__Me!_!jelaskan tujuan pembe_I_a·~a_ra_n~---
·-~·------J
B. Penyajian Kegiatan siswa
Kegiatan Guru l. Membaca wacana
\Vaktu
l. Menyimak 2. Menuliskan kata-kata yang hilang 3. Menyimak
2. Memberikan kata-kata yang hilang dari wacana 3. Membacakan kembali wacana 65 menit secara keseluruhan 4. Mengkoreksi bersama 4. Mengkoreksi dan membetulkan 5. Memberikan pertanyaan. 5. Menjawab pertanyaan guru berdasarkan infonna. s. i dalam teks secara lisan -----------~~-----~--------·-----~-----
l
C. Penutup
I.
.. . .
K~;i~;a~G-~~~--------·
l Memaparkan isi wacana secara kesel uruhan Mengucapkan salam ·
t
Kegiatan siswa Waktu -----+--1. Menanyakan hambatan atau kesul itan yang dialami 10 menit
--'---------
lPPENDIXIV
.Mll 1.A.MI!ll OllHP.A.tIO.NS My name is Diana. I am a .......... (I). I work in "Patria Medika" hospital. My job is to elp ......... (2) and patients. I like my job very much. My father's name is Budiman. He works I PT. PELNJ. He sails to many countries on a big ship because he is a ........... (3). My mother is Julia. She is a ........... (4). She makes shirts and suits. She works for ........... (5). I have two brothers and one sister. Handi, the eldest, :>tudied economy when he ·as at university. Now he works in the Bank as a ........... (6). My brother Rudi is a ............. (7). He works in a ................ (8). He always repairs 1e cars. And my sister Santi is ............ (Y). She works for a ............. (I 0). Her job is to cut 1e people's hair.
Eventhough my family occupations are different; we Jove and respect each others. And J :ally love my family.
THEERAWANS Mr. Erawan is a .......... (! l )of SLTP 2. His school is on JI. Sumatra. He works from 6 clock in the morning until 5 o'clock in the afternoon. He is very busy with his activities in his ...... (12). Mrs. Erawan is also very busy. She works at a hospital. Shds a ......... (13). Mr and Mrs Erawan have two children, one son and one daughter. Their son is an SMlJ udent. His name is Randi. Their daughter, Diana, is an SLTP student; she is a clever student. ie wants to be a doctor Mr and Mrs Erawan have a big house and a beautiful garden, but they can't take care of em so they have a ...... (14).and a ........... (I 5) The name of their servant is Mbok Minah and eir gardener is Pak Atmo. They are hard workers. They spend their time doing their work. hok Mmah gets a salary ofRp 100.000,00 per month and Pak /\tmo gets Rp 12.5.000,00. Mr 1d Mrs Erawan are very kind to them.
I. Nurse
2. Doctors 3. Sailor 4. Tailor
5. Clothing company 6. Director 7. Mechanic
8. Car service station 9. a hairdresser 10. Beauty salon
11. Headmaster 12. Office I· 3. Dentist 14. Servant 15. Gardener
The questions of reading text. I. What is Mr. Erawan'sjob? 2. Where does he work? 3. What is Mrs. Erawan'sjob?
4. Where does she work? 5. What is Mbok Minah'sjob? 6. What is Pak Atmo'sjob? 7. Who is Randi? 8. "They are hard worker" (paragraph 3) What does the word They in the sentence above refer to? 9. How much does P
APPENDIX V
RENCANA
PEMBl~LA.JARAJ\11
Kl~LAS
KONTROL
Nama Sckolah
: Madrnsah Tsanawiyah An-Nurnl l1:nsy1111f
Kc las
: I /I
Mat11 Pcla,jaran
: llnlurna lnggrls
Tc ma
: Oc1:up1ntions
Sub Tt•mn
: !\incl of job~
Kctrampilan
: lkrbicarn
Wnktu
: 2 x 4!'i menit
A. Tuju11n Pcmbelajaran lJmum
Siswa rnampu mengungkapkan idc dalum bi.:nluk narnsi
s1;1.~ara
Iisan dalam bahnsa
Inggris mengenai "Vocabulary about Kind of jobs" B. Tujuan Pembelajaran Khusus I. Siswa dapat menyebutkan dan mengingat dengan lafal yang benar kata-kata
yang berhubungan dengan "kind of jobs" 2. Siswa dapat melakukan percakapan pendek dan sederhana dengan lancar 3. Siswa dapat bertanya dan menjawab pertanyaan secara sederhana C. Mate1·i Pcmbelajaran (terlampir)
D. lluku Panduan I. -
E. Kegiatan Pembelajaran A. Pendahul uan Kegiatan Guru 1. Memberi salam dan tegur sapa 2. Memeriksa kehadiran siswa 3. Mengarahkan siswa pada topik
yang akan dibahas dengan meminta siswa menyebutkan hal yang berkaitan dengan Occupations
Kcgiatan Siswa
Waktu
1. Memberikan tanggapan 2. Memberikan infonnasi tentang yang tidak hadir 3. Menyimak 15 menit
B. Penyajian
l------1--(-e_g_i_a__t_a_n___ G_u_r_u_________l_(e_g_i_a--ta--n-s_i_s-wa--------W-ak·-;,~ 1,~----------------1-----------------1------j
1: Menyajikan Vocabulary barn 1. Memperhatikan dan rnenyimak dalam bentuk gambar. 2. Meminta siswa untuk 2. Melakukan perintah guru . me;iyebutkan vocabulary tersebut 60 menit berdasarkan gambar 3. Meminta beberapa siswa 3. Berdcmonstrasi secara bergantian dihadapan ternan melakukan tanya jawab sekelas, sebagaimana contoh mengenai vocabulary yang t_qdaQ
~-
Kegiatan siswa Waktu Kegiatan Guru Mengulas secara singkat I. Menjawab pertanyaan guru keterampilan yang sudah 15 menit di~jarkan dengan mengaj ukan I pertanyaan I 2 Memberikan siswa kesempat:Jn 2. Mengungkapkan kesulitan mengungkapkan hambatan yang clihadapi --3.:.M~i:i_g!!_s:_~pkan salam _______
_ j __ _ ___,
PPENnIX VI
5.
--=--s;
- ·--
7.
ter
: a person who serves food and drink in restaurant
'ier
: a member of an army
:ernan
: a person whose job is to help public order, prevent and solve crime
er
: a person who drives for someone else
Jr
: a member ofa ship's crew
:e
: a person who cares for ill or injured people
:her
: a person who teaches something especially in school
ctary
: employee who types letters, make arrangements and appointment
:or
: a person 1vhose job is to 'help paiicnts
ctor
: a person who manages something especially a business company
1er
: a person who owns or manages farm
ist
: a person whose job is to care for teeth
lener
: a person who works in the garden
mm
: a person whose job is to collect and deliver letters
her
: a person who sells meat
hai1J(:
: a person who has skill in using and repairing machines
Jr
. a person who make shirts and suits
.1resser
: a person who cuts and styles pcople·s hair
enler
: a person who makes and repairs wooden objects (furniture) : a person who cooks in restaurant or hotel
APPENDIX VII
RENCANA PEMBELAJARAN Ill KELAS KONTROL
Narna Sekolah
: Madrasah Tsanawiyah An-Nurul Kasyaaf
Kclas
: I II
Mata Pelajaran
: Bahasa lnggris
Terna
: Occupations
Sub Terna
: Kind of .Jobs and Workplaces
Ketrarnpilan
: Speaking and \Vriting
\Vaktu
: 2 x 45 rnenit
A. Tujuan Pembclajaran Umum
Siswa dapat mengungkapkan ide dalam bentuk narasi secara lisan dalarn bahasa Inggris mcngcnai ··vocabulary about kind ofjobs and workplaces" B. Tuhuan Pembelajaran Khusus
I. Siswa dapal rnenyebutkan dan mengingat kata-kata yang berhubungan dengan "kind of JObs and workplaces" 2. Siswa mampu menge1:jakan latihan yang dibcrikan yang berhubungan dengan "kind of _1obs and workplaces" C. Matcri Pernbclajaran (tcrlarnpir)
D. Bnku Panduan
L _Anwar Sotyanda, dkk, Communicative English in English for SLTP, Grafindo Media Pratama.
Context~
Competence ··· Based
E. Kegiatan Pembelajaran A.Pendahuluan Kegiatan Siswa
Kegiatan Guru .
\Vaktu_J
.
1. Memberikan tanggapan
1. Memberi salam dan tegur sapa 2. Memeriksa kehadiran siswa 3. Mengarahkan siswa pada topik yang akan dibahas dengan meminta siswa menyebutkan hal yang berkaitan dengan Kind of jobs and workplaces
I
2. Memberikan informasi tentang yang tidak hadir 3. Menyimak 15 menit
I
- L ·--------------.. ----]
B. Penyajian
Kegiatan Guru ---·-----
T
Kegiatan siswa
I. Menyirnak !. Memberikan kosakata barn tentang workplaces 2. Mcrninta siswa mengingat 2. Mel8.kukan perintah guru 60 menit kosakata yang telah diberikan 3. Merninta siswa rnengerjakan 3. Mengerjakan latihan yang latihan yang berhubungan dengan diperintahkan guru .. Kind ofj.2_hs i111(]_~YQ!1.R.IQQ~.§. _____ ----·-------···- ___ ---·--·--
C. Pcnutup
Kcgiatan Guru
Kcgia tan siswa
Wa ktu
-----·-----~-----+--
1. Mcngi1las kernbali keterarnpilan yang telah diberikan dengan mengajukan pertanyaan 2. Mengucapkan salam
I. Menanyakan harnbatan atau kcsulitan yang dialami
15 men it
~PENDIX
VHI
Say and repeat these words after your teacher, then write each word under the right picture. cashier gardener
driver secretary
typist electrician
chef doctor
soldier waiter
farmer security man
'!
. Match the profession on the left with U1e workplaces on the right. Workplaces
Professions 1.
a postman
2.
a rnechanic
3. 4.
a fireman a hairdresser
5.
a guide
J)
. J f
a. a travel agency b. an office c. a rice field
+-}
d. a post office
A
e. a laboratory
r
6. 7. 8. 9. 10.
Professions a dentist a farmer a chemist an editor a clerk
Workplaces I
c
e .5 13
f. a fire station g. a publishing company h. a salon
i. a hospital j. a garage
wer sheets
lectrician :curity man nver ashier octor
'aiier
:cretary
1pist ardener >oldier ~her
'armer
: post office : garage
: fire station : salon : travel agency
: hospital
: rice lleld : laboratory : publishing company
: office
APPENDIX IX FINAL TEST EXPERIMENT AND CONTROL CLASS
----·-------.----------· Answer these questions with the right answers! I. ·A person who answers the phone and receives guests in a hotel or in an office is a ...... 2. Susi works in a restaurant. She serves meals. She is a ...... 3. A person who drives for someone else is a ....... 4. My mother always makes our shi1ts because she is a ...... . 5. I work in a car service station. l always repair the cars. lam a ..... . 6. A person who flies an aeroplane is a ...... . 7. Mr. Rudi is a teacher. He teaches Geography. He works at ..... . 8. I work in a hospital. My job is to help doctors and patients because I'm a ... 9. My brother is a member of army. He is a ..... I0. /, person who works and takes care of garden is a ..... .. I I. Rudy works for a travel agency because he is a ... .. 12. My Father is a doctor. He works in hospital. His job is ... 13. I work in" Putri Ayu" Salon, my job is to cut the people's hair, I am a .....
14. My Uncle's job is to collect and deliver letters, because he is a . 15. A person who takes picture is a ........ 16. I study in .Junior High School. I learn everything there. I am a ..... 17. f am a butcher. f sell beef and lamb. f work in a ... .. 18. A person who cooks in the restaurant or hotel is a ... . 19. Usman's father works for PT. PELNJ. He sails to Japan on a big ship. He is a .
20. Mr. Kan la works in the field every morning. He plants rice and vegetables. He is a ....
Th(•
1\ llSW('l'S
I. Receptionist
2 Waitress J.
I >river
4. Tailor
5. (>.
fVlcd1ar11c
· l'i I01
7. School 8, Nurse '!.
Soldier
I0. Gardener JI. Guide 12 lo help patients 13. Hairdresser
14. postman J 5.
Photographer
16. Student 17. Market 18. Chef
19. Sailor 20. Farmer
~~'JI w~I ~~\ ~".A 4..ui:~_yJ iy~l:lll ~~~\ MADRASAH TSANAWfYAFl 'AYASAN PERGURUAN !SLAM EL NUR EL KJJ~SYSYAF (YAPINK) TAMBUN- BEKASI 11 : Jin. Sultan Hasanuddin No. 226 Tam bun Se Iatan Bekasi Kode Pos 17511 Telp. (021) 88326854 Fax. (02
SURAT KETERANGAN_ No. 02/SK/YAPINK/112004
Yang bertanda tangan di bawah ini, Kepala Sekolah .Madrasah Tsanawiyah Putri Yayasan Perguruan Islam el-Nur el-Kasysyaf (YAPINK) menerangkan bahwa: Na ma NIM Fakultas Jurusan Judul Skripsi
:Widadi : 9914015858 : Tarbiyah : Tadris Bhs. lnggris : "A Comparative Study between Using Visual Aids and Authentic Reading Text in Teaching English Vocabula1y"
Telah melaksanakan praktek mengajar dalam rangka penelitian untuk menyusun skripsi di Kelas I Madrasah Tsanawiyah Yayasan Perguruan Islam el-Nur el-Kasysyaf (YAPINK) Tambun Selatan - Kabupaten Bekasi, terhitung mulai tanggal 18 Desember 2003 s.d 8 Januari 2004. Demikian Surat Keterangan sebagaimana mestinya.
ini
kami
buat,
untuk dapat dipergunakan
Tambun Selatan, 23 Januari 2004 Kepala Sekolah MTs Putri YAPINK Tambun Selatan - Bekasi
·::::;;;·· hl;) "' I "'- •, /
Ors.
'IV'-.._µ
/--+---.:.--\
. Moh. S yuthi Abd. Halim
. DEPARTEMEN AGAMA .
.
UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA r/\KlJLT/\S ILMUT/\Rl31Y/\H D/\N KEOURU/\N Tclp
: (62-21 )7443328. 7401925. lilx. (62-21) 7402982 ·
Email : uinjkt
mibi. net. id
da No. 95 Cipurat 15412 lndoncsin
: ET/PP.O!.l/&.1"..• ./2003
Jakarta, 13 Desember 2003
: Perpanjangan Skripsi Kepada Yth. I. Drs. S1111arcli K. Dosen Pembimbing Skripsi Fakultas Ilmu Tarbiyah clan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta Assalamu 'alaikum wr. Wb Kami mengharapkan kesecliaan Sauclara untuk memperpanjang waktu Bimbingan I/II (materi/teknisi)*)penulisan mahasiswa : Nama Nomor Pokok Jurusan Juclul Skripsi
Widadi 9914015858 Pendidikan Bahasa Inggris " A Comparative Study between Using Visual Aids and Authentic Reading Text in Teaching English Vocabulary."
Penulisan skripsi mahasiswa tersebut telah habis batas waktu yang telah ditentukan sejak tanggal 27 November 2003, clan diperpanjang sampai dengan :tanggal 27 Mei 2004. Demikianlah, atas kesediaan Saudara kami ucapkan terima kasih. Wassalam. A. n. Dekan Pembantu Dekan I,
v~v. ebagai laporan) rusan Penclidikan Bahasa Inggris 1'a yang bersangkutan ,•
1
•
NIP150
~1356:t.:
DEPARTEMEN AGAMA UNJVERSITAS ISLAM NEGERI SY ARIF HIDA YATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGIJRUAN
Tclp
·-
............ aor
lp ha!
: (62·2 l) 7443328, 7401925, fax. (62-2 I) 7'!02982
Email : J..tluik1@£?.!:>.l. net. id
, H. Juanda No. 95 Ciputat 15412 Indonesia
ET/TL. 02. 2/'ffj I 2003 I ( satu) berkas RISET/W AWAN CARA
Jakarta, I 8 Desember 2003
Kepada Yth. Kepala Maclrasah Jbticlayah Dam! Muttaqien Assalamu 'alaikum wr. Wb Dengan hormat kami sampaikan bahwa : Nama Alamat
Widadi JI. Sulatan Hasanuddin no. 123 Rt 003/02 Tambun Bekasi 17510
Adalah mahasiswa Fakultas Ilmu Tarbiyah Dan keguman UIN SyarifHidayatullah Jakarta; Nomor lnduk 9914015858 Jun.isan/Semester Pendidikan Bahasa Inggris/IX Tahun Akademik 2003-2004 Sehubungan dengan tugas penyelesaian Skripsi dengan judul : A Comparative Study Between Usinr Visual Aids and Authentic Reading Text in Teaching English Vocabulary: A Case Study in Th< First Year of Madrasah Tsanawiyah An - Nurul Kasyaaf T~1111bun Belrnsi. Oleh karena itu kami mohon kesediaan Saudara untuk menerima dan membantu mahasiswa tersebut. Demikian atas perhatian dan kesediaan Saudara kami ucapkan terima kasih. Wassalammu'alaikum wr. wb. A n. Dckan Pcmbant11 Dclrnn I
