REINFORCING STUDENTS VOCABULARY MASTERY THROUGH PICTURES

REINFORCING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURES (A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher Training In a Partial of Fulfillment of the Requirements For the Degree of S.Pd (Bachelor of Arts) in English Language Education

By: Ana Zulaecha 206014000104

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011

REINFORCING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURES (A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher Training In a Partial of Fulfilment of the Requirements For the Degree of S.Pd (Bachelor of Arts) in English Language Education

By: Ana Zulaecha 206014000104

Approved by the Advisor:

Dr. Ratna Sari Dewi, M.Pd NIP. 197205011999032013

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011

Endorsement Sheet

The examination Committee of the Faculty of Tarbiya and Teachers Training certifies that the “Skripsi” (Scientific Paper) entitled “Reinforcing Students Vocabulary Mastery Through Pictures ( A Classroom Action Research at First grade of SMP Prakarya Indramayu ), written by Ana Zulaecha, Students Registration number: 206014000104, was examined by the Committee on 16th of August 2011, and was declared to have passed and therefore, fulfilled one of the requirements for the Academic title of “S.Pd” (Bachelor of Arts) in English Language Education at the Department of English Education Jakarta, August 2011

Examination Committee CHAIRMAN

: Drs. Syauki, M.Pd

(

)

NIP. 1964 1212199103 1 002 SECRETARY

: Neneng Sunengsih, M.Pd

(

)

NIP. 1973 0625199903 2 001 EXAMINER

I

: Drs. AM. Zainuri, M.Pd

(

)

(

)

NIP. 150 188 518 II

: Drs. Syauki, M.Pd

NIP. 1964 1212199103 1 002 Acknowledge by: Dean of Tarbiya and Teachers Training Faculty

Prof.Dr. Dede Rosyada, MA. NIP. 150 231 356

DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No. 95 7401925 Ciputat 15142 Jakarta

Telp:

(62-21)

7443328,

Email: [email protected]

SURAT PERNYATAAN KARYA SENDIRI Saya yang bertanda tangan dibawah ini, Nama

: Ana Zulaecha

Tempat/Tanggal Lahir

: Purbalingga, 23 April 1986

Nim

: 206014000104

Program Studi

: Pendidikan Bahasa Inggris

Judul Skripsi

: REINFORCING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURES (A Classroom Action Research in first grade of SMP Prakarya

Anjatan – Indramayu)

Dosen Pembimbing

: Dr. Ratna Sari Dewi, M.Pd

Dengan ini menyatakan bahwa Skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah. Jakarta, 7 Juli 2011 Mahasiswa Ybs.

Ana Zulaecha NIM. 206014000104

ABSTRACT Ana Zulaecha, 2011. Reinforcing Students‟ Vocabulary Mastery Through Pictures (A Classroom Action Research in First Grade of SMP Prakarya Anjatan- Indramayu), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Dr. Ratna Sari Dewi, M.Pd.

Keywords: Vocabulary, Pictures

The objective of this study is aimed at knowing whether students‟ vocabulary could be improved by using pictures in the first year of SMP Prakarya Anjatan, Indramayu. In addition, this study is also aimed at describing how the implementation of pictures in improving students‟ vocabulary. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students‟ vocabulary. It is initiated through the interview the teacher and through the observation in the first grade of SMP Prakarya Anjatan, Indramayu; considered as the class whose vocabulary test score are very low. The amount students in that class are 29. In this Classroom Action Research, the writer implements the Kurt Lewin‟s design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test (pretest and posttest), interview, and observation. Therefore, this study is included a Classroom Action Research. The findings of this study are: (1) Related to the test result, there was 35.53% improvement of students‟ mean vocabulary score after using pictures; it gained from the pre-test result, there was 15 who passed the KKM. Then in the result of posttest in cycle 1, there were 26 or 89.65% students in the class who passed the KKM considering their mean score of the test is 70.86. Next in the result of posttest in the cycle 2, there are 29 or 100 % students who passed the KKM in which their mean score of vocabulary test derived 84.82. (2) Related to the observation result showed that the students were more active and interested in learning vocabulary activity in the

classroom. Indeed, they could analyze the characteristics of pictures learning vocabulary. (3) Related to the interview result, it could be known that the students‟ vocabulary by using pictures has improved and also assisted the teacher in finding the appropriate strategy in teaching vocabulary.

ABSTRAK Ana Zulaecha, 2011. Reinforcing Students‟ Vocabulary Mastery Through Pictures ( A Classroom Action Research in First Grade of SMP Prakarya Anjatan- Indramayu), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic University Jakarta. Pembimbing: Dr. Ratna Sari Dewi, M.Pd.

Kata Kunci: Kosa kata, Gambar.

Penelitian ini bertujuan mengetahui siswa di kelas satu SMP Prakarya Anjatan, Indramayu-Jawa Barat memahami kosa kata dengan menggunakan gambar. Disamping itu, penelitian ini juga ditujukan untuk mendeskripsikan bagaimana pelaksanaan gambar dalam membangun pemahaman kosa kata siswa. Penelitian ini

dikategorikan

sebagai

Penelitian

Tindakan

Kelas

(PTK);

untuk

mengidentifikasi dan mengatasi permasalahan terhadap pemahaman siswa dalam belajar kosa kata. Penelitian ini diawali dengan wawancara kepada guru dan observasi di kelas satu SMP Prakarya Anjatan, Indramayu-Jawa Barat; yang dianggap sebagai kelas yang memiliki nilai vocabulary terendah. Jumlah siswa dalam penelitian ini yakni 29. Adapun model Penelitian Tindakan Kelas yang digunakan menganut pada Kurt Lewin Model; yang mana terdiri dari empat tahapan (Perencanaan, Pelaksanaan, Pengamatan dan Refleksi). Sementara, data yang diperoleh berasal dari test (pretest dan posttest), wawancara terhadap guru dan observasi di kelas. Sehingga, penelitian ini termasuk kedalam penelitian deskriptif quantitative. Hasil yang diperoleh dalam penelitian ini adalah: (1) berdasarkan hasil tes, terdapat kenaikan 35.53% rata-rata skor vocabulary siswa setelah menggunakan gambar. Dengan perolehan; pada hasil pretest terdapat 15 siswa yang melampaui KKM. Kemudian hasil posttest di siklus 1, didapat 26 atau 89.65% jumlah siswa yang berhasil melewati KKM dengan rata-rata kelas sebesar 70.86. selanjutnya hasil posttest di siklus kedua, terdapat 29 atau 100% siswa yang sudah mencapai target KKM dengan rata-rata kelas sebesar 84.82. (2)

berdasarkan hasil observasi dikelas, didapati bahwa siswa-siswi lebih aktif dan tertarik dalam mempelajari kosa kata di kelas. Terlebih mereka dapat menganalisa karakteristik sebuah gambar. (3) berdasarkan hasil wawancara dengan guru, dapat diketahui bahwa pemahaman kosa kata siswa dengan menggunakan gambar telah berkembang dan juga membantu guru dalam menemukan strategi yang cocok dalam mengajarkan kosa kata.

ACKNOWLEDGEMENT In the name of Allah, The Beneficent, The Merciful, All Praise be to Allah the Lord of the world who has been giving mercy and blessing until the writer completing this skripsi without any obstacle in her opportunity. Peace and salutation be upon to the Nobel Prophet of Islam, Muhammad SAW, and his family, his companions, and his faithful followers. The Writer is absolutely conscious that she could not carry out this work without helping of others, both material and spiritual. The great gratitude is dedicated to these honorable. Particularly to: 1. Dr. Ratna Sari Dewi, M.Pd, the writer‟s advisor, for her time, guidance, kindness, contribution, and patience in correcting and helping to finish this skripsi. 2. Prof. Dr. Dede Rosyada, MA, a dean of Faculty of Tarbiyah and Teacher‟s Training. 3. Drs. Syauki, M.Pd, the Head of English Department. 4. All inspiring lectures in English Education Department, for their lecturing of valuable knowledge and experiences. 5. Edi Kusnadi, S.Pd, the Headmaster of SMP Prakarya Anjatan, IndramayuJawa Barat who permitted the writer to do research and all his staff, that welcomes the writer to do research in his school. 6. Joseph Subagio, S.Pd, the English teacher of SMP Prakarya Anjatan, Indramayu-Jawa Barat who guided the writer to do research. 7. The staff and officers of State Islamic University for being helpful and friendly during the writer research time. 8. To the English generation of two thousand and six UIN especially PBI-C. I cannot mention you one by one. But our togetherness will always be a lovely graffiti in my heart, and thanks for the friendship. May Allah, The Almighty bless them all, amien.

Finally, the writer realizes that this skripsi still has someone weakness and mistakes. Therefore, the writer would grateful to accept any constructive, comments, suggestion and critics to make this skripsi better. For that reason, the writer would like to express her greatest love and honor to her beloved mother ( Daminah ), father ( M. Juhadi ), brothers ( Mas Yudi and Mas Gito ), My Husband ( Ilham Khairul Anam, S.Pd.I ) and my young sister Maria Ulfa Zakia for their endless prayers and motivation. Jakarta, 27 May 2011

The Writer

TABLE OF CONTENT

TITLE………………………………………………………………………….. i SURAT PERNYATAAN KARYA SENDIRI................................................... ii APPROVAL……………………………………………………………………. iii ABSTRACT ……………………………………………………………………iv ACKNOWLDGEMENT …………………………………………………….. . vi TABLE OF CONTENT ………………………………………………………viii LIST OF FIGURES ………………………………………………………….. xi LIST OF TABLES ………………………………………………….…………xii CHAPTER I

: INTRODUCTION A. B. C. D. E.

CHAPTER II

Background of Study......................................... 1 Identification of problem………………………. 4 Limitation and Formulation of the Problem ….4 Objective of the Problem………………………. 4 Significance of the Research ……………......... 5

: THEORITICAL FRAMEWORK A.

B.

C. D. E. F.

Reference of Area Theory and Research Focus.6 1. Definition of Vocabulary Mastery……….6 2. Purposes of Vocabulary Mastery………..7 3. Kinds of Vocabulary……………………9 Reference of Action Intervention Alternative Chosen 1. Definition of Pictures..……...................... 12 2. Kinds of Pictures…………………........... 12 3. Advantages and Disadvantages of Pictures13 Teaching Vocabulary by Pictures………........14 Relevant Study …………………………….. . 15 Conceptual Framework………………………15 Action Hypothesis………………………… ...16

CHAPTER III

: RESEARCH METHODOLOGY A. B.

C. D. E. F.

G. H. I. J.

CHAPTER IV

Method of Research………………................17 Subject and the Object of Research……….....18 1. Subject of Research………………………………….18 2. Object of Research………………………. 18 Writer‟s Role on the Study…………………. 18 Time and Place of the Study………………… 19 Research Design….………………………….19 Classroom Action Research (CAR) Procedure.22 1. Planning phase……………………………. 22 2. Acting Phase………………………………. 22 3. Observing Phase……………………………22 4. Reflecting Phase …………………………...23 Technique of Collecting Data………………...23 Technique of Data Analysis………………….24 Validity of Data……………………………. 26 Trustworthiness of Study…………………….26 1. Discriminating Power…………………….. 26 2. Difficulty Item of test …………………….. 27

: RESULT AND DISCUSSION A.

B.

C.

Before Implementing the Action……………… 29 1. Result of Pre Observation…………………29 2. Result of Pre Interview……………………30 3. Result of Pre Test…………………………30 Implementation of CAR……………………… 33 1. Cycle 1…...……………...………….………33 1.1 Planning………………………………… 33 1.2 Acting…………………………………… 34 1.3 Observing………………………………. 35 1.4 Reflecting………………………………..35 2. Cycle 2……………………………………………36 2.1 Planning…………………………………36 2.2 Acting……………………………………37 2.3 Observing………………………………..38 2.4 Reflecting………………………………..38 Discussion of the Data after CAR…..……….. 39

D. E. CHAPTER V

1. Result of Post Interview…………………39 2. Result of Field Note……………………40 3. Result of Post Test………………………41 a. Result of Post Test I in the First Cycle…41 b. Result of Post Test II in the second Cycle43 Interpretation of the Test Result……………….54 Discussion………………………………………56

: CONCLUSION AND SUGGESTION A. B.

Conclusion……………………………………57 Suggestion …………………………………...58

BIBLIOGRAPHY

: .........................................................................................59

APPENDICES

: ………………………………………………………….61

LIST OF FIGURES

Figures 3.1

The Kurt Lewin’s Design…………………………………….. 20

Figures 3.2

The Activity of CAR modified by the Writer ………….........21

Figures 3.3

Diagram of the Result of Student’s Vocabulary Through Pictures before CAR Implementation………………………..33

Figures 3.4

Diagram of Students’ result of post-test 1 at the first cycle...43

Figures 3.5

Diagram of Students’ result of post-test 2 at the second cycle………………………………………………...45

LIST OF TABLE

Table 4.1 Result of Pre Test…………………………………………………… 31 Table 4.2 Result of Post Test I………………………………………………... 41 Table 4.3 Result of Post Test II……………………………………………….. 44 Table 4.4 Students’ Vocabulary Score of Pre Test, Post Tes I & II………... 46

CHAPTER 1 INTRODUCTION

A. Background of Problem In Indonesia, English is considered as an international language, which is used all over the world. English has been adopted as a compulsory subject at school. It starts from Elementary school up to University. It said that English as a foreign language is taught in Indonesian schools. People realize that teaching English at this level becomes very important and need much concern. Listening, speaking, reading, and writing are four basic language skills that the students have to master. Besides such basic skills, the students have to master vocabulary. With a limited vocabulary, anyone will also have a limited understanding in listening, speaking, reading, and writing. Vocabulary is necessary to give student something to hang on to when learning structure, but it‟s

frequently not a main focus for learning itself.1 Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discourage from making use of language learning opportunities around them such as listening to the radio, listening to native speakers, using the language in different contexts, reading, or watching television.2 Not all vocabulary can be learnt through interaction and discovery techniques. Even if such techniques are possible, however, they are not always the most cost effective. The first thing to realize about vocabulary items is that they frequently have more than one meaning. Vocabulary often becomes a problem for most high school students, eventhough they have studied English since elementary school. And sometimes they always get difficulties to understand some words in a context. Most of them eventually are not interested in English subject anymore, and English likely becomes something too hard to learn. Because the size of vocabulary varies with the ability and experiences of individual children, various investigations have sought to determine the range in size of vocabulary and an acceptable average for children at various age levels. Growth in meaning vocabulary is full of variations. Some words easily take on rich meaning, especially those that refer to concrete objects and activities; others are difficult to understand because of a variety of diverse meanings and because of their abstractness.3 The teacher should take advantage of children‟s vicarious experiences that will add new their words vocabulary or extend and enrich the meanings of partially familiar words. The modern school can take advantage of mass media in this connection –newspaper, radio, recording, television, still pictures, filmstrip, slides and films. A factor in

1

Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 154. 2 Jack C. Richards and Willy A. Renandya, Methodology in Language teaching, ( New York: Cambridge University press 2008), p. 255 3 Mildred A. Dawson, Marian Zollinger and Ardell Elwell, Guiding Language Learning, ( New York: Harcourt, Brace & World, Inc 1963), p. 64

determining the character and amount of a child‟s vocabulary is the type of environment in which he lives.4 Usually English teachers teach vocabulary to their student with explanation and translation technique or we call it non visual technique. It makes them difficult to understand the vocabulary. Explaining the meaning of vocabulary items can be very difficult, especially at beginner and elementary levels.5And then explanation is a quick and easy way to present the meaning of words but it is not without problem. In the first place it is not always easy to translate words, and in the second place, even where translation is possible, it may make it a bit too easy for student by discouraging them from interacting with the words.6 Vocabulary is not easy to be increased without a proper way of how to build up. In this case an English teacher has role important to stimulate students to improve their vocabulary. Based on the observation above, the writer assumed that the students‟ problem in learning vocabulary comes not only from the students but also from the teacher‟s method that used in teaching vocabulary. According to the writer, it is crucial problems because the students will find difficulties in learning vocabulary, so they cannot understand about listening, speaking, reading and writing in real communication, and they will forget vocabularies easily. According to the problem above, the writer wants to propose a method and she tries to give the solution to the teachers‟ problem in teaching learning vocabulary. In order the problems that faced by the students and the teacher can be solved, and can reinforce students‟ vocabulary mastery. The method proposed is using pictures in teaching vocabulary. Using pictures technique is a suitable method for the teacher in teaching vocabulary, and it will give solution for the teacher in teaching learning activities.

4

Mildred A. Dawson, Marian Zollinger and Ardell Elwell, Guiding Language Learning, ( New York: Harcourt, Brace & World, Inc 1963), p. 64 5 Jeremy Harmer, The Practice of English Language Teaching,( New York: Longman Publishing, 1991), p. 162 6 Jeremy Harmer, The practice of English Language Teaching,( New York: Longman Publishing, 1991), p. 162

Based on the explanation above, the writer wants to conduct the research about the effort to reinforce students‟ vocabulary through pictures with entitle “REINFORCING STUDENTS’ VOCABULARY MASTERY THROUGH PICTURES ( A Classroom Action Research in first grade of SMP PRAKARYA Anjatan- Indramayu)”.

B. Identification of Problem There are so many problems that can be identified in this research. Following are the identification of the problem: 1. The environment influenced students‟ vocabulary. 2. The application of the method in teaching English vocabulary by the teacher and made students feel bore. 3. The pictures or through Visual aid can improve students‟ vocabulary. 4. The students will be enthusiastic and enjoy in Teaching Learning process.

C. Limitation and The Formulation of the Problem 1.

Limitation and The Formulation of the Problem Based on the background and identification problem above, in this

Classroom Action Research the writer limits the problem to the application of Pictures to improve students‟ vocabulary as follow: a. This Classroom Action Research is conducted at VII grades students of SMP Prakarya academic year 2010/2011. b. The writer as the researcher and observer during implementing the research process in using pictures to improve students‟ comprehensive of the vocabulary at the first grade of SMP Prakarya Anjatan –Indramayu. 2. Formulation of the Research From the identification and the formulation of the problems above, the writer formulates the problem as follow: “can pictures reinforce students‟ vocabulary mastery? In addition “How does a picture reinforce students‟ vocabulary?

D. Objective of the Research The objective of the research is to know how pictures reinforce students‟ vocabulary mastery at the first year of SMP PRAKARYA Anjatan- Indramayu?

E. Significance of the Research The significance of this research is conveyed to: first, for the teacher. It gives alternative solution in teaching vocabulary skill. Second, is for students. It assists them to solve their problems in vocabulary activity of interest in learning vocabulary and it can help them to improve their vocabulary.

CHAPTER II THEORITICAL FRAMEWORK .

A. Reference of Area Theory and Research Focus 1. Definition of Vocabulary Mastery There are definitions of vocabulary given by experts. Vocabulary is one of the most important elements in a language. To speak the language we need to master vocabulary. No matter how well you learn grammar, how successfully the sound of a foreign language is mastered, without words to express a wider range of meanings, communication in the foreign language just cannot happen in any meaningful way.7 Good mastery of vocabulary is important for everyone who learns the language, which is used in listening, speaking, writing, and reading besides

grammar

as

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http://www.englishraven.com/articletheory 7

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piaget.html8:

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Norbert Schmit and Michael Mc. Chartey, Vocabulary: Description, Acquisition and Pedagogy,(London: Cambridge University Press,1997), p. 140 8 http://www.englishraven.com/articletheory piaget.html

at is

Vocabulary is needed by each language skill. Mastering vocabulary is not easy, yet other aspects of the language should be considered such as sound, and structure. Penny Ur defines that vocabulary is the words that teach in the foreign language.9 Hatch and Brown defines vocabulary as a list or set of words for a particular language or set of words that individual speaker of language might use.10 According to AS Hornby, vocabulary is: a)

Total number of words which (with rules for combining them) make up language.

b)

Range of words known to or used by, a person, in trade, profession, etc.

c)

Book containing a list of words used in a book etc, usually with definition or translation11.

Based on the definitions above it can be assumed that vocabulary mastery is one element important in a foreign language. When a student has mastered the fundamental grammatical patterns of language, his next task is to master its vocabulary or at least that part of its vocabulary that he needs.12

2. Purpose of Vocabulary Mastery Mastering vocabulary is the ability to get and receive a lot of words, by having and mastering it, we will know the meaning of vocabulary in the context it 9

Penny Ur, A Course in Language Teaching Practice and Theory (New York: Cambridge University Press,1996), p.60 10 Evelyn Hatch and Cheeryl Brown,, Vocabulary, Semantic and Language Education (Cambridge: Cambridge University Press,1995), p.1 11 AS. Hornby, Oxford Advanced Learner’s Dictionary ( Oxford: Oxford University Press, 1987), p. 1959 12 Cellier-MacMillan International: How to Teach and Learn English, (New York: A Division of MacMillan Ltd,1971), p.4

can also help to avoid making the mistakes in identifying a language with dictionary and guide us in making the equivalence of the second language to native language, so that mean: a. Helping us master kinds or levels of meaning. In mastering the kinds or levels of meaning such as the words with their lexical meaning are, they are by no means the only essential meaning in the symbols and devices of a language and also the lexical content the various words as listed and defined in a dictionary13.

b. Vocabularies find in a language, this is because the languages we use consist of vocabularies. Whatever else people may do when, they come together whether they play, fight, make love, they talk; we live in a world of words.

14

Television furthers more of words. As a hardly

moment of our waking lives is free from word, we talk to our pets sometime we talk to ourselves. c. Words can express our ability. When a person demonstrated his speech in front of the public, his word can bring ourselves to the other world, his ability in speech is well known all over the world, and that all start from word. d. Vocabulary is involved in all aspects in student learning and that can improve their skill in English, whether in listening, in Speaking, Reading or Writing. Student cannot speak well if they do not know vocabulary, they also do not listen carefully if they do not know vocabulary, they may stuck in Reading if they do not know vocabulary. So it‟s mean that vocabulary helps students to learn the Language and improve it. In writing vocabulary function as a tool to express 13

a successful learning, it shows a good feedback to the

Victoria Fromkin and Robert Rodman, an introduction to language, (Victoria: Holt rineheart and Winston, Inc, 1974), p. 1 14

Ibid. p.1

learning. According to William D. Baker, he said that “Writing as a language skill which needs a lot of words in it because no words no writing”.15

In reading the reading section of each book contains

materials on techniques of reading studying, as well as on such skills as test taking test and reasoning. From those can be conclude that vocabulary is involved in each aspects of our live, and that mean it is crucial to be acquire, especially when we talk.

3. Kinds of Vocabulary According to John Read vocabulary divided into two they are function words and content words “words of these kind articles, preposition, conjunctions auxiliaries, etc. Function words mean this vocabulary is cannot be added the word with preposition or auxiliaries or modal or structure. Content words in the other hand can be added to at any times as a scientific advances make a new words e.g. words that mean a quality or size will add “a” and follow with “of” . Example: A piece of bread, a head of lettuce, a spoon of sugar Content words can be divided into three general ideas, they are: 1) Words naming things, idea, entities, that new might call them Noun. Example: Table, Book, Chair, wardrobe, Banana, etc. 2) Words naming action called Verb. Example: Walk Run, Swim, Fly, climb, etc.

15

William D. Baker, Reading and Writing Skills ( Michigan: The University of Michigan, 1971), p. 21

3) Words used to describe the qualities of those things or action adjective and adverbs.16 Example: action adjective Love, Like, Dislike, Hate, etc. Adverb: Living room, Garden, School, Station, etc.

According to I.S.P Nation has divided vocabulary into two they are: a)

b)

Receptive Vocabulary: knowing a word involves being able to recognize it when it is heard (what is the sound like?) or when it seen (what does she like?) and having an expectation of what grammatical pattern the word will occurrence. This includes being able to judge if the word form sound right or look right. Productive vocabulary: Knowing a word involves being able to pronounce the word, how to write and spell it, how to use it in grammatical pattern along with the word usually collocates with, it also involves not using the word too often it is typically a law- frequency word, and using it in a suitable subtitle for the word if there any.17

From explanation above, we know that every expert in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and telling their opinion and ideas. Some of them who emphasize vocabulary to the item which the learners can use appropriately in speaking and writing and to the language items that can be recognized and understood in the context of reading and listening and some who classify vocabulary from little or empty words, context words, clusters of words and some of them classify vocabulary into general and special. Even the classifications of the kinds of vocabulary that they have made are different, but the point is the same, because their classifications are based on the different sides and aspect.

16

Charles C. Fries, Teaching & Learning English as Foreign Language,( U.S: The University of Michigan, 1945), p. 47 17 I.S.P. Nation, Teaching and Learning Language, ( New York: New Burry House: 1990),p. 3

In mastering vocabulary students need to know kinds or levels of meaning before constructing new sentence. Here is some of the vocabulary use: a. Helping students’ master kinds of meaning In mastering the kinds or levels of meaning such as the words with their lexical meaning are: they are by no means the only essential meaning in the symbol and device of a language and also the lexical content of the various words –the words as listed and defined in a dictionary. 18 b. Recognizing group of vocabulary items Vocabulary is extremely large and also varies. Teacher however must help their students to recognize various vocabulary items by involving them as the central points of the activity as fries says” gaining words of English must begin with a recognition of the fact that the vocabulary items are of various kind”.19 For further more Fries classified groups of vocabulary items into four groups: 1. First one is function words, in this groups it consists of auxiliaries, preposition, conjunction, interrogative particles, and a miscellaneous group consisting of the words for degree, for generalizing, the articles, etc. 2. Second one is the substitute words. These words which represents not individual things or specific action but function as substitutes for whole form classes of words. 3. Third is a grammatical matter as the presence or absence of a negative. 4. Forth is words called content words.20

18

Charles c. Fries, Teaching and Learning English as Foreign Langugae, (Michigan: 1970), p. 18 19 Charles. C. Fries Ann Arbor, Teaching and Learning English as Foreign Language, ( Michigan University, 1945), p. 40 20 Charles c. Fries, Teaching and Learning English as Foreign Langugae, (Michigan: 1970), p. 18

B.

Reference of Action Intervention Alternative Chosen 1. Definition of pictures In Webster New world Dictionary of American English we can see that

pictures is an imagine or likeness of an object person or scene produce on a flat surface especially by painting, drawing or photography.21 According to Amir Hamzah Sulaiman, pictures are the easiest aid you get and very important to learn because they give a concrete description about the problem described. Pictures make people grasp the idea or information clearly even clearer than words, which are expressed spoken or written.22 So, from the definition above, it show that pictures are imitation from the real things which can give a clear description about the problem described. 2. Kinds of pictures There are many pictures that we can see in life; according to William Frances Mackey there are some different types of pictures namely: a. Thematic Pictures Thematic pictures are those used simply to illustrate a theme or a text. It most often came in the form of crowded scenes, illustrating a single theme, etc. b. Mnemonic Pictures Mnemonic pictures are those designed to remind the learner of certain words or sentences. They may represent situations broken up into sequences and represented in a short comic strip technique. c. Semantic Pictures Semantic pictures function is to get a specific meaning across. 23

21

Noah Webster, Webster New World Dictionary of American English, ( prentice hall Regents, 1994),p. 1022 22 Amir Hamzah Sulaiman, Media Audio Visual, (Jakarta: PT. Gramedia, 1985), p. 27 23 William Frances Mackey, Language Teaching Analysis, ( London: Indian University Press, 1971), p. 245-246

According to Mary and Michael Bonomo said in their books‟ The Foreign Language Leaner, A guide for Teacher that pictures divided into three kinds as follow: a. Pictures of individual persons of individual objects, there are single pictures of object or persons , such as pictures vary in size and can be maintain single or in set. b. Pictures of situation in which persons are doing something with objects and in which relationship of object and or people can be seen c. A series (six to ten) on the chart as a number of related composite pictures linked to form a series or sequence. 24

3.

Advantages and Disadvantages of using pictures Pictures are important visual aids in teaching Grammar, because pictures

can be used to improve students‟ ideas and comprehension. Motivating interest is one factor to achieve the goal of teaching learning process, the teacher should be creative to find materials of grammar, and of course it should not to beyond the students‟ knowledge. By using pictures the teacher can make the students get a clear description about what they have to write, but sometimes they have difficulty in arranging the sentences, in this case the teacher should give students some instruction to stimulate their ideas. a.

Advantages of using Pictures

There are many advantages of using picture in teaching, such as pictures can motivated the students in learning language, the following are some opinions concerning with the advantages of using pictures in teaching.

24

Marry Finnochairo and Michael Bonomo,The Foreign Language Learner,A guide for Teacher, ( New York: Regents Publishing Company, 1973), p. 164

According to Marry Finnochiaro, the advantages of using pictures in teaching are: 1)

The pictures provide added incentive to learn and interesting for the student.

2)

The pictures give necessary variation and provide the classroom change of –pace25.

b.

Disadvantages of using Pictures

Besides the advantage, pictures as teaching aids have disadvantages or limitation, the writer assumed that it is difficult to make a picture that is explained an abstract condition, and the teacher has to prepare himself to make pictures or to find a good picture. Because the students do not always know to read pictures and the pictures often limits student‟s interpretation.

C.

Teaching Vocabulary by Pictures Before the class begins, the teacher prepares some techniques and tools to

help in teaching and learning process. The student leaves his book closed all times during the class, and depends upon the teacher to give him model and the stimulus which will evoke the pattern desired. However before begins practice requiring the chart, the students unfolds the chart indicated at the beginning of the practice. The teacher presents the stimulus and at the first three responses as examples for the class until the student understand the exercise learning vocabulary through pictures of the pattern to be practiced. A minimum of three example should be given to average class, but sometimes more than three are required to show the variety of types for substitution that are possible in the pattern. When the students understand the pattern, they should continue the practice with only the stimulus of the pictures in 25

Ibid. p.164

the chart, or the substitution items pronounced by the teacher, but do not explain the pattern. He does not explain the exercise but demonstrates by giving models.26 D. Relevant study There are researches have been done by researcher about pictures can improve student‟s vocabulary. Syeha Ramadan 1030140027022 he writes “TEACHING VOCABULARY THRUOGH PICTURE” 2008.

He has

analyzed and evaluated an aspect in teaching vocabulary through pictures. It shows that the use of pictures in teaching vocabulary has good influence, and that all indicate on the result of the research. The teacher should have the ability to convey the good material to the students, when he/she teaches in class. Teacher needs some media to make students easier in understanding material. Picture is one of visual aid that the teacher used in the class while teaching. Based on the result by using the pictures, the students who got the difficulties were lower than before. From the calculation in the previous chapter that the value of “to” is higher than “t table” it means that to = 16, 95 indicate that there is a significant differences between the result of teaching vocabulary through picture and without pictures the student could improve their vocabulary through pictures. Teaching learning activities in vocabulary subject is very important to choose the suitable media to improve student skill. So by using pictures the vocabulary subject will be easy to understand. Different from the previous that have been explain above, the writer focus on

using pictures of teaching vocabulary in conducting the

Classroom Action Research (CAR) to reinforce students‟ vocabulary mastery through pictures. E. Conceptual framework There are many methods used in teaching language to students. Successful language learning outside the school is generally in a situation where the learner

26

Marry Finocchiaro and Christopher Brumfit, the Functional National Approach: From Theory to Practice( London: Oxford University Press, 1985), p. 177-178

can see what is named by the word to be learned. Whenever possible, that condition of successful vocabulary learning should be provided in second language classroom. When we point to parts of the classroom, or bring into the classroom readily accessible objects, boxes, bottle, can openers, scissors, light bulbs, candles, tools, or small toys we are using visual aids.27 By using pictures, it is hoped that the teacher will be able to motivate them to learn and pay attention to the material presented by the teacher, and finally they are able to understand English well. It will be encourage students to learn English more easy in teaching vocabulary through pictures. F. Action hypothesis In action hypothesis the writer gets more information to find some technique in teaching vocabulary through pictures, which could be simple and easy to prepare or use about visual aids or tools for teaching and learning process. So according to the writer teaching vocabulary through pictures is more effective than teaching vocabulary without pictures, especial for students using English language as a foreign language. The action hypothesis that purposed in this research is by “using pictures method in teaching vocabulary can improve students‟ mastery in vocabulary at VII grades students of SMP Prakarya AnjatanIndramayu academic year 2010-2011.

27

Virginia French Allen. Techniques in Teaching Vocabulary. (New York: Oxford University Press: 1983). p.33

CHAPTER III RESEARCH METHODOLOGY

A. Method of Research The method used in this study is Classroom Action Research (CAR) method which is derived from the roots an action research. Because it occurs in the classroom frame, it is called CAR. According to Michael J. Wallace, CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answer toward context-specific issues.28 It means that to begin the CAR, the researcher or the teacher needs to identify any problems on teaching learning vocabulary real found in the classroom concerning students‟ condition in learning. Meanwhile David Kember defined: Action research is portrayed as a cyclical or spiral process involving steps of planning, acting, observing and reflecting. It is normal for a project to go through two or more cycles in an iterative process. 28

Michael J Wallace, Action Research for Learning Teacher,(Cambridge: Cambridge University Press,2006), p.5

Improvement is brought about by a series of cycles, each incorporating lessons from previous cycles.29 According to L. R. Gay as following: The purpose of action research is to solve classroom through the application of the scientific method. It is concerned with a local problem and is conducted in a local setting. It is not concerned with whether the results are generalizable to any other setting and is not characterized by the same kind of control evident in other categories of research30. The writer used this method because she wants to find out problem solving in teaching learning vocabulary. The writer used the pictures to reinforce students‟ vocabulary.

B. Subject and the Object of Research 1) Subject of Research The subject of this study is students at VII junior high school Prakarya Anjatan –Indramayu academic year 2010-2011. The number of students consists of 29 (twenty nine). It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement or vocabulary test among the other second grade classes. That is why they need an appropriate strategy to help them improve their score toward vocabulary. 2) Object of Research The object of this study is Pictures to improve students‟ vocabulary.

C. Writer’s Role on the Research In this role, the writer is as the observer whiles the action. She makes a lesson plan and the assessment or test before CAR (pre-test) and after CAR (post-

29

David Kember, Action Learning and Action Research,(London: British Library 2000),

p. 25

30

L. G. Gay, Educational Research Competencies for Analysis and Application,(

test) in each final cycle. Furthermore, the writer also collects and analyzes data then reporting the result of study. On the other hand, the teacher carries out the action based upon the lesson plan has been made.

D. Time and Place of the Research This research is carried out for two months from 15 February up to 16 march 2011. The place is at VII grade in Junior high school Prakarya Anjatan – Indramayu academic year 2010-2011.

E. Research Design This Action research would be carried out through two cycles. Each cycle consist of three meetings. Both cycles consisted of teaching and learning process and tests. Before conducting the teaching and learning activity, the researcher gave a pre-test, and post-test given at the last of each cycle. In order to be clear, the researcher would like to present the Kurt Lewin‟s action research design. It contains four phases; planning, acting, observing and reflecting.

Figure 3.1 The Kurt Lewin’s Design

Planning

Reflecting

Cycle 1

Acting

Observing Planning

Reflecting

Cycle 2

Observing

Acting

Figure 3.2 The Activity of CAR modified by the writer  The teacher makes the lesson plan  The teacher prepares the form of observation  The teacher makes the form of evaluation and post – test I

 The teacher and the observer discuss collaboratively about students’ achievement and result of acting phase  The teacher and the observer evacuate in teaching learning process

Cycle 1

 The teacher conduct the lesson plan  Teach the procedure( how to make a banana fried) and descriptive text ( describing people)

 The teacher observers the students’ response, activity, and the class condition and situation. And the observer writes about it.  The teacher gives a post-test after conducting the cycle I

 The observer rives the lesson plan, the material and the topic  The teacher prepares the form of evaluation in post-test II  The teacher makes the form observation  The teacher and the observer discuss the result of the cycle II.

Cycle 2

 The teacher conducts the new lesson plan, and then teaches about how to makes fried rice and describing people

 The teacher gives the post-test II after the final cycle II  The teacher writes the students’ activity and the situation and condition during teaching learning process

F. Classroom Action Research (CAR) Procedures After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problem yet. To make clear what happen in every phase, the writer want to explain every phase: 1)

Planning Phase

A research plan is detailed descriptions of a proposed study designed investigate a given problem. The research plan must be completed before a study is begun. After identifying and diagnosing students‟ vocabulary problem occurred in the class proven by observing and interviewing. 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 grades at SMP Prakarya Anjatan – Indramayu.

2). Acting Phase Second phase is acting, in this phase both writer and the teacher collaborate to carry out the planned action. According to Arikunto, the acting phase should be implemented at least two cycles continuously, and the time31 period for each cycle depends on the material needs that existed in the semester or annual program designed by the teacher.

3) Observing Phase In this phase, the writer observed should notice and note all of activities in the physical classroom. The teacher performance in front of the class, and student responded. In this phase, it also collects the data derived from evaluation or post test.

7 Suharsimi Arikunto, Penelitian Tindakan Kelas,(Jakarta:Bumi Aksara,2009), p. 21-23

4) Reflecting Phase According to David Kember in this phase many teams talked about their experience of self-reflection: This is another example of the process being an outcome. Firstly the process of reflection led to insights into better approaches to teaching and a greater understanding of student learning. Secondly and perhaps more importantly by engaging in this collective reflection the participant realized the importance of reflecting on their teaching and hopefully should adopt a reflective stance in the future: data collected enabled reflective on teaching styles and obstacles to learning.32

G. Technique of Collecting Data In this research the writer using qualitative data (experience based) and quantitative data (number based). In developing the data base from which to make a representation you will be involved primarily in: observation, interviewing and uses pre-test and post-test. These three will be briefly outlined in turn. 1) Observation Observation is more than just looking and seeing. The task of observation is to be able to represent a social scene in a way which is recognizable to the actors involved, is considered valid and a true representation of their action. The problem here is the issue of what is meant by valid and true. In this case the teacher to know about class situation as vocabulary activity, and student‟s response concerning the use of pictures. 2) Interviewing Much of my data will probably be collected by interview. The interview also will be carried out after accomplishing CAR to know the teacher‟s response toward the idea of pictures.

32

David Kember, Action Learning and Action Research,(London: British Library 2000),

p. 125

3) Test In this study the writer used pre-test and post-test. Testing refer to improved scores on a post-test resulting from subject having taken a pre-test. In other words, taking a pre-test may improve performance on a post-test, regardless of whether there is any treatment or instruction in between.33 The pre-test is done before implementing pictures. Meanwhile, the post-test is implemented after using pictures.

H. Technique of Data Analysis In this study to analyzed data the writer used the analysis qualitative is the observation students‟ activities during teaching learning process in the classroom, and the interview before and after CAR. The first data the writer tries to get the average of students‟ vocabulary score per action within one cycle. It uses the formula:

X = ∑x n X : mean X

: individual score

n : number of students Second, the writer tries to get the class percentages which pass the KKM 65. It uses the formula:34

33

David Kember, Action Learning and Action Research,(London: British Library 2000),

p. 266

34

Anas Sudjiono, pengantar Statistik Pendidikan, (Jakarta: PT.Raja Grafindo Persada,2008), p.43

P : the class percentage

P = F x 100% N

F : total percentage score N : number of students

Third, after getting mean of students‟ sore per actions, the writer identifies whether or not there might have students‟ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:35

P = y1 – y X 100% y P : Percentage of students‟ improvement y : pre-test result y1 : post-test 1

P = y2 – y X 100% y P : Percentage of students‟ improvement y : pre-test result y2 : post-test 2

35

David E.Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, (Iowa: Department of Physics and Astronomy,2008), p.3

I.

Validity of Data Validity means testing what you are purposed to test and not something

else. The goals of project are normality related to learning outcomes, which is what assessment determines. Tests, examination and continuous assessment can provide valuable data for action research. The process of validity a test of a conduct is by no means an easy task. In this case, the steps involved in determining concurrent validity are as follow:

1) Administer the new test to a defined group of individuals. 2) Administer a previously established, valid test for acquire such scores if already available to the same group, at the same time, or shortly thereafter. 3) Correlate the two sets of scores. 4) Evaluate the result.36 Regarding validity in action research, the writer adopts Anderson, Her, and Nilhen‟s criteria that mention the validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity37. In this case, the writer and teacher discuss and assess the students‟ test result of cycle one and cycle two together. It is done in order to avoid invalid data.

J.

Trustworthiness of study 1) Discriminating power Discriminating power provides a more detailed analysis of the test items

than does item difficulty, because it show how the top scores and lower scores performed on each item.38

36

L. G. Ray, Educational Research competence for analysis and application,(Ohio: Merill Publising Company,1987), p. 132 37 Geoffrey E, Mills, Action Research: A Guide for the Teacher Researcher, (Ohio: Merrill Prentice Hall, 2003), p. 84 38 Kathleen M. Bailey, learning about language Assessment: Dilemas, Decisions, and Direction, (London: Heinle Publisher, 1998), p. 135

D=U–L 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 group

Next, the discriminating scale uses: 39 DP

REMARK

0.6 – 1.0

Very good

0.4 – 0.6

Good

0.1 – 0.3

Ok

-1 – 0.0

Bad

2) Difficulty Item of test The difficulty item of test 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 of students or examinees taking the test of which that item is a part. 40 The formula as following.41

39

J.B.Heaton, Classroom Testing, (New York: Longman Inc, 1990), p.174 Jhon W. Oller, Language Test at School, (London: Longman group Limited, 1979), p.246 41 Norman E. Gronlund, Construction Achievement test, (New York: Prentice Hall, 1982,) p.102 40

P=R 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

The classification of Difficulty level42

42

ID

REMARK

0.80 – 1.00

Low

0.30 – 0.79

Medium

0 – 1.00

High

Jhon W.Oller, Language test at School,…..p.247

CHAPTER IV RESULT AND DISCUSSION

A. Before Implementing the Action Before the implementation of the action, the writer divided three parts of data description in order to know the obstacles of teaching learning activities. Those are pre-observation, pre-interview, and pre-test. Here are the explanations: 1. Result of Pre Observation The objective of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research (CAR). It was conducted on Monday, 28 February 2011 at VII grade of SMP Prakarya at 07: 30 A.M to 08:45 A.M. there are 29 students in the Class. Based on the observation it is to know that in teaching Vocabulary at VII grade of SMP Prakarya AnjatanIndramayu academic 2010/2011, the teacher tends to be teacher centered during the teaching learning process. It makes the students be passive. When the teacher teaching vocabulary, the teacher only gives the translation and asked the students

to repeat after the teacher. And then the teacher writes a list vocabulary on the whiteboard and the student to memorize the vocabulary. 2. Result of Pre Interview This interview conducted as unstructured interview. It was conducted on Tuesday 1 march 2011 in this part the writer asked some questions to the teacher about English teaching activities, emphasized on vocabulary skill, the teacher method problem in teaching learning process. The students‟ difficulties in learning vocabulary, and also his teaching method and technique. Related to the English teaching learning process, the teacher said that most of the students didn‟t like and students less motivation to English lesson, because they think English is difficult and uninterested, especially when they studied about vocabulary. The teacher also said that to improve students‟ score above the KKM (65) is still hard. Next about teachers‟ Problem in teaching learning process and students‟ problem in learning process, the teacher told that actually the teacher got many problems. When the teacher taught about vocabulary to the students, students were still difficult to translate from English to Indonesian. Student difficult to make a sentence in English because their vocabulary is limited, and to mention about a noun, verb, adjective and so on is difficult. The method that the teacher used in teaching vocabulary is Translation and memorized the vocabulary. It is one of the ways to improve their vocabulary in teaching English.

3. Result of Pre Test The pre-test was conducted at the beginning of the research. The purpose of this test was to check how far the students‟ understanding about vocabulary. The

Pre-test was conducted on Wednesday 2 march 2011. There were 29 students who followed this test. They had to answer 20 multiple –choice items given by the teacher. The result of the pre-test can be seen in the table below.

Table 4.1 Result of Pre Test Students’ Number

Students’ Score

1.

30

2.

70*

3.

25

4.

70*

5.

75*

6.

35

7.

70*

8.

65*

9.

70*

10.

70*

11.

75*

12.

70*

13.

60

14.

60

15.

45

16.

60

17.

65*

18.

50

19.

50

20.

55

21.

70*

22.

35

23.

70*

24.

75*

25.

65*

26.

50

27.

60

28.

70*

29.

60

Mean: X = Σx n

59.48

* The Student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the result of pre- test, the data showed that the mean score of pre-test was 59.48. There were only twenty five students who passed the Minimum Mastery Criterion (KKM). And 14 students who still get the score below the Minimum Mastery Criterion (KKM). The highest achievement gained score 75, and the lowest achievement gained score 25. It can be concluded that the students‟ understanding of vocabulary are still low. Therefore, the writer conducted the Classroom Action Research (CAR) by using pictures and the treatments in each cycle are important to improve the students‟ result.

Pretest 80 70 60 50 40 Pretest 30 20 10 0 1

3

5

7

9 11 13 15 17 19 21 23 25 27 29

Figure 3.3 Diagram of the Result of Students‟ Vocabulary through Pictures before Classroom Action Research Implementation

B. Implementation of Classroom Action Research (CAR) 1. CYCLE 1 1.1 Planning In this phase the writer made a planning for the action based on the problems faced by the students in understanding of the vocabulary. Before implementing it, the writer prepare everything related to the action that are used in teaching learning process, such as making a lesson plan, preparing materials, determining an interesting topic, preparing a teaching aids, preparing research instruments, such as the structured observation sheet, field notes, and the posttest.the topic in this phase was about “ How to make fried Banana”. In the first meeting the writer taught them about the material and step to made fried banana.

1.2 Acting This acting phase was conducted on Sunday 31february 2011. It had been done during one week in one cycle which consisted of three meetings. The teacher implemented the teaching learning process based on the lesson plan had been made. Here they are the activities that the teacher done from pre-teaching, while teaching and post teaching in the first cycle. a.

First meeting

The first meeting in the cycle one was conducted on Tuesday 1 march 2011. It was followed by 29 students. In this activity the reinforcing vocabulary through pictures was introduced to students. The topic used in this cycle was How to make Banana Fried. The activities which were given to the students used some vocabulary such as: Flour, Sugar, Salt, Water, Palm Oil, Banana, Frying pan, and Wash basin, Spatula, Stove, and Plate. The teacher explained about method used in teaching and learning process as well as possible. The teacher also provided some teaching aids to help the students to know what they were going to demonstrate the activities. In the first activities the teacher asked to students the material how to make fried banana they have known before. The teacher showed some pictures to the students and then the students try to guess what the picture is. And then the students practice about the steps how to make fried banana. b.

Second meeting

The second meeting in cycle one was conducted on Wednesday 2 march 2011,

it followed by 29 students. In this learning activity the teacher reviewed

last material, the teacher asked the students to perform in front of the class. Before starting to the new material or new topic the teacher gave some questions to the students about body. The member of body such as: hair, nose, eyes, hand, foot, finger, knee, eyes brow, ears, and etc. and then about the character of body such as: tall, thin, short, black color, white color, and etc.

Next the teacher had taken two students in front of the class. Finally the teacher asked to them about member of body and the character of body together. In teaching learning activities in this cycle could run well. The students were interested and seriously when the lesson was presented. Any mistake happened were tolerable. Finally, to check the students‟ mastery in vocabulary this cycle, the writer evaluates them by giving a test in first cycle. c.

Third meeting

In the third meeting of the first cycle, the students seemed more enthusiastic to response teachers‟ instruction and most of them wants to tries to make to speak English language in the classroom. Then, after teaching learning process finished, the teacher asked them to answer the questions it focused on students‟ comprehension of the vocabulary through pictures.

1.3 Observing In this phase the observer conducted an observation phase during the teaching learning process. It is about students‟ activities, students‟ response, teacher performance, the teachers‟ activities, participation, pronunciation‟s student, class situation which are found during the teaching and learning process by using field note. Meanwhile, the class situation was still under control. They were not able to guess the pictures by English language even though the teacher had been performing the material clearly. In this observing phase was also carried out the posttest 1 exactly on third meeting of the first cycle to measure how well the students‟ comprehension of the vocabulary that had been studied. The result of the posttest 1 the mean score of the class derived 70.86 in which there were 26 students who passed the KKM 65.

1.4

Reflecting

After collecting the data, the writer analyzes the data of teaching learning process. In this reflecting phase between the writer and the teacher discuss about teaching learning process of the reinforcing students‟ vocabulary mastery trough

pictures. The observer said that the teacher had still difficult to improve their vocabulary because the teacher still used method translation and memorize of words. In this case the students still confuse in vocabulary. Next, the writer had to still reflect the improper implementation of using pictures method. Here, the writer found the problem from result of field notes of teaching learning process. First, the teacher still had difficulties in managing the classroom through pictures. In this case the writer did to walk around the class, to check students‟ equipment and asked them to be ready to learn. Second, the material was too longer to be understood. To solve this problem, the writer explains the material by pictures in the classroom; it hopes students were interested and enthusiastic in learning vocabulary. In this case, teaching learning p[process should be fun as the it‟s the principle of pictures method. Third the teacher still had difficulty in asking students to do the exercise vocabulary. Based on the reflecting above, this cycle must be continuing in the next cycle. It must be more efforts in reinforcing students‟ vocabulary mastery through pictures. This effort was done in the next lesson plan of cycle 2.

2.

CYCLE 2 2.1 Planning In this second cycle of the planning phase was implemented into lesson

plan in teaching learning process. In this case the observer and the teacher modified the previous lesson plan into new lesson plan which had related with pictures in teaching vocabulary. Some modifications such as the used different material, media and exercise. The Observer still prepared the structured observation sheet and field note. And then also prepared the second post-test to know

the improvement the students‟ vocabulary. The topic was procedure about

„How to make fried rice’. The teacher gave the student to mention the material and procedures to make fried rice in front of the class. To check the students‟ understanding about the material, the observer gave them the post-test, the test was consists of 20 items in multiple choice.

2.2

Acting

In this phase was conducted during one week in one cycle which consisted of two meetings. The implementation of this cycle was done as same as in the first cycle, it is about pre-teaching, while teaching and post-teaching, here they are the explanation:

a. First meeting In this meeting second cycle was conducted on Sunday 8 march 2011. It was followed by 29 students. The topic in second cycle was procedures. The teaching learning processes same as in the first cycle at first and second meeting. The vocabulary presented by the teacher brings pictures in the classroom such as: rice, oil, chili, garlic, onion, meatball, rice, frying pan, and so on. The teacher explained again the activities before, in this occasion the students were getting adaptable with the activities. The teacher asked some students to mention the ingredients and materials of fried rice in English and then the students to practice the procedures how to make fried rice. The other students listened and paid attention to the performances seriously. The teacher always corrected if they did not understand or made some mistakes. The teacher also guided them when they got difficulties in practicing the material. To improve their vocabulary they must be memorize of words and try to write down the vocabulary on white board. They also to practice how to make fried rice.

b. Second meeting In this meeting second cycle was conducted on Tuesday 15 march 2011, it was followed by 29 students. This activities same as second meeting in the first cycle, the teacher gave the students some pictures and reviewed the material in the first at second cycle, because the pictures was related to last material. The teacher also guided them when they got difficulties in the material. In order to improve their vocabulary, the teacher wrote the vocabulary which they didn‟t before. The

pronunciation of each word he was also explained clearly. The students‟ repeated after the teacher. The activities process in this cycle could run better than the previous cycle. The students had become accustomed with the activities given by the teacher. Therefore, they were not afraid and shy anymore in performing and any command even though they made mistake.

Finally, they could produce their own

vocabulary and tried to mention other vocabulary around school environment. After teaching learning process in the second cycle, the observer gave a post-test to evaluate the students. c.

Third meeting

In this action of the second cycle, before gave them a posttest 2 the teacher reviewed the previous subject it avoided students were forgot the material that had been taught. In fact, the students had enthusiastic to make a procedure and some of them were fun and enjoyed to perform his response of teachers‟ command. Finally, after teaching learning process finished, the teacher gave them a posttest 2 it consisted 20 questions focused on students‟ comprehension of the vocabulary.

2.3 Observing In this cycle the teacher performance was better than the previous cycle, it can be seen the teacher can be a good model and director in giving the material of all the students‟ behavior performance, the students more understand the vocabulary during the teachings cycle, learning process and was better than the previous cycle. The students can understand and response about material, they also feel fun and enjoy. The student can guest the vocabulary of pictures and can speak by good pronounce. Finally they are ready to speak when they fell ready to speak the word.

2.4 Reflecting In this phase, the teacher and observer evaluate and discuss about teaching learning process. This phase is the objective to reflect the completely done the action research. First the observer and the teacher discussed about teachers‟

method teaching vocabulary. The observer and the teacher felt satisfied with result of this Classroom Action Research (CAR). It can be seen from students‟ score from pre-test up to pos-test in second cycle. The objective of lesson plan also had been achieved when the teacher applied it in the classroom. Second the student also can use the vocabulary in their activities and the students more interesting teaching vocabulary through pictures. Finally the observer and the teacher discuss about improvement of the students‟ score from pre-test up to post-test in second cycle. It was proven from pre-test the students who passed the Minimum Mastery Criterion were for students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 were for students or 62, 85%. In post test I cycle I were 70, 86 % the students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 65 and in the post test II of second cycle 84, 82 %. Based on the result above the implementation of Classroom Action Research (CAR) in reinforcing stunts‟ vocabulary mastery through pictures could be success, and the teacher and the observer decided to stop to the next cycle.

C. Discussion of the Data after Classroom Action Research (CAR) After conducting the action research, the writer gained four data: those were the result of the post interview, the result of post test and the result of field note. For further description as following:

1. Result of post interview The interview was held on Friday 16th march 2011 started from 07: 00 A.M up to 08:45. After conducting the second cycle, the writer asked some questions related to three things which had become the main points in this interview. First point is about students‟ condition and classroom activities, the teacher said that students‟ condition in the teaching learning process after applying the teaching vocabulary through pictures is more active in learning process; they look more interested in learning vocabulary through pictures, they feel enjoy and they can memorize the vocabularies in the short time. The

classroom situation is very attractive. A second point is about the development of students‟ skill vocabulary after implementing the picture method. The teacher said that the students‟ skill vocabulary had improved than before pre implementation of CAR. The students‟ more active in teaching learning process but also they can use vocabulary to speak or writing in daily activities. The last point is concerned with the teachers‟ opinion and motivation in applying pictures in teaching vocabulary. The teacher stated that a picture is an effective method and the teacher should use in teaching vocabulary. It can make the students to be interested and enjoy and then a picture can reduce feel bore in learning English especially in teaching learning vocabulary. Considering from explanation above, the writers concluded that the CAR was done successfully.

2. Result of Field note a. Situation of the class In the beginning of the lesson at first cycle, some students looked cheerful of the writer‟s coming. And then the observer explained the material or topic to the students and asked them to enjoy the time during the study. Some students did not understand about the procedure of the material and then the observer answer their question. Some students looked confused with the method teaching English used. The students were enthusiastic and interested in the teaching learning process. From observing the situations of the class the writer conclude that the students gave attention to the teachers‟ explanation during study.

b.

Participant of the Students

The students were fun and enjoy in the following the study using Pictures. Many words easy to memorize using pictures and more interesting in teaching vocabulary. And it is can reduce feel bore in the class.

From observing the participant of the students, it can be concluded that by using Pictures, the students more understand and enjoy in teaching vocabulary. They are motivated to be active in teaching learning process.

3.

Result of Post Test Before the students did the test, the writer had done pre test, difficulty

item, validity of test. The result of post test as follow:

a. Result of Post Test I in the First Cycle To know the students‟ improvement in first cycle, the writer evaluated them by giving a post –test in the last cycle I. the post-test accomplished on Tuesday 1 march 2011. There were 29 students who follow in this test. This posttest during 30 minutes. There are 20 multiple choices items given by the writer. The score was that 3 students got 60; 5 students got 65; 6 students got 70; 12 students got 75, 2 students got 80. The result of the post –test I can be seen in table below. Table 4.2 Result of post-test I Students’

Students’ Score

Number 1

75*

2

70*

3

60

4

70*

5

80*

6

70*

7

75*

8

70*

9

75*

10

75*

11

75*

12

75*

13

60

14

75*

15

70*

16

70*

17

75*

18

65*

19

65*

20

60

21

65*

22

75*

23

80*

24

75*

25

75*

26

65*

27

65*

28

65*

29

75*

Mean:

70,86

X= Σx n

*The

students

who

passed

the

Minimum

Mastery

Criterion-

(KKM) (65)

Based on the result of the post-test I, showed that the mean score of posttest I was 70, 86. The highest achievement gained score 80, and the lowest

achievement gained score 60. It can be concluded that the students‟ achievement of vocabulary improved from pre-test. Therefore, the observer must continue to the next cycle because the students could not achieve yet the standard of the Classroom Action Research (CAR) 75% of the Minimum Mastery Criterion – Kriteria Ketuntasan Mastery (KKM) (65).

Postest 1 90 80 70 60 50 40

Postest 1

30 20 10 0 1

3

5

7

9 11 13 15 17 19 21 23 25 27 29

Figure 3.4 Diagram of students‟ result of Post-test 1 at the first cycle b.

Result of Post test II in the second Cycle

The teacher was evaluated by giving a post-test II after the second cycle had finished in using teaching vocabulary through pictures. It was conducted on Tuesday, 15 March 2011. The observer reviewed again all the materials given during those cycles by performing some activities and asking by giving some pictures the students to guess them. In the post-test II, there were 20 items that were similar with pre-test and post-test I. The result of the post-test II in the second cycle can be seen in table below:

Table 4.3 Result of Post-test II Students’ Number 1

Students’ Score 85*

2 3

85* 80*

4

85*

5

95*

6

80*

7

90*

8

85*

9 10 11 12

90* 80* 90* 95*

13 14

70* 85*

15 16

80* 80*

17 18 19 20

85* 85* 85* 85*

21 22 23 24

95* 80* 90* 80*

25

85*

26 27

85* 90*

28 29

80* 80*

Mean=Σx N

84.82

*The Students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the result of post test II showed the highest achievement gained score 95, and the lowest achievement gained score 70. It can be concluded that the students‟ achievement in teaching learning vocabulary through pictures has a significant improvement. It can be seen in the result of pre-test, post-test I and post-test II.

Post-test II 100 80 60 40

Post-test II

20 0 1

3

5

7

9 11 13 15 17 19 21 23 25 27 29

Figures 3.5 Diagram of students‟ result of Post-test 2 at the second cycle

Based on the result above the observer and the writer stopped to the next cycle, because the students could achieve the standard of criteria action success was 75%.

The observer describe the students‟ vocabulary score in pre-test,

post test I in the first cycle and post test II in the second cycle in the table. Furthermore the observer used quantitative descriptive technique to analyze the data from the pre test, post-test I and post test II below:

Table 4.4 Students’ Vocabulary Score of Pre-test, post-test I and post-test II Students’ Number

Pre-test 30

Post-test I (Cycle I) 75*

Post test II (Cycle II) 85*

70*

70*

85*

25

60

80*

70*

70*

85*

90*

80*

95*

35

70*

80*

80*

75*

90*

75*

75*

85*

85*

75*

90*

75*

75*

80*

75*

75*

90*

85*

75*

95*

60

60

70*

60

75*

85*

45

70*

80*

60

70*

80*

65*

75*

85*

50

65*

85*

50

60

85*

55

65*

85*

80*

75*

95*

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

35

80*

80*

85*

75*

90*

75*

75*

80*

65*

75*

85*

50

65*

85*

60

65*

90*

70*

75*

80*

60

75*

80*

62,58

70,86

84,82

22 23 24 25 26 27 28 29 Mean= Σx N

*The students who passed the Minimum Mastery Criterion –Kriteria Ketuntasan Minimal KKM (65) To analyze all data, the observer would calculate the students mean score of the test, calculate the class percentage, and calculate the students‟ improvement score from pre-test to post-test I up to post-test II into percentage. The first step in analyze the data of pre-test is to get the mean score of the test. It is calculated by using this formula:

Σx X= n

1815 X= 29

X = 62.58

Based on that calculation, it is showed the mean score of the pre-test was 62,85. It means that the students‟ vocabulary mean score of pre-test before implementing Classroom Action Research (CAR) or before using pictures in teaching vocabulary was 62,85. Next step is the percentage of students‟ score who pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in pre-test used the formula as follow: F P=

X 100% N

15 P=

X 100% 29

P = 51.72% From the calculation above, it is known the students‟ percentage score is 51.72% it means that there are 15 students‟ who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) and there are 14 students‟ who still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM), from the percentage above, the writer gave the diagram to show to show the students‟ achievement in understanding Vocabulary is still low. The

diagram

as

following:

Result of Students' score before implementation 15 10 The Result of Students' score before implementation

5 0 Nilai < 65

Nilai 65

Nilai > 65

After that, the researcher calculated the result of post-test in cycle 1 to know the students‟ score improvement from the pre-test 1 result. The first step is calculating the mean score of post-test 1. It is calculated by using formula:

Σx X= n

2055 X= 29 X = 70.86%

From the computation above, the students‟ mean score of post-test in cycle 1 is 70.86. it means that there are some improvements in conducting the action by using Vocabulary. It could be seen from the pre-test mean score (62.58) to the post-test 1 mean score (70.86). So it can be concluded that there is improvement of students‟ score until 8.28 (70.86 – 62.58).

The next step is to get the percentage of students‟ improvement score from pre-test to post-tes1. The writer used the formula: y1 - y P=

X 100% y 70.86 – 62.58

P=

X 100% 62.58

8.28 P=

X 100% 62.58

P = 13.23%

Based on the computation above, it could be seen that the percentage of the students‟ improvement in understanding of Vocabulary from pre-test to post-test1 is 13.23%. it means that the score in cycle 1 has improved therefore; the writer must conduct the post-test 2 in the second cycle, because it still need more improvement to achieve the target of Classroom Action Research (75%). Finally, to get the percentage of students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) the calculation by using the formula: F P=

X 100% N

26 P=

X 100% 29

P = 89.65% Based on the absolute numerical above, it is showed the percentage of students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in post-test 1 is 89.65%. It is concluded the students‟ improvement in post-test 1 who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 1.73% (89.65 - 51.72). it is calculated ther are twenty six students‟ who pass the KKM and ther are three students who get the score below the standard of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Even though it is still needed more improvement because it could not achieve yet 75% as the target of success Clasroom Action Research (CAR). The students‟ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM), it could be seen from the diagram below:

Result of students' Score in Post-Test 1 25 20 15 10 5 0

The Result of students' Score in Post-Test 1 Nilai < 65 Nilai 65 Nilai > 65 (KKM)

After the writer conducted cycle two of Classroom Action Research, she gave to the students‟ a test in order to know and to prove whether the application of using pictures teaching Vocabulary successful and effective or not either from the result of pre-test or post-test 1. There are three steps to know this

improvement. Those are: first step is to calculate the mean score of test in posttest 2, it is used the formula:

Σx X= n

2460 X= 29

X =84.82 From that calculation, the mean score of post-test 2 in the cycle 2 is 13.96 (84.82 – 70.86) from the mean score of post-test in cycle 1. Second step is to know the calculation of percentage of students‟ improvement score. The writer used the formula: y2 - y P=

X 100% y 84.82 – 62.58

P=

X 100% 62.58

P = 35.53%

From the computation above, it could be known that the student‟s score in the post-test 2 improves 16.19 % (35.53% - 51.72%). from pre-test and 22.3% (35.53% - 13.23%) from the post-test in cycle 1. Then the next step is to calculate the percentage from the students‟ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in post-test 2. The writer used the formula: F P=

X 100% N

29 P=

X 100% 29

P = 100% Based on absolute calculation above, it is known the percentage of students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 100%. It means that in cycle 2 there are 29 students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal and there are 0 students‟ are below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). The class percentage of post-test 2 obviously show some improvements from the previous test, the improvement is 48.28% (100% - 51.72%) from the pre-test. The highest score in this post-test is 95 and the lowest score is 70. The students‟ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and who still below the Minimum Mastery Criterion-Kriteria

Ketuntasan Minimal (KKM) it can be seen in the diagram below:

Result of Students' Score in Post-test 2 40 30 20

The Result of Students' Score in Post-test 2

10 0 Nilai < 65

Nilai 65 (KKM)

Nilai > 65

D. Interpretation of the Test Result Based on the result of pre-test, post-test 1, and post-test 2, the writer can interpret the data, and she also gave the diagram before describing the result of pre-test,post-test 35 30 25 20

Pre Test

15

Post Test 1

10

Post Test 2

5 0 Nilai < 65

Nilai 65 (KKM)

Nilai > 65

After that the writer can interpret the data result among the pre-test, the post-test of cycle 1 and the post-test of cycle 2 in the detail as following: Before conducting the Classroom Action Research (CAR), the writer gave the pre-test to the students it is showed that the mean of students‟ score understanding of Vocabulary before using the Pictures is 62.58. meanwhile, the class percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 51.72%. it means that there are only 15 students who pass the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are 14 students‟who still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Then after getting the pre-test result, it is known that the mean score is 70.86. it proved that there are some improvement of students‟ score from the pretest that is 8.28 (70.86 – 62.58) or 13.23%. Moreover, the class percentage of students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in the post test 1 is 89.65%. It is known that there are 26 students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are 3 students‟ who still below the target of Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM). Consequently, the writer continued to conduct this Classroom Action Research (CAR) in the next cycle, because it could not achieve the target yet of success CAR criterion that is 75% from the students percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Next, the mean score in the post-test of cycle 2 is 84.82. It means that the students‟ a improvement score is 13.96 (84.82 – 70.86) from the post-test 1 (70.86) or 35.53% students improvement in the score percentage from pre-test. Furthermore, in the percentage of students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in the post-test 2 is 100%. It means there are 29 students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and 0 students‟ are still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). This class percentage shows some improvements 100% from the pre-test (51.72%) and post-test 1 (89.65%) in the class percentage. The post-test of cycle 2 has fulfilled the target of Classroom Action Research (CAR) because there is above 75% of students‟ who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). From the interpretation of data above, it shows that using Pictures can develop students‟ ability in using Vocabulary, finally it can be said that the Classroom Action Research (CAR) is success and the writer ends the cycle.

E. DISCUSSION There were the improvements of the students‟ comprehension of the vocabulary through pictures method. It could be showed by students‟ responses actively when the teacher asked them to do guess or to speak the picture. Then, the procedures of vocabulary through pictures were implemented when teaching and learning process in the classroom that the reason to make students improves in comprehending vocabulary. After that from the interpretation of the data analysis had been discussed that the mean of students at the first year of SMP Prakarya Anjatan- Indramayu they had been a good improving in vocabulary by their own language. The improving of students‟ comprehension of the vocabulary can be result through the research improvement in reflecting the planning and acting in the cycle 1 to cycle 2. It accused that the identification and the analysis of the problems faced by the researcher in every cycle can be released and had showed an optimal result.

CHAPTER V CONCLUSION AND SUGGESTION

A.

Conclusion Based on the data on the previous chapter, we can draw a conclusion that

teaching vocabulary through pictures is more effective. It can be seen from the students‟ score of post test that is higher than the score of students‟ to understand the difficult words easily by guessing the meaning, the use of pictures make the vocabulary learning becomes enjoyable and interesting because they can discover the meaning of difficult words by looking at pictures of them in pictures without asking another person or looking them up in the dictionary.

B.

Suggestion

Based on the conclusion, it is suggested 1. The teacher choose the technique and materials which are appropriate with the students‟ need and experience so that learning vocabulary become enjoyable and interesting, and using the accurate technique in teaching learning process is an obligation for every teacher.

2. The teacher realizes that there are many ways in teaching English to get the students‟ attention in the classroom, especially in teaching vocabulary. 3. It is important for teaching to teach not only the meaning of the difficult words but also the correct use of them in acceptable pictures. 4. The teacher presents the language in an enjoyable and relaxed atmosphere. It can be done by using the pictures, games, realia, etc. in order to avoid students bored. 5. The teacher should master many new vocabulary in teach students‟ in the classroom. 6. The teacher should also give a high motivation to the students to read more and more English literature to increase their vocabulary level. 7. Next researcher is expected to be better in analyzing this research.

BIBLIOGRAPHY AS. Hornby,1987. Oxford Advanced Learner’s Dictionary, Oxford: Oxford University Press Bailey M. Kathleen, 1998. learning about language Assessment: Dilemas, Decisions, and Direction, London: Heinle Publisher

Baker D. William, 1971. Reading and Writing Skills USA: The University of Michigan. Burns Anne, 1999. Collaborative Action Research for English Language Teacher, New York: Cambridge University Press Cellier-MacMillan International, 1971: How to Teach and Learn English, New York: A Division of MacMillan Ltd, Dawson A. Mildred, Marian Zollinger and Ardell Elwell, 1963.Guiding Language Learning, New York: Harcourt, Brace & World, Inc. Finnochairo Marry and Michael Bonomo, 1973. The Foreign Language Learner A guide for Teacher, New York: Regents Publishing Company, ______________ and Christopher Brumfit, 1985. the Functional National Approach: From Theory to Practice. London: Oxford University Press. Frances Mackey William, 1971. Language Teaching Analysis,. London: Indian University Press, French Allen Virginia. 1983. Techniques in Teaching Vocabulary. New York: Oxford University Press.

Fries C. Charles, 1970. Teaching and Learning English as Foreign Langugae, Michigan. ____________. Ann Arbor, Teaching and Learning English as Foreign Language, Michigan University. Fromkin Victoria and Robert Rodman, 1945. An introduction to language, Victoria: Holt rineheart and Winston, Inc, 1974 Gronlund E. Norman, 1982. Construction Achievement test, New York: Prentice Hall. Hamzah Amir Sulaiman, 1985. Media Audio Visual, Jakarta: PT. Gramedia

Harmer Jeremy, 1991. The Practice of English Language Teaching, New York: Longman Publishing. Hatch Evelyn and Cheeryl Brown, 1995. Vocabulary, Semantic and Language Education Cambridge: Cambridge University Press. Heaton J.B, 1990. Classroom Testing. New York: Longman Inc. I.S.P. Nation, 1990. Teaching and Learning Language, New York: New Burry House. Kember David, 2000. Action Learning and Action Research, London: British Library. Meltzer E. David, 2008. The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, Iowa: Department of Physics and Astronomy. Mills E. Geoffrey, 2003. Action Research: A Guide for the Teacher Researcher, Ohio: Merrill Prentice Hall. Oller

W. Jhon, 1979. Limited.

Language Test at School, London: Longman group

Penny Ur, 1996. A Course in Language Teaching Practice and Theory New York: Cambridge University Press. Ray L. G. 1987. Educational Research competence for analysis and application. Ohio: Merill Publising Company. Richards C. Jack and Willy A. Renandya, 2008. Methodology in Language teaching, New York: Cambridge University press. Schmit Norbert and Michael Mc. Chartey, 1997. Vocabulary: Description, Acquisition and Pedagogy. London: Cambridge University Press. Wallace J Michael, 2006. Action Research for Learning Teacher, Cambridge: Cambridge University Press. Webster Noah, 1994. Webster New World Dictionary of American English, prentice hall Regents.

Appendix 1

The Result of Students’ Score in Pre-Test, Post Test I, and Post Test II No

Pre-Test 30 70* 25 70* 75* 35 70* 65* 70* 70* 75* 70* 60 60 45 60 65* 50 50 55 70* 35 70* 75* 65* 50 60 70* 60

Post Test I (Cycle I) 75* 70* 60 70* 80* 70* 75* 70* 75* 75* 75* 75* 60 75* 70* 70* 75* 65* 60 65* 75* 80* 75* 75* 65* 65* 65* 75* 70*

Post test II (Cycle II) 85* 85* 80* 85* 95* 80* 90* 85* 90* 80* 90* 95* 70* 85* 80* 80* 85* 85* 85* 85* 95* 80* 90* 80* 85* 85* 90* 80* 80*

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.

59.48

70.68

84.82

* The Student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Appendix 3 Standar Kompetensi dan Kompetensi Dasar Kelas VII Semester II SMP Prakarya Anjatan – Indramayu

Standar Kompetensi

Kompetensi Dasar 1.1 Merespon makna yang terdapat

1. Membaca Memahami makna teks tulis

dalam teks tulis fungsional pendek

fungsional

sangat sederhana secara akurat,

sangat

dan

esai

sederhana

pendek berbentuk

lancer

dan

Descriptive dan Procedure yang

berkaitan

berkaitan

terdekat.

dengan

lingkungan

berterima

dengan

yang

lingkungan

terdekat.

2. Menulis Mengungkapkan makna dalam 2.1 Mengungkapkan makna dalam teks tulis fungsional dan esai teks tulis fungsional pendek sangat pendek berbentuk Procedure

sangat

sederhana sederhana

Descriptive untuk

menggunakan

dan ragam bahasa tulis secaara akurat,

berinteraksi lancer

dengan lingkungan terdekat.

dengan

dan

berinteraksi

berterima dengan

untuk

lingkungan

terdekat.

Observer

Ana Zulaecha NIM. 206014000104

Appendix 4

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah

: SMP PRAKARYA ANJATAN

Mata Pelajaran : Bahasa Inggris. Kelas / Semester

: VII / II

Jenis Teks

: Procedure Text

Tema

: How to make fried banana

Aspek / Skill

: Menulis

Siklus ke-

:1

Pertemuan ke- : 1

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi Memahami makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar 12.1

Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana

untuk berintea dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berinteraksi dengan lingkungan terdekat.

Indikator

 Siswa mampu menyebutkan langkah-langkah membuat fried banana.  Siswa mampu menyebutkan bahan-bahan apa saja yang digunakan dalam membuat fried banana.

Tujuan pembelajaran Pada akhir pembelajaran siswa dapat

:

 Memahami teks procedure.  Menyebutkan bahan-bahan untuk membuat banana.  Menyebutkan alat-alat apa saja yang dibutuhkan untuk membuat banana.  Menyebutkan langkah-langkan membuat fried banana.

Materi Pembelajaran

Ingredients       MATERIALS      PROCEDURE

Flour Sugar Salt Water Palm Oil Banana Materials / Tools: Frying pan Wash basin Spatula Stove Plate How to make fried banana?

1. First, peel the banana and cut it become two part. 2. Then, mix the flour, salt, sugar, and water into the washbasin.

3. Next, immerse the banana into the washbasin. 4. After that, pour the palm oil into frying pan and wait

STEPS until hot.

5. Then, put the banana in the frying pan and wait until hot. 6. Next, bring it and put on the plate. 7. Finally, fried banana can be deserved.

Metode/ technik

: Three-Phase Technique.

A. Langkah-langkah kegiatan Belajar Mengajar (KBM) Tahap

Kegiatan Guru

Kegiatan Siswa

No 1.

Pendahuluan  Apresiasi



Salam



Memeriksa kehadiran



Menjawab salam



Absensi



Siswa

siswa/siswi 

 Motivasi



Memfokuskan siswa/siswi pada

Mendengarkan

materi yang akan

dan

diajarkan

memperhatikan

Menjelaskan

penjelasan dari

tujuan

guru

pembelajaran  

Siswa

Mendeskripsikan

Menanggapi

materi yang akan

pertanyaan

disampaikan

yang dilontarkan oleh guru

2.

Kegiatan Inti



Guru menjelaskan



Siswa

waktu

materi Procedure

Memperhatikan

texts tentang

ucapan guru

“How to make Fried Banana”

. 

Guru menyebutkan bahan-bahan yang





Siswa

diperlukan untuk

mendengarkan

membuat Fried

penjelasan

Banana.

guru.

Guru



Siswa mengikuti

menyebutkan alat-

penjelasan

alat rumah tangga

guru.

yang diperlukan untuk membuat Fried Banana. 

Guru menjelaskan bagaimana cara

3.

Penutup





Siswa

membuat Fried

memperhatikan

Banana.

penjelasan Guru

Guru menjelaskan



Siswa

kembali materi

memperhatikan

yang sudah di

penjelasan

pelajari. 

Guru memberikan kesimpulan dari



guru.



Siswa mampu

materi yang telah

mencerna

di ajarkan

kesimpulan

Guru memberikan

yang diberikan

tugas kepada

oleh guru.

siswanya tentang Procedure.



Siswa mengikuti perintah guru

Alat dan Sumber Pembelajaran 1. Sumber Bahan: 

Buku paket Bahasa Inggris English in focus for grade VII junior high school (SMP/MTs) ( Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )



Students’ Worksheet

2. Media: 

White Board



Spidol



Gambar/pictures

Aspek Penilaian 1.

Aspek Proses Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2.

Aspek Hasil Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

Mengetahui,

Indramayu, 01 Maret

2011 English teacher

Observer

Josef Subagio, S.Pd.I

Ana Zulaecha

NIK. 325 074 764 820 000 3

NIM. 206014000104

Appendix 5

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah

: SMP PRAKARYA ANJATAN

Mata Pelajaran : Bahasa Inggris. Kelas / Semester

: VII / II

Jenis Teks

: Descriptive text

Tema

: Describing people

Aspek / Skill

: Speaking

Alokasi Waktu : 2 X 40 menit

Siklus ke-

:1

Pertemuan ke- : 2

Standar Kompetensi Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar 10.1

Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek

sangat sederhana dengan menggunakan ragam bahasa lisan secara secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.

Indikator  Siswa mampu mengggambarkan seseorang dari ciri-ciri tubuhnya..  Siswa mampu mejelaskan apa yang ada pada seseorang.

Tujuan pembelajaran Pada akhir pembelajaran siswa dapat

:

 Menyebutkan ciri-ciri bentuk tubuh seseorang.  Menjelaskan warna rambut, warna mata dan bentuk wajah seseorang  Menjelaskan apa saja yang melekat pada diri seseorang.

Materi Pembelajaran

How to describe someone in English

Height | Build | Hair | Eyes | Type of hair | Complexion | Other features

Learn about appearances (requires Real Player).

Height

+

He is tall.

He is short.

He is normal height.

He is very tall.

He is quite short.

He is relatively normal height.

Build

She is skinny. (negative)

She is fat. (negative)

She is underweight. (negative)

She is overweight. (negative)

She is thin. (negative)

She is plump. (neutral)

She is slim. (positive)

She is stocky. (neutral)

She is slender. (positive)

She is bonny. (positive)

^

!Note - if a man is fat (especially round the waist) we often say he has a beer belly.

Hair

blonde/fair hair

brown hair

red hair

black hair

grey hair

blonde

brunette

redhead

-

-

Eyes

grey eyes

green eyes

blue eyes

brown eyes

dark eyes

!Note! This is a black eye!

Type of hair

He has no She has She has She has She has hair. = He is medium medium length long hair. short hair. bald. length hair. hair.

+

She has long, black hair.

+ +

She has She has long, short, straight, straight, black black hair. hair.

-

She has medium length, straight, blonde hair.

o

Her hair is long, straight

-

Her hair is medium length,

She has short, black hair.

Her hair is short, straight

She has short hair.

-

She has medium length , blonde hair.

She has medium length, red hair.

She has short, blonde hair.

She has medium length, wavy, red hair.

She has short, curly, blonde hair.

Her hair is medium length, wavy

Her hair is short, curly and blonde.

r

and black.

and black.

straight and blonde.

and red.

She wears glasses.

+

Type of complexion

He is asian. He has light-brown skin.

She is black. He is white. He She is white. She is white. She She has dark has fair skin. She has lightly has very pale skin. tanned skin. skin.

Other features

moustache

Beard

chin

forehead

nostrils

eyebrows

Cheeks

fringe

lips

teeth

Metode/ technik

: Three-Phase Technique.

B. Langkah-langkah kegiatan Belajar Mengajar (KBM) Tahap

Kegiatan Guru

Kegiatan Siswa

waktu

No 1.

Pendahuluan  Apresiasi



Salam



Memeriksa kehadiran



Menjawab salam



Absensi



Mendengarkan

siswa/siswi 

 Motivasi



Memfokuskan siswa/siswi pada

dan

materi yang akan

memperhatikan

diajarkan

penjelasan dari

Menjelaskan

guru

tujuan pembelajaran



Menanggapi pertanyaan





Mendeskripsikan

yang

materi yang akan

dilontarkan oleh

disampaikan

guru

Menjelaskan materi tentang” How to describe someone in English”

2.

Kegiatan Inti



Guru



menggambarkan

Memperhatikan ucapan guru

seseorang dari mulai warna rambut, bentuk rambut, tinggi rendahnya



Siswa

seseorang sampai

mendengarkan

dengan warna

penjelasan

kulit.

guru.

. 

Guru menugaskan kepada siswanya tentang “ how to describe someone in English”

3.



Penutup

Guru menjelaskan

Siswa

kembali materi

memperhatikan

teks monolog

penjelasan guru

tentang “ How to







Siswa mampu

describe someone

mencerna

in English”yang

kesimpulan

sudah di pelajari

yang diberikan

Guru memberikan

oleh guru.

kesimpulan dari materi yang telah di ajarkan 



Siswa mengikuti perintah guru

Guru memberikan tugas

Alat dan Sumber Pembelajaran 1. Sumber Bahan: 

Buku paket Bahasa Inggris English In Focus for grade VII junior high school (SMP/MTs) ( Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )



Students’ Worksheet

2. Media: 

White Board



Spidol



Gambar/pictures

Aspek Penilaian 1.

Aspek Proses Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2.

Aspek Hasil Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

Mengetahui,

Indramayu, 02 Maret

2011 English teacher

Observer

Josef Subagio, S.Pd.I

Ana Zulaecha

NIK. 325 074 764 820 000 3

NIM. 206014000104

Appendix 6

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah

: SMP PRAKARYA ANJATAN

Mata Pelajaran : Bahasa Inggris. Kelas / Semester

: VIII / II

Jenis Teks

: Procedure text

Tema

: How to make fried rice

Aspek / Skill

: Membaca

Siklus ke-

:2

Pertemuan ke- : 1

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar

11.1

Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat

sederhana akurat, lancar, dan beerterima untuk berinteraksi dengan lingkungan terdekat.

Indikator  Siswa mampu menyebutkan bahan-bahan dan alat-alat rumah tangga yang dibutuhkan “How to make fried rice”.  Siswa mampu memahami langkah-langkah membuat fried rice. Tujuan pembelajaran Pada akhir pembelajaran siswa dapat

:

 Menyebutkan bahan –bahan, bumbu-bumbu dan alat-alat rumah tangga untuk membuat fried rice.  Memahami langkah-langkah membuat fried rice.  Memahami informasi yang terdapat dalam procedures text.

Materi Pembelajaran How to Make Fried Rice Ingredients: Onion 2, thinly sliced Garlic gloves 5, thinly sliced Red chili 2 to 3, slit lengthwise Celery 1 to 2, sliced Soy sauce 2 teaspoons Salt approximately 1 to 2 teaspoons Olive oil 2 tablespoons

For Garnishing: Cucumber 1, thinly sliced Tomatoes 2 medium, thinly sliced Fried egg Kerupuk (Cracker or chips) Lettuce Procedure: 1. Cook uncooked rice and water in rice cooker, fluff the rice with fork to separate the kernels. Keep it warm. 2. Heat olive oil in frying pan. Add onion, garlic and red chili. Fry until onion and garlic become brown. 3. Turn the heat into low flame and add the rice 4. Add salt, soy sauce and celery. Stir the rice gently until all ingredients are mixed 5. Keep on low flame for 3 5 minutes 6. Turn off the heat and place the fried rice in plain plate 7. Garnish with cucumbers, tomatoes, fried eggs. Lettuces and kerupuk 8. Fried rice ready to serve Metode/ technik

: Three-Phase Technique.

C. Langkah-langkah kegiatan Belajar Mengajar (KBM) Tahap

Kegiatan Guru

Kegiatan Siswa

No 1.

Pendahuluan



Salam



Menjawab

waktu

 Apresiasi



salam

Memeriksa kehadiran



Absensi



Mendengarkan

siswa/siswi 

 Motivasi



Memfokuskan siswa/siswi pada

dan

materi yang akan

memperhatikan

diajarkan

penjelasan dari

Menjelaskan

guru

tujuan pembelajaran 





Menanggapi

Mendeskripsikan

pertanyaan

materi yang akan

yang

disampaikan

dilontarkan oleh

Menjelaskan

guru

tentang text monolog procedure text. 2.

Kegiatan Inti



Guru Meminta



siswa/siswi untuk

Memperhatikan ucapan guru

memperhatikan ucapan guru 





Siswa

Guru menjelaskan

menyebutkan

materi text

bahan-bahan

monolog

dan langkah –

procedure text “

langkah “ how

how to make fried

to make fried

rice”

rice.

Guru menyebut bahan-bahan dan langkah-langkah membuat fried



Siswa



rice.

mendengarkan

Guru menugaskan

penjelasan

kepada siswanya

guru.

tentang text monolog procedures text “ How to make fried rice”.

3.

Penutup



Guru menjelaskan

Siswa

kembali materi

memperhatikan

yang sudah di

penjelasan guru

pelajari 





Siswa mampu

Guru memberikan

mencerna

kesimpulan dari

kesimpulan

materi text

yang diberikan

monolog

oleh guru.

procedure text. 

Guru memberikan tugas

Alat dan Sumber Pembelajaran



Siswa mengikuti perintah guru

1. Sumber Bahan: 

Buku paket Bahasa Inggris English in focus for grade VII junior high school (SMP/MTs) ( Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )



Student worksheet

2. Media: 

White Board



Spidol



Gambar/pictures

Aspek Penilaian 1.

Aspek Proses Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2.

Aspek Hasil Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

Mengetahui,

Indramayu, 08 Maret

2011 English teacher

Observer

Josef Subagio, S.Pd.I

Ana Zulaecha

NIK. 325 074 764 820 000 3

NIM. 206014000104

Appendix 7

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah

: SMP PRAKARYA ANJATAN

Mata Pelajaran : Bahasa Inggris. Kelas / Semester

: VIII / II

Jenis Teks

: Descriptive

Tema

: Describing poeple

Aspek / Skill

: Menulis

Siklus ke-

:2

Pertemuan ke- : 2

Alokasi Waktu : 2 X 40 menit

Standar Kompetensi Mengungkap makna dalam teks tulis fungsional dan esei pendek berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar Membaca 12.2

Mengungkapakan makna dan langkah retorika dalam esei pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/ procedure.

Indikator  Siswa mampu menyebutkan ciri-ciri seseorang.  Siswa mampu mengidentifikasi umur atau usia. Seseorang.

Tujuan pembelajaran Pada akhir pembelajaran siswa dapat

:

 Menyebutkan ciri-ciri tubuh seseorang dari mulai bentuk badan sampai bentuk muka.  Mengidentifikasi seberapa umur atau usia seseorang.  Memahami ciri-ciri seseorang.

Materi Pembelajaran  Cut out some pictures of people from magazines - pop stars, sportsmen, TV stars.  Exercises: 1. Use the lists below to describe their appearance or how they look. 2. Pairs work: one student can write down a description from a picture and the other student must guess who it is. 3. Describe yourself, another student, your Teacher.

Height

tall, tallish, short, shortlist, medium

Build

frail, stocky, slim, thin, plump, fat, skinny, well-

Age

young, elderly, middle-aged,

height

built

Face

teenager, in 20s, 30s, 40s

Eyes

round, oval, square, with scares, wrinkles, freckles, sun-tanned, pale

Metode/ technik

big round blue eyes, large, small, bright, narrow

Hair

Clothes

bald, straight, curly, spiky, wavy

casual, scruffy, shabby, smart, tidy, messy

: Three-Phase Technique.

D. Langkah-langkah kegiatan Belajar Mengajar (KBM) Tahap

Kegiatan Guru

Kegiatan Siswa

No 1.

Pendahuluan  Apresiasi



Salam



Memeriksa kehadiran



Menjawab salam



Absensi



Mendengarkan

siswa/siswi 

 Motivasi



Memfokuskan siswa/siswi pada

dan

materi yang akan

memperhatikan

diajarkan

penjelasan dari

Menjelaskan

guru

tujuan pembelajaran



Menanggapi pertanyaan

waktu





Mendeskripsikan

yang

materi yang akan

dilontarkan oleh

disampaikan

guru

Guru menyebutkan ciri-



Siswa mengikuti apa yang

ciri seseorang dari

diucapkan guru.

mulai bentuk badan, bentuk mata samapi bentuk muka. 2.

Kegiatan Inti



Guru Meminta



siswa/siswi untuk

Memperhatikan ucapan guru

memperhatikan ucapan guru 



Siswa

Guru menjelaskan

menyebutkan

materi text

ciri-ciri

monolog

seseorang.

describing people yang akan 



Siswa

dipelajari.

mendengarkan

Guru menugaskan

penjelasan

kepada siswanya

guru.

tentang describing people.

3.

Penutup



Guru menjelaskan

Siswa

kembali materi

memperhatikan

yang sudah di

penjelasan guru

pelajari 





Siswa mampu

Guru memberikan

mencerna

kesimpulan dari

kesimpulan

materi text

yang diberikan

monolog

oleh guru.

descriptive “ describing people”yang telah di ajarkan 

Guru memberikan tugas



Siswa mengikuti perintah guru

Alat dan Sumber Pembelajaran 1. Sumber Bahan: 

Buku paket Bahasa Inggris English in focus for grade VII junior high school (SMP/MTs) ( Pusat Perbukuan Depatemen Pendidikan Nasional, 2008 )



Students’ Worksheet

2. Media: 

White Board



Spidol



Gambar/pictures

Aspek Penilaian 1.

Aspek Proses Penilaian proses dilakukan selama proses belajar mengajar berlangsung.

2.

Aspek Hasil Penilaian hasil diambil dari hasil jawaaban siswa atas pertanyaan yang diberikan oleh guru.

Mengetahui,

Indramayu, 15 Maret

2011 English teacher

Observer

Josef Subagio, S.Pd.I

Ana Zulaecha

NIK. 325 074 764 820 000 3

NIM. 206014000104

Appendix 8

The Instrument of Pre-Test NAME

: ________________________

CLASS

:________________________

1. David is in the ...................... . He is washing himself. a . class b. park c. kitchen Bathroom

d.

2. Boy who is wearing a brown ...................is my brother. a. vase b. quilt c. fan d. jacket The following text for number 3-5 Ingredients       MATERIALS      PROCEDURE

Flour Sugar Salt Water Palm Oil Banana Materials / Tools: Frying pan Wash basin Spatula Stove Plate How to make fried banana?

1. First, peel the banana and cut it become two part. 2. Then, mix the flour, salt, sugar, and water into the washbasin. 3. Next, immerse the banana into the washbasin.

STEPS wait until hot.

4. After that, pour the palm oil into frying pan and 5. Then, put the banana in the frying pan and wait until hot. 6. Next, bring it and put on the plate. 7. Finally, fried banana can be deserved

3.

How many steps to make a fried banana? a. 3 steps b. 5 steps

c. 6 steps d. 7 steps

4. What is the first step when making fried banana? a. fried banana can be deserved b. mix the flour, salt, sugar, and water into the washbasin c. peel the banana and cut it become two parts d. bring it and put on the plate 5. What is the last step when making fried banana? a. Cook for one hour. c. Heat until the water boil b. Fry the ingredients in a pan. d. fried banana can be deserved 6. Barrack Obama is a..............in USA. a. Singer c. President b. Actris d. Football player 7. That woman is wearing a beautiful ...................... . a. Dress c. Mat b. Dish d. Bag 8 . We use ...........................to make omelet. a. Carrot c. Banana b. Coffee d. Egg 9. They are like playing .......................in the yard.

a. Football

c. Ski

b. Umbrella

d. Swim

10.M y mother cooks ............................ for lunch. a. Orange c. Apple b. Rice d. Doll 11. What are you wearing? I am wearing blue ............................ . a. Jeans c. Kite b. Tap d. Leg 12. Jack wears a.................... when it is hot. a. Pan c. Hat b. Trouser d. Bus 13. The man is wearing a nice...................... a. sack c. blouse b. shirt d. Chair 14. I wear a ......................when it is cold. a. Sweather c. bell b. glasses d. Bag 15. Alice is a.................... . She looks after sick people. a. nurse c. waiter b. singer d. Mechanic

16. David Bécham is a famous.................... in USA. a. doctor c. singer b. Football player d. Police 17. His father usually has ......................., cheese, and tea for breakfast. a. desk c. mug b. bread d. Fridge

18. There are some books on the ....................... . a. light c. glasses b. cat d. Table 19. Let‟s go to the .................... to see a film. a. bus c. zoo b. park d. Cinema 20. Their family are having dinner in the .......................... . a. bedroom c. bank b. dining room d. zoo

Appendix 9 The Instrument of Post-Test 1

Name:_____________________ Class:_____________________ Text for number 1 to 3 Look at the pictures!! 1. Maia Estianty has……… eyes. a. Big c. Narrow ( close set) b. Small d. Aver are

2. Which of the following is not TRUE? a. Maia Estianty used braces on teeth b. Maia Estianty has long hair c. Maia Estianty‟s age is teenager d. Maia Estianty has a black hair 3. What type of hair does she has? a. Short hair c. Curly hair b. Medium hair d. long hair (Maia Estianty) Look at the pictures!! 4. What are you wearing? I am wearing blue…….. a. Tap b. Leg

c. Jeans d. Kite

Look at the pictures!! 5. There is a should……it. a. Climb b. Run

high

Mountain.

You

c. Jump d. Sit

Text for number 6 to 8 Look at the pictures!! 6. David Beckham‟s job is? a. Singer player b. Actor

c. football d. Teacher

7. He has……….. on his lips. a. Moustaches

c. Braces of

b. Earring

d. Beard

teeth

8. David Beckham hair‟s is…….

(David Beckham)

Look at the pictures!!

a. Long

c. Bald

b. Short

d. Curly

9. It is very cold. Put on your woolen…….., if you‟re going out. a. Sweater

c. Bag

b. Bell

d. Glasses

Text for number 10 to 12 Look at the pictures!! 10. Who is she? a. Titi Kamal

c. Madona

b. Luna Maya

d. Jessica

Iskandar 11. Jessica Iskandar‟s job is…. a. Entertainer

c. Teacher

b. Nurse

d. Doctor

12. She has……… skin.

(Jessica Iskandar) (Jessica Iskandar)

a. Black

c. Brown

b. White

d. yellow

Look at the pictures!! 13. Let‟s go to the……….. to see a film. a. Park

c. Zoo

b. Cinema

d. Bus

Look at the pictures!!

14. On Friday, John goes to picnic with his friend. John wants to go to TMII. He usually wears a black T-shirt, Blue……. And green Trainers. a. long dress

c. Red sweater

b. jeans

d. black watch

Look at the Pictures!! 15. The girl wearing a blue……and green coat is her sister. a. Blue Jeans

c. Long

b. Trouser

d. Skirt

Dress

Look at the Pictures!! 16. Their families are dinner in the……… a. Living room

c. Dining

b. Bedroom

d. Bathroom

room

Look at the pictures!! 17. There are soap, tooth paste, brush and shampoo in Our……. a. Bathroom

c. Bedroom

b. Park

d. Kitchen

Look at the pictures!! 18. Do you like to play football? No, I don‟t. I like to play….. a. Walk b. Volley Ball

c. Basket Ball d. Bicycle

Text for number 19-20 Look at the pictures 19. What is his name? a. Barack Obama c. Olga Sahputra b. Asmirandah d. Meyda Shafira 20. Barack Obama is a……….. in USA.

player

a. Singer

c. President

b. Actor

d. Football

Appendix 10 The Instrument of Post-Test 2

Name:_____________________ Class:_____________________

Text for number 1-2 Look at the Pictures!! 1. What is his name? a. Barack Obama c. Olga Sahputra b. Asmirandah d. Meyda Shafira 2. Barack Obama is a……….. in USA. a. Singer

c. President

b. Actor

d. Football player

Look at the Pictures!! 3. Their families are dinner in the……… a. Living room b. Bedroom

c. Dining room d. Bathroom

Text for number 4 to 6 Look at the pictures!! 4. David Beckham hair‟s is…….

4.

a. Long

c. Bald

b. Short

d. Curly

5. David Beckham‟s job is? a. Singer b. Actor

c. football player d. Teacher

6. He has……….. on his lips. a. Moustaches c. Braces of teeth b. Earring

d. Beard

(David Beckham)

Look at the pictures!! 7.

Do you like to play football? No, I don‟t. I like to play….. a. Walk c. Basket Ball b. Volley Ball d. Bicycle

Look at the pictures!! 8. On Friday, John goes to picnic with

his Friend. John wants to go to TMII. He usually wears a black T-shirt, Blue……. And green Trainers. a. long dress

c. Red sweater

b. jeans

d. black watch

Look at the Pictures!! 9. The girl wearing a blue……and green

coat is her sister a. Blue Jeans

c. Long Dress

b. Trouser

d. Skirt

Text for number 10 to 12 Look at the pictures!! 10. Maia Estianty has……… eyes.

a. Big b. Small

c. Narrow ( close set) d. Aver are

11. Which of the following is not TRUE?

a. Maia Estianty used braces on teeth b. Maia Estianty has long hair c. Maia Estianty‟s age is teenager d. Maia Estianty has a black hair (Maia Estianty)

12. What type of hair does she has? a. Short hair b. Medium hair

c. Curly hair d. long hair

Look at the pictures!! 13. It is very cold. Put on your woolen…….., if you‟re going out. a. Sweater

c. Bag

b. Bell

d. Glasses

Look at the pictures!! 14. There is a high Mountain. You should……it. a. Climb c. Jump b. Run d. Sit

Text for number 15 to 17 Look at the pictures!! 15. Who is she? a. Titi Kamal

c. Madona

b. Luna Maya

d. Jessica Iskandar

16. Jessica Iskandar‟s job is….

(Jessica Iskandar)

a. Entertainer

c. Teacher

b. Nurse

d. Doctor

17. She has……… skin. a. Black

c. Brown

b. White

d. yellow

Look at the pictures!! 18. Let‟s go to the……….. to see a film. a. Park

c. Zoo

b. Cinema

d. Bus

Look at the pictures!! 19. What are you wearing? I am wearing blue…….. a. Tap c. Jeans b. Leg d. Kite

Look at the Pictures!! 20. Their families are dinner in the……… a. Living room

c. Dining room

b. Bedroom

d. Bathroom

Appendix 11 The Answer Key of Pre-Test, Pos-Test I, and Post-Test II

A. Pre-Test 1. d 2. d 3. d

6. c 7. a 8. d

11. a 12. c 13. b

16. b 17. b 18. d

4. c 5. d

9. a 10.b

14. a 15. a

19.d 20. B

1. b 2. b 3. d

6. c 7. a 8. b

11. a 12.b 13. b

16. c 17. a 18. c

4. c 5. a

9. a 10.d

14. b 15. c

19.a 20. c

1. a 2. c 3. c

6. a 7. c 8. b

11. a 12. d 13. a

16. a 17. b 18. b

4. b 5. c

9. c 10.a

14. a 15. d

19.c 20. c

B. Post-Test I

C. Post-Test II

Appendix 14 The Observation Note Before CAR Location

: SMP Prakarya Anjatan-Indramayu

Day / Date

: Monday, 28th February 2011

Time

: 07.00 A.M to 09.00 A.M

No

Things which is observed

observation

1.

Subject

Vocabulary

2.

Method

The teacher used the explanation and translation method.

3.

Teacher‟s activity

The teacher tends to be teacher centered, he taught vocabulary by translation, and he asked the students to repeat the word, the teacher gave list from every student and then he write the meaning of word on the whiteboard and the students memorize the words.

4.

Student activity

The students memorized the words, wrote the vocabularies, and repeated the words after the teacher. Those activities made the students bored, passive, and had less motivation in teaching learning activity.

English Teacher

observer

Joseph Subagio, S.Pd.I

Ana Zulaecha

NIK. 325 074 764 820 000 3

NIM. 206014000104

Appendix 15

PANDUAN PENGAMATAN PELAKSANAAN TINDAKAN KELAS SIKLUS I REINFORCING STUDENTS‟ VOCABULARY MASTERY THROUGH PICTURES ( A Classroom Action Research in the first grade 1 Class SMP Prakarya AnjatanIndramayu)

Berilah Tanda ( √ ) pada kolom “ya” atau “tidak” No 1.

Pertanyaan

√

Menurut Anda, apakah guru sering mengajarkan materi

√

kosa kata baru dengan menggunakan media gambar ? 3.

Apakah media gambar yang disampaikan dapat menjelaskan isi materi pelajaran dengan jelas?

4.

√

Menurut Anda, apakah materi yang diajarkan oleh guru

√

mata pelajaran Bahasa Inggris dengan menggunakan media gambar sudah maksimal? 5.

Tidak

Menurut Anda dalam pengajaran bahasa inggris perlu menggunakan media ?

2.

Ya

Menurut Anda, apakah media gambar digunakan dalam pembelajaran Bahasa Inggris dapat

√

mempermudah Anda? 6.

Apakah anda senang jika guru anda mengajar dengan menggunakan media gamabar?

7.

√

Menurut Anda, apakah penggunaan media gambar

√

dapat mempengaruhi belajar Anda ? 8.

Menurut Anda, apakah dengan adanya media gambar

√

dapat meningkatkan kosa kata (vocabulary) Anda? 9.

Menurut Anda, apakah dengan adanya media gambar Anda lebih konsentrasi dalam meningkatkan kosa kata

√

Anda? 10.

Menurut Anda, apakah dengan adanya media gambar Anda lebih memahami dan menguasai kosa kata

√

(vocabulary) bahasa Inggris ? 11.

Menurut Anda, apakah materi yang sudah dipelajari dengan media gambar sudah melekat di dalam diri

√

Anda? 12.

Menurut Anda, apakah pelajaran Bahasa Inggris dengan menggunakan media Anda lebih menarik untuk

√

meningkatkan kosa kata Anda? 13.

Apakah Anda lebih senang belajar Bahasa Inggris setelah menggunakan media gambar?

14.

Menurut Anda, apakah lebih menyenangkan materi

√

yang disampaikan dengan menggunakan media gambar

√

oleh guru? 15.

Apakah perasaan Anda senang jika guru mata pelajaran Bahasa Inggris menyampaikan materi dengan

√

menggunakan media gambar dalam meningkatkan kosa kata Bahasa Inggris Anda? 16.

Menurut anda, apakah anda lebih suka media gambar dari pada metode teerjamahan ( translation)yang digunakan dalam kegiatan belajar mengajar?

17.

√

Apakah perasaan Anda senang jika dalam proses pembelajaran Bahasa Inggris menggunakan media

√

gambar? 18.

Apakah anda lebih memperhatikan materi pelajaran

√

yang disampaikan oleh guru dalam meningkatkan kosa kata dengan menggunakan media gambar? 19.

Apakah media gambar yang digunakan sudah membantu Anda dalam meningkatkan kosa kata Anda?

20.

√

Apakah perasaan Anda senang belajar Bahasa Inggris dengan menggunakan media gambar?

Keterangan : Skor 1 untuk jawaban “Ya”

√

Nilai Maksimal: 20 Prosentase Penilaian : Jumlah Skor x 100% Nilai Maksimal : 13 x 100% 20 = 65% Observer

Ana Zulaecha NIM. 206014000104

Appendix 16

PANDUAN PENGAMATAN PELAKSANAAN TINDAKAN KELAS SIKLUS II REINFORCING STUDENTS‟ VOCABULARY MASTERY THROUGH PICTURES ( A Classroom Action Research in the first grade 1 Class SMP Prakarya AnjatanIndramayu)

Berilah Tanda ( √ ) pada kolom “ya” atau “tidak”

No 1.

Pertanyaan Menurut Anda dalam pengajaran bahasa inggris perlu menggunakan media ?

2.

√

Apakah media gambar yang disampaikan dapat menjelaskan isi materi pelajaran dengan jelas?

4.

√

Menurut Anda, apakah guru sering mengajarkan materi kosa kata baru dengan menggunakan media gambar ?

3.

Ya

√

Menurut Anda, apakah materi yang diajarkan oleh guru mata pelajaran Bahasa Inggris dengan menggunakan

√

media gambar sudah maksimal? 5.

Menurut Anda, apakah media gambar digunakan dalam pembelajaran Bahasa Inggris dapat

√

mempermudah Anda? 6.

Apakah anda senang jika guru anda mengajar dengan menggunakan media gamabar?

7.

Menurut Anda, apakah penggunaan media gambar dapat mempengaruhi belajar Anda ?

8.

√

Menurut Anda, apakah dengan adanya media gambar dapat meningkatkan kosa kata (vocabulary) Anda?

9.

√

√

Menurut Anda, apakah dengan adanya media gambar Anda lebih konsentrasi dalam meningkatkan kosa kata Anda?

√

Tidak

10.

Menurut Anda, apakah dengan adanya media gambar Anda lebih memahami dan menguasai kosa kata

√

(vocabulary) bahasa Inggris ? 11.

Menurut Anda, apakah materi yang sudah dipelajari dengan media gambar sudah melekat di dalam diri

√

Anda? 12.

Menurut Anda, apakah pelajaran Bahasa Inggris dengan menggunakan media Anda lebih menarik untuk

√

meningkatkan kosa kata Anda? 13.

Apakah Anda lebih senang belajar Bahasa Inggris setelah menggunakan media gambar?

14.

√

Menurut Anda, apakah lebih menyenangkan materi yang disampaikan dengan menggunakan media gambar

√

oleh guru? 15.

Apakah perasaan Anda senang jika guru mata pelajaran Bahasa Inggris menyampaikan materi dengan

√

menggunakan media gambar dalam meningkatkan kosa kata Bahasa Inggris Anda? 16.

Menurut anda, apakah anda lebih suka media gambar dari pada metode teerjamahan ( translation)yang digunakan dalam kegiatan belajar mengajar?

17.

Apakah perasaan Anda senang jika dalam proses

√

√

pembelajaran Bahasa Inggris menggunakan media gambar? 18.

Apakah anda lebih memperhatikan materi pelajaran

√

yang disampaikan oleh guru dalam meningkatkan kosa kata dengan menggunakan media gambar? 19.

Apakah media gambar yang digunakan sudah membantu

√

Anda dalam meningkatkan kosa kata Anda? 20.

Apakah perasaan Anda senang belajar Bahasa Inggris dengan menggunakan media gambar?

√

Keterangan : Skor 1 untuk jawaban “Ya” Nilai Maksimal: 20 Prosentase Penilaian : Jumlah Skor x 100% Nilai Maksimal : 19 x 100% 20 = 95% Observer

Ana Zulaecha NIM: 206014000104

Appendix 17

CATATAN LAPANGAN SIKLUS I PERTEMUAN KESATU

Lokasi Penelitian

: SMP Prakarya Anjatan – Indramayu

Hari / Tanggal

: Selasa, 01 Maret 2011

Aktivitas

: Pembelajaran Bahasa Inggris (Menulis

/Vocabulary) Siklus

: Satu

Proses Pengajaran dan Pembelajaran di Kelas : Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa dengan materi pembelajaran menulis mengenai How to make fried banana. Kegiatan berahir pada pukul 08:45 Aktivitas Guru :  Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran.  Guru menanyakan siswa sudah sarapan atau belum.

 Guru menanyakan kepada siswa sering makan pisang goreng atau tidak.  Guru meminta siswa untuk menyebutkan bahan-bahan untuk membuat pisang goreng.  Guru meminta kepada siswa untuk menyebutkan langkah-kangkah membuat pisang goreng.

Aktivitas dan keadaan siswa :  Siswa terlihat antusias dan respek, .  Siswa masih ragu-ragu untuk menyebutkan bahan-bahan untuk membuat pisang goreng.  Siswa menyebutkan satu per satu bahan –bahan untuk membuat pisang goreng.  Siswa ada yang tertawa-tawa, ceplas-ceplos, dan ada yang serius menjawab.  Siswa ada asik ngrobrol sendiri.  Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.  Para siswa sebagian mencatat bahan-bahan dari pisang goreng.

Anjatan, 01 Maret 2011

Observer

Ana Zulaecha NIM: 206014000104

Appendix 18

CATATAN LAPANGAN SIKLUS I PERTEMUAN KEDUA

Lokasi Penelitian

: SMP Prakarya Anjatan – Indramayu

Hari / Tanggal

: Rabu, 02 Maret 2011

Aktivitas

: Pembelajaran Bahasa Inggris (berbicara

Vocabulary) Siklus

: Dua

Proses Pengajaran dan Pembelajaran di Kelas : Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa dengan materi pembelajaran

berbicara mengenai how to describe someone in

English. Kegiatan pembelajaran berahir pada pukul 08:45. Aktivitas Guru :  Guru memberikan motivasi kepada siswa dan

menjelaskan tujuan

pengajaran.  Guru menanyakan siswa ciri –ciri bentuk badan teman sebelahnya.  Guru meminta beberapa siswa untuk menyebutkan ciri-ciri bentuk badan teman sebangkunya.  Guru meminta salah satu siswa untuk maju kedepan kemudian menyebut ciri-ciri bentuk badannya.  Guru meminta para yang siswa lain untuk memperhatikan temanya yang didepan kelas.  Guru mencatat kosakata

untuk menggambarkan seseorang dari mulai

cirri-ciri rambut, bentuk muka, warna kulit dll.

Aktivitas dan keadaan siswa :  Siswa terlihat antusias, respek, dan bersemangat  Sebagian dari mereka masih keliru untuk merespon perintah guru  Siswa sangat antusias dan bersemangat setelah guru menyebutkan cirriciri bentuk badan dari salah satu siswa yang ditunjuk maju kedepan.  Siswa masih kurangnya kepercayaan diri maju ke depan kelas untuk

menggambarkan cirri-ciribentuk badanya masing-masing dari siswa.  Siswa masih asyik mengobrol dan bercanda saat KBM berlangsung.  Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.  Para siswa mengerjakan apa yang guru instruksikan, sebagian dari merka tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.

Anjatan, 02 Maret 2011 Observer

Ana Zulaecha NIM: 206014000104

Appendix 19

CATATAN LAPANGAN SIKLUS II PERTEMUAN KESATU

Lokasi Penelitian

: SMP Prakarya Anjatan – Indramayu

Hari / Tanggal

: Selasa, 08 Maret 2011

Aktivitas

: Pembelajaran Bahasa Inggris ( Membaca/

vocabulary) Siklus

: Dua

Proses Pengajaran dan Pembelajaran di Kelas : Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa dengan materi pembelajaran Membaca mengenai How to Make Fried Rice. Kegiatan ini berahir pada pukul 08:45 WIB. Aktivitas Guru :  Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran.  Guru menanyakan siswa tentang cara membuat nasi goreng yang telah diketahui oleh siswa.  Guru menanyakan siswa tentang bahan-bahan membuat nasi goreng.  Guru meminta seluruh siswa untuk menyebutkan langkah-langkah membuat nasi goreng.  Guru mencatat bahan-bahan, alat-alat rumah tangga yang dibutuhkan dan langkah-langkah untuk membuat nasi goreng.

Aktivitas dan keadaan siswa :

 Siswa terlihat antusias, respek, dan bersemangat  Siswa sangat senang dan bersemangat setelah guru menyebutkan bahanbahan, dan cara membuat nasi goreng.  Siswa masih asyik mengobrol dan bercanda saat guru mulai menjelaskan materi pelajaran.  Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.  Para siswa mengerjakan apa yang guru instruksikan, sebagian dari merka tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.

Anjatan, 08 Maret 2011 Observer

Ana Zulaecha NIM: 206014000104

Appendix 20

CATATAN LAPANGAN SIKLUS II PERTEMUAN KEDUA

Lokasi Penelitian

: SMP Prakarya Anjatan – Indramayu

Hari / Tanggal

: Selasa, 15 Maret 2011

Aktivitas

: Pembelajaran Bahasa Inggris ( Menulis/

Vocabulary) Siklus

: Dua

Proses Pengajaran dan Pembelajaran di Kelas : Kegiatan pembelajaran dimulai pada pkl. 07.15 WIB, diikuti oleh 29 siswa dengan materi pembelajaran Writing mengenai describing people. Aktivitas Guru :  Guru memberikan motivasi kepada siswa serta menjelaskan tujuan pengajaran.  Guru mengajak siswa bernyanyi selama 5 menit karena siswa terlihat lemes.  Guru menanyakan jenis pakaian apa yang mereka kenakan.  Guru meminta salah satu siswa untuk maju kedepan kelas.  Guru meminta seluruh siswa untuk memperhatikan siswa yang sedang maju didepan kelas.

 Guru mencatat kosakata tentang describing people. Aktivitas dan keadaan siswa :  Siswa terlihat antusias, respek, dan bersemangat.  Sebagian dari mereka masih keliru untuk merespon perintah guru.  Siswa sangat senang dan bersemangat setelah memperagakan salah satu siswa maju kedepan kelas.  Siswa masih asyik mengobrol dan bercanda saat guru mulai menjelaskan materi pelajaran.  Beberapa siswa tidak bisa menjawab apa yang ditanyakan oleh guru.  Para siswa mengerjakan apa yang guru instruksikan, sebagian dari mereka tidak mengerjakan secara benar karena kurangnya penguasaan kosakata.

Anjatan, 15 Maret 2011 Observer

Ana Zulaecha NIM: 206014000104

Appendix 21

Interview Guidelines for the Needs Analysis (Before CAR) Location

: SMP PRAKARYA

Day/date

: 16 February 2011

Time

: 08:00 am

Interviewer

: The researcher

Interviewee

: The Teacher

Interviewer : Selama Bapak mengajar Bahasa Inggris, masalah apa yang menjadi kendala dalam proses pembelajaran Bahasa Inggris? Interviewee

: banyak bu, mulai dari mengatasi situasi kelas sampai dengan memilh metode pengajaran yang effektif dalam pembelajaran bahasa Inggris.

Interviewer : Dalam Bahasa Inggris terdapat banyak skill, menurut Bapak skill yang mana yang paling susah dipahami oleh siswa? Interviewee

: Grammar dan vocabulary

Interviewer: Menurut Bapak, bagaimana tanggapan siswa mengenai Pembelajaran bahasa Inggris dengan menggunakan Media Pictures? Interviewee

: sebenarya saya jarang menggunakan metode pembelajaran Bahasa Inggris dengan menggunakan gambar.

Interviewer : Metode apa yang Bapak Pakai dalam mengajarkan Kosakata terhadap siswa? Interviewee : dalam mengajarkan kosa kata terhadap siswa saya menggunakan metode translation.

Interview Guidelines for the Needs Analysis (After CAR) Location

: SMP PRAKARYA

Day/date

: 17 March 2011

Time

: 08.00 am

Interviewer

: The researcher

Interviewee

: The Teacher

Interviewer : Bagaimana pengamatan bapak mengenai kondisi siswa dan situasi kelas setelah mengajarkan kosakata dengan media Pictures? Interviewee : Situasi kelas dan kondisi siswa sangat kondusif, siswa lebih senang dan tertarik dengn metode pembelajaran vocabulary dengan menggunakan media gambar. Interviewer : Apakah ada peningkatan kemampuan siswa yang bapak amati setelah mengajarkan kosakata dengan menggunakan media picures? Interviewee

: ya, tentu saja ada peningkatan kosakata siswa bisa dliihat dari peningkatan score siswa dan mereka lebih cepat paham dalam pembelajaran vocabulary.

Interviewer : Bagaimana tanggapan Bapak mengenai metode pictures? Interviewee

: metode pictures dalam pembelajaran vocabulary mungkin bisa dibilang effektif .

Interviewer : Apakah Bapak termotivasi untuk menggunakan media pictures dalam mengajarkan kosaakata? Interviewee

: ya, kalau saya lihat dari score peningkatan siswa saya sangat termotivasi sekali dengan metode yang anda applikasikan disekolah kami. mungkin saya juga akan menaplikasikannya metode ini.