IMPROVING STUDENTS’ VOCABULARY THROUGH VOCABULARY CARD (A Classroom Action Research in the First Grade of MTs. Nurul Falah School at Pondok Ranji Ciputat Tangerang)
By: NEATY MUTTAHIDAH 106014000413
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011
IMPROVING STUDENTS’ VOCABULARY THROUGH VOCABULARY CARD (A Classroom Action Research in the First Grade of MTs. Nurul Falah School at Pondok Ranji Ciputat Tangerang)
A “Skripsi” Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By: NEATY MUTTAHIDAH NIM: 106014000413
Approved by the Advisor:
Dr. Ratna Sari Dewi, M.Pd NIP. 197205011999 03 2 013
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1432 H / 2011
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the Paper entitled, “Improving Students’ Vocabulary Through Vocabulary Card” (A Classroom Action Research at the First Grade of MTs. Nurul Falah School, Pondok Ranji Ciputat) written by Neaty Muttahidah, student’s registration number : 106014000413, was examined by the Committee on June 2011, and was declared to have passed and, therefore, fulfilled one of the the requirements for the academic title of S.Pd. (Bachelor of Arts) in English Language Education at The Department of English Education. Jakarta, June 2011 EXAMINATION COMMITTEE CHAIRMAN
: Drs. Syauki M.Pd. NIP. 19641212 199103 1 002
(__________________)
SECRETARY : Neneng Sunengsih, S.Pd. NIP. 19730625 199903 2 001
(__________________)
EXAMINERS : 1. Drs. H. Bahrul Hasibuan, M.Ed (__________________) NIP. 150 041 070
2. Dr. Fahriany, M.Pd NIP. 19700611 199101 2 001
(__________________)
Acknowledged by: Dean of Tarbiyah and Teachers’ Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP. 19571005 198703 1 003
ABSTRACT Muttahidah, Neaty 2011. Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research in the First Year of MTs. Nurul Falah, Ciputat), Skripsi, Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Vocabulary, Vocabulary Card The objective of the research is to improve students’ vocabulary. This research was conducted at MTs. Nurul Falah Ciputat Tangerang academic year 2010-2011 as the subject of the research. The subjects of this research were consisted of 30 students’ of first grade. The method used in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research means that the researcher worked collaboratively with the English teacher in the class. The CAR (classroom action research) was done based on Kemmis and Mc Taggarts’ design, it content of two cycles in each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students’ vocabulary score of pretest and posttest and questionnaire. Based on the result of this research showed that there was a development on the students’ vocabulary mastery, it can be seen from the mean score of pretest were 49.6, the mean score of posttest cycle 1 was 58.0 and the mean score of posttest cycle 2 was 66.3. In addition, there were 5 students (16.6 %) who passed Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) in the pre test. Meanwhile, in the cycle 1, there were 18 students (60 %) who passed Minimum Mastery Criterion (KKM) and it gained which was in the posttest cycle 2 there were 26 students (86.6%) who passed Minimum Mastery Criterion, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of vocabulary through vocabulary card. The mean of pre questionnaire was 47 %. Then, the mean of post questionnaire was 72.9 %. It improved 25. 9 %. Furthermore, the results of observation and interview showed that the students were motivated in the teaching-learning process during the implementation of vocabulary card.
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ABSTRAK Muttahidah, Neaty 2011. Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research in the First Year of MTs. Nurul Falah, Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Vocabulary, Vocabulary Card Penelitian ini bertujuan untuk meningkatkan kosakata siswa. Penelitian ini dilaksanakan di kelas satu MTs. Nurul Falah Pondok Ranji Ciputat tahun pelajaran 2010/2011 sebagai subjek penelitian. Subyek dari penelitian ini berjumlah 30 siswa kelas 1 Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian ini yaitu penelitian tindakan kelas kolaboratif yaitu bekerjasama dengan guru bahasa Ingggris sebagai kolaborator dalam kelas. Penelitian tindakan kelas ini menggunakan model Kemmis dan Mc Taggart. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap (Planning) perencanaan, (Acting) tindakan, (Observing) observasi, dan (Reflecting) refleksi. Dalam pengumpulan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes dan pos tes) dan kuesioner. Hasil penelitian ini menunjukkan bahwa ada perkembangan dalam penguasaan kosakata siswa. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest menunjukkan bahwa skor mean pretes adalah 49.6. Sedangkan skor rata-rata post tes siklus 1 adalah 58.0 dan skor mean postes siklus 2 adalah 66.3 Selanjutnya, hasil pretes menunjukkan hanya ada 5 siswa atau 16.6 % yang mencapai nilai KKM sedangkan dalam postes siklus 1 ada 18 atau 60 % siswa mencapai nilai KKM dan 26 siswa atau 86.6 % telah mencapai nilai KKM, dengan demikian kriteria kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar kosakata dengan menggunakan vocabulary card rata-rata dari pre kuosioner yaitu bahwa 47 % sedangkan mean dari post kuosioner yaitu 72.9 %, jadi meningkat sebanyak 25.9 %. Selain itu, dari hasil observasi dan interview diketahui bahwa siswa termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi kartu kosakata.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, the Cherisher and Sustainer of the world, who has given the writer many things such as chance to learn, strength, motivation and guidance for the writer, therefore this paper can be finished thoroughly. Peace and blessing be upon to Prophet Muhammad SAW, his families, his relatives and all followers. This paper is written to fulfill one of the requirements to obtain the sarjana degree at the English Department of Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta. The writer would like to express her great appreciation and thanks to Dr. Ratna Sari Dewi M.Pd, as her advisor, for her valuable guidance, motivation, suggestion and help throughout the “Skripsi” writing process. On this occasion, the writer would like to express her gratitude to her lovely parent Mr. A. Tamami, S.Pd and Mrs. Atiqoh S.Pd who always gives pray, advices, motivations and love without them the writer would never finished this paper, hopefully Allah always bless them in the world and hereafter. Besides, the writer would also deliver special thanks to: 1.
Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and Teacher’s Training.
2.
Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of the English Department.
3.
Drs. Nasrun Mahmud M.Pd. who accept writer’s paper title.
4.
All lecturers in the English Department, for teaching precious knowledge, sharing Philosophy of like and for giving wonderful study experience especially Mrs. Evi.
5.
Drs. H. Bahrul Hasibuan, M.Ed. and Dr. Fahriany (Examiners).
6.
The Head Master of MTs. Nurul Falah Pondok Ranji Ciputat, Mr. Satiri, S.Ag and Drs. Fuzi Fauzi M.Pd.
7.
The writer’s Sister Uum Sayyidah Umami, Noor Kamal, little Vier, Uus Usrotus Saadah, Amalia Tartila, and writer’s brother Salsabil Firdaus, her iii
cousin Yaseer Fahmi, Ida Kutrotunnida, Yusri N. Fajri, Aunty Kartini, and husband, and all her relatives who support the writer thanks on your pray, motivation and love. 8.
Ms. Dinnia Imalia, S.Pd as the English teacher at MTs. Nurul Falah..
9.
Mr. and Mrs. Joko Purwadi thanks for support and pray.
10. All the writer’s great friends in English Department C Class 2006. Especially for Nia became friend also teacher for writer and the writer’s best friends: Sancay, Upi, Bu Zuam, Viki, Ibah, Nci, Lulu, Cunink, La2 romlah, Nindy, Nina, Nto, Joe, Qyu2, Ana, Siti, and Fitri who always help, motivated the writer and thanks for being good friend for writer, May Allah bless you all.
Finally, the writer realizes that this paper is far from being perfect and need for suggestion and correction. It is a great pleasure for the writer to receive critics and suggestions in developing this research and it will have some value for her and for a better thing in the future. Hopefully this paper may give the advantages for all.
Jakarta, Juni 2011
The Writer
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TABLE OF CONTENTS
TITLE APPROVAL ENDORSEMENT SHEET OF EXAMINATION COMMITTEE ABSTRACT ......................................................................................................
i
ABSTRAK .........................................................................................................
ii
ACKNOWLEDGEMENT ................................................................................ iii TABLE OF CONTENTS .................................................................................
v
LIST OF TABLES ........................................................................................... viii LIST OF FIGURES ......................................................................................... ix LIST OF APPENDICES ..................................................................................
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CHAPTER I INTRODUCTION A. The Background of the Research .......................................
1
B. The Identification of the Problem ......................................
5
C. The Limitation of the Research Focus ...............................
5
D. The Formulation of the Problem ........................................
5
E. The Aim of the Research ....................................................
6
F. . The Significance of the Research…… ................................
6
CHAPTER II THEORETICAL FRAMEWORK A. The Reference of Area Theory and Research Focus 1. The Nature of Vocabulary .............................................
7
a. The General Concept of Vocabulary ........................
7
b. The Purpose of Vocabulary ......................................
8
c. The Problems of Vocabulary……………………….
9
B. The Reference of Action Intervention Alternative Chosen 1. The Understanding of Vocabulary Card .................. 12 2. The Design of Vocabulary Card ............................. 14 3. The Purpose of Using Vocabulary Card ................... 16 4. The Advantages of Using Vocabulary Card ............. 17 v
5. The Disadvantages of Using Vocabulary Card ........ 18 C. Teaching Vocabulary Through Vocabulary Card ............... 19 D. Relevant Study .................................................................... 21 E. The Conceptual Development of Action Planning ............. 22 F. Action Hypothesis ............................................................... 23
CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ............................................... 24 B. The Time and Place on the Research .................................. 24 C. The Method of the Research ............................................... 24 D. The Subject and the Object of the Research ....................... 25 E. The Researcher’s Role on the Research ............................. 25 F. The Research Design .......................................................... 25 G. The Classroom Action Research Procedures ...................... 27 1. Planning Phase .............................................................. 28 2. Acting Phase ................................................................. 28 3. Observing Phase ........................................................... 29 4. Reflecting Phase ........................................................... 29 H. The Expectation Result of Action Intervention................... 31 I. Data and Data Sources ........................................................ 31 J. The Instrument of Data Collection ...................................... 31 K. The Technique of Collecting Data ...................................... 32 L. The Technique of Data Analysis ......................................... 33 M. Trustworthiness of Study .................................................... 34 1. Validity of Data ............................................................ 31 2. Discriminating Power .................................................... 34 3. Difficulty Item ............................................................... 35 N. The Criteria of the Action Success ..................................... 37
CHAPTER IV RESULT AND DISCUSSION A. The Description of the Data ................................................ 39 1. Finding of the Preliminary Study .................................. 39 vi
a. The Result of Pre Interview ..................................... 40 b. The Result of Pre Questionnaire .............................. 41 c. The Result of Pre-Test............................................... 44 1. Finding of the First Cycle ……………………………. 47 a. Planning ................................................................... 47 b. Acting ...................................................................... 48 c. Observing ................................................................. 50 d. Reflecting ................................................................ 53 e. Revision of the First Cycle ...................................... 54 2. Finding of the Second Cycle…………………………. 55 a. Planning ................................................................... 55 b. Acting ...................................................................... 56 c. Observing ................................................................. 58 d. Reflecting ................................................................ 61 3. Finding After Implementing CAR……………………. 62 a. The Result of Post Interview ................................... 62 b. The Result of Post Questionnaire ............................ 63 B. The Interpretation of the Data .............................................. 66 1. Data of Observation ..................................................... 66 2. Data of Questionnaire .................................................... 67 3. Data of Interview .......................................................... 67 4. Data of Test ................................................................... 67 C. The Interpretation of Analysis Result ................................... 68 D. Discussion ............................................................................ 65
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ........................................................................... 66 B. Suggestion ........................................................................... 67
BIBLIOGRAPHY ........................................................................................... 68 APPENDICES ................................................................................................. 70 vii
LIST OF TABLES
Table 2.1 Countable and Uncountable Noun ............................................................................ 11 Table 2.2 Kind of Verb ............................................................................................................ 11 Table 2.3 The Changes Adjective into Adverb ........................................................................ 12 Table 4.1 Students’ grade in pre-test ...................................................................................... 41 Table 4.2 The Students’ vocabulary Score of Posttest1 .......................................................... 48 Table 4.3 Percentage of students’ grade improvement ............................................................ 63 Table 4.4 Data of Research Result ........................................................................................... 63
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LIST OF FIGURES
Figure 1.1 Vocabulary Card ..................................................................................................... 4 Figure 2.1 Students’ Vocabulary Card..................................................................................... 14 Figure 2.2 Teacher’s Vocabulary Card .................................................................................... 15 Figure 3.2: The phases of CAR modified by the researcher .................................................... 29 Figure 4.1. The Students’ Improvement in vocabulary score in the First Cycle ..................... 49 Figure 4.2. The Students’ Improvement in vocabulary score in the Second Cycle ................. 56 Figure 4.3 The Students’ Achievement in Vocabulary score .................................................. 64
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LIST OF APPENDICES Appendix 1a Interview before CAR .................................................................... 70 Appendix 1b Result of interview before CAR ..................................................... 71 Appendix 2a Interview after CAR ....................................................................... 73 Appendix 2b Result of Interview after CAR ....................................................... 74 Appendix 3a Questionnaire for students before CAR ......................................... 76 Appendix 3b Result of Questionnaire for students before CAR.......................... 77 Appendix 4a Questionnaire for students after CAR ............................................ 78 Appendix 4b Result of Questionnaire for students after CAR ............................ 80 Appendix 5a Test Instrument and Answer Key in Pre-test.................................. 82 Appendix 5b Students’ Score in Pre test ............................................................. 86 Appendix 6a Test Instrument and Answer Key in Cycle 1 ................................. 87 Appendix 6b Students’ Score in in Cycle 1 ......................................................... 90 Appendix 7a Test Instrument and Answer Key in Cycle 2 ................................. 91 Appendix 7b Students’ Score in in Cycle 2 ......................................................... 94 Appendix 8a Blueprint Test of Pre-test .............................................................. 95 Appendix 8b Blueprint Test of Post-test 1 .......................................................... 97 Appendix 8c Blueprint Test of Post-test 2 .......................................................... 99 Appendix 9a Item Analysis of Pre-test ................................................................ 101 Appendix 10a Observational Notes in Preliminary Study ................................... 105 Appendix 10b Observational Notes in Cycle 1.................................................... 107 Appendix 10c Observational Notes in Cycle 2 .................................................... 110 Appendix 11a Lesson Plan Cycle 1 ..................................................................... 113 Appendix 12a Lesson Plan Cycle 2 ..................................................................... 132 Appendix 13a Silabus .......................................................................................... 151 Appendix 14a Kisi-kisi soal Pre-test ................................................................... 155 Appendix 14b Kisi-kisi soal Post-test 1 ............................................................... 156 Appendix 14c Kisi-kisi soal Post-test 2 ............................................................... 157 Appendix 15a Photographs of the Students’ Participation ................................. 158 Appendix 16a Letters .......................................................................................... 159
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CHAPTER I INTRODUCTION A. The Background of the Research English as International language is spoken almost all over the world. In the global era, English takes an important role as communication language used in many sector of life, such as trading, bilateral relationship, politic, science, technology and many others. In fact, people use the language to express their feelings, ideas, and desires. English has become the language used by many people over the world to connect and share with another. Therefore, people should understand and master English in order to gain broader knowledge, information and technology. People need to communicate in doing daily activities and making an interaction to other people in their life. English uses as a medium language in all aspects of national relationship with other countries such as diplomatic, social, cultural, international commerce and also in education.1 In other word English takes an important role in communication such a medium for every nation to communicate each other. In Indonesian government, English is considered as the first foreign
1
George Braine and Claire May, Writing from Sources: A Guide for ESL Students, (California: Mayfield, 1996), p. 3.
1
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language and the compulsory subject to be taught in secondary schools.2 Also, it considers as optional subject or local content materials to be taught in elementary schools and as a requirement subject to pass National Examination. The objective of teaching English is to enable students to communicate in English orally and written form. Accuracy and fluency are aspects of language proficiency. Accuracy refers to mastering language components; pronunciation, vocabulary and grammar. Meanwhile, fluency refers to mastering language skills: listening, speaking, reading and writing. Moreover, mastering language skills is the objective of English teaching based on the current School-Based Curriculum. The objective of teaching vocabulary for the first grade of junior high school/ Islamic junior high school (SMP/ MTs) is to enable students to master vocabulary about functional text and monologue text or paragraph in the form of descriptive and procedure. Moreover, based on Competency Standard- Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD), the first grade students are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and procedure to interact with people in their nearest environment.3 The work of vocabulary is presented in the form of text types, usually known as genres. Vocabulary is one of English components or sub skill that must be taught to the learners, because vocabulary has the primary role for all languages. Moreover, there are some researchers regarding that vocabulary more important than grammar. Among them is McCarthy in his book stated “no matter how well the student learns grammar, no matter how successfully the sounds of L2 just cannot happen in any meaningful way.4” in other words the first that to be master for language learner in learning language especially English is vocabulary.
2
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11. 3 Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi Mata Pelajaran Bahasa Inggris SMP dan MTS, … 4 Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and Pedagogy, (New York: Cambridge University Press), p.140
3
In addition to knowing English words and their meanings, one must know also how the words work together in English sentences.5 It concludes that in teaching vocabulary is not only to give the meaning of the word but teach how the word works in sentence, because there are many words that have multiple meanings. In this case the grammar should be taught together with the vocabulary to the language learners to avoid many problems in learning English language. Problem in learning and teaching English still exist at school, because English language is completely different from the Indonesian language in the system of the structure, pronunciation and vocabulary. For example students tend to forget the meaning of the word which have been taught or practiced before. Usually vocabulary is taught through memorizing words or drilling patterns. For teachers creating English teaching effectively and efficiently is not an easy job, therefore, that the English teacher must be able to organize teaching learning activities. They have to present materials by using a suitable teaching technique. A good teaching technique makes students understand and master the lesson like the other lessons which need a suitable technique and methods, teaching language also needs a suitable techniques and methods. In reality learning English especially to memorize vocabulary is boring for some students. The technique used in teaching vocabulary is monotonous; the students just memorize the changes of verbs, the word related to nouns, adjectives and adverbs. There are many technique and methods of language teaching that can be selected for teaching vocabulary, some of the teacher are using kind of games such as: stick figure, puzzle, card game, wall cards, pictures and etc. Teaching learning process of language cannot be separated from the curriculum or syllabus. Based on our curriculum, the purposes of teaching English in Indonesia is “students can master four skills (listening, speaking, reading and writing)”. But in many work fields most of students cannot state their ideas and opinion well since they are not accustomed to speak, feeling shy, hesitation and fear to make a mistake. Commonly, it is caused by the limited vocabulary. 5
Virginia Fench Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press,1983 ), p. 2
4
Based on the researcher’s observation through conducting preliminary study during teaching learning English activity at the first grade at MTs. Nurul Falah Pondok Ranji Ciputat, the researcher found that many students of first grade at MTs. Nurul Falah had difficulties in learning English especially in the vocabulary. It was proved by the result of the students’ Pre test in preliminary study. The mean of the students’ English score was 49.6. Meanwhile, the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 60.0. The result indicates that the students’ English achievement was very low. Besides, it was supported by the result of interview to the English teacher in preliminary study that the students’ difficulties come from the weaknesses of students’ vocabulary. Also, the students had difficulty in differentiating the form of word grammatically such as parts of speech: noun, verb, adjective, and adverb. Furthermore, the students tend to be bored and low participation in English class. Those problems of vocabulary must be solved, because it can be the difficulties for the students to continue the next level or grade. Also the students may have low motivation in learning English because they feel English is difficult. Furthermore, the students will have boredom in English class. One of the teaching strategies that can make the students motivated to learn English is using the suitable strategy such as games. Actually, students do not have to memorize exactly the vocabulary because in fact they repeat the vocabulary by writing the vocabulary while make the vocabulary card, reading and playing game by using vocabulary card. Actually, word which is used by the students is always the same word around their conversation of their daily activities which consist of: noun, verb, adjective and adverb. The teacher only has to improve students’ vocabulary by a suitable strategy such as vocabulary card. Vocabulary card may help students to facilitate them to improve their vocabulary, it is used as a personal dictionary for every student that can be as medium to improve their vocabulary, it is also easy to create, easy to bring and also can be the instrument to play game. This learning strategy is expected make the students more active in English class, motivated and enjoy in learning English. In conclusion, by using vocabulary card the students of MTs. Nurul Falah
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Pondok Ranji can improve their vocabulary and help them to remember about noun, verb, adjective, and adverb easily. It is expected to be positive atmosphere in the classroom. It is also can be an alternative way to keep the students’ vocabulary. The Following figure is a kind of vocabulary card:
Figure 1.1: Vocabulary Card Teacher gives example how to make vocabulary card and give the students several tips to learn through vocabulary card, after they finished their own vocabulary card the teacher asked them to play the game in pair or in a group by using their vocabulary card or teacher’s vocabulary card. Finally, it can improve the students’ vocabulary mastery; improve the students’ vocabulary by repeated last and new word by doing activities or playing games through vocabulary card. According with the explanation above, the researcher intends to conduct a classroom action research entitled:” Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research at the First grade of MTs. Nurul Falah Pondok Ranji Ciputat.”
B. The Identification of the Problem Based on the background of the problem above, it can be identified some problems: 1.
The difficulties in understanding English language because lack of vocabulary.
2.
The difficulties in using the English vocabulary in the sentence.
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3.
The difficulties in understanding the form of word or vocabulary such as noun, verb, adjective, and adverb.
C. The Limitation of the Research Focus Based on the background above, the researcher limits the research focus on improving students’ vocabulary through vocabulary card at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.
D. The Formulation of the Problem In line with the background of the research, the researcher formulates the research question as follows:” How is vocabulary card improving the students’ vocabulary at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat? And then, “How does vocabulary card improving students’ vocabulary at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat?”
E. The Aim of the Research The aim of this Classroom Action Research (CAR) is conducted in order to improve students’ vocabulary through vocabulary card at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.
F. The Significance of the Research The finding (result) of this research are expected for 3 (three) groups are: 1. The teacher The result of this research is expected to be able to enrich the teachers’ knowledge in terms of teaching English vocabulary and to solve the problem of students’ difficulties in memorizing the meaning of word or vocabulary and parts of speech: noun, verb, adjective and adverb at MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.
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2. The students This research expected to encourage the students mastering the English lesson, the students feel relax and enjoy when they learn English lesson, and solve their problem in understanding the meaning of word in the sentence, because the teacher use the suitable technique in teaching. Therefore, the students can use the vocabulary they have learned in the communication.
3.
The further researcher This research expected to give a new knowledge of the further researcher
to do the better research of teaching and learning cases, and to solve the students’ vocabulary problems, and also the teachers that have the similar problem with this researcher.
CHAPTER II THEORETICAL FRAMEWORK A. The Reference of Area Theory and Research Focus 1. The Nature of Vocabulary a. The General Concept of Vocabulary Vocabulary cannot be separated from the language; it is important part of language. Hari Mukti Krida Laksana points out “Vocabulary is a component of a language that maintains all of information about meaning and using word in language.”1 It means that vocabulary is the important part of language, without vocabulary the language cannot be used to maintain all information in language. Vocabulary can be defining as sound that expresses a meaning and forms an independent unit in a language. It can be say that vocabulary is smallest unit of speech that processes individual meaning to speak and can be used to interact one another and vocabulary can be say as a group of words on certain language as a part in teaching-learning in a foreign language. According to Krashen and Terrell stated in David Nunan book “The status of vocabulary has been considerably enhanced. This has come about partly as a result of the development of communicative approach in language
1
Harimukti Krida laksana, Kamus Linguistik, (Jakarta: PT Gramedia Pustaka Utama, 1993), p.127.
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teaching.”2 On the other word vocabulary has become one of the object of the research in the methodology of teaching till become as a result of the development of communicative approach. Vocabulary should be taught especially for foreign language teachinglearning activity; because even the students have mastered grammatical form they could not the communication in the foreign language without mastering a vocabulary. To master a language is not easy because some aspects of language are not easy to learn, it is impossible to learn a language without mastering vocabulary.
b. The Purpose of Learning Vocabulary To learn something people have to know the purpose of the things their learn, in this case the purpose of learning vocabulary is to help the learners easier in expressing the idea because the vocabulary
is all of the words
contained in a language, the word property owned by a speaker or a writer, words used in a field science, compiled a list of words like the dictionary is accompanied brief explanations through game; this problem is not only enriching vocabulary through lessons language but also through other study. Learning language not only prepare the material as much as possible, but the major provides training to the students how to use language who has taught it actively, whether oral or written form. Many definition of the purpose of learning vocabulary can be found from the experts: “Large vocabulary helps us express our ideas precisely in communication. We often believe that need a large number of words to master English language well it is not always wrong because we are hoped to realize that without a certain amount of vocabulary, it seems it is quite impossible to use the language precisely and vividly. We sometimes have difficulties; in understanding the meaning of the word, in differentiating the word form, and in applying the word in a sentences”.3
2
David Nunan, Language Teaching methodology, (New York: Prentice Hall, 1991),
p.117. 3
A.M. Zainuri, Vocabulary 1, (Jakarta: English Department, 2003), p. 1.
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Indonesian National Education Department also pointed about learning vocabulary: “In accordance essentially language learning, learning vocabulary not taught the words or phrases separated off, but was involved in discourse context, with regard to subjects and also related with specific areas as an example of the discourse on the theme games. In order to achieve optimal learning outcomes vocabulary, teachers need to equip their students with words related to particular field. In every field of science used special words. Vocabulary enrichment effort needs to be done continuously and can be obtained through certain areas.”4 From the description above it can be conclude that vocabulary understanding is very important as one means to understand the language of relationship with its context, both the Indonesian and English context. The students are able to communicate both verbally or in writing. To achieve those students need in Arm ability adequate mastery of vocabulary to make students to communicate optimally. Therefore, the words related in specific areas to the students are the words round them like nouns, verbs, adjectives and adverbs.
c. The Problems of Vocabulary There are several strong reasons for which the vocabulary components of language course needs to be carefully planned. According to Paul Nation Firstly because different vocabulary gives greatly different return for learning, it is important to make sure that learner have a good control of the high frequency words of the language before moving on the less frequent vocabulary. Secondly, most language teaching courses make vocabulary learning more difficult than it should be as a result of the way vocabulary in the course is sequenced. Grouping, opposites, synonyms, and items in a lexical set together courses. Interference that results in confusion for the learners it is simple matter to avoid this problem. Thirdly, vocabulary learning opportunities and the quality of vocabulary learning can be greatly increased through the careful design of both vocabulary and other skill activities.5 4
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 35. 5 Paul Nations, New Ways in Teaching Vocabulary, (Alexandria: TESOL, 1994), p. 20.
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From the explanation above we know that learning and understanding the vocabulary is an important thing to do in learning the target language, because by learning, memorizing and understanding a target language vocabulary the students suppose to apply their vocabulary in speaking, understanding the text and for communication. Many problems faced by Indonesian students to learn a target language such as English in vocabulary is they can not understand what the connection between the new vocabulary they have learned with the function of the vocabulary or word, then they can not apply their new vocabulary in their mind by using it in the communication. Term used to classify words based on their functional categories are called part of speech. The classification of the words of a language in this way is dependent on their function in communication. Noun can occur in certain places in sentence and serve certain function. Verb, adjective and adverb also occur in certain laces in sentences and serves special functions. If we just look at a word, it is sometimes difficult to know how to classify it. E.g.: can, could be noun, verb, adjective and adverb. Words have traditionally been classified into part of speech: nouns, verb, adjective, and adverbs are the four largest groups. The remaining classifications are essentially function words. They may substitute for words in one of largest group serve as signals for various patterns, or relate one group of words to another. In English, the functional categories include pronouns and interjections.6 In this case the writer will talk about the four largest groups such as noun, verb, adjective and adverb. Noun is a word used as the name of anything, person, animal, object, place, situation, quality or idea. Noun is divided commonly into six they are: 1. Proper noun, 2. Common noun, 3. Material noun, 4. Collective noun, 5. Abstract noun, 6. Possessive noun. In another source nouns are the names given to people and objects: John, Marry, tree, cave. English nouns have no grammatical gender. They are not arbitrarily classed as masculine and feminine 6
Hall J. Eugene, Grammar for Use, (Bina rupa aksara, Jakarta, 1993), p. 8.
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or neuter. Instead, they have logical gender, in which the gender of word depends on the gender of the person or object itself. They have singular and plural forms ex: boy-boys, woman-women, class-classes, desk, and desks. Nouns are divided into two general groups countable and uncountable. Countable noun are things we can count so we can say “one banana and two bananas”. Uncountable noun are the things we can not say “one rice”, “two rices” but only one form “rice”. Example: Table 2.1 Countable and Uncountable Noun Countable Noun
Uncountable Noun
One book, two books
Water, salt
A battery, two batteries
A bowl of rice, a piece of paper
Some song
Some music
A few jobs
A little work
Verb is a word that expresses an action or state of being, and the time of when it is. From all of the part of speech verb is the most important like the moving power and the motor of sentence because without it there is no sentence. Verb also helps you to say exactly what you mean; one verb can convey a variety meaning. English verb have three principle parts-the present, past and past participle. With regular verbs, the past and past participle are the same. With irregular verbs, all three forms may be different.7 Example: Table 2.2 Kind of Verb
7
Kind of
To
V1/present
V2/past
V3/past
verb
infinitive
Irregular
To go
Go
Went
Gone
Regular
To work
Work
Worked
Worked
participle
Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE Yogyakarta.1991), pp. 114-118.
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Adjective is a word used to qualify a noun or pronoun, it divided into seven: 1. Proper adjective, 2. Adjective of quality or state, 3. Adjective of number or quantity, 4. Distributive adjective, 5. Demonstrative adjective, 6. Interrogative adjective, 7. Possessive adjective. In English (exception of the demonstratives) are not inflected for gender and number. They have no singular and plural forms, and they do not agree with their nouns in gender.8 Adverb is a word which modifies a verb, adjective or another adverb. Many adverbs are formed from adjectives with additional of suffix “ly”. Adverb: there is really no simple test for adverbs, for one thing, they are often expression rather than individual word; and for another there are number of different kinds of adverbs. The most common adverbs are expression of time, place and manner.9 Example: Table 2.3 the Changes Adjective into Adverb Adjective
Adverb
Busy
Busily
Slow
Slowly
B. The Reference of Intervention Action Alternative Chosen 1. The Understanding of Vocabulary Card Media as one component of learning, the word media comes from the Latin means meaningful tool or means of communication. Gagne Sadiman in Rasibah paper states that media are different types of components in the environment students can stimulate learning. The media is anything that can be used to channel messages from the sender to the receiver so that can inflame the mind, feelings, concerns, and student interest such that the learning process
8
Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE Yogyakarta.1991), pp. 93-98. 9 A.J. Thomson, and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1986), p. 47.
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occurs.10 Media is integral part of the education process of learning in school so into components that must be mastered by a professional teacher. Benefits of media in teaching, the media have several benefits. In Encyclopedia of Educational Research, the benefits include:
a.
Lay the foundations of the concrete to think so reduce verbal
b.
Enlarge the students' attention
c.
Lay the foundations necessary for the development of learning, thus making the lessons more stable
d.
Provide tangible experiences that can foster self-employed activity among students
e.
Helped to foster the understanding that fosters student ability,
f.
Provide experiences that are not obtained with other ways as well as
helping the development of greater efficiency depth and diversity more.
The things that need to be considered in selecting media are characteristics of the media. Is the media used was appropriate with the message or information to be communicated or not. The objective will be achieved or not, for example to increase or enrich and improve students' vocabulary proficiency by using media such as vocabulary card. Vocabulary card is a card made from any particular paper content of a word of target language in one side and the other side is the meaning of the word in the first language learner. Using vocabulary cards is a word learning strategy for independent learning in or out of class. On one side of the card is written the word to be learned. On the other side is the word’s meaning, usually in the form of a first language translation.11
10
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense, skripsi, (Jakarta : FITK UIN, 2006), p. 11. 11 Paul Nations, New ways in Teaching Vocabulary, (Alexandria: TESOL, 1994), p. 20.
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The Procedures are: 1. Show the learners how to make and learn from cards. When learning from cards they should keep changing the order of the cards, use mnemonic tricks to fix the meaning in their mind, look at the cards at spaced intervals rather than spending a long amount of time in one go, and make sure that similar words are not in the same group of cards. 2. The learners make 10-15 cards each day and keep a record of their progress. 3. If the learners prepare their own cards, you may wish to check the words they choose and the translations. 4. The students can exchange cards they have already studied. 5. In addition to a translation, the cards could contain in a context for the word.12
2. The Design of Using Vocabulary Card To create a traditional vocabulary card is on paper; write the word in very large writing on one side of the vocabulary card. On the other side, write a definition gained from a dictionary. Also, write a definition in your own words. You can also split the word into roots and define the roots. Also write antonyms (opposite words) and synonyms (similar words). Try to color-code the vocabulary cards (e.g. nouns with black color, verbs with yellow color, adjective with green color, and adverb with blue color). If you want to get more involved, you can also attach vocabulary card by picture to assist learning. These are the example of vocabulary card according to their function such as noun, verb, adjective and adverb.
12
Paul Nations, New ways in Teaching Vocabulary, ... p. 20.
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Figure 2.1 Students’ Vocabulary Card Front side 1.
Back side
Noun Drawing
2.
3.
4.
Gambar, penarikan
Verb Draw, drew, drawn
Menggambar, menarik, mengambilkan
Drawn
Lesu, letih, lelah
Dreadfully
Sangat
Adjective
Adverb
Figure 2.2 Teacher’s Vocabulary Card (N)
(adj.)
Car
Light
Mobil
Terang
(v.)
(adv.) Dengan benar
Mengemudi Break, broke, broken
How
Memecahkan
Bagaimana
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3. The Purpose of Using Vocabulary Card Generally as the beginner to understand the sentence is not easy, especially if the student’s lack of vocabulary, that is why to know the vocabulary is strongly important to understand the language. However it is crucial to know the technique to present the vocabulary to students. According to Ruth Gairns and Stuart Redman, there are two techniques in presenting vocabulary, visual technique and verbal technique. a. Visual techniques includes visual, mime, gesture, visuals includes flash card, photograph, blackboard drawing, wall chart. They are extensively used for teaching concentrate items of vocabulary. b. Verbal technique includes the use of illustrative situation (oral or written), use of synonym and definition, contrast and opposite, scales and example of type.13 From the definition above vocabulary card included both of them. The purpose of vocabulary card is to improve vocabulary; it is an important part of education. Students tend to learn many words from hearing them, spoken around them, and learn further words from general reading, but they may forget what they have learned. Therefore, this vocabulary card as a medium for them to improve their vocabulary, many teachers also believe it helps for children to be specifically taught to learn useful words and their meaning. One idea that may help for students is introducing vocabulary games, and one game in particular that can be played for this purpose is vocabulary card.
4. Advantages of Using Vocabulary Card There are several advantages of language game as a medium of learning. Advantages include: 1.
The game language is a language learning media that can be used to increase levels of active learners in the process teaching and learning.
13
Ruth Gairns and Stuart Redman, Working With words, a guide To Teaching and learning Vocabulary, (Cambridge: Cambridge University Press, 1991), pp.73-74.
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2.
Language games can be used to revive learners in the excitement of learning that has begun to will
3.
Competitive nature that exists in the game to encourage learners to advanced racing
4.
In addition to generate excitement and practice the skills
5.
Specific language, language games foster a variety of attitudes positive such as solidarity, creativity, and self-confidence
6.
The material is usually communicated through the language game suggests that it is difficult to forget. In a teaching tool or media included also all games that can be played
by student groups, lass, or both. The examples presented here is a) the puzzle game cross, b) a game to train the structure (sentence patterns), c) game to train the vocabulary, d) a game to practice reading and answer questions in writing, e) a game to train hearing to distinguish and identify the words. Visual elements are a major part of the design of vocabulary card. A visual vocabulary is a way to improve and add to the messaging that is contained in students’ mind. These elements should be used consistently. These are the several advantages over use of a vocabulary card14:
It is simple to make.
The students write themselves their vocabulary card and it can improve their vocabulary.
The elements of visual vocabulary become an interesting for students to read and memorize a new vocabulary.
The students inspired to do his job by him/herself to do a good writing vocabulary cards.
By visually seeing the students unintentionally getting more vocabulary in continually.
14
http://www.elf-design.com/article-Visual-Vocabulary.html jam 16.00 pm 030111.
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By coloring on each functions word Such as noun by black color, blue color by verb, adjective by red color, and adverb by green color students can remember easily kind of function word.
Using a visual vocabulary card in the materials will automatically make the materials look more coherent, credible and professional, through the repetitive use of consistent elements.
A visual vocabulary will increase the memory ability of your materials as well, since people will have more visual elements to remember the materials.
This card is easy to put and bring anywhere.
Helping in learning basics and portable, they help in summarizing and memorizing.
The students also can refresh the past vocabulary from this card.
It can be used in other purposes such as math history and etc.
If you want to focus on vocabulary exercises, you can write the word on one side of the card and the definition on the back.
5. Disadvantages of using Vocabulary Card Every media for learning has positive and negative side it is according to the goal of learning, here are some disadvantages of using vocabulary card are:
Needs more preparation for the teacher for time allocation, such as time to make a vocabulary card by the students
It is sometimes not suitable for an advance learner
Sometimes students could use to cheat example in the examination, then the teacher should aware with this.
The more complex the information is, the more likely the learners are to misinterpret it.
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C. Teaching Vocabulary through Vocabulary Card Teaching by using vocabulary cards is one of the alternative ways to teach vocabulary in elementary school up to senior high school for independent learning in or out of class. Teachers can use various ways activities using Vocabulary like their peer teaching and testing, association games guess my word, the-vowel words, ghost writing, and other categories. In this case, the teacher uses guessing my word activity: first, each student has 10 until 15 words that they made before, second, pair student off, and ask them to compare current words sets. Then when learners are already familiar with each other vocabulary card, each takes a word at random, and other has to guess which word it is by asking yes/no questions, such as is it a noun/verb/adjective? Does it begin with? 1. Principles: a. Keep the teaching simple and clear. Don’t give complicated explanations. b. Relate the present teaching to past knowledge by showing a pattern or analogies. c. Use both oral and written presentation - write it on the blackboard as well as explaining. d. Give most attention to words that are already partly known. e. Tell the learners if it is a high frequency word that is worth noting for future attention. f. Do not bring in other unknown or poorly known related words like near synonyms, opposites, or members of the same lexical set.15 We need to see learning any particular word as being a cumulative process where knowledge is built up over a series of varied meetings with the word. At best, teaching can provide only one or two of these meetings. The others involve deliberate study, meeting through meaning-focused input and output, and fluency development activities. 15
030111
http://www.ehow.com/how_6044694_improve-expand-vocabulary.html jam 16.15
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2. The Procedures are: a. Show the learners how to make and learn from cards. When learning from cards they should keep changing the order of the cards, use mnemonic tricks to fix the meaning in their mind, look at the cards at spaced intervals rather than spending a long amount of time in one go, and make sure that similar words are not in the same group of cards. b. The learners make 10-15 cards each day and keep a record of their progress. c. If the learners prepare their own cards, you may wish to check the words they choose and the translations. d. The students can exchange cards they have already studied. e. In addition to a translation, the cards could contain in a context for the word.16 To variety teaching learning process the teacher could use this activity through vocabulary card. Activity
: Vocabulary Review
Skills
: Speaking, Listening
Level
: Intermediate-advanced
Class Time
: 30 minutes
Preparation
: However long it takes you to copy the words onto cardstock (or index cards), and cut up.
Directions
: Divide the class into small groups. (If you have
fewer than ten students, you could play together--just pair students and have each pair be a team.) Give each group a set of vocabulary cards. Instruct students to place the cards face down in the center of the group. Play begins by one student choosing a card and providing an oral definition. No gesturing or spelling is allowed. The person who answers with the word on the card gets to keep the card. Play continues clockwise. If a student does not know a vocabulary word, the card is returned to the 16
Paul Nation, New ways in Teaching Vocabulary, (Virginia: TESOL, 1994), p. 201.
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middle of the deck and the student forfeits his/her turn. Play continues until all of the cards have been defined. The winner is the person with the most cards. The positive effects of vocabulary teaching are that it can provide help when learners feel it is most needed. This is particularly true for vocabulary teaching that occurs in the on text of message-focused activities involving listening, speaking, reading and writing, and where the teaching deals with items that learners see as being very relevant for the activity. Table 1 lists ways of quickly dealing with words. The small amount of research on such teaching indicates that it has a strong effect on vocabulary learning. The first decision to make when teaching a word is to decide whether the word is worth spending time on or not. If the word is a low frequency word and is not a useful technical word and not one that is particularly useful for the learners, it should be dealt with as quickly as possible. Usually when words come up in the context of a reading or listening text, or of learners need a word or phrase when speaking or writing, they need quick help which does not interrupt the activity too much. Sometimes however a teacher may want to spend time on a word. In general, time should be spent on high frequency words or words that fill a language need that the learners have. When deciding how to spend time on a word, it is useful to consider the learning burden of the word.
D. Relevant Study The research about flash card has done by Rasibah that was “The Effectiveness of Using Flash Card in Teaching Simple Past Tense”.17 This research explains about the application of Flash Card in teaching Simple Past Tense. She conducted the observation started on April 3rd, 2006 to Mei 1st, 2006. She used flash card to teach the simple past tense in order to find the effectiveness 17
Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense, skripsi, (Jakarta : FITK UIN, 2006).
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the students’ understanding simple past tense, because by using this technique is more effective to teach simple past tense than just teaching past tense by presentation only. In fact, the result of analysis of interpretation of the data shows that teaching simple past tense is probably more effective by using flash card it can be seen from the result of the test. By using flash card the similar card with vocabulary card, the researcher hopes that the students will be interested in grammar, and then it is easier for the researcher to transfer her knowledge to the students. This is suitable such as what the researcher does to her research.
E. The Conceptual Development of Action of Planning Vocabulary is one of the essentials part in language which are taught for every language learner. Vocabulary is the words used in general; there is no limit of fields or users, general in meaning and use. Vocabulary has also the important rules in understanding the language. Where, vocabulary does not only smallest units of language but is must be with grammatical rule in order to be correct. It will be useless if the learners do not know how to form new sentence if they do not know noun, verb, adjective and adverb. The application of vocabulary card games which is addressed by researcher hope the vocabulary which will be given to the students based on the material, till vocabulary card concept has been prepared by researcher in improving students’ vocabulary of noun, verb, adjective and adverb can be used in daily activity in English class. As the statement above that vocabulary card make students interested in English lesson and basic grammar such as the part of speech and it is easier for the researcher to transfer her knowledge to the students. Where, multiple choices are chosen as the research intervention. This is done to know how long the students’ ability in vocabulary especially in part of speech such as noun, verb, adjective and, adverb. From the statements above the researcher concludes that vocabulary card in teaching vocabulary in English language can improve students’ English
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vocabulary. So, the more teachers use vocabulary card the more vocabulary students will have.
F. Action Hypothesis Action hypothesis is proposed in this research has a formula as follows: by using vocabulary card in teaching vocabulary in English lesson can improve students’ Vocabulary and understanding of noun, verb, adjective and adverb and improve students vocabulary at the first grade students’ of MTs. Nurul Falah Pondok Ranji Ciputat.
CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research The purpose of the research is to know whether vocabulary card can improve the students vocabulary of English lesson. In addition, the researcher hopes that this writing will be useful especially for herself in improving her English vocabulary and in general for English students and teachers at that school, as well.
B. The Time and Place of the Research This research is carried out for a month started from 7th February up to 9th May 2011. The place is at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat, academic year 2010/2011.
C. The Method of the Research The method used in this research is Classroom Action Research (CAR). According to Michael J. Wallace, Classroom Action Research (CAR) is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues.1 It means that before implementing the Classroom Action Research (CAR), the researcher or the teacher needs to identify any problems real found in the classroom before implementing the CAR. 1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5.
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D. The Subject and the Object of Research 1. The Subject of Research The subject of this research is students at grade VII of Islamic Junior High School Nurul Falah, academic year 2010/2011. The number of students consists of 30 (thirty). It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement of English test especially in vocabulary among the other first grade classes. That is why they need an appropriate strategy to help them in improving their English scores by improving students vocabulary. 2. The Object of Research The object of this research is vocabulary card technique to develop students’ vocabulary in terms of English lesson. E. The Researcher’s Role on the Research In this research, the researcher acts in Classroom action research is not only as the researcher but also as a teacher, a planner, and does in making pre-test, a lesson plan, post-test in each final cycles, collecting data, analyzing and reports the result of the research. Besides, the researcher is helped by the teacher who teaches that subjects and he acts as observer. On the other side, the teacher carries out the action based upon the lesson plan has been made. Therefore, the researcher works collaboratively with the English teacher. The researcher does teaching learning activity immediately and attempt to collect the data based on research focus. As a main implementer in this research, the researcher is hoped can obtain accurate data till research goal for improving students’ vocabulary of English.
F.
The Research Design The design of this research is classroom action research. It is called CAR
because the research focuses on a particular problem and a particular group of students in a certain classroom.
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The expert defines about Classroom Action Research: “Mean by the term Action Research is a strategy is basically way of reflecting on your teaching (or teacher training, or management of an English department, or whatever you doing ELT). It is done by systematically collecting data on your everyday practice and analyzing it in order to come to some decisions about what your future practice will be.”2 From the explanation above we can conclude that the strategy of teaching is depend on the reflection done by the researcher and her collaborator, and then it is important for the collaborator and researcher to make a relational note. In the reflection the researcher and her collaborator make the strategy to solve the problem which appears in the classroom activity. The researcher uses classroom action research Kemmis and Taggart model, which consists of four steps namely: planning, acting, observing, and reflecting. Improvement of the problem in this research is brought about by a series of cycles. The figure is below:
Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)3
2
Michael J. Wallace, Action Research for Language Teacher. (Cambridge: Cambridge University Press, 1998), p. 4. 3 Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.
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The classroom action research design used in this research is a collaborative classroom action research. It means that the researcher collaborates with the English teacher of MTs. Nurul Falah as observer and collaborator. In conducting the research, the researcher’s role is as an English teacher who teaches English vocabulary through vocabulary card, while the real English teacher’s role is as an observer or collaborator who observes the action of the research while teachinglearning activities happens in the classroom. Also she acts as a collaborator when helps the researcher in designing lesson plan, carrying out the reflection, and determining the follow up of the research.
G. Classroom Action Research (CAR) Procedures The Classroom Action Research using Kemmis & Taggart design consists of four phases, they are planning, acting, observing, and reflecting, after doing four phases called one cycle. After finishing the first cycle, it might be found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. Here are the explanations about four phases: 1. Planning Phase A planning phase was done after identifying and diagnosing students’ vocabulary problem occurred in the class proven by observing and interviewing; furthermore in this phase the planning is divided into two types. Those are general planning and specific planning. The general planning is aimed at organizing whole aspects referred to Classroom Action Research (CAR). Meanwhile the specific planning is aimed at organizing the plan related to cycle-to-cycle. The organized planning will be formed into lesson planning based on the current used syllabus. The lesson plan has been prepared to be implemented in VII grade at MTs. Nurul Falah Ciputat. It has been mentioned some instructions regarding procedures of teaching, media, resources, and evaluation.
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2. Acting Phase The acting phase in the principle is a realization from an act which has been planned before such as what the strategy used, what material be taught and others.4Acting phase is the phase where both the researcher and the teacher collaborate to carry out the planned action. The teacher uses the determined strategy as she is teaching while the researcher observes the class condition during teaching learning activity. In this phase it begins the process of going more deeply into the issue being researched, it takes two weeks within two cycles in which each cycle consists of two meetings in action it is according to Arikunto that the acting phase should be implemented at least two cycles continuously and the time period for each cycle depends on the material needs that existed in the semester or annual program designed by the teacher.5 3. Observing Phase In this phase, the researcher and the teacher collaboratively to write all events which is happen in the class, and also carries out observation toward implementation of the action using field note or unstructured observation sheet. The researcher observed the outcomes of the intervention and reflecting on its effectiveness. When observing, the observer should notice and note all of activities in the physical classroom. It may be about the teacher’s performance, class situation, students’ response, etc. In this phase, it also collects the data derived from evaluation or post-test. 4. Reflecting Phase This phase is aimed to reflect or evaluation from three phase before, it is done based on data that have been collected to hold evaluation for completing the next cycle. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there still might have found some problems, it needs to move to the next cycle until it solve.
4
Wijaya Kusumah, Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT Indeks, 2009), p. 39 5 Suharsini Arikunto,Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 2123.
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Preliminary Study 1. Observing the class 3. Interviewing the English teacher 2. Giving questionnaire to the student 4. Carry out Pretest
-
Analysis and Findings Analyzing : Analyzing the result of preliminary study Findings : The students hard to remember the given-word and have difficulty to make a sentence. Causes : The student bored easily and lazy to remember the given-vocabulary Teacher gives the new word and asked the students to remember the new word related to the topic, without using the suitable technique to help students memorize new word easily.
Planning 1. Deciding kind of text & making lesson plan with the collaborator. 2. Preparing model of vocabulary card using different variety. 3. Preparing materials & students worksheet. 4. Preparing instrument of post test 1 5. Setting criteria of success.
Acting
Reflecting 1. Analyzing the collecting data. 2. Determining the criteria of success.
Implementing the plan
Observing Observing teaching learning process
Conclusion and Suggestion
Success
Continue to the next Cycle
Fail
Revision of the First Cycle
Figure 3.2: The phases of Classroom Action Research modified by the researcher
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H.
Expectation Result of Action Intervention There are several categories that show the successful of the application of
vocabulary card, they are: first, vocabulary card is expected to improve students’ vocabulary in learning English lesson and they will be interested to remember their English vocabulary. Second, it can improving students’ memory in English. The last, it can make students pass the minimum mastery criterion (KKM-60) by improving their scores in pre-test up to post-test II.
I.
Data and Data Sources In this research the researcher using qualitative data (experience-based) and
quantitative data (number based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-test.6
J.
Instrument of Data Collection The instrument of collecting data is used by the researcher to get the data
observation by using: 1. Observations: is a technique for collecting data about researcher and students’ activities in teaching and learning process. Then observation sheet is given based on reality in the classroom, the type of observation which is used in this research is direct observation. 2. Interview: used to get data about implementation of CAR to the teacher. 3. Questionnaire: it conducted both before and after implementing CAR. 4. Test: is used for getting data of research result and students activities in teaching learning. There are two tests used in this research as follows: a. Pre-test is done before implementing the CAR. b. Post-test is implemented after implementing the CAR.
6
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127.
32
K.
Technique of Collecting Data Technique of collecting data in this research using qualitative data
(experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pretest and post-test.7 The completely explanation as follows: a. Observation In this case, the researcher uses the unstructured or opened observation. to know the occurrences within learning process. It may be about the teacher’s performance during Classroom Action Research (CAR), class situation in the classroom activity, and students’ response concerning the use of vocabulary card.
b. Interview The researcher asks the teacher to know students’ difficulties in English vocabulary, students’ condition involving in English class activity, and the vocabulary card strategies used by the teacher in teaching English vocabulary.
c. Test The test used in this research is pre-test and post-test. The pre-test was done before implementing vocabulary card. It is to measure students’ vocabulary comprehension at first. Meanwhile, the post-test is implemented after using vocabulary card. In this research, the test was done in form of multiple choices. The test is held on the end of every cycle.
L. Technique of Data Analysis The analysis qualitative data used in this research is the observation of students’ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the researcher collected the 7
132.
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-
33
entire data which have gained. In analyzing the numerical data, first the researcher tries to get the average of students’ vocabulary score per action within one cycle. It is used to know how well students’ score as a whole on vocabulary skill. It uses the formula:8 _ ∑x X = ── n _ X : mean x : individual score n : number of students Second, the researcher tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 60 (sixty) which is adapted from the school agreement at MTs. Nurul Falah. It uses the formula:9 F P = ── X 100% N
P : the class percentage F : total percentage score N : number of students Third, after getting mean of students’ score per actions, the researcher identifies whether or not there might have students’ improvement score on y1 - y P = ─── X 100% y 8
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43. 9
34
Vocabulary comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the researcher uses the formula:10 P : percentage of students’ improvement y : pre-test result y1 : post-test 1 y2 - y P = ─── X 100% y P : percentage of students’ improvement y : pre-test result y2 : post-test 2
M. Trustworthiness of Research To analyze the examined test items, the researcher implements the trustworthiness of the test. There are some phases including: 1. Validity of Data Validity is one of the essential requirements of good educational testing which can represent an acceptable action research. In other words validity is the most requirements for instrument of evaluation. Arthur Hughes stated that “a test is said to be valid if it accurately what it is intended to measure”.11 It means that a test can be said valid if the test measures what it will be measured. Terminologically, in Indonesia “valid” is “shahih”. Validity is not an absolute feature from technique evaluation. It is a relative feature for a purpose which will be reached by the test maker. Validity should be determined by the purpose will be reached by using test. Therefore validity
10
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3. 11 Arthur Hughes, Testing for Language Teachers second edition, (Cambridge: Cambridge University Press, 1989), p.26.
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refers to extent to which the results of an evaluation procedure serve the particular uses for which they are intended. In this research the researcher adopts Anderson, Herr, and Nihlen’s criteria that mention that validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.12 In this research she uses three kinds of validity are outcome, process, and dialogic validity. First, outcome validity requires that the action emerging from a particular research leads to the successful resolution of the problem that was being studied, that is, your research can be considered valid of you learn something that can be applied to the subsequent research cycle.13 Second, process validity is “the validity that requires a research has been conducted in a “dependable” and competent“manner”.14 The last, dialogic validity; “it involves having a critical conversation with peers about research finding and practices.”15 It could be concluded from the explanation above that we could be seen the outcome validity from the students’ result of the test. Moreover, in process validity the researcher notes all events happening during the CAR. Therefore, in these validities the research is said successful if the result of cycle II is better than cycle 1. Besides, if there might have some mistakes in the method of teaching, so the researcher should discuss this problem with the teacher to modify the further strategies. Then, for dialogic validity, to avoid invalid data the researcher and the teacher discuss and assess the students’ test result of two cycles.
2. Discriminating Power The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high 12
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merril Prentice Hall, 2003), p. 84. 13 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 14 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, …p. 84. 15 Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merril Prentice Hall, 2003), p. 85.
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achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.16 The computing of discriminating power uses the formula as following:17 U–L D = ──── N In which, D : The index of discriminating power U : The number of pupils in the upper group who answered the item correctly L : The number of pupils in the lower group who answered the item correctly
N : Number of pupils in each of the groups Next, the discriminating scale uses:18 DP
REMARK
0.6 – 1.0
Very good
0.4 – 0.6
Good
0.1 – 0.3
Ok
-1 – 0.0
Bad
3. Difficulty Item The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group
16
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p. 135. 17 Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p. 139. 18 J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
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of students or examinees taking the test of which that item is a part. The formula as following:19 R P = ── T In which, P : Index of difficulty R : The total number of students who selected the correct answer T : The total number of students including upper and lower group
N. Criteria of the Action Success Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which has been determined, and fail if it is cannot exceed the criteria which has been detained. In this research, the research will succeed when there is 75% numbers of students could achieve some improvement scores from the pre-test until the second post-test in cycle two or they could pass the target score of the minimal mastery level criterion (KKM).20 The KKM that must be attained considering reading subject is 60 (sixty) which is adapted from the school agreement (MTs. Nurul Falah Ciputat). If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
19
Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall, 1982), p. 102. 20 Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006) p. 108.
CHAPTER IV RESEARCH FINDINGS A.
The Description of the Data
1. Findings of the Preliminary Research A preliminary study was conducted on Monday 7th and 14th February 2011 in MTs. Nurul Falah to get data about the factual conditions of the problems faced by the teacher and students in the teaching and learning English especially vocabulary. This action was done at first grade of MTs. Nurul Falah, this class is the only first grade in this school, when the researcher took a part in the class for preliminary research, the researcher found many problems in the classroom. The first problem is the classroom situation, the class was very crowded the class consists of 30 students and the teacher could not manage the classroom easily. The second problem was the technique used by a teacher is not suitable with the student’s condition, it is seen from the students respond on teacher explanation. The last problem was the limit of student’s vocabulary caused many errors of the student’s understanding and student’s motivation in learning English. The researcher conducted the research by (a) interviewing the English teachers in terms of the techniques and activities employed in teaching English especially in teaching vocabulary, (b) giving questionnaire to the
38
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students in terms of learning English vocabulary, and (c) assigning the students to do the test in order to identify the students’ problems of English vocabulary and students’ understanding about part of speech such as noun, verb, adjective and adverb.
a.
The Result of Pre Interview Pre interview carried out in this research was the unstructured
interview. It was held on Monday, 21th February 2011 started at 12.00 p.m and finished at 12.30 P.M. The researcher asked to the teacher some questions which clasified into three categories, they are: the general condition in English class especially in vocabulary learning, the strategy in teaching vocabulary used by the teacher, and the difficulty faced by students in vocabulary learning. At the end the researcher also asked about vocabulary card. First category discussed about the general condition in English class especially in vocabulary learning. The teaching learning process conducted as three phase there were pre activities, while activities and post activities. In vocabulary learning, the teacher used a little activity such as giving an assignment personally, bring a picture related to the new vocabulary, and grouping for teamwork.1 Second category talked about the strategy used by the teacher in teaching vocabulary, the teacher said that sometimes she brings some picture to the class but mostly using a dictionary to find the meaning of new vocabulary. The researcher asked the teacher about vocabulary card technique, the teacher said she has known about vocabulary card but she never uses this technique. She hoped that this technique (vocabulary card) can be effective in retaining students’ English vocabulary, because this technique such as s game and the students will be fun in learning through this technique.2 1 2
See Appendix 1a-1b Numbers 1-6 of Preliminary Interview. See Appendix 1a-1b Numbers 11-13 of Preliminary Interview.
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The third category is the difficulty faced by the students focus on vocabulary. The teacher said that vocabulary was not the difficult English sub-skills to be learned but the vocabulary were the main things of language, then we have to give a special attention on this sub-skill without knowledge of vocabulary the students will find many problem in learning language especially English. Whereas the students must achieve the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) then they have to master from the essential things of language in this case is vocabulary. The students’ difficulty in learning or memorizing vocabulary is the differences of the word function or part of speech. Consequently, the students confuse to compare the word stand for in the sentence.3 The conclusion of the interview in term of the students’ difficulties in vocabulary was the students’ of English first grade of MTs. Nurul Falah still have difficulties in vocabulary in term of part of speech. (The detail result of pre interview can be seen in appendix 1b).
b. The Result of Pre Questionnaire The pre questionnaire was conducted to obtain the data indicating students’ motivation in learning English vocabulary. The questionnaire was given to the students in the first year of MTs Nurul Falah on Monday, February 21th 2011. The questionnaire had ten questions which revealed in three categories, they are the students’ response about teaching-learning process (2 items, no. 1&2), the result of the students’ vocabulary learning activity (2 items, no. 3&4) and the solution of the problems in vocabulary (6 items, no. 5-10), and all of them are ten items. The table below showed the result of pre questionnaire.
3
See Appendix 1a-1b Item Numbers 7-10 of Preliminary Interview.
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The first category was the students’ response about teachinglearning process in learning English vocabulary. The result showed 90 % students were motivated in the teaching-learning process. Next item is students understanding about English lesson, shows that 46.6 % of the students understood the teacher’s explanation. It means that most of the student FIRST grade of MTs. Nurul Falah like English vocabulary lesson, even though they didn’t mastery English vocabulary yet.4 The Second category is the result of students’ vocabulary achievement. 53.3 % of the students were not satisfied with their score in vocabulary. So, most of the student were not satisfied in their score is bigger than those who weren’t. Then, only 33.3 % students could answer the teachers’ questions about vocabulary material. It can be drawn that most of the student hadn’t reached a good score which passed minimum mastery criterion (KKM). The Last category asks the solution of the problem in vocabulary learning. For the first item, there were so many students who didn’t ask their teacher if they had difficulties, it’s about 76.6 %. It was indicated that the student were not actively involved in the teaching-learning process and they were shy and not interested in the lesson, then do not ask their difficulty in understanding the materials. Second item, 53.3 % students said that their teacher didn’t implement the suitable technique to solve difficulties in learning vocabulary. It can be predicted that technique used by the teacher was not really appropriate and could not solve their problems in learning vocabulary mostly. After that, most student answer that their teachers’ technique couldn’t help students memorize vocabulary easily and get the new vocabulary, it’s about 56.6 % of the student. It means that most of them thought the used technique could not help them transferring the given words to their long term memory and getting the new vocabulary. Next item, 80 % students said that their teacher gave exercise to develop students’ ability in 4
Appendix 3b.
42
vocabulary, in the contrary many students, 60 % couldn’t do the task easily. It means that most of them faced the problem in vocabulary and thought the used technique could not help them in developing their vocabulary because not all of the words are given by teacher. So that, they hard to do the task. The last, there were only 6 students or 20 % of them stated that they had rich vocabulary. It means that most of students’ ability in vocabulary was still low. 5 Related to the result of pre questionnaire above, it can be concluded that there were needed to improve the students’ positive response after the implementation of the action. Therefore, the CAR was done.
c.
The Result of Pre Test The Pretest was conducted as the preliminary study or done before
Classroom action research (CAR) to identify the students’ real competence and problems in vocabulary. In pretest, the students assigned to answer some question related to their competence in English vocabulary and students understanding on part of speech especially noun, verb, adjective and adverb, there were 20 questions in multiple choice and 10 in matching, this pretest was conducted on Monday 14th March 2011. In doing this test the students carried out the test during 40 minutes.
5
See Appendix 3a-3b.
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Table 4.1 Students’ grade in pre-test Respondents Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 MEAN *student who passed the KKM students’ answer sheets
Pre-Test 62* 63* 37 59 63* 33 51 56 50 33 47 56 76* 50 45 51 54 39 62* 50 54 56 42 50 36 39 42 31 48 53 49.6 the scores are processed from
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To get the result of pretest, firstly, the researcher calculated the mean score: _ ∑x X = ── n _ 1488 X = ── 30
_ = 49.6 X
Then, to the percentage of students who passed the KKM score, the researcher used the following formula:
F x 100% N
5x100% 30
16.6%
Based on the result of the pre test, the data showed that the mean score of pretest is 49.6. There were only five students or 16.6% of the students who got the score above the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM) meanwhile the other 25 students were below that criterion. From that analyzing, it could be seen that almost of first grade of MTs. Nurul Falah students’ vocabulary was still very low.
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After analyzing the result of preliminary study, it could be conclude that most of the students at first grade of MTs. Nurul Falah had small vocabulary size and low understanding on part of speech especially in noun, verb, adjective and adverb. So, it needs to find out the solution to overcome this problem. The researcher used vocabulary card as the technique in teaching vocabulary as an innovation in teaching learning process. The action needed to retain students’ vocabulary. The action research conducted in two cycles. Every cycle followed the procedures of action research involving planning, acting, observing, and reflecting. Every cycle was conducted in three meetings. The following was the explanation of the action research results.
2. Findings of the First Cycle a.
Planning The researcher collaborated with her collaborator (in this case is the
teacher) planned the action dealing with preparing vocabulary card technique, instructional materials and media, and determining the criteria of success. In this phase, the researcher made a planning for the Action Research based upon the problems faced by students about vocabulary. In this case, the researcher determined selected material and exercises into lesson plan. Based on syllabus, there are some kinds of text on this term, as follows: narrative, descriptive and procedure. Procedure text was chosen as the text to be delivered for students. That was only discussing some vocabulary that consists of part of speech especially noun, verb, adjective and adverb. In the lesson plan, there were some sentences to identify part of speech. Besides of making lesson plan, the researcher also prepared observation sheet to observe the students and researcher’s activities in teaching learning process whether it was in line with the lesson plan had made before or not. And the researcher also prepared the post test 1 to
46
collect the data; to know there are some students’ improvement scores from pre-test to post-test. Next, the researcher and collaborator determined the criteria of success. The criteria of success were 75% of the students’ vocabulary score achieved the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English (60.0) or above and 75% of students participated in English vocabulary class. Besides, the researcher prepared the instruments for the research such as: posttest 1, observation checklist, and camera to take a picture of the action. And here are the summary of the researcher steps in planning phase: 1) Decide the kind of text. 2) Making lesson plan with the collaborator6 3) Preparing model of vocabulary card using different variety. 4) Preparing materials (taken from the English text book) and media (paper, card, marker colors). 5) Preparing student worksheet.7 6) Preparing the instrument (posttest 1 and observational note).8 7) Determining the criteria of success with the collaborator (75% of 30 students or 22 students achieve the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) of English 60 or above).
b.
Acting The action of the first cycle was done on March and April 28th, 31st
and 4th 2011. The researcher implemented the teaching learning process based on the lesson plan had been made. In the first meeting, before involving students in vocabulary card technique, the researcher act as teacher and she done based on the lesson plan before, the researcher gave the hand out to students and asked to listen to what the teacher read, next the researcher asked students to read the material, then asked 6
See Appendix 11a. See Appendix 11a. 8 See Appendix 8b & 10b. 7
47
them to do the task on their handout, showed them how to make a vocabulary card by using the vocabulary in the text given, asked them to make a vocabulary card and finally the teacher asked the students to play a game “who am I” by using vocabulary card. First meeting (Monday, March 28th 2011 at 13.45 am – 15.00 pm) 1) Implemented the teaching learning process based on the lesson plan. 2) Taught the students about noun and adjective, and how to identify noun and adjective from the text. 3) Introduced the students how to make a vocabulary card and learn from the vocabulary card. 4) Asked the students to mention all noun and adjective in the text. 5) Asked the student to make a vocabulary card based on the word related to noun and adjective individually. 6) Asked the students to make a pair and play the game “who am I” by using a vocabulary card. 7) Asked the students to keep their vocabulary card and retain their vocabulary by keep their memory through vocabulary card. Second Meeting (Monday, March 31st 2011 at 13.45 am – 15.00 pm) 1) Implemented the teaching learning process based on the lesson plan. 2) Asked their understanding about last lesson (noun, and adjective). 3) Explain the students about verb and adverb. 4) Asked the students to mention verb and adverb in the text, and teacher write it on the board. 5) Asked the students to make a vocabulary card by using the word on the board. 6) Teacher made them a group of four and gives them 1 set of vocabulary card and asked them to play on it.(see how to play a game on appendix ). A student with more cards is the winner. 7) Giving the students homework as feedback.
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8) Asked the students to keep their vocabulary card and retain their vocabulary by keep their memory through vocabulary card. Third Meeting (Monday, March 4th 2011 at 13.45 am – 15.00 p m) 1) Reviewed the material and student homework. 2) Teacher made them a group of four and introduced them about the game “not belong” and asked them to be active in the game. This game function to measure their vocabulary related to noun, verb, adjective and adverb. 3) Give students a worksheet and asked them to do the task with their partner.
c.
Observing In this phase, the researcher observed the students’ participation in
the process of vocabulary teaching learning process on pre, whilst and post vocabulary activities through observation. In the first meeting, the observer watched the students were interested in the lesson given through vocabulary card games, but there was the class still had a problem in making a vocabulary card, the students do not understand well how to make a vocabulary card then it made class noisy. The students couldn’t concentrate on the explanation given by the teacher about noun and adjective and they couldn’t understand well about noun and adjective it is known from their scores on the worksheet given. In the second meeting, the observer watched the better classroom condition; they are already known how to make a vocabulary card and the students do not make a lot of noise in the class. The students were interested to follow the teacher instruction to play a game through vocabulary card. In the second meeting the observer still find the problem from the students there are five students do not bring their last vocabulary card then it disturbed the other students to do the activity given the teacher.
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In the third meeting, the observer watched the class was in a good condition, but there still had a problem because there is a student who forgot to bring their vocabulary card then disturbed the other friends to follow the activity given. But outside of the problem the class could understand the lesson. It could be seen from their scores from the worksheet given. The next is collecting data or materials for the post test 1. The result of post test showed the mean score of the class increased to 58.0 in which there were 18 students who passed the Minimum Mastery Criterion or KKM 60.9 The detail result of instruments used in the first cycle can be seen below:
1)
The Result of Students’ Vocabulary Achievement (Cycle 1) To know the result of students’ vocabulary achievement, first, the
researcher needs to calculate the mean score. The mean score derived from the following formula: _ ∑x X = ── n _ 1740 X = ── 30 _ = 58 X Then, the researcher calculated the class percentage that’s passed the Minimum Mastery Criterion, using the following formula:
F x 100% N
18x100% 30
P = 60 % 9
See Appendix 6b.
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Table 4.2. The Students’ vocabulary Score of Posttest 1 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Students’ name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 MEAN
60 50 40
Post-Test Score 65* 70* 40 55 65* 40 60* 75* 60* 35 50 70* 80* 60* 60* 60* 55 65* 65* 55 60* 65* 65* 50 40 55 45 60* 60* 55 58
Preliminary Study
Preliminary Study
Cycle 1
Cycle 1
Figure 4.1. The Students’ Improvement in Vocabulary Score in the 1st Cycle
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The data showed that the mean score of posttest 1 was 58.0. There were eighteen students or 60 % of the students who got the score above the Minimum Mastery Criterion, meanwhile the other 12 students were below that criterion. It implied that the first criterion has not fulfilled. Based on the result of the students’ vocabulary achievement in the cycle 1, there was an increase of students’ mean score from the students’ vocabulary achievement on the preliminary study to the students’ vocabulary achievement on the first cycle. It was from preliminary study mean score from the mean class 49.6 increased to 58.0 or from 5 students who passed the score above the Minimum Mastery Criterion to 18 students. That means that there was 16.9 % of mean score improvement. The improvement percentage derived from the formula: 10
y1 y 100% y
P=
58.0 49.6 100% 49.6
P = 16.9 %
d.
Reflecting In this phase is discussing the result of the action. The researcher
and her collaborator talked about the result of the action. Based on the analysis of the students’ vocabulary score in post test 1 have not achieved the criteria of success that 75% of students must achieve the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). It can be seen that only 60 % of the students who got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So,
52
the implementation of vocabulary card technique has not given satisfactory result yet on the improvement of students’ vocabulary. The next is talking about Students’ participation. From the analysis of the students’ vocabulary worksheet score in the first cycle, it was found that the students do not understand well about noun, verb, adjective and adverb well. They could not understand well about the differences on noun and verb or adjective and adverb. But the better vocabulary memorizing is showed from their worksheet score on vocabulary meaning (See table 4.2). Therefore, it needs to revise the acting and planning before implement to the next cycle so that it could achieve the criteria of success of this study. The test result indicated that the action in first cycle did not achieve the action success yet, it need 10 % to achieve the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) so the teacher and the researcher had to move to the next cycle.
e.
Revision of the First Cycle Based on the analysis of the students’ score achievement on
vocabulary in the first cycle, the implementation of vocabulary card technique did not yet give satisfactory result on the improvement of students’ vocabulary. Therefore, the researcher and the collaborator concluded some revision before the implementation of the next cycle in order to achieve the criteria of success of this study. First, the revision was focused on the teaching procedure. In the first cycle, the students were confused on making a vocabulary card. The students had a difficulty in understanding how to play a game by using a vocabulary card. These problems were time-consuming and make the other students disturbed and felt bored. Then the teacher has to give the example to make a vocabulary card clearly and slowly. Second revision was on classroom rule. In this cycle especially in second and third meeting some students do not bring their last
53
vocabulary card and it make the other student disturbed because her or his friend borrowed their vocabulary card for the example for them and it make the activity given by the teacher delayed. Because of this problem the teacher should remain the students to bring their vocabulary card in every meeting. Third revision was on the explanation about the materials. In this case is the explanation on several parts of speech such as noun, verb, adjective and adverb. The teacher should give the explanation clearly and slowly to make a students understand about them and always repeat and check their understanding in beginning or the end of the lesson. The last, the students had to bring dictionary, in order to help them to find out the meaning of word as their learning source except the teacher. Collaboration with the teacher, the researcher concludes some revisions for the first cycle to move to the next cycle, they are: 1) The teacher should give the clear explanation on how to make a vocabulary card and slowly. 2) Remain the students to bring their vocabulary card in every meeting. 3) Giving brief explanation about part of speech: noun, verb, adjective and adverb slowly and clearly. 4)
Get them to bring a dictionary in every meeting.
3. Findings of the Second Cycle a.
Planning The researcher collaborated with her collaborator (in this case is the
teacher) planned the action dealing with preparing vocabulary card technique, instructional materials and media, and determining the criteria of success. In this phase, the researcher made a planning for the Action Research based upon the problems faced by students about vocabulary. In this case, the researcher determined selected material
54
and exercises into lesson plan. Based on syllabus, there are some kinds of text on this term, as follows: narrative, descriptive and procedure. Procedure text was chosen as the text to be delivered for students. That was only discussing some vocabulary that consists of part of speech especially noun, verb, adjective and adverb. In the lesson plan, there were some sentences to identify part of speech. Besides of making lesson plan, the researcher also prepared observation sheet to observe the students and researcher’s activities in teaching learning process whether it was in line with the lesson plan had made before or not. And the researcher also prepared the post test 1 to collect the data; to know there are some students’ improvement scores from pre-test to post-test.
b.
Acting The action of the Second cycle was done on April 11st, 14th and 18th
2011. The researcher implemented the teaching learning process based on the lesson plan had been made. In the first meeting, before involving students in vocabulary card technique, the researcher act as teacher and she done based on the lesson plan before, the researcher give the hand out to students and asked to listen to what the teacher read, next the researcher asked students to read the material, then asked to them to do the task on their handout, showed them how to make a vocabulary card by using the vocabulary in the text given, asked them to make a vocabulary card and finally the teacher asked the students to play a game “who am I” by using vocabulary card. First meeting (Monday, April 11th 2011 at 13.45 am – 15.00 pm) 1) Implemented the teaching learning process based on the lesson plan. 2) Giving the students handout, and asked them to fill in the blank according to what their heard on the recorder. 3) Asked them to change their handout with their partner.
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4) Explained the students about noun and adjective, and how to identify noun and adjective from the text. 5) Asked the students to mention all noun and adjective in the text. 6) Asked the student to make a vocabulary card based on the word related to noun and adjective individually. 7) Asked the students to make a pair and play the game “who am I” by using a vocabulary card. 8) Asked the students to keep their vocabulary card and retain their vocabulary by keep their memory through vocabulary card. Second Meeting (Monday, April 14th 2011 at 13.45 am – 15.00 pm) 1) Implemented the teaching learning process based on the lesson plan. 2) Brain storming by asking the last lesson (noun, and adjective). 3) Explain the students about verb and adverb. 4) Asked the students to mention verb and adverb in the text, and teacher write it on the board. 5) Asked the students to make a vocabulary card by using the word on the board. 6) Teacher made them a group of four and gives them 1 set of vocabulary card and asked them to play on it. (See how to play a game on appendix). A student with more cards is the winner. 7) Giving the students homework as feedback. 8) Asked the students to keep their vocabulary card and retain their vocabulary by keep their memory through vocabulary card. Third Meeting (Monday, April 18th 2011 at 13.45 am – 15.00 pm) 1) Reviewed the material and student homework. 2) Teacher made them a group of four and introduced them about the game “not belong” and asked them to be active in the game. This game function to measure their vocabulary related to noun, verb, adjective and adverb.
56
3) Give students a worksheet and asked them to do the task with their partner.
c.
Observing As in the first cycle, the researcher observed the students’
participation in the process of vocabulary learning in pre, whilst and post vocabulary activities through observation note (see Table 4.2). The researcher and the teacher collaborative in observing the teaching learning process through observational notes. The condition of the class was very well after implementing vocabulary card technique; there were fewer the students who didn’t follow the rule such as do not bring the last vocabulary card and dictionary, all of the students become actively to the activity given by the teacher so the atmosphere of class make the students interested to follow the lesson. Then student could compare and recognize kind of noun, verb, adjective and adverb. The next step the researcher and the teacher collected the data for posttest 2. The result of posttest 2 showed that the average score of the class increased to 66.3 in which there were 26 students who passed the Minimum Mastery Criterion or KKM 60. The calculation of the mean of students’ score in vocabulary posttest 2 gained 77.2. It was derived from:
X
X
xi n
1990 30
X 66.3 Then, the calculation of class percentage about the students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM):
F x 100% N
57
26 x 100% 30
86.6% Finally, the calculation of the improvement percentage is gained from the following formula: P=
y2 y 100% y
66.3 49.6 100% 49.6
33.6% Based on the result of the students’ vocabulary score, there was better improvement of students’ average score from the students’ vocabulary achievement in the preliminary study to the students’ vocabulary in the second cycle. The mean score of the pretest in the preliminary study was 16.6% and the mean score of the students’ writing on the second cycle was 60 %. Means that there was 16.7 points or 33.6% of average score improvement. The students’ vocabulary improvement from the first cycle to the second cycle recapped in the following chart:
80 60 40
Cycle 2
20
Cycle 1
0
Cycle 1
Cycle 2
58
Figure 4.2. The Students’ Improvement in vocabulary score in the Second Cycle
The students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (60.0) were 26 students or 86.6% if it calculated into class percentage, while 4 out of 30 students (13.3%) achieved bellow 60.0 of 30. It indicated that the first criterion of success which required 75% of the students who got at the same as or above the minimum adequacy criteria has been achieved. The following was the table of students’ vocabulary score.
d.
Reflecting
1) Students’ activity in making vocabulary card and learn from it. In this cycle 2 the researcher and collaborator reflect about the activity in making and keeping the vocabulary card. The students could use vocabulary card as their media in memorizing and retaining their vocabulary. 2) Discussing the result of the action The result from students’ score in this cycle was 86.6 % of the students or 26 students got the score above the Minimum Mastery Criterion. After getting the result of observation note and posttest 2, the researcher and the collaborator carried out the reflection. They felt satisfaction with the result of the action. The result of the posttest 2 showed that 86.6% of the students got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So it has met the first criterion of success that 75% of the students must get the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Because of the satisfied result, so the researcher and the collaborator decided to stop the action.
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4. Findings after implementing CAR a.
The Result of Post Interview Unstructured interview was conducted on Monday, May 2nd 2011.
It started at 12.00 p.m. and finished at 12.30 p.m. In this case, the researcher divided into three criteria of questions. First criterion talked about the general condition in class during implementing the action. It was found that the students’ condition were better than before. In this phase, they looked interested in the lesson; enjoy following the lesson and feeling easier to remember vocabulary by using vocabulary card technique. The students’ participation was good because the activity in the classroom involved the students. Second criterion was about the problem and its solution in implementing vocabulary card technique during implementing the action. There were some students do not bring their vocabulary card in the English class while doing a research. The researcher discuss with the teacher to solve the problems, and after the discussion finally the problem solving by giving a punishment to the students who do not obey the rule such as do not bring their last vocabulary card and dictionary minimally 1 for two person. The last criterion is about the opinion of vocabulary card technique. It was said that vocabulary card was a good technique to solve students’ vocabulary problem and retain their last vocabulary. It could be an effective way to help the students’ vocabulary. Vocabulary card could be an alternative strategy and motivate the English teacher to use it. (See appendix 2b for detail result of interview). From the description above, it could be drawn the general conclusion from the post interview that the teacher gave a positive response about the implementation of vocabulary card technique.
b.
The Result of Post Questionnaire
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The post-questionnaire was conducted on Monday, 25th April 2011. This questionnaire used to know about the students’ response after learning vocabulary card through vocabulary card technique. The questionnaire had fifteen questions which revealed in four categories: The students’ response about teaching learning process (number 1, 3 & 14), the result of the students vocabulary learning activity (number 7, 8, 11, 13 & 15), the solution of the problems in vocabulary (number 12), and the last issue the students responses about vocabulary card technique (number 2, 4, 5, 6, 9 & 10). The table below showed the result of post questionnaire. The first category in table 4.4 was the students’ response about teaching-learning process in learning English vocabulary. From the data above it indicated that 100 % students said yes, it indicated in the table that all of the students were interested in the teaching-learning process through vocabulary card. Next item is students’ motivation in learning vocabulary through vocabulary card, shows that 66.6 % of the students understood the teacher’s explanation. The last item about the comparison between learning through vocabulary card than the usual learning It is about 60 % of students feel better to learn through vocabulary card than usual learning. It means that most of the student first grade of MTs. Nurul Falah like English vocabulary lesson. The Second category is the result of students’ vocabulary achievement. The first data above number 7 indicated that 76.6 % of students were helped in retaining their vocabularies through vocabulary card. The second item is the students felt that vocabulary card can solve their vocabulary problems is about 53.3 %. The third item is about is about 56.6 % of students could do their vocabulary task easily by using vocabulary card. The fourth item indicate 70 % of students’ score were increase after implementing the vocabulary card, fifth item then indicated that the students’ score were increase after then. The last item the students’ vocabulary was enriched by vocabulary card is about 80%.
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The third category asks the solution of the problem in vocabulary learning. In this case the teacher gave opportunity to ask their difficulties, about 16 students said yes or 53.3 % of students said that the teacher gave them an opportunity to ask their difficulties in vocabulary. It was indicated that half of student were actively involved in the teaching-learning process. The last category asks the Students’ Response about Vocabulary card Technique. The first item in this category asks about the students feel better in learning vocabulary through vocabulary card it was indicated that 80 % students agreed that they feel better in learning vocabulary through vocabulary card. The second item indicated that 86.6 % of students said that vocabulary card is suitable to be implied in teaching-learning vocabulary. The third item it indicated that 66.6 % of students said that they feel more understand the vocabulary easily. The fourth item indicated that 76.6 % of students like learning vocabulary through vocabulary card. The fifth item it is about 100 % of students feels that vocabulary card facilitate their vocabulary learning, it means that they are agree that vocabulary card help them in retaining their vocabulary. The last item indicated that 66.6 % of students could remember both their previous vocabulary and the new word easily. To sump up, Table 4.5 indicated that 72.9 %students agreed that vocabulary card technique motivated them to retain their English vocabulary learning and memorizing.
B.
The Interpretation of the Data In the classroom action research, researcher should not rely on any single data but we have to look the various data sources to sustain the result of research. Data sources used in this study was triangulation. It was used to know and to check whether the result of each instrument was in line with the result of other instrument. So it could produce the validity of the data and it could be clearly seen the accordance of the research findings.
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1. Data of Observation The data gained from first observation before classroom action research (CAR) and during the CAR. Based on the result of the students’ participation during the teaching and learning process of English vocabulary class through observation note, in observation before CAR it was the technique given by a teacher in teaching vocabulary is not interested for students, the teacher just giving a list of vocabulary and asked them to memorize individually then students could not memorize the vocabulary easily. This problem affect to another problem of students’ proficiency in the skills of English such as their listening, speaking, reading and writing ability, if the students had a little vocabulary they could not speak fluently, or do not understand while listening English and many others because the limitation of their vocabulary. Vocabulary is not one of the skills in learning a language but it is the essential part of language. However, after the students learning vocabulary through vocabulary card they feel enjoy and motivated to memorize and learning English. It seen from their enthusiastic and interested in the lesson whiles the teaching learning process and the increase of their understanding and memorizing from their score.
2. Data of Questionnaire The data from the pre questionnaire revealed that vocabulary was one of the English sub skill that difficult to master. The students had difficulty in term of memorizing and keeping their last vocabulary and influenced another skill. However, after using vocabulary card technique in teaching vocabulary, the students gave positive responses about that action. Vocabulary card technique could make the classroom atmosphere more interesting and make students easier to retain their vocabulary. It because the application of this technique by playing the game then the students
63
memorizes the vocabulary in enjoys and motivated them to enrich their own vocabulary.
3. Data of Interview The data gained from the pre interview with the English teacher indicated that the students’ vocabulary was poor because the students had some difficulty in memorizing the new word and keeping their last vocabulary. Besides, the students’ participation in English vocabulary class was not too active. Therefore, it needed to find the suitable technique in teaching vocabulary. The researcher suggested implementing vocabulary card technique as the strategy in teaching vocabulary. After conducting the action, the English teacher gave positive responses about the action. The English teacher felt satisfied with the improvement made by the students focus on vocabulary score. The English teacher also motivated to use vocabulary card technique because it could facilitate the students in retaining their vocabulary.
4.
Data of Test Based on the result of students’ vocabulary score, it was found out that
the students’ vocabulary score was improving. It indicated that the use of vocabulary card technique could increase and motivate them to retain and enrich their vocabulary. Most of the students gained good scores at the end of each cycle. The students’ average score in preliminary study was 49.6 in the first cycle, and the average score in the first cycle was 58.0 second cycle was 66.3. C. The Interpretation of Analysis Result The overall finding of the research after accomplishing the classroom action research at MTs. Nurul Falah found the good results from implementing vocabulary card technique in retaining students’ vocabulary. The result of the research through vocabulary card technique indicated that there was an increase in students’ vocabulary and motivated the
64
students to retain and to enrich their vocabulary, from 16.6 % in the preliminary study to 86.6% in the second cycle. The implementation of vocabulary card technique gradually improved students’ vocabulary. Furthermore, the interview implied that vocabulary card technique was a suitable technique to retain and keep the students’ vocabulary. Vocabulary card could be an alternative technique in teaching vocabulary. Some points that can be concluded from the research is vocabulary card technique (1) stimulates the students to memorize and retain their vocabulary easily and enjoy the class activities, (2) increases students’ achievement and motivation, (3) produces a fun English class, and (4) gives a good influence to their four language skills. These data can be concluded that vocabulary card motivates the students to study English vocabulary. In addition, the analysis of the data shows that there is a significant difference of students’ achievement in the pre-test and post-test. This is proved in cycle 2 students’ ability in retaining students’ vocabulary through vocabulary card has shown the target is hoped. Here, the researcher describes the result of CAR in every cycle on the table below: Table 4.3 Percentage of students’ grade improvement No
Cycle
1 2
1 2
No 1 2 3
Students’ Vocabulary Score Percentage Lowest Highest 35 80 60 % 50 90 86.6 %
Table 4.4 Data of Research Result Test Average Activities Pre-test 49.6 Post-test 1 58.0 Post-test II 66.3
Percentage 16.6 % 60 % 86.6 %
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Next, the chart of analysis students’ grade from pre-test to post-test II: 70 60 50 40
Cycle 2
30
Cycle 1 Preliminary Study
20 10 0
Preliminary Study
Cycle 1
Cycle 2
Figure 4.3 The Students’ Achievement in Vocabulary score
D. Discussion This part covers the discussion of the teaching vocabulary through vocabulary card. The discussion is based on how vocabulary card can retain students’ vocabulary. The finding of the research proved that vocabulary card can retain students’ vocabulary. It can be seen from the improvement of the students score. The students’ average score of pretest was 49.6. After the implementation of vocabulary card technique, the average scores of posttest 1 cycle 1 was 58.0. Then, the researcher continued to the second cycle with the average of posttest 2 were 66.3 or 86.6 % passed The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 60 as the criterion of success determined. Besides, improving the students’ score, the implementation of vocabulary card technique got positive responses from students in their teaching-learning process of vocabulary.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion After conducting CAR at first grade of MTs. Nurul Falah school academic year 2010/2011, it can be concluded that vocabulary card technique can improve the students’ vocabulary and can help them to remember and keep their vocabulary. It can be proved from the following facts. First, related to the students’ achievement, there were 86.6% who passed The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 60 with the improvement of students’ mean score from pretest to the posttest of the second cycle was 33.6%. In the pretest, there were only 5 students who passed the The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile, in the posttest of cycle one there were 18 students who passed the KKM or 60 %. Next in the result of posttest in the cycle 2, there gained 26 or 86.6% students who passed the The Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in which their mean score of vocabulary test derived 66.3. So it achieved the criteria of success. Second, the questionnaire result showed that the implementation of this technique got positive responses from students in the teaching-learning process of vocabulary, it could be seen from the mean of pre questionnaire was 47 %. Then, the mean of post questionnaire was 72.9 %. It
66
67
improved 25. 9 %. Third, the data from the observation showed that the students were more active and participated in the teaching learning process; it could be seen from the improvements of the students’ score in the teaching-learning process for each meeting. The last, the result of interview with the English teacher showed that the teacher gave positive responses after the implementation of vocabulary card in teaching vocabulary since it could be an alternative technique to be used in teaching vocabulary. In conclusion, this research was successful in improving the students’ vocabulary by using vocabulary card. In addition, the students were more active and participated in the teaching-learning process of vocabulary. Therefore, vocabulary card can be alternative strategy for teacher in teaching vocabulary which can improve and keep their vocabulary.
B. Suggestion There are some suggestions to offer to the English teachers and the other researchers based on the research findings. 1. Vocabulary card technique is effective to improve students’ vocabulary. 2. Vocabulary card can be the alternative to overcome students’ boredom. 3. This strategy or technique is suggested to the English teacher or other researcher who want to conduct in similar research or study.
Last, the researcher hopes the result of this research can be used as an additional reference; there will be a further research with different discussion which can make a revision within development of this vocabulary card.
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BIBLIOGRAPHY
Allen, Virginia French, Techniques in Teaching Vocabulary, Oxford: Oxford University Press, 1982. Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2006. Bailey, Kathleen M., Learning about Language Assessment: Dilemmas, Decission, and Directions, Henle & Henle Publishers, London: 1998 Baumfield, Vivienne, Action Research in the Classroom, London: SAGE, 2008. Braine, George and Claire May, Writing from Sources: A Guide for ESL Students, California: Mayfield, 1996. Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 Tahun 2006 tentang kerangka dasar dan struktur kurikulum SMP/MTs. Jakarta: 2006 Djamarah, Syaiful Bahri dan Aswan Zain, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006. Eugene, Hall J., Grammar for Use, Jakarta: Bina Rupa Aksara, 1993. Gairns, Ruth and Stuart Redman, Working with Words, Cambridge: Cambridge University, 2003. Gronlund, Norman E. Construction Achievement Test, New York: Prentice Hall, 1982. Harimukti Kridalaksana, Kamus Linguistik, Edisi ke-tiga, Jakarta: PT. Gramedia Pustaka Utama, 1993. Heaton, J. B. Classroom Testing, New York: Longman Inc, 1990. Hughes, Arthur, Testing for Language Teaching, Cambridge: Cambridge University, 1989. Mahmud, Fuad, Essentials of English Grammar; A Practical Guide, Jogjakarta: BPFE Yogyakarta, 1991.
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Meltzer, David E., The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy, 2008. Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher. (2nd ed), New Jersey: Merrill Prentice Hall, 2003. Nation, Paul, New Ways in Teaching Vocabulary, Virginia: TESOL, 1994. Nunan, David, Language Teaching Methodology, New York: Prentice Hall, 1991. Purwanto, M. Ngalim, Drs., Prinsip-Prinsip dan Tehnik Evaluasi Pembelajara, Ed.6, Bandung: RK CV Bandung, 1986 Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense (Skripsi), Jakarta: FITK UIN, 2006. Schmitt, Norbert, and McCarthy, Michael, Vocabulary: Description, Acquisition and Pedagogy, Cambridge: Cambridge University, 1997. Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2003. Sujana, Metoda Statistika Ed. 6, Bandung: PT Tarsito Bandung, 2005. Tinambunan, Wilmar, Evaluation of Student Achievement, Jakarta: Depdiknas, 1998. Wallace, Michael J., Action Research for language Teacher, Cambridge: Cambridge University, 1998. Wallace, Michael J., Teaching Vocabulary, Oxford: Heinemann Educational Books, 1989. Wiriaatmadja, Rochiati, Prof. Dr., Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru dan Dosen), Bandung: Remaja Rosdakarya, 2006. Zaenuri, A. M., Vocabulary 1, UIN Syarif Hidayatulloh, Jakarta: English Department, 2003. http://www.elf-design.com/article-Visual-Vocabulary.html http://www.eslpartyland.com/teachers/skills/ideasvocab.htm http://www.ehow.com/how_6044694_improve-expand-vocabulary.html
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Appendix 1a: Interview for the English teacher in the Preliminary Study Interview for the English teacher in the Preliminary Study (Before Classroom Action Research)
A. INTERVIEW GUIDELINESS 1. Apa sajakah kegiatan belajar mengajar bahasa Inggris didalam kelas? 2. Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran bahasa Inggris? 3. Teknik mengajar apa saja yang anda gunakan dalam pengajaran vocabulary? 4. Aktivitas apa saja yang dilaksanakan dalam proses pengajaran vocabulary? 5. Media apa yang anda gunakan dalam pengajaran vocabulary? 6. Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung pembelajaran Bahasa Inggris? 7. Apa kendala dalam pengajaran vocabulary? 8. Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung? 9. Tugas apa yang biasa Bapak/Ibu berikan di kelas? 10. Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas VII di MTs. Nurul Falah? 11. Apakah anda pernah mendengar tehnik pengajaran vocabulary card? 12. Apakah strategi pengajaran vocabulary card efektif diterapkan pada pengajaran sub-skill vocabulary? 13. Menurut anda, apakah strategi pengajaran vocabulary card dapat meningkatkan perbendaharaan vocabulary siswa dalam bahasa Inggris? 14. Apakah texts procedure termasuk materi yang sulit? 15. Kelas mana yang memiliki kemampuan menguasai vocabulary yang rendah?
71
Appendix 1b: The Result of Interview in the Last of Classroom Action Research HASIL WAWANCARA Kepada Guru Bahasa Inggris (MTs. Nurul Falah) Interviewer Interviewee Profession Day, Date Time Place R
:
: Neaty Muttahidah : Dinnia Imalia : English Teacher : : 12.00 P.M-12.30 P.M : Teachers’ Office
Apa sajakah kegiatan belajar mengajar bahasa Inggris didalam kelas?
T
:
Proses pembelajaran bahasa Inggris di kelas adalah: memberikan materi, game dan test.
R
:
Skill dan sub-skill apa yang anda anggap paling sulit dalam pengajaran bahasa Inggris?
T
:
Dalam pengajaran sub skill vocabulary.
R
:
Teknik mengajar apa saja yang anda gunakan dalam pengajaran vocabulary?
T
:
Metode fun learning.
R
:
Aktivitas apa yang dilaksanakan dalam proses pengajaran vocabulary?
T
:
Mengumpulkan gambar dan mengingat vocabulary bahasa Inggris.
R
:
Media apa yang anda gunakan dalam pengajaran vocabulary?
T
:
Mengggunakan kamus.
R
:
Sarana/fasilitas apa saja yang tersedia di sekolah ini yang mendukung pembelajaran Bahasa Inggris?
T
:
Sarana yang tersedia di sekolah adalah kamus dan laboratorium bahasa.
R
:
Apa kendala dalam pengajaran vocabulary?
T
:
Sulit menghafal vocabulary baru.
72
R
:
Bagaimana partisipasi siswa ketika pengajaran vocabulary berlangsung?
T
:
Membawa gambar dan membawa kamus.
R
:
Tugas apa yang biasa Bapak/Ibu berikan di kelas?
T
:
Mendeskripsikan sebuah gambar berbahasa Inggris dan meminta murid menghafal vocabulary baru.
R
:
Berapa KKM untuk mata pelajaran Bahasa Inggris untuk kelas VII di MTs. Nurul Falah?
T
:
KKM pelajaran bahasa Inggris di MTs Nurul Falah 6.00.
R
:
Apakah anda pernah mendengar tehnik pengajaran vocabulary card?
T
:
Pernah
R
:
Apakah strategi pengajaran vocabulary card efektif diterapkan pada pengajaran sub-skill vocabulary?
T
:
Ya, agar siswa tidak jenuh
R
:
Menurut anda, apakah strategi pengajaran vocabulary card dapat meningkatkan perbendaharaan vocabulary siswa dalam bahasa Inggris?
T
:
Ya.
R
:
Apakah teks procedure termasuk materi yang sulit?
T
:
Ya, agak sulit.
R
:
Kelas mana yang memiliki kemampuan menguasai vocabulary yang rendah?
T
:
Kelas VII karena mereka masih pemula.
Ciputat, 21 February 2011 Interviewer
Interviewee
Neaty Muttahidah NIM: 106014000413
Dinnia Imalia NUPTK: 8434766666300002
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Appendix 2a: Interview for the English Teacher after Classroom Action Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT RESPON PENGGUNAAN VOCABULARY CARD
A. INTERVIEW GUIDELINESS 1. Bagaimana kemampuan siswa ibu dalam pembelajaran vocabulary setelah menggunakan tehnik vocabulary card? 2. Bagaimana penguasaan vocabulary siswa setelah menerapkan strategi vocabulary card? 3. Bagaimana
partisipasi
siswa
ketika
pembelajaran
vocabulary
menggunakan vocabulary card berlangsung? 4. Masalah apa sajakah yang terlihat ketika belajar vocabulary menggunakan vocabulary card? 5. Menurut anda, bagaimana cara mengatasi permasalahan tersebut? 6. Apa
pendapat
anda,
setelah
melihat
pembelajaran
vocabulary
menggunakan vocabulary card? 7. Apakah Ibu merasa termotivasi setelah melihat penggunaan vocabulary card dalam pembelajaran di kelas? 8. Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses pembelajaran vocabulary dengan menggunakan vocabulary card? 9. Setelah mengobservasi pembelajaran vocabulary dengan menggunakan vocabulary card, apakah strategi pembelajaran vocabulary card efektif diterapkan pada pembelajaran vocabulary? 10. Setelah menjadi observer, Menurut anda, apakah strategi pengajaran vocabulary card dapat memperkaya vocabulary siswa dalam bahasa Inggris?
74
Appendix 2b: The Result of Interview in the Last of Classroom Action Research HASIL WAWANCARA Kepada Guru Bahasa Inggris (MTs. Nurul Falah)
R
: Researcher
T
: Teacher
R
:
Bagaimana
Interviewer Interviewee Profession Day, Date Time Place
: Neaty Muttahidah : Dinnia Imalia : English Teacher : : 12.00 p.m-12.30 p.m : Teachers’ Office
kemampuan
siswa
ibu
dalam
pembelajaran
vocabulary setelah menggunakan tehnik vocabulary card? T
:
Kondisi siswa sangat senang dan sangat santai.
R
:
Bagaimana penguasaan vocabulary siswa setelah menerapkan strategi vocabulary card?
T
:
Lebih mudah menghafal dan mengetahui vocabulary baru.
R
:
Bagaimana partisipasi siswa ketika pembelajaran vocabulary menggunakan vocabulary card berlangsung?
T
:
Partisipasi siswa sangat aktif dan mau menghargai guru dan mengerti pelajaran yang diberikan.
R
:
Masalah apa sajakah yang terlihat ketika belajar vocabulary menggunakan vocabulary card?
T
:
Siswa yang kurang patuh kadang tidak membawa vocabulary card di pertemuan selanjutnya.
R
:
Menurut anda, bagaimana cara mengatasi permasalahan tersebut?
T
:
Guru harus selalu mengingatkan dan memeriksa siswa agar menjaga dan membawa vocabulary card mereka setiap pelajaran bahasa Inggris.
75
R
:
Apa pendapat anda, setelah melihat pembelajaran vocabulary menggunakan vocabulary card?
T
:
Pendapat saya, setelah menggunakan vocabulary card peserta didik lebih mudah memahami vocabulary dalam bahasa Inggris.
R
:
Apakah Ibu merasa termotivasi setelah melihat penggunaan vocabulary card dalam pembelajaran di kelas?
T
:
Ya, saya ingin menerapkannya dalam mengajar.
R
:
Menurut pendapat anda, bagaimana aktivitas yang dilaksanakan dalam proses pembelajaran vocabulary dengan menggunakan vocabulary card?
T
:
Sangat menyenangkan dan santai.
R
:
Setelah
mengobservasi
pembelajaran
vocabulary
dengan
menggunakan vocabulary card, apakah strategi pembelajaran vocabulary
card
efektif
diterapkan
pada
pembelajaran
vocabulary? T
:
Ya.
R
:
Setelah menjadi observer, Menurut anda, apakah strategi pengajaran vocabulary card dapat memperkaya vocabulary siswa dalam bahasa Inggris?
T
:
Ya, dan dapat mempertahankan vocabulary yang telah di pelajari sebelumnya.
Ciputat, 9 Mei 2011 Interviewer
Interviewee
Neaty Muttahidah NIM: 106014000413
Dinnia Imalia NUPTK: 8434766666300002
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Appendix 3a Questionnaire for Students in the Preliminary Study ANGKET UNTUK SISWA (Sebelum PTK)1 Nama : Kelas : Petunjuk: 1. Tulislah nama dan kelas di tempat yang telah disediakan 2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak” 3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan 5. Terimakasih atas bantuan dan kerjasamanya. No 1
2
3 4 5 6
7 8 9 10
Pertanyaan Ya Apakah kamu merasa senang ketika mengikuti pelajaran bahasa Inggris materi kosakata (vocabulary) Apakah kamu dengan mudah memahami materi kosakata (vocabulary) dalam bahasa Inggris selama ini Apakah kamu merasa nilai bahasa Inggris materi kosakata (vocabulary) selama ini baik Apakah kamu dapat menjawab pertanyaan yang diberikan guru mengenai materi yang diajarkan Apakah kamu sering bertanya kepada guru jika ada kesulitan dalam materi kosakata (vocabulary) Apakah kamu merasa teknik yang digunakan guru dapat mengatasi kesulitanmu dalam menguasai kosakata (vocabulary) bahasa Inggris Apakah teknik yang digunakan guru dapat membantumu memperkaya kosakatamu Apakah guru sering memberikan latihan untuk mengembangkan kemampuan kosakata (vocabulary) Apakah kamu dapat mengerjakan tugas kosakata (vocabulary) dengan mudah Apakah kamu merasa kosakata (vocabulary) bahasa Inggris kamu sudah banyak 1
95.
Tidak
Vivienne Baumfield,, Action Research di Ruang Kelas (London: SAGE, 2008), pp. 93-
77
Appendix 3b: The Result of Questionnaire in the Preliminary Study The Result of Questionnaire in the Preliminary Study VII Grade of MTs Nurul Falah NO. The students’ response teaching-learning process 1.
2.
3
about
Yes
No
The students were enjoy in the teaching-learning process The students understood the teacher’s explanation easily The result of the students’ vocabulary learning activity
27
90 %
3
10 %
14
46.6 %
16
53.3 %
The students felt good with their score in vocabulary The students could answer the teachers questions about vocabulary material given The solution of the problems in vocabulary
14
46.6 %
16
53.3 %
10
33.3 %
20
66.6 %
The students asked their difficulty in vocabulary to the teacher The teacher implemented the suitable technique to solve difficulties in learning vocabulary The technique could help students memorize vocabulary easily and get the new vocabulary. The teacher gave exercise to develop students’ ability in vocabulary The students could do the task easily. The students’ had rich vocabulary
7
23.3 %
23
76.6 %
14
46.6 %
16
53.3 %
13
43.3 %
17
56.6 %
24
80 %
6
20 %
12
40 %
18
60 %
6
20 %
24
80 %
Mean
Yes
No
Yes
47 %
No
53 %
78
Appendix 4a: Questionnaire for Students after Classroom Action Research ANGKET UNTUK SISWA (Setelah PTK) Nama : Kelas : Petunjuk: 1. Tulislah nama dan kelas di tempat yang telah disediakan 2. Berilah tanda checklist (√) pada salah satu jawaban “Ya” atau “Tidak” 3. Jawablah dengan jujur sesuai dengan keadaan sebenarnya! 4. Jawaban tidak akan mempengaruhi nilai mata pelajaran bahasa Inggris dan tidak diperkenankan bekerjasama dengan siswa lain dalam menjawab pertanyaan 5. Terimakasih atas bantuan dan kerjasamanya.
No Pertanyaan 1 Apakah kamu merasa senang ketika mempelajari kosakata Bahasa Inggris menggunakan vocabulary card 2 Apakah kamu merasa belajar kosakata dengan lebih baik menggunakan vocabulary card 3 Apakah kamu merasa termotivasi belajar kosakata dalam KBM dengan menerapkan vocabulary card 4 Apakah kamu merasa kalau vocabulary card cocok diterapkan dalam belajar kosakata Bahasa Inggris 5 Apakah kamu lebih mudah memahami kosakata B.Inggris dengan menggunakan vocabulary card 6 Apakah kamu menyukai pembelajaran kosakata B.Inggris dengan vocabulary card 7 Apakah kamu merasa vocabulary card dapat membantumu untuk mengembangkan perbendaharaan/memperkaya kosakata kamu 8 Apakah kamu merasa vocabulary card dapat memecahkan masalah kamu dalam belajar kosakata B.Inggris 9 Apakah pembelajaran dengan menggunakan vocabulary card mempermudah cara belajar kamu 10 Apakah kamu merasa lebih mudah mengingat kosakata baru dan kosakata yang telah kamu miliki, ketika belajar
Ya
Tidak
79
11 12
13 14
15
dengan vocabulary card Apakah kamu merasa lebih mudah mengerjakan tugas kosakata setelah menerapkan vocabulary card Apakah kamu diberikan kesempatan bertanya ketika mengalami kesulitan dalam mengerjakan tugas kosakata dengan bahasa inggris Apakah kamu sudah merasa ada peningkatan nilai bahasa Inggris materi vocabulary Apakah pembelajaran kosakata Bahasa Inggris dengan vocabulary card lebih baik dibandingkan dengan pembelajaran yang biasa Apakah kamu merasa kepemilikan kosakata(vocabulary) kamu sudah banyak setelah belajar dengan tehnik vocabulary card
80
Appendix 4b: The Result of Questionnaire after Classroom Action Research. The Result of Questionnaire after Classroom Action Research VII Grade of MTs. Nurul Falah
A.
The students’ response teaching-learning process
about
NO. 1 The students were satisfied in the teaching-learning process through vocabulary card 3 The students were motivated learning vocabulary through vocabulary card 14 The students could learn vocabulary better through vocabulary card than the usual learning B The result of the students’ vocabulary learning activity 7 The students were helped in enriching their vocabularies through vocabulary card 8 The students felt that vocabulary card can solve their vocabulary problems 11 The students could do the vocabulary task easily by using vocabulary card 13 The students’ score were increase after then 15 The students’ vocabulary were enriched by vocabulary card C The solution of the problems in vocabulary 12 The teacher gave opportunity to ask their difficulties D Students’ Response about Vocabulary card 2 The students feel better in learning vocabulary through vocabulary card 4 Vocabulary card is suitable to be implied in teaching-learning vocabulary
Yes
No
30
100 %
0
0%
20
66. 6 %
10
33. 3 %
18
60 %
12
40 %
Yes
No
23
76. 6 %
7
23. 3 %
16
53. 3 %
14
46. 6 %
17
56. 6 %
13
43. 3 %
21
70 %
9
30 %
24
80 %
6
20 %
Yes 16
53. 3 %
No 14
Yes
46. 6 % No
24
80 %
6
20 %
26
86. 6 %
4
13. 3 %
81
5 6 9 10
The students more understand the vocabulary easily The students like learning vocabulary through vocabulary card The student feels that vocabulary card facilitate their vocabulary learning The students could remember both their previous vocabulary and the new word easily Mean
20
66. 6 %
10
33. 3 %
23
76. 6 %
7
23. 3 %
30
100 %
0
0%
20
66. 6 %
10
33. 3 %
72.9 %
27.1 %
82
Appendix 5a: Test Instrument and Answer Key in Pre-test Name : Day, Date : Class /Program : Time : 40 minutes Saying Basmalah… A. Choose the most appropriate answer! 1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna… a. Daging c. Bakso b. Sate d. Pentol 2. Grind together garlic, pepper and salt. Kata Grind bermakna… a. Uleg c. Cincang b. Campurkn d. Tambahkan 3. Break in and stir in one or two eggs. Kata eggs bermakna.. a. Telur c. Ayam b. Daging d. Bebek 4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of oyster sauce. Kata frozen bermakna… a. Yang didinginkan c. Yang dibekukan b. Yang direndam d. Yang disimpan 5. Chop up the leeks into very small pieces. Kata leeks bermakna… a. Bawang merah c. Daun bawang b. Bawang putih d. Bawang Bombay 6. How to make it. kata how bermakna… a. Apa c. kapan b. Bagaimana d. Dimana 7. Then, pour the eggs and green peas. Kata pour bermakna… a. Campurkan c. Dicampur b. Tuangkan d. Campuran 8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica 9. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna… a. Piring b. Sepiring nasi b. Nasi d. Semangkuk nasi 10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir bermakna… a. Membuat c. Diaduk b. Mengadoni d. Aduk 11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk jenis kata… a. Noun c. Verb
83
b. Adjective d. Adverb 12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 13. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 14. Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb 15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 17. Heat the oil in a frying pan. Kata pan termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk jenis kata… a. Noun b. Verb b. Adjective d. Adverb 19. Fry the spices until aromatic. Kata spices termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 20. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb B. Complete the sentences below with the appropriate words from the list Steps Lay Hot Lately Tell Novel Read easy Easily Much How to fall sleep easily It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your body down in a comfortable sofa. Then, (4)__________ something that entrain you. After that, drink a glass of (5) _________milk. Next, you’ll fell so sleepy. Yuning : I’m hardly to sleep (6)________, Solah. Can you help me? Solah : Well, actually too (7)________ sleeping is not very good also. But, you know it’s (8)________ to fall asleep soon. Yuning : Yes. (9)______me how. Solah : Just read a (10) ________or magazine that you interested in than you will so sleepy. Yuning : Thanks Solah. That’s very helpful. I’ll try.
84
PRE-TEST ANSWER KEY 1. C 2. A 3. A 4. C 5. C 6. B 7. B 8. C 9. C 10. D 11. A 12. C 13. C 14. B 15. B 16. C 17. A 18. A 19. A 20. D ESSAY 1. Easily 2. Steps 3. Lay 4. Read 5. Hot 6. Lately 7. Much 8. Easy 9. Tell 10. Novel
85
Appendix 5b : Students’ Score in Preliminary Study Pre-Test THE RESULT OF STUDENTS' VOCABULARY IN PRELIMINARY STUDY No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Students’ number Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 MEAN
*student who passed the KKM sheets.
Pre-Test Score 62* 63* 37 59 63* 33 51 56 50 33 47 56 76* 50 45 51 54 39 62* 50 54 56 42 50 36 39 42 31 48 53 49.6
the scores are processed from students’ answer
86
Appendix 6a: Test Instrument and Answer Key in Cycle 1 (Post test 1) Name : Class /Program : minutes
Day, Date Time
: : 40
Saying Basmalah… A. Choose the most appropriate answer! 1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 2. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 3. Heat the oil in a frying pan. Kata pan termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 4. Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb 5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk jenis kata… a. Noun b. Verb b. Adjective d. Adverb 7. Fry the spices until aromatic. Kata spices termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 8. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
87
a. Noun c. Verb b. Adjective d. Adverb 11. Then, pour the eggs and green peas. Kata pour bermakna… a. Campurkan c. Dicampur b. Tuangkan d. Campuran 12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica 13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna… a. Daging c. Bakso b. Sate d. Pentol 14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of oyster sauce. Kata frozen bermakna… a. Yang didinginkan c. Yang dibekukan b. Yang direndam d. Yang disimpan 15. Chop up the leeks into very small pieces. Kata leeks bermakna… a. Bawang merah c. Daun bawang b. Bawang putih d. Bawang Bombay 16. How to make it. kata how bermakna… a. Apa c. kapan b. Bagaimana d. Dimana 17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna… a. Piring c. Sepiring nasi b. Nasi d. Semangkuk nasi 18. Grind together garlic, pepper and salt. Kata Grind bermakna… a. Uleg c. Cincang b. Campurkan d. Tambahkan 19. Break in and stir in one or two eggs. Kata eggs bermakna.. a. Telur c. Ayam b. Daging d. Bebek 20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir bermakna… a. Membuat c. Diaduk b. Mengadoni d. Aduk Do Your Best!!!
88
POST-TEST I ANSWER KEY 1. C 2. C 3. A 4. B 5. B 6. A 7. A 8. D 9. A 10. C 11. B 12. C 13. C 14. C 15. C 16. B 17. C 18. A 19. A 20. D
89
Appendix 6b: Students’ Score in the Cycle 1 (Post test 1) THE RESULT OF STUDENTS' VOCABULARY IN THE 1ST CYCLE
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Students’ name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 MEAN
*student who passed the KKM sheets.
Post-Test Score 65* 70* 40 55 65* 40 60* 75* 60* 35 50 70* 80* 60* 60* 60* 55 65* 65* 55 60* 65* 65* 50 40 55 45 60* 60* 55 58
the scores are processed from students’ answer
90
Appendix 7a: Test Instrument and Answer Key in Cycle 2 (Post test 2) Name : Day, Date : Class /Program : Time : 40 minutes Saying Basmalah… A. Choose the best answer according to what you have learned. 1. First, make sure that the car is neutral, now, start the engine. Kata neutral bermakna… a. Bersih b. Netral 2.
Helen : How do I do that?. Kata How bermakna… a. Apa b. Siapa
3.
7.
c. Rem kaki d. Rem tangan
That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata Press bermakna… a. Tarik c. Dorong b. Tekan d. Ambil Helen : And should I press it down?. Kata down bermakna… a. Kedepan b. Keatas
8.
c. Sedang d. Belajar
Put your foot on the clutch. Kata clutch bermakna… a. Kopling b. Gas
6.
c. Stir d. Kunci
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri. Kata wants bermakna… a. Ingin b. Akan
5.
c. Bagaimana d. Dimana
Just turn the key. Kata key bermakna… a. Gantungan b. Tombol
4.
c. Menyala d. Mati
c. Kedalam d. Kesamping
Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata lightly bermakna… a. Dengan baik b. Pelan
c. Kencang d. dengan benar
91
I’ve put it into gear. Oh! The car has stopped!. Kata gear bermakna… a. Kopling c. Gigi b. Gas d. Rem tangan 10. OK. And now, what should I do?. Kata do bermakna… 9.
a. Lakukan b. Tekan
c. Injak d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
12. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata other termasuk jenis kata… a. Noun c. Adjective b. Verb
d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
15. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata take termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and adverb) see the example below! NO. 1 2 3 4 5 Part of Speech Drive
Helen
Instruction
Andri
Clutch
1
Engine
Key
First
Foot
Driving license
2
Learn
Start
Do
Take off
Clutch
3
Stopped
Sure
Accelerator
Right
Left
4
Gear
Yet
How
Now
Lightly
5
Gear
Yet
Foot
Engine
Car
Do Your Best!!!
(Noun)
92
Answer Key Post Test 2: A. 1. B 2. C 3. D 4. A 5. A 6. B 7. C 8. D 9. C 10. A 11. A 12. C 13. C 14. B 15. A
B. NO.
1
2
3
4
5
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
1
Engine
Key
First
Foot
Driving license
Noun
2
Learn
Start
Do
Take off
Clutch
Verb
3
Stopped
Sure
Accelerator
Right
Left
Adjective
4
Gear
Yet
How
Now
Lightly
Adverb
5
Gear
Yet
Foot
Engine
Car
Noun
93
Appendix 7b: Students’ Score in the Cycle 1 (Post test 1) THE RESULT OF STUDENTS' VOCABULARY IN THE 1ST CYCLE No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Students’ name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 MEAN
*student who passed the KKM sheets.
Post-Test Score 70* 80* 50 60* 70* 55 80* 80* 85* 55 60* 80* 90* 65* 65* 65* 65* 65* 65* 60* 60* 65* 65* 70* 55 60* 60* 60* 70* 60* 66.3
the scores are processed from students’ answer
Appendix 8b Blue Print Test of Post Test 1 POST TEST 1 MTs. NURUL FALAH
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
SCORE
Student 1
1
0
1
1
1
0
1
0
1
0
0
1
1
1
1
1
1
0
1
0
65
Student 2
0
0
1
1
1
1
1
1
1
0
0
1
1
0
1
1
1
1
1
0
70
Student 3
0
0
1
0
0
0
0
0
1
0
0
1
1
1
0
1
1
0
1
0
40
Student 4
1
0
1
0
0
0
0
0
1
0
0
1
1
1
1
1
1
0
1
1
55
Student 5
1
0
1
1
1
0
1
0
0
1
0
1
1
1
0
1
1
0
1
1
65
Student 6
1
0
0
0
0
0
0
0
0
1
0
0
1
1
1
1
1
0
1
0
40
Student 7
1
0
1
0
0
0
0
0
1
0
0
1
1
1
1
1
1
1
1
1
60
Student 8
1
0
1
1
1
0
0
1
1
0
0
1
1
1
1
1
1
1
1
1
75
Student 9
1
0
1
0
0
0
0
0
1
0
0
1
1
1
1
1
1
1
1
1
60
Student 10
1
0
1
0
0
0
0
0
0
0
0
1
1
0
0
0
1
0
1
1
35
Student 11
1
0
1
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
0
50
Student 12
0
0
1
1
1
1
1
1
1
0
0
1
1
0
1
1
1
1
1
0
70
Student 13
0
0
1
1
1
1
1
1
1
1
0
1
1
0
1
1
1
1
1
1
80
Student 14
1
0
1
1
1
0
1
0
0
0
0
1
1
1
0
1
1
0
1
1
60
Student 15
1
0
1
1
1
0
1
0
0
0
0
1
1
1
0
1
1
0
1
1
60
Student 16
1
0
1
1
1
0
1
0
0
0
0
1
1
1
0
1
1
0
1
1
60
Student 17
0
0
1
0
1
0
0
1
1
0
0
1
1
1
1
1
1
0
1
0
55
Student 18
1
1
0
0
1
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
65
Student 19
1
1
1
0
0
1
0
0
1
0
0
1
1
0
1
1
1
1
1
1
65
91
20 21 22 23 24 25 26 27 28 29 30
Student 20
0
0
1
0
1
0
1
1
1
0
1
0
0
0
1
1
1
1
1
0
55
Student 21
1
1
1
0
0
0
0
1
1
0
0
1
1
1
1
1
1
0
1
0
60
Student 22
1
1
1
0
0
1
0
0
1
0
0
1
1
0
1
1
1
1
1
1
65
Student 23
1
1
0
0
1
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
65
Student 24
1
0
1
0
0
0
0
0
1
0
0
1
1
1
1
1
1
0
1
0
50
Student 25
1
0
0
0
0
0
0
0
0
0
0
1
1
0
1
1
1
1
1
0
40
Student 26
0
0
1
0
1
0
1
0
1
0
0
1
1
0
1
1
1
0
1
1
55
Student 27
1
0
0
0
1
0
0
0
0
0
0
1
1
0
1
1
1
1
1
0
45
Student 28
1
1
0
0
1
0
0
0
0
0
1
1
1
1
1
1
1
1
1
0
60
Student 29
0
0
1
0
0
0
0
0
1
1
1
1
1
1
1
1
1
0
1
1
60
Student 30
0
1
1
1
0
0
0
1
1
0
0
0
1
0
1
1
1
1
1
0
55
21
7
24
10
16
5
10
8
18
4
5
27
29
19
24
29
30
16
30
16
1740
92
Appendix 8b Blue Print Test of Post Test 1 PRETEST MTs NURUL FALAH Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
NILAI
Student 1
1
1
1
0
1
0
1
0
0
0
1
1
1
0
0
0
1
0
1
0
1
1
1
0
0
1
1
1
1
1
Student 2
1
1
1
0
0
1
1
1
0
1
1
1
1
0
1
1
1
0
0
0
1
1
1
0
0
0
1
0
1
1
62 63
Student 3
1
1
1
0
0
1
0
1
0
0
0
1
0
0
0
1
0
0
0
0
0
1
0
0
0
0
1
0
1
1
37
Student 4
1
1
1
0
0
1
0
1
0
0
0
1
1
1
0
1
0
0
0
0
1
1
1
0
0
1
1
1
1
1
Student 5
1
1
1
0
0
1
1
1
0
1
1
1
1
0
1
1
1
0
0
0
1
1
1
0
0
0
1
0
1
1
59 63
Student 6
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
0
0
0
1
0
1
1
33
Student 7
1
1
1
0
0
1
0
1
1
0
1
0
1
0
0
1
0
0
0
0
1
1
1
0
0
0
1
0
1
1
51
Student 8
1
1
1
0
1
0
0
1
1
0
1
0
0
0
0
0
1
0
0
0
1
1
1
1
1
0
1
0
1
1
56
Student 9
1
1
1
0
0
1
0
1
0
0
0
0
0
0
0
0
1
0
0
0
1
1
1
0
0
1
1
1
1
1
50
Student 10
1
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
1
1
1
0
0
0
1
0
1
1
33
Student 11
1
1
1
0
0
0
0
1
0
0
0
0
1
0
0
0
0
0
0
0
1
1
1
0
0
1
1
1
1
1
47
Student 12
1
1
1
0
1
1
0
0
0
0
0
0
1
0
1
0
0
1
0
0
1
1
1
0
0
1
1
1
1
1
56
Student 13
1
0
1
1
1
1
0
1
1
1
1
1
0
0
1
0
1
0
0
0
1
1
1
1
1
1
1
1
1
1
76
Student 14
1
1
1
0
0
1
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
0
1
1
1
1
50
Student 15
1
1
0
0
0
0
1
1
0
0
0
0
1
0
0
0
1
0
1
0
1
1
1
0
0
0
1
0
1
1
45
Student 16
1
1
1
0
0
1
1
1
0
0
1
1
0
0
0
0
1
0
0
0
1
1
1
0
0
0
1
0
1
1
51
Student 17
1
1
1
1
0
1
0
1
0
0
1
1
0
0
0
1
1
0
0
0
1
1
1
0
0
0
1
0
1
1
54
Student 18
1
1
1
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
1
1
1
0
0
0
1
0
1
1
39
Student 19
1
1
1
0
0
1
0
1
1
0
1
1
0
0
0
0
0
1
0
1
1
1
1
1
1
0
1
0
1
1
62
Student 20
0
1
1
0
0
1
0
0
0
0
0
0
0
1
0
1
0
1
0
0
1
1
1
1
1
0
1
0
1
1
50
Student 21
1
1
1
0
0
0
1
1
0
0
0
0
1
1
0
0
0
1
1
1
1
1
1
0
0
0
1
0
1
1
54
Student 22
1
1
1
0
0
0
0
1
0
0
0
0
1
1
0
0
1
0
1
0
1
1
1
0
0
1
1
1
1
1
56
93
Student 23
1
1
1
0
0
0
1
1
0
0
0
0
1
0
0
0
0
0
0
0
1
1
1
0
0
0
1
0
1
1
42
Student 24
1
1
1
0
0
1
0
0
0
0
0
0
1
0
0
0
1
0
0
0
1
1
1
1
1
0
1
0
1
1
50
Student 25
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
1
0
1
0
1
1
1
0
1
0
1
1
0
0
36
Student 26
1
1
1
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
0
0
0
1
0
1
1
39
Student 27
1
1
1
0
0
0
0
0
0
1
0
0
1
1
0
0
0
0
0
0
1
1
1
0
0
0
1
0
1
1
42
Student 28
1
1
1
0
0
1
0
1
1
0
1
0
0
0
1
0
0
1
0
0
1
0
0
0
0
0
0
0
0
0
31
Student 29
1
1
1
0
0
1
0
1
0
0
0
1
1
0
0
1
0
0
0
0
1
1
1
0
0
0
1
0
1
1
48
Student 30
1
1
1
0
0
1
0
1
0
0
0
0
0
0
0
1
1
0
0
0
1
1
1
1
1
0
1
0
1
1
53
28
27
28
3
4
18
7
21
6
5
10
11
15
5
6
9
13
5
5
2
28
29
28
7
8
7
29
9
28
28
1488
94
Appendix 8c Blue Print Test of Post Test 2 POST TEST 2 MTs. NURUL FALAH
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Students Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1
3 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1
4 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 0 0 0
5 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0
6 0 1 1 0 0 1 1 0 1 0 0 1 1 0 0 0 0 0 1
7 1 1 0 0 1 0 1 0 0 0 1 1 1 1 1 1 0 0 0
8 0 1 0 0 0 1 0 1 0 1 1 1 1 0 0 0 1 0 0
9 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 1 0 1
10 0 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 0 0 0
11 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0
12 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1
13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
14 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 0
15 1 1 0 1 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1
16 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1
17 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
18 0 1 0 0 0 0 1 1 1 0 1 1 1 0 0 0 0 1 1
19 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1
20 0 0 0 1 1 0 1 1 1 0 0 0 1 1 1 1 0 1 1
SCORE 70 80 50 60 70 55 80 80 85 55 60 80 90 65 65 65 65 65 65 95
20 21 22 23 24 25 26 27 28 29 30
Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30
1 1 1 1 1 1 0 1 1 1 1 29
0 1 1 1 1 0 1 0 1 1 1 24
1 1 1 0 1 1 1 1 0 1 1 26
0 0 0 1 0 0 0 0 0 0 1 14
1 0 0 1 1 1 1 1 1 0 0 23
0 0 1 0 0 1 0 0 0 0 0 10
1 0 0 0 1 1 1 1 0 0 0 15
1 1 0 1 0 0 0 0 0 0 1 12
1 1 1 0 1 1 1 1 0 1 1 22
0 0 0 1 0 1 0 0 0 1 0 8
1 0 0 1 1 1 0 0 1 1 0 8
0 1 1 1 1 1 1 1 1 1 0 27
0 1 1 1 1 1 1 1 1 1 1 29
0 1 0 1 1 0 0 0 1 1 0 19
1 1 1 1 1 1 1 1 1 1 1 24
1 1 1 1 1 0 1 1 1 1 1 26
1 1 1 0 1 0 1 1 1 1 1 27
1 0 1 0 0 0 0 1 1 0 1 14
1 1 1 1 1 0 1 1 1 1 1 27
0 0 1 0 0 0 1 0 0 1 0 14
60 60 65 65 70 55 60 60 60 70 60 1990
96
97
Appendix 9a: Item Analysis ITEM ANALYSIS OF PRE-TEST ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N) : 12 siswa Siswa Kelompok atas(UG) : 9 siswa NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
A
: 30 siswa
Siswa Kelompok Tengah (MG)
: 9 siswa
Siswa Kelompok Bawah (LG)
PILIHAN B C 9 8 1 2
1 8 7 9 8 7 6
3 6
D
1 2 1 4 0
2
6 3 2 1 2
7 4 4 1
2 3
3 2 6 1 6 2 5 3 2 1 3 2
DES (UG-LG) /9 0. 11 (OK) 0. 11 (OK) 0. 11 (OK) 0. 11 (OK) 0. 44 (GOOD) 0. 33 (OK) 0. 11 (OK) 0. 33 (OK) 0. 33 (OK) 0. 11 (OK) 0. 55 (GOOD) 0. 44 (GOOD) 0. 22 (OK) 0. 11 (OK) 0. 11 (OK)
DIF (UG+LG) /18 94. 4 % (LOW) 83. 3 % (LOW) 94. 4 % (LOW) 16. 6 % (HIGH) 22. 2 % (HIGH) 50 % (MED.) 16. 6 % (HIGH) 61. 1 % (MED.) 27. 7 % (HIGH) 27. 7 % (HIGH) 38. 8 % (MED.) 44. 4 % (MED.) 44. 4 % (MED.) 16. 6 % (HIGH) 27. 7 % (HIGH)
REMARK
USED USED USED USED USED REVISED USED REVISED USED USED USED USED USED USED USED
98
16 17 18 19 20
UG LG UG LG UG LG UG LG UG LG
3 1 6 1 2 1 2 1 2 0
0. 22 (OK) 0. 55 (GOOD) 0. 11 (OK) 0. 11 (OK) 0. 22 (OK)
22. 2 % (HIGH) 38. 8% (MED.) 16. 6 % (HIGH) 16. 6 % (HIGH) 1. 1 % (HIGH)
USED USED USED USED USED
Right Answer PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
REVISED: 6.
How to make it. kata how bermakna… a. Apa c. Kapan b. Bagaimana d. Dimana How to make Oriental fried rice. kata how bermakna… a. Siapa c. Kapan b. Bagaimana d. Dimana
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica Grind together garlic, pepper and salt. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica
99
ITEM ANALYSIS OF PRE-TEST ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS UNTUK SISWA KELAS I SMPN 253 JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N) : 12 siswa Siswa Kelompok atas(UG) : 9 siswa NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
A
1 8 7 9 8 7 3 7 1 4 6 8 1 2 0 2 1 8 4 7 5 7 4
3 7 1
: 30 siswa
Siswa Kelompok Tengah (MG)
: 9 siswa
Siswa Kelompok Bawah (LG)
PILIHAN B C
D
9 8 1 2
6
1 2 0 1
6 9 5 3 1 2 6 2 2 2 2 2 4 2 5 4 1 1
9 5 1 6 4 1 2 3 2 2 0 3 1 3 2
1 2
1 1 7 2 1
3 6 3 5
6
DES DIF (UG-LG) (UG+LG)/ /9 18 1. 11 94. 4 % (OK) (LOW) 0. 11 83. 3 % (OK) (LOW) 1. 11 94. 4 % (OK) (LOW) 0. 22 11.1 % (OK) (HIGH) 0. 66 44. 4 % (V. GOOD) (MED.) 0. 5 77. 7 % (GOOD) (LOW) 22. 2 44. 4 % (OK) (MED.) 0. 44 77. 7 % (GOOD) (MED.) 22. 2 11. 1 % (OK) (LOW) 0. 55 50 % (GOOD) (MED.) 0. 44 22. 2 % (GOOD) (HIGH) 0. 11 27. 7 % (OK) (HIGH) 0. 22 11.1 % (OK) (HIGH) 0. 22 33. 3 % (OK) (MED.) 0. 11 50 % (OK) (MED.) 0. 11 27. 7 % (OK) (HIGH)
REMARK USED USED USED USED USED USED USED USED USED USED USED USED USED REVISED REVISED USED
100
17 18 19 20
UG LG UG LG UG LG UG LG
9 8 2 0 3 2 2
1 3 3 3 7 1
1 3 5 4
4 2
0. 11 (OK) 0. 22 (OK) 0. 22 (OK) 0. 22 (OK)
94. 4 % (LOW) 11.1 % (HIGH) 27. 7 % (HIGH) 33. 3 % (MED.)
USED USED USED REVISED
Right Answer PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
REVISED: 14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb Chop up the leeks into very small pieces. Kata small termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb
101
Appendix 10a: Observational Notes in Preliminary Study Pre-Observational Note for Need Analysis1
Action : Before CAR 1 Date
: Monday, February 7th 2011
Time : 15.40-17.00 P.M. Topic : Family life
What
What this
Teacher’s
learners do
involves
purpose
Writing the
Students are
The teacher
new
involved in
gave the
vocabularies
individual
vocabulary
which given
work
related to the
Comment
The student didn’t pay attention to the teacher. The teacher got some difficulties to attract the students’ attention
by teacher
Students try
Doing the
to memorize
creative technique and suitable
exercises
the given-
technique to teach vocabulary.
about
word by
vocabulary
doing the
assignment correctly, because do
individually
exercise
not know the meaning of
given by
vocabulary.
materials.
The teacher didn’t implement a
Some students did not do their
teacher.
1
Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ. Press, 1996), p. 323
102
Pre-Observational Note for Need Analysis
Action : Before CAR 2 Date
: Monday, February 14th 2010
Time : 11.10 AM – 12.20 P.M. Topic : My hobby What learners
What this
do
involves
Memorize the
Teacher’s purpose
Comment
Students are
Checking
The student didn’t pay the
word
involved in
students
attentions to the teacher’s
individually
individual
memorization of
explanation.
work
the vocabulary
Write the
meaning of new Students vocabulary
memorize the
given by the
word.
teacher.
given. Retaining students’ last
The teacher didn’t wait the students until they ready to begin the lesson. Most of the students’
vocabulary by
cheated on their friends
asking the
work.
meaning of vocabulary.
The class very noisy
103 Appendix 10b: Observational Note in Cycle 1.
OBSERVATIONAL NOTES
Cycle/Meeting
: I / 1 (One)
Day/Date
: Monday/ March 28th, 2011
Time
: 15.50 – 17.00 P.M
Theme / Sub theme
: How to make Oriental Fried Rice
I. Good points
From the students’ side Some students pay attention on teacher’s explanation Students looked so interested in learning vocabulary through vocabulary card
From the teacher’s side The teacher choose the good teaching technique in explaining noun, and adjective Teacher gave intensive guide by checking students’ activity.
II. Things to consider
From the students’ side Students need the clear instruction to make vocabulary card. Some students look confuses to make vocabulary card. Students need the clear and slow explanation about noun and adjective. The class was very noisy.
From the teacher’s side Teacher should give the way how to make the vocabulary card clearly and slowly, and clear explanation about noun and adjective because most of students have a minus understanding on part of speech.
Observer
Dinnia Imalia NUPTK: 8434766666300002
104 OBSERVATIONAL NOTES
Cycle/Meeting
: I / 2 (Two)
Day/Date
: Thursday/ March 31st, 2011
Time
: 15.50 – 17.00 P.M
Theme / Sub theme
: How to make Oriental Fried Rice
I. Good points
From the students’ side Students looks so interested in doing their activities especially in learning vocabulary through vocabulary card Students motivated in making a vocabulary card.
From the teacher’s side The teacher understood the condition of students by explaining the materials step by step. The teacher gave the activity for students in the right condition by making a pair and individual work.
II. Things to consider
From the students’ side Some students don’t understand what they have to do. They only know the little about the activity and do not asking the teacher about the activity. Some students do not bring their last vocabulary card, and they disturb their friend to make a new vocabulary card for their example.
From the teacher’s side Before starting an activity, teacher should give a clear explanation about what the students have to do. Teacher should give more explanation about verb and adverb. Observer
Dinnia Imalia NUPTK: 8434766666300002
105 OBSERVATIONAL NOTES
Cycle/Meeting
: I / 3 (Three)
Day/Date
: Monday/ March 4th, 2011
Time
: 15.50 – 17.00 P.M
Theme / Sub theme
: How to make Oriental Fried Rice
I.
Good points
From the students’ side Students followed the teacher instruction. Students asked the question to the teacher about the material. Students are motivated to be active in the activity given by the teacher.
From the teacher’s side Teacher mastered the technique and the material she gives. Teacher checked the students’ activity by walking to their table and giving comments.
II. Things to consider
From the students’ side Some students look not seriously in doing activities. Some students still had difficult in grammar such as adjective and adverb. Some students do not bring their vocabulary card in the last two meetings.
From the teacher’s side Teacher should give the punishment to the students who do not bring their last vocabulary card. Teacher should make sure if the students are ready to listen to her explanation about the materials or some instruction.
Observer
Dinnia Imalia NUPTK: 8434766666300002
106 Appendix 10c: Observational Notes in Cycle 2. OBSERVATIONAL NOTES
Cycle/Meeting
: 2 / 1 (One)
Day/Date
: Monday/ March 11th, 2011
Time
: 15.50 – 17.00 P.M
Theme / Sub theme
: Learning How to Drive a Car
I.
Good points
From the students’ side More students pay attention on a new topic and teacher explanation. Some students participate in finding new vocabulary related with noun and verb on the white board. More students look enthusiast when playing game with her/his partner. The students bring dictionary in each group. Students bring their last vocabulary card.
From the teacher’s side Teacher introduced a new topic and gave a clear explanation about the material. Teacher explained detail information about noun and adjective in the sentence. The teacher gave the chance to the student to choose their partner to do the assignment given.
II. Things to consider
From the students’ side Some students had difficult to understand the differences between noun and verb in the sentence. The class still was noisy.
From the teacher’s side The teacher should have effort to make the student keep silent. Observer
Dinnia Imalia NUPTK: 8434766666300002
107 OBSERVATIONAL NOTES
Cycle/Meeting
: 2 / 2 (Two)
Day/Date
: Thursday/ March 14th, 2011
Time
: 15.50 – 17.00 P.M
Theme / Sub theme
: Learning How to Drive a Car
I.
Good points
From the students’ side Students already know the teacher style in teaching and support the teacher’s teaching goal. Students had already known how to learn from vocabulary card maximally. Students had already known about noun and verb.
From the teacher’s side The teacher gave the clear explanation about the materials. The teacher gave the reward to the students who had a good score and who asked question. The teacher motivated the students to be active in the activities given.
II. Things to consider
From the students’ side Some students had difficult to understand the differences between adjective and adverb in the sentence.
From the teacher’s side The teacher should check the students to make sure that they are understand about the instruction. Observer
Dinnia Imalia NUPTK: 8434766666300002
108 OBSERVATIONAL NOTES
Cycle/Meeting
: 2 / 3 (Three)
Day/Date
: Monday/ March 18th, 2011
Time
: 15.50 – 17.00 P.M
Theme / Sub theme
: Learning How to Drive a Car
I.
Good points
From the students’ side The students followed the activity given actively. The students did their assignment with the partner. Some students had understood about descriptive text. Some students had understood the differences between adjective and adverb.
From the teacher’s side Teacher explained the material more slowly and clearly. Teacher gave a clear instruction about activity clearly. The teacher checked the students understanding on part of speech especially noun, verb, adjective and adverb. The teacher checked the students to make sure the entire student understand about the instruction.
Observer
Dinnia Imalia NUPTK: 8434766666300002
Appendix 13a: Silabus SILABUS Sekolah Mata pelajaran Kelas/ semester Standar kompetensi
Kompetensi Dasar
9.1 Merespon makna yang terdapat Dalam percakapan transaksional (to get things done) transaksi fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat yang melibatkan tindakan tutur perintah dalam teks lisan berbentuk procedure.
: MTs. Nurul Falah : Bahasa Inggris : VII/ II : 9. (Mendengarkan) Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat Materi Pokok
Kegiatan Pembelajaran
Teks fungsional pendek berbentuk : Procedure
1. Tanya jawab yang berkaitan dengan materi 2. Mendengarkan teks berbentuk procedure yang dibaca guru.
-Instruksi membuat nasi goreng oriental.
3. Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb. 4. Menjawab pertanyaan teks
Indikator Teknik Merespon ungkapan Tes -ungkapan: lisan
Penilaian Alokasi Sumber Waktu Belajar Bentuk Contoh Instrumen Instrument Merespon Answer the 2X40 Buku teks ungkapan questions orally menit relevant
Meminta& memberi Tes tulis Pertanyaan jasa bacaan
Meminta& memberi Unjuk barang kerja
Merespon tindakan
Listen to the expression and match it with suitable answer.
Handout teks procedure
Express like cutting meatballs into small pieces!
LCD
Meminta& memberi fakta.
5. Menjawab pertanyaan bacaan 150
secara lisan individual SILABUS Sekolah Mata pelajaran Kelas/ semester Standar kompetensi
Kompetensi Dasar 10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.
: MTs. Nurul Falah : Bahasa Inggris : VII/ II : 10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat. Materi Pokok
Kegiatan Pembelajaran
Teks 1. Tanya jawab yang fungsional berkaitan dengan pendek materi berbentuk: Procedure 2. Membahas kosakata dan tata bahasa: noun, noun -Instruksi phrase, adj, verb, membuat adverb. nasi goreng 3. Menirukan oriental. ungkapan-ungkapan sesuai materi.
Indikator
Penilaian Bentuk Contoh Instrumen Instrument Mengungkapkan Tes lisan Performance 1. Give instruction makna dalam teks to your friend fungsional pendek related to the berbentuk: material. procedure Teknik
Memberi instruksi secara lisan Menyebutkan daftar barang tertentu.
2. Make a list of things you find in the procedure text.
Alokasi Waktu
Sumber Belajar
2X40 menit
Buku teks relevant
Handout teks procedure
LCD
4. Mendengarkan teks procedure 5. Menjawab 151
pertanyaan bacaan secara lisan 6. Menjawab pertanyaan teks SILABUS Sekolah Mata pelajaran Kelas/ semester Standar kompetensi
Kompetensi Dasar 11.1 Merespon makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan terdekat.
: MTs. Nurul Falah : Bahasa Inggris : VII/ II : 11. (Membaca)Memahami makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. Materi Pokok
Teks fungsional pendek berupa: Procedure
- Instruksi membuat nasi goreng oriental.
Kegiatan Pembelajaran
Indikator
Penilaian Bentuk Contoh Instrumen Instrument Tes tulis Pertanyaan Write down esai the answers completely Teknik
1. Tanya jawab yang berkaitan dengan materi 2. Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb.
Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk procedure
3. Mendengarkan contoh membaca nyaring yang dilakukan guru
Merespon berbagai informasi dalam teks fungsional pendek
4. Berdiskusi dengan teman menjawab
Membaca nyaring teks fungsional
Alokasi Sumber Waktu Belajar 2X40 menit
Buku teks relevant Handout teks procedure
Tes Esai Pertanyaan bacaan
Choose the best answer by crossing a, b, c, d
LCD
Performance Answer the questions
Teks otentik 152
pertanyaan bacaan 5. Menjawab pertanyaan bacaan secara lisan individual 6. Membaca nyaring bergiliran
pendek.
orally Read the text aloud
SILABUS Sekolah Mata pelajaran Kelas/ semester Standar kompetensi
Kompetensi Dasar
12.1 Mengungkapkan makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk
: MTs. Nurul Falah : Bahasa Inggris : VII/ II : 12. (Menulis) Mengungkapkan makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. Materi Pokok Teks fungsional pendek berupa: Procedure
Kegiatan Pembelajaran
Indikator
1. Tanya jawab yang berkaitan dengan materi 2. Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb.
Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa: Berbentuk procedure
- Instruksi 3. Membuat frasa, membuat kalimat sesuai materi nasi goreng 4. Membahas struktur oriental. teks sungsional
Teknik
Menulis kalimat sederhana
Tes tulis
Penilaian Alokasi Sumber Waktu Belajar Bentuk Contoh Instrumen Instrument Esai bebas Write down 2X40 Buku your own menit teks shopping list relevant based on what you want to cook.
Teks otentik
153
berinteraksi dengan lingkungan terdekat.
berbentukprocedure 5. Membuat teks tulis fungsional pendek secara berpasangan 6. Membuat teks tulis fungsional pendek sendiri dengan bebas.
154
APPENDIX 14a: KISI-KISI SOAL PRE-TEST KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011 Nama Sekolah
: MTs. Nurul Falah
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 30 (tiga puluh)
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR
INDIKATOR
1.1. Mengetahui makna kata dalam Siswa dapat mengetahui: tulisan fungsional pendek 1. Nama bahan-bahan memasak berbentuk presedure. 2. Macam-macam cara memasak 3. Makna kata sifat 4. Makna kata keterangan
Jenis soal MC MC MC MC
Nomor soal
Jumlah
1, 3, 5, 8, 9, 2, 7, 10, 4 6 30
1.2 Mengetahui jenis kata dalam teks Siswa dapat mengenali: pendek berbentuk procedure. 1. Jenis kata berbentuk kata benda (Noun) 2. Jenis kata berbentuk kata kerja (Verb) 3. Jenis kata berbentuk kata sifat (Adjective) 4. Jenis kata berbentuk kata keterangan (Adverb) 5. Kata-kata yang sesuai dengan kalimat
MC MC MC MC Essay
11, 17, 18, 19 12, 13, 16 14, 15, 20 1-10
155
APPENDIX 14b: KISI-KISI SOAL POST-TEST 1 KISI – KISI PENULISAN SOAL POST TEST I CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011 Nama Sekolah
: MTs. Nurul Falah
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR
INDIKATOR
1.2. Mengetahui makna kata dalam Siswa dapat mengetahui: tulisan fungsional pendek 1. Nama bahan-bahan memasak berbentuk presedure. 2. Macam-macam cara memasak 3. Makna kata sifat 4. Makna kata keterangan
Jenis soal MC MC MC MC
Nomor soal
Jumlah
12,13, 15, 17, 19 11, 18, 20 14 16 20
1.2 Mengetahui jenis kata dalam teks Siswa dapat mengenali: pendek berbentuk procedure. 1. Jenis kata berbentuk kata benda (Noun) 2. Jenis kata berbentuk kata kerja (Verb) 3. Jenis kata berbentuk kata sifat (Adjective) 4. Jenis kata berbentuk kata keterangan (Adverb)
MC MC MC MC
3, 6, 7, 9 1, 2, 10 4, 5 8
156
APPENDIX 14c : KISI-KISI SOAL POST-TEST 2 KISI – KISI PENULISAN SOAL POST TEST 2 CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011 Nama Sekolah
: MTs. Nurul Falah
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20
Kurikulum Acuan
: KTSP
Semester
: II (genap)
KOMPETENSI DASAR
INDIKATOR
1.3. Mengetahui makna kata dalam Siswa dapat mengetahui: tulisan fungsional pendek 1. Nama alat-alat dalam mobil berbentuk presedure. 2. Cara-cara mengemudi dan makna kata kerja 3. Makna kata sifat 4. Makna kata keterangan
Jenis soal
MC MC MC MC
Nomor soal
Jumlah
3, 5, 9 4, 6, 10 1 2, 7, 8 20
1.2 Mengetahui jenis kata dalam teks Siswa dapat mengenali: pendek berbentuk procedure. 1. Jenis kata berbentuk kata benda (Noun) 2. Jenis kata berbentuk kata kerja (Verb) 3. Jenis kata berbentuk kata sifat (Adjective) 4. Jenis kata berbentuk kata keterangan (Adverb)
MC & Matching MC & Matching MC & Matching
11, 1, 5 14, 15, 2 12, 13, 3 4
157
Name : Class /Program :
Day, Date Time
: : 40 minutes
Saying Basmalah… A. Choose the most appropriate answer! 1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna… a. Daging c. Bakso b. Sate d. Pentol 2. Grind together garlic, pepper and salt. Kata Grind bermakna… a. Uleg c. Cincang b. Campurkn d. Tambahkan 3. Break in and stir in one or two eggs. Kata eggs bermakna.. a. Telur c. Ayam b. Daging d. Bebek 4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of oyster sauce. Kata frozen bermakna… a. Yang didinginkan c. Yang dibekukan b. Yang direndam d. Yang disimpan 5. Chop up the leeks into very small pieces. Kata leeks bermakna… a. Bawang merah c. Daun bawang b. Bawang putih d. Bawang Bombay 6. How to make it. kata how bermakna… a. Apa c. kapan b. Bagaimana d. Dimana 7. Then, pour the eggs and green peas. Kata pour bermakna… a. Campurkan c. Dicampur b. Tuangkan d. Campuran 8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica 9. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna… a. Piring b. Sepiring nasi b. Nasi d. Semangkuk nasi 10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir bermakna… a. Membuat c. Diaduk b. Mengadoni d. Aduk 11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb
12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 13. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 14. Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb 15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 17. Heat the oil in a frying pan. Kata pan termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk jenis kata… a. Noun b. Verb b. Adjective d. Adverb 19. Fry the spices until aromatic. Kata spices termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 20. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb B. Complete the sentences below with the appropriate words from the list Steps Lay Hot Lately Tell Novel Read easy Easily Much How to fall sleep easily It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your body down in a comfortable sofa. Then, (4)__________ something that entrain you. After that, drink a glass of (5) _________milk. Next, you’ll fell so sleepy. Yuning : I’m hardly to sleep (6)________, Solah. Can you help me? Solah : Well, actually too (7)________ sleeping is not very good also. But, you know it’s (8)________ to fall asleep soon. Yuning : Yes. (9)______me how. Solah : Just read a (10) ________or magazine that you interested in than you will so sleepy. Yuning : Thanks Solah. That’s very helpful. I’ll try.
PRE-TEST ANSWER KEY 1. C 2. A 3. A 4. C 5. C 6. B 7. B 8. C 9. C 10. D 11. A 12. C 13. C 14. B 15. B 16. C 17. A 18. A 19. A 20. D ESSAY 1. Easily 2. Steps 3. Lay 4. Read 5. Hot 6. Lately 7. Much 8. Easy 9. Tell 10. Novel
ITEM ANALYSIS OF PRE-TEST ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N) Siswa Kelompok atas(UG) NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
A
: 30 siswa : 9 siswa PILIHAN B C
D
9 8 1 2
1 8 7 9 8 7 6
3 6
Siswa Kelompok Tengah (MG) Siswa Kelompok Bawah (LG)
1 2 1 4 0
2
6 3 2 1 2
7 4 4 1
2 3
3 2 6 1 6 2 5 3 2 1 3 2 3 1 6 1 2 1
DES (UG-LG) /9 0. 11 (OK) 0. 11 (OK) 0. 11 (OK) 0. 11 (OK) 0. 44 (GOOD) 0. 33 (OK) 0. 11 (OK) 0. 33 (OK) 0. 33 (OK) 0. 11 (OK) 0. 55 (GOOD) 0. 44 (GOOD) 0. 22 (OK) 0. 11 (OK) 0. 11 (OK) 0. 22 (OK) 0. 55 (GOOD) 0. 11 (OK)
DIF (UG+LG) /18 94. 4 % (LOW) 83. 3 % (LOW) 94. 4 % (LOW) 16. 6 % (HIGH) 22. 2 % (HIGH) 50 % (MED.) 16. 6 % (HIGH) 61. 1 % (MED.) 27. 7 % (HIGH) 27. 7 % (HIGH) 38. 8 % (MED.) 44. 4 % (MED.) 44. 4 % (MED.) 16. 6 % (HIGH) 27. 7 % (HIGH) 22. 2 % (HIGH) 38. 8% (MED.) 16. 6 % (HIGH)
: 12 siswa : 9 siswa
REMARK
USED USED USED USED USED REVISED USED REVISED USED USED USED USED USED USED USED USED USED USED
UG LG UG LG
19 20
2 1 2 0
0. 11 (OK) 0. 22 (OK)
16. 6 % (HIGH) 11. 1 % (HIGH)
USED USED
Right Answer PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
REVISED: 6.
How to make it. kata how bermakna… a. Apa c. Kapan b. Bagaimana d. Dimana How to make Oriental fried rice. kata how bermakna… a. Siapa c. Kapan b. Bagaimana d. Dimana
8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica Grind together garlic, pepper and salt. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica
ITEM ANALYSIS OF PRE-TEST ANALISIS BUTIR SOAL PRETES BAHASA INGGRIS UNTUK SISWA KELAS I SMPN 253 JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N) Siswa Kelompok atas(UG) NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
A
1 8 7 9 8 7 3 7 1 4 6 8 1 2 0 2 1 8 4 7 5 7 4
3 7 1 9 8 2 0
: 30 siswa : 9 siswa PILIHAN B C
Siswa Kelompok Tengah (MG) Siswa Kelompok Bawah (LG)
D
9 8 1 2
6
1 2 0 1
6 9 5 3 1 2 6 2 2 2 2 2 4 2 5 4 1 1
9 5 1 6 4 1 2 3 2 2 0 3 1 3 2
1 2
1 1 7 2 1
3 6 3 5
6 1
3 3
1
DES DIF (UG-LG) (UG+LG)/ /9 18 1. 11 94. 4 % (OK) (LOW) 0. 11 83. 3 % (OK) (LOW) 1. 11 94. 4 % (OK) (LOW) 0. 22 11.1 % (OK) (HIGH) 0. 66 44. 4 % (V. GOOD) (MED.) 0. 5 77. 7 % (GOOD) (LOW) 22. 2 44. 4 % (OK) (MED.) 0. 44 77. 7 % (GOOD) (MED.) 22. 2 11. 1 % (OK) (LOW) 0. 55 50 % (GOOD) (MED.) 0. 44 22. 2 % (GOOD) (HIGH) 0. 11 27. 7 % (OK) (HIGH) 0. 22 11.1 % (OK) (HIGH) 0. 22 33. 3 % (OK) (MED.) 0. 11 50 % (OK) (MED.) 0. 11 27. 7 % (OK) (HIGH) 0. 11 94. 4 % (OK) (LOW) 0. 22 11.1 % (OK) (HIGH)
: 12 siswa : 9 siswa
REMARK USED USED USED USED USED USED USED USED USED USED USED USED USED REVISED REVISED USED USED USED
UG LG UG LG
19 20
3 2 2
3 7 1
3 5 4
4 2
0. 22 (OK) 0. 22 (OK)
27. 7 % (HIGH) 33. 3 % (MED.)
USED REVISED
Right Answer PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
REVISED: 14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb
15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb Chop up the leeks into very small pieces. Kata small termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb
SOAL POST TEST I MTs. NURUL FALAH Name : Class /Program :
Day, Date Time
: : 40 minutes
Saying Basmalah… A. Choose the most appropriate answer! 1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 2. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 3. Heat the oil in a frying pan. Kata pan termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 4. Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb 5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk jenis kata… a. Noun b. Verb b. Adjective d. Adverb 7. Fry the spices until aromatic. Kata spices termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 8. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna… a. Campurkan c. Dicampur b. Tuangkan d. Campuran 12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica 13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna… a. Daging c. Bakso b. Sate d. Pentol 14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of oyster sauce. Kata frozen bermakna… a. Yang didinginkan c. Yang dibekukan b. Yang direndam d. Yang disimpan 15. Chop up the leeks into very small pieces. Kata leeks bermakna… a. Bawang merah c. Daun bawang b. Bawang putih d. Bawang Bombay 16. How to make it. kata how bermakna… a. Apa c. kapan b. Bagaimana d. Dimana 17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna… a. Piring c. Sepiring nasi b. Nasi d. Semangkuk nasi 18. Grind together garlic, pepper and salt. Kata Grind bermakna… a. Uleg c. Cincang b. Campurkan d. Tambahkan 19. Break in and stir in one or two eggs. Kata eggs bermakna.. a. Telur c. Ayam b. Daging d. Bebek 20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir bermakna… a. Membuat c. Diaduk b. Mengadoni d. Aduk
You Can if You Think You Can!!!
POST-TEST I ANSWER KEY 1. C 2. C 3. A 4. B 5. B 6. A 7. A 8. D 9. A 10. C
11. B 12. C 13. C 14. C 15. C 16. B 17. C 18. A 19. A 20. D
SOAL POST TEST II MTs. NURUL FALAH Name : Class /Program :
Day, Date Time
: : 40 minutes
Saying Basmalah… A. Choose the best answer according to what you have learned. 1. First, make sure that the car is neutral, now, start the engine. Kata neutral bermakna… a. Bersih b. Netral 2.
Helen : How do I do that?. Kata How bermakna… a. Apa b. Siapa
3.
c. Kedalam d. Kesamping
Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata lightly bermakna… a. Dengan baik b. Pelan
9.
c. Dorong d. Ambil
Helen : And should I press it down?. Kata down bermakna… a. Kedepan b. Keatas
8.
c. Rem kaki d. Rem tangan
That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata Press bermakna… a. Tarik b. Tekan
7.
c. Sedang d. Belajar
Put your foot on the clutch. Kata clutch bermakna… a. Kopling b. Gas
6.
c. Stir d. Kunci
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri. Kata wants bermakna… a. Ingin b. Akan
5.
c. Bagaimana d. Dimana
Just turn the key. Kata key bermakna… a. Gantungan b. Tombol
4.
c. Menyala d. Mati
c. Kencang d. dengan benar
I’ve put it into gear. Oh! The car has stopped!. Kata gear bermakna…
a. Kopling b. Gas
c. Rem kaki d. Rem tangan
10. OK. And now, what should I do?. Kata do bermakna… a. Lakukan b. Tekan
c. Injak d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
12. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata other termasuk jenis kata… a. Noun c. Adjective b. Verb
d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
15. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata take termasuk jenis kata… a.
Noun
c. Adjective
b.
Verb
d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and adverb) see the example below! NO.
1
2
3
4
5
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
1
Engine
Key
First
Foot
Driving license
2
Learn
Start
Do
Take off
Clutch
3
Stopped
Sure
Accelerator
Right
Left
4
Gear
Yet
How
Now
Lightly
5
Gear
Yet
Foot
Engine
Car
Do Your Best!!!
Answer Key Post Test 2: A. 1. B 2. C 3. D 4. A 5. A 6. B 7. C 8. D
9. C 10. A 11. A 12. C 13. C 14. B 15. B
B. NO.
1
2
3
4
5
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
1
Engine
Key
First
Foot
Driving license
Noun
2
Learn
Start
Do
Take off
Clutch
Verb
3
Stopped
Sure
Accelerator
Right
Left
Adjective
4
Gear
Yet
How
Now
Lightly
Adverb
5
Gear
Yet
Foot
Engine
Car
Noun
ITEM ANALYSIS OF POST TEST 2 ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS UNTUK SISWA KELAS I SMPN 238 JAKARTA TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N) Siswa Kelompok atas(UG) NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
Right Answer
A
1 2 2
3 0 7 2 1 4 6 4 3
7 6 6 2 3 2 1 4 1 3
: 30 siswa : 8 siswa PILIHAN B C D 8 7 1 1 5 4 1 5 8 6
()
()
()
()
()
()
4
()
()
1
()
()
1 4 2
()
()
()
()
3 2
()
()
2
()
()
()
()
1
()
()
1 2
()
()
()
()
()
()
()
()
6 5 8 7
1 3 8 6 1 2 2 4 3 2 1 3 6 2 7 3
Siswa Kelompok Tengah (MG) : 14 siswa Siswa Kelompok Bawah (LG) : 8 siswa DES DIF (UG-LG) (UG+LG) REMARK /8 /16
1 5 2 5 3 1 2 2
1
PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0 REVISED:
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
ITEM ANALYSIS OF POST TEST 2 ANALISIS BUTIR SOAL POSTES 2 BAHASA INGGRIS UNTUK SISWA KELAS I MTs. NURUL FALAH CIPUTAT TAHUN PELAJARAN 2010-2011 Seluruh Peserta (N) Siswa Kelompok atas(UG) NO. BUTIR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
Right Answer
A
1 1 4 1 6 1 6 4 1
1 6 5 3 2 1
2 2 2
: 30 siswa : 6 siswa PILIHAN B C D 6 5 5 3 6 5 4 2 5 3 2 3 2 1 1 3 1 3 4 2 2 1 3 2 6 4
1
1 2 4 2 2 4 3
5 4 6 5 1 2
1 4 3
Siswa Kelompok Tengah (MG) : 18 siswa Siswa Kelompok Bawah (LG) : 6 siswa DES DIF (UG-LG) (UG+LG) REMARK /6 /12 0. 16 (OK) () 0. 33 (OK) () 0. 16 (OK) () 0. 83 (V. GOOD) () 0. 33 (OK) () 0. 33 (OK) () 0.33 (OK) () 0. 16 (OK) () 0. 16 (OK) () 0. 16 (OK) () 0. 16 (OK) () 0. 16 (OK) () 0. 16 (OK) () 0. 16 (OK) () 0. 33 (OK) ()
PEDOMAN PENILAIAN DESCRIMINATION -1 – 0,0 0,1 – 0,3 0,4 – 0,6 0,6 – 1,0 REVISED:
BAD OK GOOD VERY GOOD
0% - 30 % HIGH DROPPED USED USED USED
DIFFICULTY 30 % - 79% MEDIUM DROPPED REVISED USED USED
80% - 100% LOW DROPPED USED USED USED
SOAL POST TEST I MTs. NURUL FALAH Name : Class /Program :
Day, Date Time
: : 40 minutes
Saying Basmalah… A. Choose the most appropriate answer! 1. Cut up vegetables into small pieces. Kata cut termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 2. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 3. Heat the oil in a frying pan. Kata pan termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 4. Drink a glass of hot milk. Next, you’ll fell so sleepy. a. Noun c. Verb b. Adjective d. Adverb 5. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 6. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk jenis kata… a. Noun b. Verb b. Adjective d. Adverb 7. Fry the spices until aromatic. Kata spices termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 8. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 9. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 10. Father grills beef and fish in the yard. Kata grills termasuk jenis kata… a. Noun c. Verb
b. Adjective
d. Adverb
11. Then, pour the eggs and green peas. Kata pour bermakna… a. Campurkan c. Dicampur b. Tuangkan d. Campuran 12. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica 13. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna… a. Daging c. Bakso b. Sate d. Pentol 14. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of oyster sauce. Kata frozen bermakna… a. Yang didinginkan c. Yang dibekukan b. Yang direndam d. Yang disimpan 15. Chop up the leeks into very small pieces. Kata leeks bermakna… a. Bawang merah c. Daun bawang b. Bawang putih d. Bawang Bombay 16. How to make it. kata how bermakna… a. Apa c. kapan b. Bagaimana d. Dimana 17. Put the leeks into the mixture and plate of rice. Kata plate of rice bermakna… a. Piring c. Sepiring nasi b. Nasi d. Semangkuk nasi 18. Grind together garlic, pepper and salt. Kata Grind bermakna… a. Uleg c. Cincang b. Campurkan d. Tambahkan 19. Break in and stir in one or two eggs. Kata eggs bermakna.. a. Telur c. Ayam b. Daging d. Bebek 20. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir bermakna… a. Membuat c. Diaduk b. Mengadoni d. Aduk
Do Your Best!!!
POST-TEST I ANSWER KEY 1. C 2. C 3. A 4. B 5. B 6. A 7. A 8. D 9. A 10. C 11. B 12. C 13. C 14. C 15. C 16. B 17. C 18. A 19. A 20. D
SOAL POST TEST II SMPN 238 Name : Class /Program :
Day, Date Time
: : 40 minutes
Saying Basmalah… A. Choose the best answer according to what you have learned. 1. First, make sure that the car is neutral, now, start the engine. Kata neutral bermakna… a. Bersih b. Netral 2.
Helen : How do I do that?. Kata How bermakna… a. Apa b. Siapa
3.
c. Kedalam d. Kesamping
Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata lightly bermakna… a. Dengan baik b. Pelan
9.
c. Dorong d. Ambil
Helen : And should I press it down?. Kata down bermakna… a. Kebawah b. Keatas
8.
c. Rem kaki d. Rem tangan
That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata Press bermakna… a. Tarik b. Tekan
7.
c. Sedang d. Belajar
Put your foot on the clutch. Kata clutch bermakna… a. Kopling b. Gas
6.
c. Stir d. Kunci
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri. Kata wants bermakna… a. Ingin b. Akan
5.
c. Bagaimana d. Dimana
Just turn the key. Kata key bermakna… a. Gantungan b. Tombol
4.
c. Menyala d. Mati
c. Kencang d. dengan benar
I’ve put it into gear. Oh! The car has stopped!. Kata gear bermakna…
a. Kopling b. Gas
c. Gigi d. Rem tangan
10. OK. And now, what should I do?. Kata do bermakna… a. Lakukan b. Tekan
c. Injak d. Tarik
11. Put your foot on the clutch. Kata clutch termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
12. That’s right. Press it down, but don’t put your other foot on the accelerator yet.. Kata other termasuk jenis kata… a. Noun c. Adjective b. Verb
d. Adverb
13. Helen : My left foot or the right one?. Kata left termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
14. Helen : And should I press it down?. Kata press termasuk jenis kata… a. Noun
c. Adjective
b. Verb
d. Adverb
15. Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata take termasuk jenis kata… a.
Noun
c. Adjective
b.
Verb
d. Adverb
B. Find the word which not belongs to the group (it could be noun, verb, adjective and adverb) see the example below! NO.
1
2
3
4
5
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
1
Engine
Key
First
Foot
Driving license
2
Learn
Start
Do
Take off
Clutch
3
Stopped
Sure
Accelerator
Right
Left
4
Gear
Yet
How
Now
Lightly
5
Gear
Yet
Foot
Engine
Car
Do Your Best!!!
Answer Key Post Test 2: A. 1. B 2. C 3. D 4. A 5. A 6. B 7. C 8. D 9. C 10. A 11. A 12. C 13. C 14. B 15. A
B. NO.
1
2
3
4
5
Part of Speech
Drive
Helen
Instruction
Andri
Clutch
(Noun)
1
Engine
Key
First
Foot
Driving license
Noun
2
Learn
Start
Do
Take off
Clutch
Verb
3
Stopped
Sure
Accelerator
Right
Left
Adjective
4
Gear
Yet
How
Now
Lightly
Adverb
5
Gear
Yet
Foot
Engine
Car
Noun
APPENDIX: TEST INSTRUMENT
Name : Class /Program :
Day, Date Time
: : 40 minutes
Saying Basmalah… A. Choose the most appropriate answer! 1. Cut up meatballs and chicken fillet into small pieces. Kata meatballs bermakna… a. Daging c. Bakso b. Sate d. Pentol 2. Grind together garlic, pepper and salt. Kata Grind bermakna… a. Campurkan c. Cincang b. Potong d. Tambahkan 3. Break in and stir in one or two eggs. Kata eggs bermakna.. a. Telur c. Ayam b. Daging d. Bebek 4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and a spoonful of oyster sauce. Kata frozen bermakna… a. Yang didinginkan c. Yang dibekukan b. Yang direndam d. Yang disimpan 5. Chop up the leeks into very small pieces. Kata pieces bermakna… a. Potongan c. Kemasan b. Dipotong d. Dikemas 6. How to make it. kata how bermakna… a. Apa c. kapan b. Bagaimana d. Dimana 7. Then, pour the eggs and green peas. Kata pour bermakna… a. Campurkan c. Dicampur b. Tuangkan d. Campuran 8. After that, pour the ground garlic, pepper and salt, adds a spoonful of oyster sauce. Kata salt bermakna… a. Gula c. Garam b. Lada d. Merica 9. Put the leeks into the mixture and plate rice. Kata mixture bermakna… a. Campuran b. Campurkan b. Dicampurkan d. Bercampur 10. First of all, fry the chicken fillet and meatballs. Stir the mixture well. Kata stir bermakna… a. Mengaduk c. Diaduk b. Mengadoni d. Aduk 11. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Kata plate termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 12. Father grills beef and fish in the yard. Kata grills termasuk jenis kata…
Wish you luck!
APPENDIX: TEST INSTRUMENT
a. Noun c. Verb b. Adjective d. Adverb 13. Don’t forget to garnish the fried rice with cucumber, lettuce and tomato. Kata garnish termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 14. Be careful when you cook onions, the knife is very sharp. Kata sharp termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 15. Chop up garlic into a very thin piece. Kata thin termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 16. Cut up vegetables into small pieces. Kata cut termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 17. Heat the oil in a frying pan. Kata pan termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 18. Mrs. Wono is very famous for the delicious backed brownies. Kata Mrs. Wono termasuk jenis kata… a. Noun b. Verb b. Adjective d. Adverb 19. Fry the spices until aromatic. Kata spices termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 20. At twelve o’clock, you must cook rice for lunch. Kata o’clock termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb B. Complete the sentences below with the appropriate words from the list Steps Lay Hot Lately Tell Novel Read easy Easily Much How to fall sleep easily It is easy to fall asleep (1) ________. Follow these (2) __________, First (3) _________ your body down in a comfortable sofa. Then, (4)__________ something that entrain you. After that, drink a glass of (5) _________milk. Next, you’ll fell so sleepy. Yuning : I’m hardly to sleep (6)________, Solah. Can you help me? Solah : Well, actually too (7)________ sleeping is not very good also. But, you know it’s (8)________ to fall asleep soon. Yuning : Yes. (9)______me how. Solah : Just read a (10) ________or magazine that you interested in than you will so sleepy. Yuning : Thanks Solah. That’s very helpful. I’ll try.
Wish you luck!
109
Appendix 11a Lesson Plan used in Cycle 1 LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 1 of CAR (First Meeting)
Satuan Pendidikan
:
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
: How to Make Oriental Fried Rice
Alokasi Waktu
:
2 x 40 menit
Skill
:
Membaca dan Menulis
Standar Kompetensi :
MTs. Nurul Falah
11. (Membaca) Memahami makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. 12.
(Menulis)
Mengungkapkan
makna
teks
tulis
fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. Kompetensi Dasar :
11.1 Merespon makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan terdekat. 12.1 Mengungkapkan makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
I. INDIKATOR
Mengidentifikasi ciri-ciri teks procedure
110
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
II. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa dapat:
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
III. MATERI PEMBELAJARAN
How to Make Oriental Fried Rice
How to Make Oriental Fried Rice
Preparations: 1. Cut up meatballs and chicken fillet into small pieces. 2. Grind together garlic, pepper and salt. 3. Break in and stir in one or two eggs. 4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and spoonful of oyster sauce. 5. Chop up the leeks into very small pieces.
How to make it: a. Then, pour the eggs and green peas
111
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster sauce. Put the leeks into the mixture and a plate of rice. c. First of all, fry the chicken fillet and meatballs. Stir the mixture well. d. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Taken From: Farm1.static.flikr.com (In Focus book.p.152) *Note: black color stand for noun, and red color stand for adjective
Kosakata terkait part of speech.
Noun
Adjective
Fried rice
Nasi goring
Oriental
Khas Timur
Meatball
Bakso
Small
Berukuran kecil
Chicken fillet
Ayam tanpa tulang
Frozen
Yang dibekukan
Pieces
Potongan
Hot
Panas, pedas
Garlic
Bawang putih
Very
sangat
Pepper
Lada
Salt
Garam
Egg
Telur
A plate of rice
Sepiring nasi
Leek
Daun bawang
Green peas
Kacang polong
Water
Air
Oyster sauce
Saus tiram
mixture
Campuran
Sauce
Saus
Part of Speech
Function or "job"
Example Words
Example Sentences
Noun
thing or person
pen, dog, work, music, town, London, teacher, John
This is my dog. He lives in my house. We live in London.
112
Adjective
describes a noun
69, some, good, big, red, well, interesting
My dog is big. I like big dogs.
Figure 2.1 Vocabulary Card Front side
Back side
1. Noun Fried rice
Nasi goreng
Frozen
Yang dibekukan
2. Adjective
IV. METODE PEMBELAJARAN Three phase technique (Introduction,
Implementation/
Process,
Evaluation/ Assessment)
V.
LANGKAH-LANGKAH PEMBELAJARAN a. Kegiatan Pendahuluan (10 menit). - Greeting (memberi salam dan berdoa). - Mengabsen siswa. - Memberi motivasi kepada siswa. b. Kegiatan Inti (65 menit) - Tanya jawab tentang materi terkait. - Guru membagikan hand out kepada siswa yaitu teks berbentuk procedure berjudul how to make oriental fried rice. - Guru membacakan sebuah teks dan meminta siswa mendengarkan dengan seksama. - Guru meminta beberapa siswa membaca teks berbentuk procedure secara bergantian. - Guru meminta siswa mengerjakan tugas yang ada pada handout. - Guru meminta siswa menukar handout mereka dengan teman disampingnya.
113
- Guru meminta siswa maju untuk menuliskan jawaban mereka di papan tulis dan meminta mereka member skor. - Guru menjelaskan secara singkat tentang part of speech: noun, dan adjective dalam kalimat dan teks. - Guru memberikan contoh cara membuat Vocabulary Card dengan menggunakan warna-warna berbeda pada setiap kelas kata (noun: warna hitam, dan adjective: warna merah) dan cara belajar melalui vocabulary card. - Guru bersama siswa mencari kosakata terkait noun and adjective dan menulisnya di papan tulis. - Kosakata terpilih kemudian digunakan dalam vocabulary card. - Siswa secara individu diminta membuat vocabulary card. - Guru meminta murid secara berpasangan bermain games “what am I?” menggunakan vocabulary card. c.
Kegiatan Penutup (5 menit) - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Menugasi siswa untuk mengulang kembali apa yang telah dipelajari dan meminta siswa untuk membawa kembali vocabulary card di pertemuan selanjutnya.
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta. Hand-out LCD
VII. PENILAIAN a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis c. Instrumen: Terlampir
114
VIII. PEDOMAN PENILAIAN a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100 Ciputat, 28 Maret 2011 English Teacher
Researcher
Dinnia Imalia NUPTK: 8434766666300002
Neaty Muttahidah NIM: 106014000413
115
Lampiran: Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Membaca dan Menulis
Name:________________ Read the text bellow carefully and give the underline for noun and red color for adjective!
How to Make Oriental Fried Rice Preparations: 1. Cut up meatballs and chicken fillet into small pieces. 2. Grind together garlic, pepper and salt. 3. Break in and stir in one or two eggs. 4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and spoonful of oyster sauce. 5. Chop up the leeks into very small pieces. How to make it: e. Then, pour the eggs and green peas f. After that, pour the garlic, pepper and salt, adds a spoonful of oyster sauce. Put the leeks into the mixture and a plate of rice. g. First of all, fry the chicken fillet and meatballs. Stir the mixture well. h. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Taken From: Farm1.static.flikr.com (In Focus book.p.152) Do your best! You can if you think you can!
116
LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 1 of CAR (Second Meeting)
Satuan Pendidikan
: MTs. Nurul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
: How to Make Oriental Fried Rice
Alokasi Waktu
: 2 x 40 menit
Skill
: Membaca dan Menulis
Standar Kompetensi :
11. (Membaca)Memahami makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. 12.
(Menulis)
Mengungkapkan
makna
teks
tulis
fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. Kompetensi Dasar
:
11.1 Merespon makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan terdekat. 12.1 Mengungkapkan makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
I. INDIKATOR Siswa mampu memahami dan merespon ungkapan-ungkapan:
Mengidentifikasi ciri-ciri teks procedure
117
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
II. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
III. MATERI PEMBELAJARAN
How to Make Oriental Fried Rice
How to Make Oriental Fried Rice
Preparations: 1. Cut up meatballs and chicken fillet into small pieces. 2. Grind together garlic, pepper and salt. 3. Break in and stir in one or two eggs. 4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and spoonful of oyster sauce. 5. Chop up the leeks into very small pieces.
How to make it: a. Then, pour the eggs and green peas
118
b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster sauce. Put the leeks into the mixture and a plate of rice. c. First of all, fry the chicken fillet and meatballs. Stir the mixture well. d. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Taken From: Farm1.static.flikr.com (In Focus book.p.152) *Note: Blue color stand for verb, and green color stand for adverb.
Kosakata terkait part of speech:
Verb
Adverb
Make, made
Membuat
Together
Bersama
Cut
Memotong
How
Bagaimana
Grind
Uleg/ulek
Then
Lalu, kemudian
Break
Memecahkan
After that
Setelah itu
Stir
Aduk, mengaduk
First of all
Pertama-tama
Will, would
Akan
Well
Dengan baik
Need
Butuh
Finally
Terakhir, akhirnya
Soak
Merendam
Chop up
Cincang
Pour
Menuang
Add
Tambah
Put
Meletakkan
Fry
Goreng
Serve
Hidangkan
Like
Suka
119
Figure 2.1 Vocabulary Card Front side
Back side
1. Verb Break
Memecahkan
2. Adverb How
Bagaimana
Figure 2.2 Vocabulary Card (Teacher’s vocabulary card) (v.) Break, broke, broken
(adv.) How
Memecahkan
Bagaimana
IV. METODE PEMBELAJARAN Three phase technique (Introduction,
Implementation/
Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN a. Kegiatan Pendahuluan (10 menit). - Greeting (memberi salam dan berdoa). - Mengabsen siswa. - Memberi motivasi kepada siswa. b. Kegiatan Inti (65 menit) - Guru meminta seorang siswa membaca dan siswa menyimak materi tentang How to Make Oriental Fried Rice. - Guru menanyakan kembali tentang noun dan adjective, dan memberi nilai pada siswa yang dapat menjawab dengan benar. - Guru menjelaskan secara singkat tentang part of speech lainnya: verb dan adverb.
120
- Guru meminta siswa menyebutkan kata kerja dan kata keterangan didalam teks, dan meminta siswa membuat vocabulary card menggunakan warna-warna berbeda pada setiap kelas kata (verb: warna biru, adverb: warna hijau). - Guru bersama siswa mencari arti kosakata terpilih terkait kata kerja dan kata keterangan dengan menggunakan kamus. - Siswa secara individu diminta membuat vocabulary card. - Guru membagi siswa menjadi beberapa kelompok. - Guru memberikan 1 set Vocabulary Card yang diletakkan ditengah, kartu diletakkan terbalik kemudian guru menunjuk salah satu murid untuk mengambil satu kartu yang telah disediakan dan kemudian memberikan definisi kata yang dimaksud secara lisan tanpa bahasa tubuh, kemudian siswa yang lain menebak kata yang dimaksud dan jika benar maka kartu tersebut milik siswa yang dapat menebak dengan benar (Pemenang dalam permainan ini adalah kelompok yang memiliki kartu terbanyak. c. Kegiatan Penutup (5 menit) - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Memberikan siswa pekerjaan rumah - Menugasi siswa untuk menjaga vocabulary card mereka dan mengulang kembali apa yang telah dipelajari dan agar vocabulary card selalu dibawa pada pelajaran bahasa inggris.
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta. Hand-out LCD
VII. PENILAIAN
121
a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100
Ciputat, 31 Maret 2011 English Teacher
Researcher
Dinnia Imalia NUPTK: 8434766666300002
Neaty Muttahidah NIM:106014000413
122
Lampiran: Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Membaca dan Menulis Give the meaning of these words! Adverb
Verb (1)………….....
Uleg/ulek
Together
(2)……………..
Break
Memecahkan
(3)………..
Bagaimana
Stir
(4)…………….
Then
Lalu, kemudian
(5)……………..
Cincang
(6)……………...
Setelah itu
Pour
(7)……………...
First of all
Pertama-tama
Fry
Goreng
Well
(8)……………...
(9)……………...
hidangkan
(10)……………... Terakhir, akhirnya
Choose the best answer according to what you have learned. 1. Cut up meatballs and chicken fillet into small pieces. Kata Cut up termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb 2. Grind together garlic, pepper and salt. Kata together termasuk jenis kata… a. Noun b. Adjective
c. Verb d. Adverb
3. Break in and stir in one or two eggs. Kata Break termasuk jenis kata… a. Noun b. Adjective
c. Verb d. Adverb
4. To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, Kata need termasuk jenis kata… a. Noun b. Adjective 5.
c. Verb d. Adverb
Then, pour the eggs and green peas. Kata Then termasuk jenis kata… a. Noun c. Verb Do your best! You can if you thiynk you can! b. Adjective d. Adverb You Can if You Think You Can!!!
123
LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 1 of CAR (Third Meeting)
Satuan Pendidikan
: MTs. Nurul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
: How to Make Oriental Fried Rice
Alokasi Waktu
: 2 x 40 menit
Skill
: Membaca dan Menulis
Standar Kompetensi :
11. (Membaca)Memahami makna teks tulis fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. 12.
(Menulis)
Mengungkapkan
makna
teks
tulis
fungsional dan esai pendeksangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat.
Kompetensi Dasar
:
11.1 Merespon makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan terdekat. 12.1 Mengungkapkan makna yang terdapat Dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
I. INDIKATOR Siswa mampu memahami dan merespon ungkapan-ungkapan:
124
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
II. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:
Mengidentifikasi ciri-ciri teks procedure
Mengidentifikasi kata benda dalam teks procedure
Mengidentifikasi kata sifat dalam teks procedure
Mengidentifikasi kata kerja dalam teks procedure
Mengidentifikasi kata keterangan dalam teks procedure
III. MATERI PEMBELAJARAN
How to Make Oriental Fried Rice
How to Make Oriental Fried Rice
Preparations: 1.
Cut up meatballs and chicken fillet into small pieces.
2.
Grind together garlic, pepper and salt.
3.
Break in and stir in one or two eggs.
125
4.
To make oriental fried rice, you will need a plate of rice, meatballs, eggs, leeks, chicken fillet, frozen green peas soaked in hot water, garlic, pepper and salt, and spoonful of oyster sauce.
5.
Chop up the leeks into very small pieces.
How to make it: a.
Then, pour the eggs and green peas
b.
After that, pour the garlic, pepper and salt, adds a spoonful of oyster sauce. Put the leeks into the mixture and a plate of rice.
c.
First of all, fry the chicken fillet and meatballs. Stir the mixture well.
d.
Finally, serve oriental fried rice on a plate with hot sauce, if you like. Taken From: Farm1.static.flikr.com (In Focus book.p.152)
*Note: black color stand for noun, red color stand for adjective, blue color stand for verb, and green color stand for adverb.
Kosakata terkait part of speech:
Fried rice
Noun Nasi goring
Verb Make, made Membuat
Meatball
Bakso
Cut
Memotong
Chicken fillet
Ayam tanpa tulang
Grind
Uleg/ulek
Pieces
Potongan
Break
Memecahkan
Garlic
Bawang putih
Stir
Aduk, mengaduk
Pepper
Lada
Will, would
Akan
Salt
Garam
Need
Butuh
Egg
Telur
Soak
Merendam
A plate of rice
Sepiring nasi
Chop up
Cincang
Leek
Daun bawang
Pour
Menuang
Green peas
Kacang polong
Add
Tambah
Water
Air
Put
Meletakkan
126
Oyster sauce
Saus tiram
Fry
Goreng
mixture
Campuran
Serve
hidangkan
Sauce
Saus
Like
Suka
Together
Adverb Bersama
Oriental
Adjective Khas Timur
Small
Berukuran kecil
How
Bagaimana
Frozen
Yang dibekukan
Then
Lalu, kemudian
Hot
Panas, pedas
After that
Setelah itu
Very
sangat
First of all
Pertama-tama
Well
Dengan baik
Finally
Terakhir, akhirnya
Part of speech
function or "job"
example words
example sentences
Noun
thing or person
pen, dog, work, music, town, London, teacher, John
This is my dog. He lives in my house. We live in London.
Adjective
describes a noun
69, some, good, big, red, well, interesting
My dog is big. I like big dogs.
Verb
action or state
(to) be, have, do, like, work, sing, can, must
EnglishClub.com is a web site. I like EnglishClub.com.
Adverb
describes a verb, adjective or adverb
quickly, silently, well, badly, very, really
My dog eats quickly. When he is very hungry, he eats really quickly.
Figure 2.3 (Teacher’s Vocabulary Card) Fried rice
Oyster sauce
127
Break
Grind
Frozen
Hot
How
Together
IV. METODE PEMBELAJARAN Three phase technique (Introduction,
Implementation/
Process,
Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN a.
Kegiatan Pendahuluan (10menit). - Greeting (memberi salam dan berdoa). - Mengabsen siswa. - Memberi motivasi kepada siswa. - Penjelasan tentang topik yang akan dibahas.
b. Kegiatan Inti (65 menit) - Guru membagi siswa kedalam beberapa kelompok. - Guru menjelaskan tentang games “NOT BELONG” yaitu permainan
yang
menguji
pengetahuan
siswa
tentang
pengelompokan kata yang sama seperti noun, vadjective, verb, dan adverb. Kemudian guru meletakkan 5 kata diatas papan tulis yang salahsatu katanya bukan kelompok kata yang sama dengan 4 kata lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut dan mencari kata yang sama dengan 4 kata lainnya pada kartu kosakata yang telah di sediakan guru sebelumnya. - Sebelum permainan dimulai, guru menjelaskan
secara singkat
tentang part of speech: noun, verb, adjective, dan adverb. - Guru meminta setiap siswa ikut serta dalam permainan mewakili kelompoknya.
128
- Guru membagikan siswa hand-out yang berisikan soal yang harus dikerjakan secara berpasangan. c.
Kegiatan Penutup (5 menit) - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Meminta siswa untuk menjaga kartu kosakata (vocabulary card).
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta. Hand-out LCD
VII. PENILAIAN a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100
Ciputat, 04 April 2011 English Teacher
Researcher
Dinnia Imalia NUPTK: 8434766666300002
Neaty Muttahidah NIM:106014000413
129
Lampiran: Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Membaca dan Menulis Name:_______________&__________________
Find the word which not belongs to the group (it could be noun, verb, adjective and adverb) see the example below!
NO.
1
2
3
4
5
Kind of Group
Chop up
Grill
Cut up
Leek
Stir in
(Noun)
1
Pour
Add
Serve
Frozen
Need
2
Hot
Very
Green peas
Red
Small
3
Salt
Together
Pepper
Mixture
Pieces
4
Plate
Make
Stir
Will
Soak
5
After that
Well
First of all
Sauce
Then
6
Salt
Egg
A plate of rice
Sauce
Hot
7
Oriental
very
Frozen
Oyster sauce
Hot
8
Egg
Water
Add
Oyster sauce
Sauce
9
Pour
Fried rice
Add
Put
Fry
10
Like
Finally
How
Well
Then
Find 2 words of noun, verb, adjective and adverb in the sentences below!
How to make it: a. Then, pour the eggs and green peas b. After that, pour the garlic, pepper and salt, adds a spoonful of oyster sauce. Put the leeks into the mixture and a plate of rice. c. First of all, fry the chicken fillet and meatballs. Stir the mixture well. d. Finally, serve oriental fried rice on a plate with hot sauce, if you like. Do u’r best with u’r partner!
132 Appendix 12a: Lesson Plan used in Cycle 2 LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 2 of CAR (First Meeting)
Satuan Pendidikan
: MTs. Nurul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
: Learning to drive a car
Alokasi Waktu
: 2 x 40 menit
Skill
: Mendengarkan dan Berbicara
Standar Kompetensi
: 9. (Mendengarkan) Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. 10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive untuk berinteraksi engan lingkungan terdekat.
Kompetensi Dasar
: 9.1 Merespon makna yang terdapat Dalam percakapan transaksional (to get things done) transaksi fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat yang melibatkan tindakan tutur perintah dalam teks lisan berbentuk procedure. 10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.
I.
INDIKATOR Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
133
II.
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:
III.
Mengungkapkan tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
MATERI PEMBELAJARAN
Instruction: Learning to Drive a Car
Instruction: Learning to Drive a Car Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine. Helen : How do I do that? Andri : Just turn the key. Helen : OK. And now, what should I do? Andri : Put your foot on the clutch. Helen : My left foot or the right one? Andri : Your left foot. Helen : And should I press it down? Andri : That’s right. Press it down, but don’t put your other foot on the accelerator yet. Now… Helen : I’ve put it into gear. Oh! The car has stopped! Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly.
134 Note: black color stand for noun, and red color stand for adjective
Kosakata terkait part of speech:
Noun
Adjective
Instruction
Petunjuk
Sure
Pastikan/ yakin
Helen/ Andri
(nama orang)
Neutral
Netral
Car
Mobil
Left
Kiri
Driving license
SIM
Right
Kanan
Engine
Mesin
Stopped
Terhenti
Key
Kunci
Foot
Kaki
Accelerator
Pedal gas
Gear
Gigi
Clutch
Kopling
Front side
Figure 2.1 Vocabulary Card Back side
1. Noun Car
Mobil
2. Adjective Neutral
IV.
Netral
METODE PEMBELAJARAN Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment)
V.
LANGKAH-LANGKAH PEMBELAJARAN a. Kegiatan Pendahuluan (5 menit). - Greeting (memberi salam dan berdoa). - Mengabsen siswa.
135 - Memberi motivasi kepada siswa. b. Kegiatan Inti (65 menit) - Tanya jawab tentang materi terkait. - Guru membagikan hand out kepada siswa yaitu teks berbentuk procedure. - Guru memperdengarkan sebuah teks melalui tape recorder dan meminta siswa mendengarkan dengan seksama. - Guru memperdengarkan sebuah teks melalui tape recorder yang kedua kali sementara siswa melengkapi teks rumpang pada teks. - Siswa diminta menukar lembar jawabannya dengan teman disampingnya, mencocokannya dan memberi nilai. - Guru menjelaskan singkat tentang part of speech: noun, dan adjective dalam kalimat. - Guru meminta siswa menyebutkan semua kata benda (noun) dan kata sifat (adjective) yang ada dalam teks. - Guru meminta siswa membuat Vocabulary Card dengan menggunakan warnawarna berbeda pada setiap kelas kata (noun: warna hitam, dan adjective: warna merah) dan cara belajar melalui vocabulary card. - Guru bersama siswa mencari kosakata yang belum diketahui dan menulisnya di papan tulis. - Kosakata terpilih kemudian digunakan dalam vocabulary card. - Siswa secara individu diminta membuat vocabulary card. - Guru meminta murid secara berpasangan bermain games “what am I?” menggunakan vocabulary card. (Permainan what am I ialah permainan yang dimainkan dengan cara menebak sebuah kata melalui kartu dan si pemilik kartu medeskripsikan kata dengan 3 clue, dapat dimaikan secara berpasangan atau kelompok) c.
Kegiatan Penutup (10 menit) - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Menugasi siswa untuk mengulang kembali apa yang telah dipelajari dan meminta siswa untuk membawa kembali vocabulary card di pertemuan selanjutnya.
136 VI.
ALAT/BAHAN/SUMBER PEMBELAJARAN Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta. Hand-out LCD
VII.
PENILAIAN a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis c. Instrumen: Terlampir
VIII.
PEDOMAN PENILAIAN a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100
Ciputat, 11 April 2011 English Teacher
Researcher
Dinnia Imalia NUPTK: 8434766666300002
Neaty Muttahidah NIM: 106014000413
137
Lampiran: Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Mendengarkan dan Berbicara
Name:____________________
Instruction: Learning to Drive a Car Helen wants to learn how to drive a car to get a (1) ____________. She learns how to drive a car with Andri.
Andri : First, make sure that the (2)________ is neutral, now, start the engine. Helen : How do I do that? Andri : Just turn the (3)__________. Helen : OK. And now, what should I do? Andri : Put your foot on the clutch. Helen : My left (4) _________ or the right one? Andri : Your (5)__________foot. Helen : And should I press it (6)___________? Andri : That’s (7)___________. Press it down, but don’t put your other foot on the (8)__________ yet. Now… Helen : I’ve put it into (9) __________. Oh! The car has stopped! Andri : Yes. Remember, don’t take your foot off the (10)_________ before you’ve pressed the accelerator lightly.
138 You can if you think you can! LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 2 of CAR (Second Meeting)
Satuan Pendidikan
: MTs. Nurul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
: Learning to drive a car
Alokasi Waktu
: 2 x 40 menit
Skill
: Mendengarkan dan Berbicara
Standar Kompetensi
: 9. (Mendengarkan) Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. 10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive untuk berinteraksi engan lingkungan terdekat.
Kompetensi Dasar
: 9.1 Merespon makna yang terdapat Dalam percakapan transaksional (to get things done) transaksi fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat yang melibatkan tindakan tutur perintah dalam teks lisan berbentuk procedure. 10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.
I. INDIKATOR Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
139
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
II. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:
Mengungkapkan tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
III. MATERI PEMBELAJARAN
Instruction: Learning to Drive a Car
Instruction: Learning to Drive a Car Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine. Helen : How do I do that? Andri : Just turn the key. Helen : OK. And now, what should I do? Andri : Put your foot on the clutch. Helen : My left foot or the right one? Andri : Your left foot. Helen : And should I press it down? Andri : That’s right. Press it down, but don’t put your other foot on the accelerator yet. Now… Helen : I’ve put it into gear. Oh! The car has stopped!
140 Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly.
Kosakata terkait part of speech:
Verb
Adverb
Want
Ingin
How
Bagaimana
Learn, learned
Belajar
First
Pertama-tama
Drive, drove, driven
Mengemudi
Now
Sekarang
Get, got, gotten
Mendapatkan
Just
Hanya
Make
Membuat
Yet
Sampai
Start
Menghidupkan Lightly
Do, did, done
Melakukan
Turn
Memutar
Shall, Should (aux.)
Harus
Press
Menekan
Remember
(me) Ingat
Take….off
Mencopot
Dengan benar
Figure 2.1 Vocabulary Card (Student’s vocabulary card) Front side
Back side
1. Verb Drive, drove, driven
Mengemudi
2. Adverb Lightly
Dengan benar
Figure 2.2 Vocabulary Card (Teacher’s vocabulary card) (v.) Drive, drove, driven
Lightly
(adv.)
Mengemudi
Dengan benar
141 I. METODE PEMBELAJARAN Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment)
II. LANGKAH-LANGKAH PEMBELAJARAN a. Kegiatan Pendahuluan (10 menit). - Greeting (memberi salam dan berdoa). - Mengabsen siswa. - Memberi motivasi kepada siswa. b. Kegiatan Inti (65 menit) - Tanya jawab terkait materi tentang learning to drive a car. - Guru meminta murid menyebutkan kata kerja dan kata keterangan yang ada dalam teks. Guru memberikan point nilai pada siswa yang dapat menjawab dengan benar. - Guru menjelaskan secara singkat tentang part of speech:, verb dan adverb. - Guru meminta siswa mengelompokkan kata yang telah dipilih sebelumnya menurut kelas kata seperti verb, dan adverb dengan menggunakan warnawarna berbeda pada setiap kelas kata (verb: warna biru, adverb: warna hijau). - Kosakata terpilih kemudian digunakan dalam vocabulary card. - Guru bersama siswa mencari arti kosakata terpilih terkait kata kerja dan kata keterangan dengan menggunakan kamus. - Siswa secara individu diminta membuat vocabulary card. - Guru membagi siswa menjadi beberapa kelompok. - Guru memberikan 1 set Vocabulary Card yang diletakkan ditengah, kartu diletakkan terbalik kemudian guru menunjuk salah satu murid untuk mengambil satu kartu yang telah disediakan dan kemudian memberikan definisi kata yang dimaksud secara lisan tanpa bahasa tubuh, kemudian siswa yang lain menebak kata yang dimaksud dan jika benar maka kartu tersebut milik siswa yang dapat menebak dengan benar (Pemenang dalam permainan ini adalah kelompok yang memiliki kartu terbanyak. c. Kegiatan Penutup (5 menit) - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM
142 - Menugasi siswa untuk menjaga vocabulary card mereka dan mengulang kembali apa yang telah dipelajari dan agar vocabulary card selalu dibawa pada pelajaran bahasa inggris.
III. ALAT/BAHAN/SUMBER PEMBELAJARAN Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta. Hand-out LCD
IV. PENILAIAN a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis c. Instrumen: Terlampir
V. PEDOMAN PENILAIAN a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100
Ciputat, 14 April 2011 English Teacher
Researcher
Dinnia Imalia NUPTK: 8434766666300002
Neaty Muttahidah NIM:106014000413
143 Lampiran: Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Membaca dan Menulis Name:_______________________________ Give the meaning of these words Into English or into Indonesian! Adverb Verb Make
(1)………….....
(2)………….....
Bagaimana
(3)………….....
Menghidupkan
First
Pertama-tama
Do, did, done
Melakukan
Now
(4)………….....
Turn
(5)………….....
(6)………….....
Hanya
(7)………….....
Harus
Yet
(8)………….....
Remember
(9)………….....
(10)………….....
Dengan benar
Take….off
Mencopot
Choose the best answer according to what you have learned. 1.
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.Kata wants termasuk jenis kata… a. Noun b. Adjective
2.
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.Kata learn termasuk jenis kata… a. Noun b. Adjective
3.
4.
c. Verb d. Adverb
Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.Kata how termasuk jenis kata… a. Noun c. Verb b. Adjective d. Adverb Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.Kata driving license termasuk jenis kata… a. Noun b. Adjective
5.
c. Verb d. Adverb
c. Verb d. Adverb
Remember; don’t take your foot off the clutch before you’ve pressed the accelerator lightly. Kata lightly termasuk jenis kata… c. Noun d. Adjective
c. Verb d. Adverb
Do your best! You can if you think you can!
144 LESSON PLAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Cycle 2 of CAR (Third Meeting)
Satuan Pendidikan
: MTs. Nurul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: I / II
Tema
: Learning to drive a car
Alokasi Waktu
: 2 x 40 menit
Skill
: Mendengarkan dan Berbicara
Standar Kompetensi
: 9. (Mendengarkan) Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. 10. (Berbicara) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive untuk berinteraksi engan lingkungan terdekat.
Kompetensi Dasar
: 9.1 Merespon makna yang terdapat Dalam percakapan transaksional (to get things done) transaksi fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat yang melibatkan tindakan tutur perintah dalam teks lisan berbentuk procedure. 10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.
I. INDIKATOR Siswa mampu merespon ungkapan-ungkapan:
Tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
145
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
II. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu:
Mengungkapkan tentang langkah-langkah mengemudi
Meminta fakta/informasi
Memberi fakta/informasi
Mengawali monolog teks procedure
Menyebutkan kata benda terkait teks procedure
Menyebutkan kata sifat terkait teks procedure
Menyebutkan kata kerja terkait teks procedure
Menyebutkan kata keterangan terkait teks procedure
III. MATERI PEMBELAJARAN
Instruction: Learning to Drive a Car
Instruction: Learning to Drive a Car Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.
Andri : First, make sure that the car is neutral, now, start the engine. Helen : How do I do that? Andri : Just turn the key. Helen : OK. And now, what should I do? Andri : Put your foot on the clutch. Helen : My left foot or the right one? Andri : Your left foot. Helen : And should I press it down? Andri : That’s right. Press it down, but don’t put your other foot on the accelerator yet. Now… Helen : I’ve put it into gear. Oh! The car has stopped!
146 Andri : Yes. Remember, don’t take your foot off the clutch before you’ve pressed the accelerator lightly. *Note: black color stand for noun, red color stand for adjective, blue color stand for verb, and green color stand for adverb.
Kosakata terkait part of speech: Noun
Verb
Instruction
Petunjuk
Want
Ingin
Helen/ Andri
(nama orang)
Learn, learned
Belajar
Car
Mobil
Drive, drove, driven
Mengemudi
Driving license
SIM
Get, got, gotten
Mendapatkan
Engine
Mesin
Make
Membuat
Key
Kunci
Start
Menghidupkan
Foot
Kaki
Do, did, done
Melakukan
Accelerator
Pedal gas
Turn
Memutar
Gear
Gigi
Shall, Should (aux.)
Seharusnya
Clutch
Kopling
Press
Menekan
Remember
(me) Ingat
Take (your foot) off
Mencopot/ mengangkat
Adjective
Adverb
Sure
Pastikan/ yakin How
Bagaimana
Neutral
Netral
First
Pertama-tama
Left
Kiri
Now
Sekarang
Right
Kanan
Just
Hanya
Stopped
Terhenti
Yet
Sampai
Lightly
Dengan benar
Figure 2.3 (Teacher’s Vocabulary Card)
Instruction
Driving license
147
Drive, drove, driven
Press
Neutral
Sure
First
Lightly
IV. METODE PEMBELAJARAN Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment)
V. LANGKAH-LANGKAH PEMBELAJARAN a.
Kegiatan Pendahuluan (10menit). - Greeting (memberi salam dan berdoa). - Mengabsen siswa. - Memberi motivasi kepada siswa.
b. Kegiatan Inti (65 menit) - Tanya jawab terkait part of speech. - Guru membagi siswa kedalam beberapa kelompok. - Guru menjelaskan tentang games “NOT BELONG” yaitu permainan yang menguji pengetahuan siswa tentang pengelompokan kata yang sama seperti noun, adjective, verb, dan adverb. Kemudian guru meletakkan 5 kata diatas papan tulis yang salahsatu katanya bukan kelompok kata yang sama dengan 4 kata lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut dan mencari kata yang sama dengan 4 kata lainnya pada kartu kosakata yang telah di sediakan guru sebelumnya. - Guru menunjuk satu kelompok menjadi pembuat soal untuk kelompok lainnya begitu juga sebaliknya secara bergantian. - Sebelum permainan dimulai, guru menjelaskan secara singkat tentang part of speech: noun, verb, adjective, dan adverb.
148 - Guru meminta setiap siswa ikut serta dalam permainan mewakili kelompoknya. - Guru membagikan siswa hand-out yang berisikan soal yang harus dikerjakan secara berpasangan. c.
Kegiatan Penutup (5 menit) - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Meminta siswa untuk menjaga kartu kosakata (vocabulary card).
VI. ALAT/BAHAN/SUMBER PEMBELAJARAN Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta. Hand-out LCD
VII.
PENILAIAN a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis c. Instrumen: Terlampir
VIII. PEDOMAN PENILAIAN a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100
Ciputat, 14 April 2011 English Teacher
Researcher
Dinnia Imalia NUPTK: 8434766666300002
Neaty Muttahidah NIM:106014000413
149 Lampiran: Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Membaca dan Menulis Name:_______________&__________________
Find the word which not belongs to the group (it could be noun, verb, adjective and adverb) see the example below!
NO.
1
2
3
4
5
Kind of Group
instruction
Helen
Drive
Andri
Clutch
(Noun)
1
Make
Get
Drive
Remember
Just
2
First
Now
Lightly
Press
Just
3
Engine
Key
First
Foot
Driving license
4
Take
How
Press
Shall
Turn
5
Gear
Yet
How
Now
Lightly
6
Gear
Yet
Foot
Engine
Car
7
Stopped
Sure
Accelerator
Right
Left
8
Ahmad
Gear
Siti
Turn
Clutch
9
Learn
Start
Do
Take off
Clutch
10
Stopped
Lightly
Now
Just
Yet
Find 2 words of noun, verb, adjective and adverb in the sentences below! Helen wants to learn how to drive a car to get a driving license. She learns how to drive a
car with Andri. Andri : First, make sure that the car is neutral, now, start the engine. Helen : How do I do that? Andri : Just turn the key. Helen: OK. And now, what should I do? Andri : Put your foot on the clutch. Do u’r best with u’r partner!
158
Appendix 15a: Photographs of the Students’ Participation in Vocabulary Activities PHOTOGRAPHS OF CLASSROOM ACTION RESEARCH ACTIVITIES
SURAT KETERANGAN Nomor : Mts.09.03/TL.00/254/2011
Kepala Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan menerangkan
Nama
: NEATY MUTTAHIDAH
Jenis Kelamin
: Perempuan
Tempat Tanggal Lahir
: Tangerang, 22 September 1987
NIM
: 106014000413
Jurusan/ Program Studi
: PBI/ Pendidikan Bahasa Inggris
Semester/ Tahun Akademik
: X (Sepuluh) / 2006-2007
Alamat
: Jl. Raya Serang Km 15 Rt 006/03 No. 54 Cikupa Tangerang Banten.
Adalalah benar telah melaksanakan penelitian pada Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan selama 4 bulan terhitung mulai Tanggal 17 Januari 2010 s.d/ 9 Mei 2011. Demikian keterangan ini ibuat untuk dipergunakan sebagaimana mestinya.
Tangerang, 23 Mei 2011 KEPALA MADRASAH
SATIRI, S.Ag NIP.196801211993031002
KEMENTERIAN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN Jl. Ir. H. Huanda No. 95 Ciputat 15142
Telp: ( 62-21) 7443328, 7401925 Email:
[email protected]
SURAT KETERANGAN PERTANGGUNGJAWABAN PENULISAN SKRIPSI Saya yang bertanda tangan dibawah ini: Nama
: Neaty Muttahidah
NIM/ Angkatan
: 106014000413/ 2006
Program Studi
: Pendidikan Bahasa Inggris
Judul Skripsi
: “Improving Students’ Vocabulary through Vocabulary Card” (A Classroom Action Research in the First Grade of MTs. Nurul Falah School,Pondok Ranji Ciputat)
Dosen Pembimbing
: Dra. Ratna Sari Dewi, M.Pd
Menerangkan dengan sungguh- sungguh bahwa: 1. Skripsi yang segera diujikan ini adalah benar- benar hasil penelitian sendiri (bukan barang jiplakan/ plagiat) 2. Apabila dikemudian hari terbukti/ dapat dibuktikan skripsi ini hasil jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.
Jakarta,
Juni 2011
Mengetahui:
Yang menerangkan:
Pembimbing
Mahasiswa Ybs.
Drs. Ratna Sari Dewi, M.Pd. NIP. 197205011999 03 2 013
Neaty Muttahidah NIM. 106014000413
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