THE EFFECTIVENESS OF CROSSWORD PUZZLE GAME TOWARDS STUDENTS’ VOCABULARY MASTERY (A Quasi-Experimental Study at Second Grade of SMP Puspita Bangsa Ciputat)
Suci Kurnia Sari NIM. 1110014000069
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2017
ABSTRACT
SUCI KURNIA SARI, 2016, The Effectiveness of Crossword Puzzle Game towards Students’ Vocabulary Mastery (An Experimental Study at the Second Grade of SMP Puspita Bangsa Ciputat). Skripsi of The Department of English Education, The Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta, 2016. Keywords:
vocabulary, crossword vocabulary mastery.
puzzle
game,
effectiveness,
The aim of this study was to obtain about the empirical evidence from the effectiveness of crossword puzzle game towards students’ vocabulary mastery. This study was conducted at the second grade of SMP Puspita Bangsa Ciputat. The method of this study is an experimental by taking the sample 70 students from 99 students of populations which divided into two classes: 35 Students for experimental class and 35 students for controlled class. Before giving the treatment, the writer gave pre-test. Then the writer taught in experiment class with crossword puzzle game, and in controlled class without crossword puzzle game. After three meetings, the writer gave the post-test to both classes. The scores of pre-test and post-test were collected from twenty-five multiple-choice questions, after it was analyzed by using t-test. The finding of this study led into the conclusion that using crossword puzzle game was effective towards students’ vocabulary mastery at the second grade of SMP Puspita Bangsa Ciputat. This was based on the T-test result which showed that tcount > ttable (4.11 > 2.38) in the degree significance 1%. It means that Ha was accepted and Ho was rejected. Therefore, it can be concluded crossword puzzle game is effective towards students’ vocabulary mastery.
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ABSTRAK SUCI KURNIA SARI, 2016, The Effectiveness of Crossword Puzzle Game towards Students’ Vocabulary Mastery (An Experimental Study at the Second Grade of SMP Puspita Bangsa Ciputat) Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Negeri Islam Syarif Hidayatullah Jakarta, 2016. Kata Kunci:
kosakata, permainan teka-teki silang, pengaruh, penguasaan kosakata.
Penelitian ini bertujuan mendapatkan bukti empiris mengenai pengaruh permainan teka-teki silang terhadap penguasaan kosakata siswa. Penelitian ini dilakukakan pada siswa kelas dua SMP Puspita Bangsa Ciputat. Metode yang digunakan pada penelitian ini adalah eksperimen semu dari jumlah sampel 70 siswa sebagai sampel dari 99 populasi yang dibagi menjadi 2 kelas: 35 siswa untuk kelas eksperimen dan 35 siswa untuk kelas kontrol. Sebelum memberikan perlakuan, peneliti memberikan pra-tes. Kemudian peneliti mengajar di kelas eksperimen dengan permainan teka-teki silang dan dikelas kontrol tanpa permainan teka-teki silang. Setelah tiga pertemuan, peneliti memberikan purna-tes kepada kedua kelas. Pada analisis data penilaian pra-test dan purna-test menggunakan dua puluh lima pertanyaan pilihan ganda disetiap test, setelah itu di analisis dengan menggunakan rumus t-test. Hasil penelitian ini menunjukkan bahwa bahwa permainan teka-teki silang adalah efektif di dalam pembelajaran kosakata pada siswa kelas dua SMP Puspita Bangsa Ciputat. Hal ini berdasarkan hasil T-test yang menunjukkan bahwa thitung > ttabel (4,11 > 2,38) pada signifikan 1%. Ini berarti bahwa Ha diterima dan Ho ditolak Oleh karena itu dapat disimpulkan bahwa permainan teka-teki silang berpengaruh terhadap penguasaan kosakata siswa.
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ACKNOWLEDGEMENT
All praises be to Allah, the Lord of the worlds, who has given the Mercy and Blessing to us. Peace and Blessing from Allah be upon to Allah’s Messenger, Prophet Muhammad SAW, his family, his companions and his followers who are loyal to him. Alhamdulillah, finally the writer has finished the skripsi entitled The Effectiveness of Crossword Puzzle Game towards Students’ Vocabulary Mastery. The primary objective of writing this skripsi is to complete a partial fulfillment for Degree of Sarjana (S-1) in Faculty of Educational Sciences. First of all, the writer would express the warm gratitude to the parents, Mr. Pairan Iwan and Mrs. Supriyatin for supporting the writer as long as the writer’s studies at Department of English Education. The great gratitude is dedicated to the writer’s advisors, Ismalianing Eviyuliwati, M.Hum. and Yenny Rahmawati, M.Ed., who always give their helps and guidance to complete this skripsi. Also for the examiners, Nida Husna, M.Pd., M.A.TESOL. and Zaharil Anasy, M. Hum., thanks for the valuable correction and suggestion to make this skripsi better. Her gratitude also goes to these following people who have assisted her very kindly. They are: 1. All lecturers at the Department of English Education for their knowledge, motivation, and patience during the writer’s study at UIN Syarif Hidayatullah Jakarta. 2. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences. 3. Dr. Alek, M Pd. as the Head of the Department of English Education. 4. Zaharil Anasy, M.Hum.. as the Secretary of the Department of English Education. vi
5. Ashim Baha El Haq, S. HI. as the Headmaster of SMP Puspita Bangsa Ciputat, and Setiana S.W Sitepu, M.Pd. as the English teacher of second grade of SMP Puspita Bangsa Ciputat who has given the writer help and permission to do the research at their school. Also, all the second grade students of SMP Puspita Bangsa Ciputat for their participation. 6. All of her friends at the Department of English Education Academic Year 2010, especially students at the class B and all the people who contributed in this study. The words are not enough to say any appreciation for their help and contribution in this skripsi. May Allah, the Almighty bless them all. Moreover, the writer also realized that this skripsi is far from perfect. It is a pleasure for the writer to get critiques and suggestions to make this skripsi better.
Jakarta, September 6th, 2016
The writer
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TABLE OF CONTENTS
APPROVAL ..........................................................................................
i
ENDORSEMENT SHEET ...................................................................
ii
CERTIFICATION OF ORIGINALITY .............................................
ii
ABSTRACT ..........................................................................................
iv
ABSTRAK ..............................................................................................
v
ACKNOWLEDGMENTS ...................................................................
vi
TABLE OF CONTENTS .....................................................................
viii
LIST OF TABLE ..................................................................................
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CHAPTER I: INTRODUCTION A. Background of the Study ........................................................ 1 B. Identification of the Problem .................................................. 5 C. Limitation of the Study........................................................... 5 D. Formulation of the Problem ................................................... 5 E. Objective of the Study ............................................................ 5 F. Significances of the Study ...................................................... 5 CHAPTER II: THEORETICAL FRAMEWORK A. Vocabulary ............................................................................ 7 1. The Definition of Vocabulary .......................................... 8 2. Types of Vocabulary ........................................................ 9 3. How to Remember Vocabulary ........................................ 11 4. Teaching Vocabulary ....................................................... 14 5. Learning vocabulary ......................................................... 16 6. The Problem Face in Teaching-Learning Vocabulary ..... 17 7. Some Techniques in Teaching Learning Vocabulary ...... 18
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8. Vocabulary Rubric Assessment........................................ 20 B. Crossword Puzzle Game ....................................................... 21 1. Games................................................................................ 21 a. Definition of Games .................................................... 21 b. Types of Games........................................................... 22 c. Principles of Choosing and Using Language Games .. 24 d. Procedure of Playing Games ....................................... 27 e. The Advantages and Disadvantages Using Games ..... 28 2. Crossword Puzzle Game ................................................... 29 a. Definition of Puzzle .................................................... 29 b. Kinds of Puzzle ........................................................... 29 c. History of Crossword Puzzle Game ............................ 31 d. Variation of Using Crossword Puzzle Game in Teaching Vocabulary .................................................. 34 e. How to Play Crossword Puzzle Game ........................ 35 f. Advantage of Crossword Puzzle Game....................... 37 C. Previous Related Studies ........................................................ 37 D. Thinking Framework .............................................................. 39 E. Hypothesis .............................................................................. 39 CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Study................................................... 40 B. Method and Design of the Study ............................................ 40 1. Method of the Study .......................................................... 40 2. Design of the Study ........................................................... 40 C. Population and Sample ........................................................... 41 D. Technique of Collecting Data................................................. 42 E. Technique of Data Analysis ................................................... 43 F. Statistical Hypothesis ............................................................. 45
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CHAPTER IV: RESEARCH FINDING AND INTERPRETATION A. Research Finding................................................................... 46 1. Data Description................................................................ 46 2. Data Analysis .................................................................... 50 3. Testing Hypothesis ............................................................ 55 B. Interpretation .......................................................................... 59 CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ............................................................................ 62 B. Suggestions ............................................................................. 62 BIBLIOGRAPHY ............................................................................................... 63 APPENDIXES ..................................................................................................... 66
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LIST OF TABLES Table 3.1 Nonequivalent Comparison Group Design ........................................ 41 Table 4.1 The Test Result of Experimental Class by Using Crossword Puzzle Game........................................................................................ 46 Table 4.2 Table Frequency Gained Score of Experimental Class ..................... 47 Table 4.3 The Test Result of Control Class without Using Crossword Puzzle Game ................................................................................................... 48 Table 4.4 Table Frequency Gained Score of Control Class ............................... 49 Table 4.5 Table of Recapitulation ...................................................................... 50 Table 4.6 Calculation of Normality Pre-test in Experimental Class .................. 51 Table 4.7 Calculation of Normality Post-test in Experimental Class ................ 52 Table 4.8 Calculation of Normality Pre-test in Control Class ........................... 53 Table 4.9 Calculation of Normality Post-test in Control Class.......................... 54 Table 4.10 Standard Deviation Table................................................................. 56
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1
CHAPTER I INTRODUCTION A. Background of Study In teaching-learning of English language, one of component or sub skill that must be taught to the learners is vocabulary. Vocabulary is central and important to language learner. Richard said a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write was vocabulary.1 It means words help us to share our ideas and they also help us to understand other people’s ideas. We listen, speak, read and write with words. It can be said that the students will find difficulties in mastering English skills if they have limited vocabulary. Without a sufficient vocabulary, someone cannot communicate effectively or express ideas because we think with word. Moreover, Rivers said learning a language without vocabulary mastery was not easy.2 Learning vocabulary is an essential part for mastering a second language. If students want to master language skills such as listening, speaking, reading and writing, students need to have a large number of vocabularies. With a limited vocabulary students will also has a limited understanding in skills of language. In other word, mastery of a language means the ability to use or even to understand the words of a language. At this point, students are considered to master a language, if they can understand what the others say or write and if they can produce the language in spoken or written. It means that the purpose of teaching a language is students can master the four skills such as listening, speaking, reading and writing. To cover these four language skills, students need to master vocabulary. Schmitt said reading skill depends on vocabulary mastery. More vocabulary students have, more proficient they are in applying vocabulary in reading skill. Vocabulary is not
1
Jack C. Richards and Willy A. Reynanda, Methodology in Language Teaching, (Cambridge: Cambridge University Press, 2002), p. 255. 2 Wilga M. Rivers, Teaching Foreign-Language Skills, (Chicago and London: The University of Chicago Press, 1986), p. 462.
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only related to reading skill but also three other languages. 3 It means that vocabulary has strong relationships with the language skills. Vocabulary is needed for expressing meaning and in using the receptive (listening and reading) and the productive (speaking and writing) skills. Students need to have lexical knowledge in that language in order to communicate use that language. Acquiring a large and varied vocabulary is one the largest challenges in learning a second language. The more we mastered the vocabularies, the better our performances in all aspect of English will be. In addition, Thornbury mentions about a large extent number that students, as foreign language learners, need in mastering vocabulary as soon as the students can use the vocabulary in daily conversation. He the students can communicate with other people using vocabulary if they achieve about 2000 words of vocabulary mastery targets.4 To achieve that number of vocabulary to be mastered by the students, Indonesia has established English as one of the subjects that should be taught from junior high school up to university level. In this study, the writer focused on secondary or junior high school level. Based on Curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan), there is standard competence which has to be reached by students at second grade junior high school in learning English involved: Understanding the meaning of functional text and simple short essay in the form of descriptive and recount text to interact with people in their nearest environment.5 Above of all, junior high school students need to understand some of text such as recount, narrative, procedure, descriptive and report. It means that the
3
Norbert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 155. 4 Scott Thornbury, How To Teach Vocabulary, (Edinburgh: Pearson Education, 2002), p. 20. 5 Departemen Pendidikan Nasional, Standar Isi untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan, 2006), p. 124.
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students need to master a large number of vocabularies to understand some of those texts. In contrast, based on the writer’s observation at SMP Puspita Bangsa Ciputat, especially at the second grade, the problem in teaching-learning English is vocabulary mastery. The students sometimes did not get the point from a text, even it was the simple short text from their student’s book. The students often confused and cannot answered the question from the text because they did not know the meaning of the vocabulary. It was proved by the result of the students’ English test, the Minimum Mastery Criterion - Kriteria Ketuntasan Minimal (KKM) was 70.0 while the mean score of the students was under the KKM. It was also indicated the students’ vocabulary mastery is low and not yet achieve the vocabulary mastery target as Thornbury said. There are many factors that make the students’ vocabulary mastery is low. There are coming from the internal and external factors. The internal factors come from the inside of students themselves such as motivation, interest, intelligence, etc., and the external is the factors that come from the outside of students which affect their learning process such as background, learning materials, and teachers’ performance including their teaching methods. From the observation, the writer noted the English teacher at SMP Puspita Bangsa Ciputat only use the easiest and simplest ways in teaching learning process. If students find new words or difficult words that the students did not know yet, the teacher just asked the students to check the word up in the dictionary. This way does not help and solve the students’ problem in learning English especially in mastering vocabulary. The English teacher has to find the new method to increase the students’ vocabulary mastery and help the students understand any text on their student’s book. The teacher and the students need to have suitable strategy to vocabulary mastery. Harmer said that teaching vocabulary is an important element of teacher’s art.6 Hatch and Brown also stated the students’ way to achieve
6
Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (England: Pearson Education Limited, 2007), p. 229.
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vocabulary and recognize it works is always exciting for the teachers.7 It means that mastering vocabulary should be interesting and satisfying for both teacher and students. The English teacher has to think a suitable way, subject material and how to apply it in classroom. Teacher must have a fun and creative strategy to teach vocabulary that can make students have interest and pay attention in vocabulary mastery. Considering that situation, the writer gave a solution to increase the students’ vocabulary mastery for the second grade students of SMP Puspita Bangsa Ciputat, so later the students will able to mastery English well. The solution is by using crossword puzzle game. Crossword puzzle game offers a challenge that will motivate the students to try to fulfill the puzzle. It gives much opportunity for the students to practice and repeat the sentences pattern and vocabulary. Certainty, the crossword puzzle game is a kind of game that will makes the teaching-learning process more attractive than before. The students will feel fun, relaxed and enjoyable, and they will memorize the vocabulary in different way, that is by rewriting them. This study is important to be done because it hopefully can give many benefits to English teacher, students and the other researcher. The writer expects this study can solve the teacher’s problem in teaching vocabulary and give the appropriate strategy in teaching vocabulary. The researcher hopes this study can help students in vocabulary mastery. To other researcher, the writer hopefully can give information about vocabulary and crossword puzzle game. To sum up, the writer wants to propose a technique that hopefully can improve the students’ vocabulary mastery. The proposed technique is crossword puzzle game towards students’ vocabulary mastery with the title “THE EFFECTIVENESS
OF
CROSSWORD
PUZZLE
GAME
TOWARDS
STUDENTS’ VOCABULARY MASTERY”
7
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education, (Cambridge: Cambridge University Press, 1995), p. 372.
5
B. Identification of the Problem From the background of the study above, it can be identified some problems: 1. Students get difficulty in understanding text from their student’s book. 2. Students get difficulty in answering the question based on the text from their student’s book. 3. Students get low score in English test. C. Limitation of the Study In order to avoid misunderstanding and to clarify the study, it is necessary to make the limitation of the study. The writer limits the study in vocabulary mastery and it will be taught toward crossword puzzle game at the second grade students of SMP Puspita Bangsa Ciputat. The vocabulary that the students have to be mastered is based on theme of the student’s book: It’s Time to Holiday and My Dear Friend. D. Formulation of the Problem According to the limitation of the problem above, the writer formulates the research problem “is crossword puzzle game effective in vocabulary mastery at the second grade of SMP Puspita Bangsa Ciputat?” E. Objective of the Study The objective of the study is to find out whether the crossword puzzle game is effective toward vocabulary mastery at second grade of SMP Puspita Bangsa Ciputat or not. F. Significance of the Study The result of the study is expected to provide useful information about the effectiveness of crossword puzzle game toward students’ vocabulary mastery at the second grade students of SMP Puspita Bangsa Ciputat. It is expected that the findings can contribute to the group of people, they are: 1. For English teacher It gives the alternative technique in vocabulary mastery, especially using crossword puzzle game. It is also help the teacher to increase students’ score in English test.
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2. For students This study assists them to solve their problem in vocabulary mastery and enrich their vocabulary. It is also expected to be a useful input to help the students’ to improve their score in English test. 3. For further research For the further research who are interested in doing research about vocabulary at Junior High School level can get the basic information about the use of crossword puzzle game. Moreover, they can apply crossword puzzle game for other English material.
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CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary The first thing that we are hoped in learning a new language is having vocabulary because it is one element that links the four skills; speaking, listening, reading and writing altogether. In order to communicate well in a language, students are hoped acquire a sufficient number of words and need to know how to use them accurately. Without having enough vocabularies, communication will end up in unpleasant situation and make the students reluctant to continue their sentence or idea. In the other words, vocabulary is a basic of language and it is very important to be mastered. We cannot speak well and understand written materials if we do not master it. Everyone cannot master a language if he/she does not learn vocabulary and expression of word has meaningful way in communication, like Schmitt stated, one of necessary skill of language is vocabulary. If we do not understand it, we cannot speak well. By lacking words, the interaction in other language cannot be done no matter how successfully the sound of the foreign language is mastered.1 Moreover, Scott Thornburry stated that ability in using the language will not be improved if the concern of study is only on grammar without practice in other skill. On the other side, if the concern is more on words and expressions, the ability in using the language can be improved.2 It means that more vocabulary will make someone be better in communication. In conclusion, students cannot practice or build that language if they are lack of vocabulary because vocabulary is the key to students understanding what they hear and read i]kn school and to communicate successfully with other people. For this reason it is very important for the students to quickly build up a large store of words. 1
Norbert Schmitt and Michael Mc Cartney, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 5. 2 Scott Thornbury, How to Teach Vocabulary, (Oxford University Press, 2002), p. 13.
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1. The Definition of Vocabulary There are many definitions can be found about vocabulary from some experts, but the writer only choose several of them which are important to discuss. According to Laurie Bauer, vocabulary is the words concern of the original of the words (e.g. cable from Arabic word of habl or cartoon from Italian word of cartone), the change of the words (e.g. verb + ion becomes noun: act + ion = action or verb + ive becomes adjective: collect + ive = collective), the relation of the word (e.g. hyponym: apple-fruit, car-vehicle, cow-animal) and the application of the word in daily life. All of us have been using word to know what someone desires and to express our desire to others since we were about a year old.3 It is explains that vocabulary is truly the main component of language that will help us to communicate well although in several situations we will need another component like meaning, pronunciation and grammar put together in use. Penny Ur said the words that are taught in foreign language defined as vocabulary.4 In other words, Ur illustrated if we teach a new words in a foreign language that is a vocabulary. For example, today SDN 07 Pagi will learn English about stationeries. Stationeries include paper, pencil, pen, ruler, eraser, book, table, etc. Those words about stationeries are called vocabulary. Moreover, Hatch and Brown described vocabulary is a tool that have been using by someone to communicate with other people.5 In this sense, vocabulary is an important part for the individual person to share their idea or their willingness to the others. From all the definitions given above, we know that some experts have difference ideas in giving the definition of vocabulary, because every person has different ways in expressing and showing their ideas. However, it can be concluded from those definition above that vocabulary is a set of words which
3
Laurie Bauer, Vocabulary, (Routledge: London and New York, 1998), p. VIII. Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 60. 5 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic and Language Education, (Cambridge: Cambridge University Press, 1995), p. 1. 4
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used in a language and the user knows it. Thus, vocabulary is one of the components of a language where there is no language without words. From these statements, vocabulary mastery and development of the student is important in language teaching beside grammar and pronunciation to reach the goal of English learning and teaching itself. 2. Types of Vocabulary Harmer6 and Jo Ann Aeborsold7 distinguish two types of vocabulary; active vocabulary and passive vocabulary. a. Active vocabulary is the words that have been learned and used by the students in their daily life to interact with others. The learners can use this appropriately in speaking or writing and it is also called as productive vocabulary. To use the productive vocabulary, the students must know how to pronounce it well, able to use grammar of the target language and also must be familiar and understanding the meaning of the word. In fact, the active vocabulary is more difficult to practice. This type is often used in speaking and writing. b. Passive vocabulary refers to all words that the students can be recognized and understood them when they interacted with others. The learners can use it appropriately in listening or reading and it is also called as receptive vocabulary. It means that passive vocabulary is all of the words heard or read by the students. Hearing the vocabulary used prompts the students to recall its meaning. In other words, you are being made to recall it. Another opinion came from Nelson Brooks; vocabulary is divided into three, namely: a. Little or empty words: Little or empty words belong to grammatical category and it has only grammatical meaning. Grammatical meaning cannot stand alone but is always associated with other words or even the
6
Jeremy Harmer, The Practice of English Language Teaching New Edition (New York: Longman Publishing, 1991), p. 159 7 Jo Ann Aeborsold and Mary Lee Field, From Reader to Reading Teacher, (New York: Cambridge University Press, 1998), p. 139
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whole sentences. The example of little or empty words: a, an, these, but, although and the. b. Content words: Content words are words that have the content or meaningful word. It can be expected to find its meaning in the dictionary. They are also called open-class words. Open classes accept the addition of new morphemes such as compounding, derivation, and inflection. The example of content words: nouns (Nicky, class, tree), adjectives (red, old, small), verbs (look, sit, sing), and adverbs (frequently, very, also). c. Cluster of words such as verb that convey special concept when used with given pronoun or preposition.8 The writer called it idiom. Idiom is a short group of words which are often used together and have particular meaning or an expression that has a representative, or sometimes exact meaning. The examples: -
This is a piece of cake! = A task will be easy.
-
It takes two to tango = Actions or communications need more than one person
Based on frequency and range vocabulary often occurs in the language, it can be divided into four levels as follow9: a. High frequency words: High frequency words are the 2000-3000 most frequent word families. The first priority is in vocabulary learning because these words in account for 80% or more of the running words in any written or spoken text. We might not exactly remember using high frequency words because those are appear most commonly in everyday usage. High frequency words are used so often that our brains even have their own place for them. The example of high frequency words are I, and, the, that, not and is. b. Low frequency words: Low frequency words are all the rest of the word families which of these words are known or are worth learning depend on 8
Nelson Brooks, Language and Language Learning, (New York: Harcourt, Brace & World Inc, 1964), p. 182. 9 I. S. P. Nation, Teaching Vocabulary: Strategies and Techniques, (New York: Heinle and Heinle Publisher, 2008). pp. 7-12.
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learner’s personal interest, education background or current studies, area of employment; social, cultural natural environment and so on. The words just occur rarely and not commonly used. The example of low frequency words are aptitude (synonym: ability; inherent ability), resurrect (synonym: revive; become alive again), and burgeon (synonym: grow; flourish). c. Academic word: Academic words are the words families occur much more frequently in academic texts (textbook, lectures, hand-outs, journal article, reference manual, seminar presentation) than in non-academic usage, across of different disciplines. The example of academic words are derived (formed or developed from something else; not original), assessment (the act of judging a person or situation or event), and formula (a group of symbols that make a mathematical statement). d. Technical words: technical words are low frequency word families which are used in particular discipline, profession, sport, culture or other special filed. They are normally known only by people with an interest or expertise in relevant area. The example of technical words are hot spot - In the world of IT this term refers to places that have wireless Internet connections), PDFing (an example of a word morphing, this term once described the process of turning a document), and user (a term that defines the online audience, it also refers to anyone who "uses" a computer). Teaching vocabulary is not just presenting the new words to the students, but the teacher needs to decide which words to teach before the students learn specific area of lesson. It may help the teacher teach vocabulary that is really necessary for the students. The teacher must be smart to select appropriate vocabulary to his/her students. 3. How to Remember Vocabulary Understanding of vocabulary is a general matter of a number individual items, it is not same with study of grammar that is fundamentally a rule based system. Commonly, the rule seems to be a question memory. By the time of
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the teaching and learning process, the main problem is: how does memory work? The working memory researcher separated these following systems: 10 a. Short-term store: short-term store is a system in our brain to keep temporary information and that process of information is only required when we think. If it compared with computer components, short-term memory is similar to RAM (Random Access Memory) that is a temporary storage before being processed in the CPU (Central Processing Unit), data stored in RAM will be erased or lost re-written with the next data. For example, when someone mentions random numbers with a certain speed, and then we are asked to remember and mention of these numbers in order as it mentioned, it needs short-term store. b. Working memory: Working memory is a system that supports information for a while when complex cognitive activities take place, such as: reading comprehension in English and also in productive activities such as writing. The example in the language learning process that involves working memory is the when the students listen to hear an unknown word in English and then students are asked to repeat it a few seconds later. c. Long-term memory: is a system in our brain that has a function to keep the information
permanently,
organized
the
information,
and
recall
information at a time when the need it at the future. Usually, the information that has stored in long-term memory will be able to remember for a lifetime. If it compared with components of computer, long-term memory is similar to the hard-disk which permanently storage the data. Just like the brain, any of the data that are inputted into a computer will be processed in RAM (short-term memory) but not all of the inputs or processing. For examples, a driver who has decade experiences will be relaxed and easy to do many things while driving a vehicles, such as turn on the radio, change the radio channel, conversing with passenger, even while determining the direction of the vehicle. All information about 10
Scott Thornburry, How to Teach Vocabulary, (Edinburgh: Pearson Educated Limited, 2002), pp. 23-26.
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driving techniques, directions, and the problems on the road has been stored in long-term memory and automatically he will be called when driving. It was not found in someone who is just learning to drive. There are several principles should be followed if we want to make sure that the new information move into long-term memory storage: 1) Repetition: Repetition is reinforcing the words, if the learners have seen the words in intense frequency, the learners have a better chance to remember it for long time. For example: Salvador is a Mexican and a student of an aviation school. His school applied English as a prior language instead his English is not really good, but in his daily life he often heard and speaks about aircraft and aviation. Even his English is not really good he knows some word such as air screw, carry-on luggage, aisle seat, etc. He knows how to write that word and how to apply it because the frequency of the word is intense. 2) Retrieval: Retrieval is a process of searching for and finding information stored in the memory to be used again. This is another type of repetition. Applying new words in written letter, writer essay, written email, and any kind written tasks will help the learner remembering those words and applying the word again in the future. 3) Spacing: Spacing means better to divide a new word and try to remember it in a period time than trying to remember several words in a single time. 4) Pacing: Pacing means that everyone has different learning style and speed in acquiring new words. Otherwise, the learners should realise the suitable learning style for themselves to make their memory works well. 5) Use: Adding word “use” will make more interesting in acquiring new word to the long-term memory. This principle also called “use it or lose it”. 6) Cognitive depth: The word will be better remembered if the learners feel that word is more cognitively demanding in their needs.
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7) Personal organizing: The probability of a new word will be increased based on the learners’ character in communication and personal activity in their life. 8) Imaging: It is easier to remember a new word with visualization rather than not display it with any picture. An abstract work also can be displayed with an image. 9) Mnemonic: Mnemonic might be helpful for storage information in long-term memory when students lack a relevant knowledge base about the topic they are studying. Mnemonics may provide visual imagery or verbal elaborations that serve as cues for recalling information that is low in imagery or in meaningfulness. Students can generate their own mnemonic devices or their teachers can provide them with mnemonic materials. 10) Motivation: The words will not be remembered only by strong motivation. The unmotivated learners surprisingly can remember the words if they must be face a task occasionally. 11) Attention: Improving vocabulary without any certain attention is impossible. The students have to pay attention to the topic that they have learnt so they can understand and input it to their long-term memory. Based on it, we can predict how long vocabulary stays in our brain. Thornburry divides working of our memory to be three parts. First, short-term store is brain capacity that vocabulary stays in there just few second. Second, vocabulary stays in there just for a while is working memory. Last, long-term store is brain capacity that vocabulary stays in there durable over time by many activities can do. 4. Teaching Vocabulary The purpose of teaching vocabulary is to help the students bring the meaning from word sign, signal and symbol. To achieve the goal of teaching vocabulary, the students must be taught many things about words and their
15
meaning as well as the words themselves. In teaching vocabulary, there are several principles for the teachers as consideration. The principles are: a. Aims: Before the teacher start vocabulary teaching-learning activity, there are several aims that must be understood, such as the how many vocabulary that should be reached by the students and what kinds of vocabulary will be taught. For example: Mr. Andrew is an English teacher at 8 grades, today he teaches about transportation at his class. He has prepared about the transportation and listed what the students must be learnt at class. b. Quantity: The numbers of vocabulary that will be taught may have to decide by the teacher and the teacher also has to choose how many words that the students have learnt. For example: Mrs. Ann will teach English class at 7 grade students about animal. She determines that the students must be mastered 30 kinds of animal after the teaching-learning process. c. Need: The teacher must be concern to the vocabulary words chosen that will be taught to the students because it must be related to the aims of teaching.11 The teacher has to carefully choice the words that will be learnt by the students based on their grade, the words supposed to be not too easy or too hard to remember by the students. d. Frequent exposure and repetition: The teacher should have made sure the students already remember the word that lately taught by repeating the word before move to the new word. After the teaching-learning process, it is necessary for the teacher to check the students about the words that they have learnt, if the students can understand and remember the word, the teacher can go on to the next material. e. Meaningful presentation: Meaningful presentation means that the word will never get ambiguity by the students and the students can understand it clearly even the word presented in its denotation. Ambiguity is when the meaning of a word, phrase, or sentence is uncertain. There could be more than one meaning. One example word of ambiguity is Sarah gave a bath to 11
Ibid., p. 28.
16
her dog wearing a pink t-shirt. Is the dog Sarah who wearing the pink tshirt? The teacher should clear those sentences and explain it to the students. f. Situation presentation: According to the situation, the students should learn words in any situation that are appropriate. The words choices can be presented variously based on formal and informal situation; how close we know the person and with whom we were speak to.12 For example, let us pretend you are in a dinner party and you need to leave for an urgent phone call. If you were eating with your manager, you might say, “Would you please excuse me for a moment?” or “Excuse me”. However, with friends, you might say, “One sec” or “I’ll be back.” So, you leave the table and answer your phone call; if it’s your customer or boss, you could begin with, “Good Evening, how are you doing tonight?” But if it were your close friend you might say, “What’s good with you, my brother from another mother!” From the principles above in teaching process, the teacher should be able to identify who the students are, what their needs are, and how the teacher should teach in a simple and interesting way. Different age of students indicate that they have different needs and interest. In teaching vocabulary, the teacher must be able to select the words that will be given to the students, according to the curriculum and the goal of teaching. 5. Learning Vocabulary Hatch and Brown describe five essential steps in vocabulary learning based on research into learners’ strategies:13 a. Having sources for encountering new words: to enrich the new words, the students can learn it from many resources. Those resources are watching foreign language movie, listening target language song, talking with native speakers, textbooks, word lists, dictionaries, etc. 12 13
Ibid., p. 30.
Evelyn Hatch and Cherryl Brown, Vocabulary, Semantic, and Language Education, (Cambridge University press, 1995), pp. 372-391.
17
b. Getting a clear image: the students can create a picture in their mind when we learn a new word, it also called mental picture. Mental picture can be visual, auditory or both of them. We can make this mental picture relate with a new word with other foreign language or we can using phonetic script with similar sound. c. Learning the meaning of words: We also can learn a word by recognize the meaning of the words and ask it to the native speaker, context guessing, or creating a mental image of meaning. d. Making a strong memory connection between the forms and meaning of the words: Between word form and the meaning we can make a strong linkage in the memory, we can apply it become memory strategy usage – as long as it used. e. Using the words; in example sentences, collocations, various contexts, conversations, etc.: of course we have to often practice the words to make a sentences, collocation, text, conversation, etc. if we want the word stay longer in our brain storage. Learning of words is a process that continues, but that change in nature as it continues.14 Looking at the five steps, we can see that each ‘steps’ is in fact something that needs to happen over and over again, so each time something new is learnt or remembered. 6. The Problem Face in Teaching Learning Vocabulary Penny Ur mentioned seven categories about the teaching problem that perhaps will be faced when we teach vocabulary, there are:15 a. Discipline: There is difficult to control discipline problem in the class. To solve this problem, the students should has motivation to make themselves keep their willingness of learning language and the teacher have to force the students to be discipline.
14
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge University Press, 2001), p. 84. 15 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 2003), pp. 60-62.
18
b. Correcting written assignment: Some of the students feel over confident with their language knowledge, when they correct written assignment they sometimes they correcting the answer that actually right. This activity sometimes becomes a burden for students. c. Interest: To keep away the students’ boredom, the teacher has to find interest topics and activities. For example, today the class will going to learn about public place, the teacher can make over the classroom become a market, a museum, a beach or any kind of public place and if it possible the teacher can bring any kind of property to make it real. d. Effective learning for all: Not all the students have same knowledge, the teacher should be aware of this. To make the language learning effective, the task should be not too easy or not too difficult for them. e. Material: The teacher should prepare suitable material before the language learning process to make the aims of the process run well and achieved. 7. Some Techniques in Teaching Vocabulary Teaching techniques is important in teaching learning process, not only determined by teachers and students’ competence but also with in appropriate technique. Teaching techniques are very helpful for teacher. It is teachers’ task to appropriate technique of vocabulary teaching, it does not mean that if the teacher uses a certain technique. There are many explanation can be found about some techniques in teaching vocabulary from some experts, but the writer only choose several of them which are important to discuss. Ruth Gairns and Stuart Redman said there are many techniques of vocabulary teaching, there are: a. Visual Aids: Visual aids include pictures, photographs, flashcards, and blackboard, etc. The teacher can apply one of them in the classroom. For example, the teacher use pictures in language learning process to introduce a new word to the students. The pictures may come from many sources; magazine, newspaper or the students’ handmade. Pictures can be used to explain the meaning of vocabulary items. The purpose of using pictures is
19
to encourage the students’ mind before they are given the English word because they can understand it from the pictures. b. Verbal explanation: Based on the students’ level, the aim and the time allocated, the teacher should select and provide words will be taught. The teacher has to know the synonym, antonym and definition of the words and explain it to the students. This process makes the students feel bored easily but this technique is an efficient way to explain unknown word. c. Contextual guesswork: The students learn vocabulary from a text in this technique. The students can understand the meaning of difficult words from a text through deducing meaning from context, deducing meaning from form, word association and word formation. Furthermore in presenting the meaning of the words to the students, there are four possible techniques to ease the comprehension of word by the students. The following are technique in teaching English vocabulary that can be implemented in class. a. Demonstration technique: In demonstration technique, the words can be presented with gesture, picture or physical movement by the teacher. For example: the teacher said “open the window”, by practicing the teacher move forward to the window and open it then the teacher asked one student to demonstrate it again. b. By using song: Generally, everyone likes a song. Therefore song makes learning English more interesting. We can introduce new words related to the song, and from the song, and from the song the teacher also can teaches pronunciation. Griffee stated songs are provided a meaningful context for the vocabulary that is why songs are good in introducing vocabulary.16 From this theory, we know that songs can be used to relax students and provide enjoyable English class. c. By using words puppets: Puppet is defined as doll small figure of animal etc. It is means that puppet is one of teaching aid by using puppet teacher
16
Dale T. Griffee, Songs in Action, (UK: Frentice Hall International Ltd, 1992), p. 5.
20
can get the students attention. And it is simply to make it. The teacher can use puppet animal when explain the word of animal. d. Gives the word clue related to the clue: The teach gives clue about something that related to the material, and the students have to guess it. In this sense, the teacher gives alternative words as the clue therefore this strategy is one of the good ways in guessing the unknown words. There are many different ways of teaching vocabulary. The writer hopes these technique can use by the teacher in teaching vocabulary success. Although there are many other factors supporting teaching and learning process, such as the using appropriate media, learning material which support teaching learning process, class management, and teacher’s ability and creativity in developing and managing learning process optimal. 8. Vocabulary Rubric Assessment A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. Rubrics are important because they clarify for students the qualities of their work that they should. This point is often expressed in terms of students understanding the learning target and criteria for success. For this reason, rubrics help teachers teach, they help coordinate instruction and assessment, and they help students learn. Here is the vocabulary rubric assessment17: VOCABULARY ASSESSMENT
Match words to definitions
Complete sentence
17
Poor (1 point) Student is able to match only a few words to their definitions
Fair (2 points) Student is able to match some of the words to their definitions
Good (3 points) Student is able to match most of the words to their definitions
Student is able to complete only a few sentence with the correct vocabulary words
Student is able to complete some of the sentences with the vocabulary correct words
Student is able to complete most of the sentence with the correct vocabulary words
Excellent (4 points) Student is able to match all of the words to their definitions Student is able to complete all of the sentence with the correct vocabulary words
RCampus, iRubric: Vocabulary Assessment Rubric, 2016, (www.rcampus.com).
21
VOCABULARY ASSESSMENT Write definitions Write original sentences
Mechanics
Student is able to write only a few definitions Students is able to write a sentence for only a few words
Student is able to write some of the definition Student is able to write a sentence for some of the words
Student often misspells, does not use correct punctuation.
Student sometimes misspell, does not use correct punctuation
Student is able to write most of the definitions Student is able to write a sentence for most of the words Student seldom misspell, does not capitalize, does not use correct punctuation
Student is able to write all of the definitions Student is able to write sentences for all of the words Student never misspell, does not capitalize does not use correct punctuation
B. Crossword Puzzle Game Crossword puzzle game is one kind of language game, the writer would like to discuss about the game before discuss about the crossword puzzle game. 1. Games a. Definition of Games As the writer mentioned in the previous chapter, most of junior high school students admitted that they are usually bored in vocabulary learning. They have never changed their learning habits, they just have to find out some word that they think it is unfamiliar word, asked to the teacher and let the teacher translated the word. It makes them learn passively because they have no time to interact with the new word. Additionally, translating is not always an effective way to introducing the new word to the students. In this study, the writer tried to use certain game that is crossword puzzle game to increase students’ motivation in learning vocabulary. Before we talk wholly about the crossword puzzle game, we have to know what the game is. According to Hornby, the game is an activity that you do to have some fun.18 Another definition of game is expressed on Oxford Advance Dictionary, game is an activity or a sport with rules in which people or teams compete again each other. Since games can present fun and enjoyment in a classroom, thus it can be a good technique in language learning. Ali Sorayaie Azar, The Effect of Games on EFL Learners’ Vocabulary Learning Strategies, International Journal of Basic and Applied Science, Vol. 01, No. 02, Oct 2012, p. 253. 18
22
Such a game should be enjoyable, convenient, comfortable, and interesting usually this situation will invite the students to concentrate on learning activities. Aydan Ersoz says that games are highly motivating because they are amusing and interesting.19 From that description, it can be concluded that the games can be used in every field of life then relating to the English. Particularly in teaching vocabulary by using the game can encourage the students to be more active to participate in the classroom during the teaching learning process. Moreover, Lee Su Kim said on a statement that the use of games in the classroom is: 1) Games are helpful to ice-breaking the students’ boredom at the language class. 2) Games are challenging for the students also for the teachers 3) Games are useful to boost the students’ willingness of learning the language. 4) Games are motivated the students to apply it in their daily life. 5) Games create a meaningful context for the use of language20 Peter J. Rainbow and Richard B. Baldauf, Jr. in their journal write some characteristics of games. The game should be fun and entertain, intrinsically, motivating, and worth playing for the students.21 Furthermore, there are many opinions supporting the idea using games in teaching vocabulary. Games are helpful because they can make students feel that certain words are important and necessary. Besides, the use of game can increase students’ motivation in learning vocabulary. b. Types of Games According to Jill Hadfield which was stated in his book that the games were classifying as: 19
Aydan Ersoz, From Six Games for the EFL/ESL Classroom, The Internet TESL Journal, Vol. VI, June 2000. 20 Lee Su Kim, Creative Games for Language Class, English Teaching Forum, January, 1995. 21 Peter J. Rainbow and Richard B. Baldauf, Jr., Too Much Work and No Play Make Chris a Dull Boy, TESL Reported, Vol.26 No.1, 1993, p. 10.
23
1) Information Gap Games: This type of game may be one-sided or reciprocal, where both players have information which they must pool to solve a common problem. The games may be played in pairs or small groups, where all members of the group have some information. This is an example of information gap game: Student A and B look at a picture then describe it to the partner. Listen to the partner talking about the picture. After that the Student A and Student B find five differences between the pictures. 2) Guessing Games: Guessing games are a familiar variant on this principle. The players with the information deliberately withhold it, while others guess what it might be. 3) Search Games: In these games, everyone in this class has one piece of information. Players must obtain all or large amount of the information available to fill in a chart or picture or to solve a problem. 4) Matching Games: These involve matching corresponding pairs of cards or pictures, and may be played as a whole class activity, where everyone must circulated until they find a partner with corresponding card or picture, or a pair work or small group activity, played as a card game on either the ‘snap’ or the ‘pelmanism’ principle. 5) Labelling Games: Labelling games involve matching labels to items in a picture. 6) Exchanging Games: Players have certain articles, cards or ideas which they wish to exchange for others. The aim of the game is to make an exchange which is satisfactory to both sides. 7) Board Games and Card Games: Board Games and Card Games are familiar game types, where the aim is to be the first round a board, or to collect the most cards, or to get rid of the cards first, or to build up a story.
24
8) Role-play Games: Players are given the name and some characteristic of a fictional character. These are not role-plays in the true sense, as the role play element is always subordinate to the use of language.22 c. Principle of Choosing and Using Language Games The teacher needs to prepare and think the games selection carefully ahead of time before working out the lesson plan to make learning English vocabulary effectively and successfully, and on the other hand the teacher has to consider the principle of using games. According to Wright, there are five essential criteria of language games, they are: 1) Easy of preparation: the time and energy required to make the game is realistic 2) Easy of organization: using the game is easy and worth the effort 3) Intrinsic language: language must be used to play the game successfully and that same language must be useful in other situation 4) Density of language 5) Likelihood of interest for the learner. It means that technique games must easy to be displayed in any level of students and not to long which make students bored. It can create competition and attractive the students and also have some component language skill to obtain. Peter J. Rainbow and Richard B. Baldauf, Jr. suggest some principles of games selection in TESOL, as follows23: 1) Appeal The game should appeal to most students in the class. There are many games with a proven track record of popularity which can be successfully used as vehicles for TESOL instruction if they are appropriate to the age level and background of the students. 22
Jill Hadfield, Intermediate Vocabulary Games, (Essex: Pearson Education Limited,
1999), p. 5. 23
Peter J. Rainbow and Richard B. Baldauf, Jr., Too Much Work and No Play Make Chris a Dull Boy, TESL Reported, Vol.26 No.1, 1993, pp. 10-11.
25
2) Target Language Use The game has to be designed or modified so that students are obliged to use the target language in order to participate if the game can be played in the classroom context without recourse to the language being studied then it has no educational value from an ESL point of view. 3) Simplicity The game should be simple enough to be understood after a brief explanation ideally its structure should be based on a game with which the students are already familiar it should be remembered that the overriding intention is to inject some fun into the lesson without compromising
educational
objectives
grappling
with
vague
instructions can readily defeat the educational objectives of most games. 4) Monitoring Students’ Use of the Target Language The teacher must be able to control the correct use of language or reliably delegate that responsibility the ease with which games can be monitored linguistically should be a significant factor in the selection process games like “scrabble” and “boggle” in which students form words outside meaningful contexts preclude effective monitoring since the teacher has no way of knowing if students understand the words they have chosen. 5) Time Effectiveness The game should be time efficient in terms of the amount of time devoted to language sue many activities involving cutting pasting and colouring in are undoubtedly enjoyable but hardly justifiable when one considers that little or no language is required. 6) Control The game should be easy to organize and control given the type of students in the group excessive physical activities are best avoided with high spirited students who climb the walls at the slightest pretext by the same token it might be advisable to avoid such games with shy
26
sensitive introverted students who would experience a degree of embarrassment. 7) Group Participation It is important that the whole class by engaged as players or spectators if only two students at a time can play a particular game and the linguistic or logical motivation for audience interest is low then such a game would be an unsatisfactory choice to use with a class of thirty students. 8) Language Level The language level must be appropriate for the students if the game is to be a success normally the more advanced the students are the easier it becomes to select games for them beginners are limited to the basic vocabulary and structures they have learned and many games like “twenty questions” would be beyond the linguistic capabilities of beginners. 9) Materials Materials can be expensive or difficult to produce financial considerations might put computer games on the “reconsider only if…,” list on the other hand if materials can be obtained without putting too much strain on the teachers time or budget then they should be considered a worthwhile investment. 10) Versatility The same game can often be applied to more than one aspect of language learning and teachers should be aware of this so that a popular game is exploited to its full potential “nought and crosses” (“tic-tac-toe”) can be used to practice vocabulary grammar reading and cultureas well as just numbers. 11) Time The game should be over before students’ interest flags in fact its best to always leave your audience wanting more reasonably fast action should be a feature of team games where players also spend a lot of
27
time as passive spectators thus games such as “chess” and “monopoly” have very little if any value. 12) Variety Teachers should have a wide variety of games in their repertoires if the games are very similar differing only in name and little else the element of fun can erode rapidly. From those theories, the writer concludes that principles of choosing and using games should be easy to prepare and not take too long which can make students feel bored and tired, and also games should be easy to play and have some element of language teaching besides entertained to students, also, the teachers also should look out the principle of selecting games before use it, so the game can be accepted by all students in the classroom. d. Procedure for Playing Games The teacher should have a good plan when he/she use game, such as choosing the suitable game for their students ability, decides what the players should do, how which the time allocated, and the teacher should know how the procedures of game are. There are many procedures for playing game such as: 1) Choose games on the basis of their suitability in terms of the language they put into practice and also with regard to the students themselves (e.g. their age and interest). 2) Prepare the game carefully beforehand; try to predict the language items that maybe needed. 3) Explain to the students (in the mother tongue if necessary) the purpose of rules for the games. 4) Involve as many students a possible e.g. by dividing the class into two teams and also by letting the students take over you if the game permits. 5) If the games played on team basis, points should be awarded for each correct answer and the scores are written on the blackboard. Deduction
28
can be made for grammatical errors (e.g. half point) but credits should be given for creative expression. e. The Advantages and the Disadvantages of Using Games There are many advantages of using games in English learning, such as help the students to reduce students’ boredom and improving students’ interest in learning new vocabulary, make students feel enjoy and comfortable. Hence, Andrew Wright stated that the advantages of game are: 1) Games help and encourage many learners to sustain their interest and work 2) Games also help the teacher to create context in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what other saying or have written, and they must speak or write in order to express their own point of view or give information. 3) Many games cause as much density of practices as more conventional drill exercise. 4) Games can be found to give practice in all the skill (reading, writing, listening, speaking). 5) By making the language convey information and opinion, games provide the key feature of “drill” with opportunity to sense the working of language as living communication.24 Based on the statement above it means that the technique of game is expected to increase students’ attention in learning English. More practice in all skills language and more attractive for communication activity. Games as the alternative teaching technique also have the disadvantages or limitation. The disadvantages of using games are: 1) Generally is if the students number is too much, it will surface to involve all of the students in that games. A student whom did not involve will disturb the process. 24
Andrew Wright, David Betterdige and Michael Bucbey, Games for Language Learning New Edition, (Cambridge University Press, 1984), pp. 1-2.
29
2) Not all materials of study can communicate by games. 3) Games usually make noisy 4) Most teacher use games only for a part time. The writer assumes that it is difficult to use the games, because in using games, the children have to know the principle of games and choosing the suitable of language game. The classes should be planned so there is a minimum of formal drilling and maximum activities. 2. Crossword Puzzle a. Definition of Puzzle Puzzle is defined in the Collins COBUILD New Students’ Dictionary as a question, game or toy which you have to think about carefully in order to answer it correctly or put it together properly. In this study, the writer tries to describe puzzle as one of many language games used to teach vocabulary at Junior High School. b. Kinds of Puzzles There are many kids of puzzle, among other are: 1) Word Search Puzzle In this game the students will be given a list of encoded letter which contain hidden names of subject. The students will have to find those names by circling those words, for example: Find out three objects that usually we can find it at the classroom on the boxes, and clues bellow will help you to find out them: a) It is used for measuring things and for drawing straight line b) A long thin object used for writing or drawing with ink c) A small piece of rubber used to remove the marks made by pencil
R A R E R L U U L
J
R Y U
L N A P
E R A S R
R
E R
S A P N Q
30
2) Scramble Letters Puzzle It is kinds of puzzle where the players have to rearrange the scramble letters based on the clues. This puzzle is useful primarily for the recognition of words and their spelling. For example: By unscrambling the letter you will get the members of your family. Arrange these letters into the correct word! e.g. T-E-R-R-B-O-H = BROTHER 1. M-G-A-R-R-E-N-D-O-H-T = ………………......... 2. L-E-U-N-C
= ………………………....
3. T-E-S-R-I-S
= ………………………….
4. H-E-T-A-F-R
= ………………………….
5. O-T-H-E-R-M
= ………………………….
Clues: 1. The mother from your father/mother 2. The brother of someone’s mother/father, or the husband of someone’s aunt 3. A girl/woman who has the same parent with you 4. a female parents 5. a male parent
3) Crossword Puzzles This game is very familiar to the students for they can find such as puzzles in their language in this game, the students will have to fill the boxes letter by letter based on the question. For example: Fill the in the boxes with the members of family, here are some clues Across: 1. A female parents 2. The brother of someone’s mother/father, or the husband of someone’s aunt 3. A girl/woman who has the same parent with you Down: 1. a male parent 2. The mother from your father/mother
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1. 2. 1.
3.
2.
c. History of Crossword Puzzle Game What is crossword puzzle game? In this part, the writer tries to explain about it entirely. A crossword puzzle is a game of words where the player is given a hint and the number of letters. The player then fills in a grid of boxes by finding the right words. Based on Cambridge dictionary, crossword (puzzle) is a game which you write words which are the answer to questions in a pattern of black and white squares. From oxforddictionaries.com, crosswords puzzle is a puzzle consisting of a grid of squares and blanks into which words crossing vertically and horizontally are written according to clues. Meanwhile, based on Webster’s dictionary, crossword puzzle is a puzzle in which words are filled into a pattern of numbered squares in answer to correspondingly numbered clues and in such a way that the words read across and down. As stated by Elliot, crossword puzzle game are said to be the most popular and widespread word game in the world, yet have a short history. The first crosswords appeared in England during the 19th century.25 They were of an elementary kind, apparently derived from the word square, a group of words arranged so letters read alike vertically and horizontally, and printed in
25
George Elliot, Brief History of Crossword Puzzle, http://www.crosswordtournament.com/more/wynne.html.march.23rd.2010
March
2010
32
children’s puzzle books and various periodicals. In the United States, the puzzle developed into a serious adult pastime. Crossword puzzle was first known published by Liverpool journalist, Arthur Wynne, he is usually credited as the investor of the popular game. On December 21st, 1931, crossword puzzle was appeared in Sunday newspaper, the New York World. Wynne Puzzle (see picture 2.1) different from nowadays crosswords, in that picture, it has diamond shaped and contained no internal black squares. During early 1920’s, other newspaper picked up the newly discovered pastime and within a decade crossword puzzles were featured in almost all American newspapers. It was in this period crossword begun to assume their familiar form. Ten years after it rebirth in the States, it crossed the Atlantic and re-conquered Europe. According the Guinness Book of Records, the first collection of crossword puzzles was published in the USA in 1924. Called The Cross Word Puzzle Book it was the first publication by a new partnership formed by Dick Simon and Lincoln Schuster. The book, a compilation of crossword puzzles from the newspaper New York World, was an instant success and helped to establish publishing giant Simon & Schuster, who continue to produce crossword books to this day.26 Meanwhile, the first appearance of a crossword in a British publication was in Pearson’s Magazine in February 1922, and it the first Times crossword appeared in February 1st, 1930. British puzzles quickly develop their own style, being considerably more difficult than the American variety. In particular the cryptic crossword became established and rapidly gained popularity. The generally considered governing rules for cryptic puzzles were laid down by A. F. Ritchie and D. S Macnutt. They were gifted with the ability to see words puzzle together in given geometrical patterns and capable of twisting and turning words into word plays dancing on the wit of human minds, have since constructed millions of puzzles by hand and each of these 26
Mary Bellis, The History of Crossword Puzzles, 2010, (http://inventors.about.com)
33
puzzlers has developed personal styles knows and loved by his fans. These people have set the standard of what to expect from a quality crossword puzzle. The world’s first crossword puzzle
Picture 2.1 By Arthur Wynne, December 21, 1913 from The New York World
Here are the clues from the crossword above: 2-3
What bargain hunters enjoy
6-22
4-5
A written acknowledgement
4-26
What we all should be A day dream
6-7
Such and nothing more
2-11
A talon
10-11
A bird
19-28
A pigeon
14-15
Opposed to less
F-7
Part of your head
18-19
What this puzzle is
23-30
A river on Russia
22-23
An animal of prey
1-32
To govern
26-27
The close of a day
33-34
An aromatic plant
28-29
To elude
N-8
A fist
30-31
The plural of is
24-31
To agree with
8-9
To cultivate
3-12
Part of a ship
12-13
A bar of wood or iron
20-29
One
16-17
What artist learn to do
5-27
Exchanging
20-21
Fastened
9-25
To sink in mud
24-25
Found on the seashore
13-21
A boy
10-18
The fibre of the gomuti palm
34
Today, crossword puzzles game can be found in every major alphabetbased language, all over the world. d. Variation of Using Crossword Puzzle in Teaching Vocabulary It is easy to devise crossword to practice vocabulary teaching point (pronunciation, word formation, spelling, etc.) in fact the enterprising teacher could create a whole collection of such crossword, each one dealing with a particular problem area of a language. Crossword puzzle activities could be used as a follow up exercise to reinforce the learning of particular items and are suitable both for individual or group work.27 1) Suggestion for Individual Practice Each crossword puzzle should be drawn neatly on a stiff card with the solution written on the reverse side. The card is then covered with transparent clear plastic to give it durability and to make it reusable. After checking his answer, the pupil can easy erase them with damp sponge of cloth, and the card is ready for use again. 2) Suggestion for Group Work The crossword grid can be displayed to the whole class by drawing it beforehand on a large chart, on the chalkboard or on the OHP transparency. The correct answers are recorded on the grid by the teacher. A competitive element can be added by dividing the class into two or more group and awarding points for correct answer. These following samples of crossword which are ready for use: Vocabulary about tourism place: Everybody loves holiday, there are many vocabularies about holiday. Can you complete this puzzle below with places that we usually visit on our holiday?
27
Rosemary Khoo, Variation of Crossword, Guidelines for Language Games. No. 2/8/80, pp. 96-102.
35
Clues: Down: 1. a raised part of the earth’s surface, much larger than a hill 2. An area of water for swimming 4. A large are of land with grass and trees surrounded by fences or wall, which is especially arranged so that people can walk in it for pleasure or children can play in it 6. a large area of water surrounded by land and not connected to the sea except by rivers or streams Across: 1. A building where objects of historical, scientific or artistic interest are kept 3. A water, especially from a river or stream, dropping from a higher to a lower point, sometimes from a great height 5. An area in which animals, especially wild animals, are kept so that people can go and look at them and study them 7. An area of sand or small stones near the sea or another area of water such as a lake e. How to Play a Crossword Puzzle? In teaching vocabulary, by using crossword puzzle, teacher is expected to use some various procedures of giving it to students. It needs to anticipate students’ boredom of learning and make the learning process be more interesting. In language teaching game and contest (1980), Lee shows some procedures of playing crosswords that students can use, those are:
36
1) Everybody has the same crossword and solves it individually, with the help of the clues. 2) Each small group has different crossword, and everyone in the group helps to solve it. 3) First of all, everybody works at the crossword individually, and then they work with a group. This makes it more likely that every member of a group will contribute something. 4) There is a crossword on the board, but no written clues. Give this orally and solve the crossword step by step in conversation with the class. Students come to the board and print the words in one by one, each then using differently coloured chalk. They can be written in on individual copies too. 5) Crossword relay, there are two crossword frames on the board (more than two if there are more than two teams) consisting entirely of blank squares. Somebody says “go” or “begin” and a student from each team hurries out, prints in one letter on the team crossword, and so on. All the members of each team do this, and try to build up words. Thus there must be enough square – at least 16 if each team has 16 members. If there are more squares than members of the team, the first student to go out continuous writing in letters. Scoring is based on the number of letters in words which appear. There can also be a limit, to encourage speed. It is even better to have one ‘crossword’ for each group. If there are five students in a group, there can still be, say 25 squares in the ‘crossword’, and each player will go out and add letter five times. The advantages of basing the game on group rather than relatively large teams is that easier for the members of a compact group rather than relatively large teams is that it is easier for the members of a compact group to consult one another quickly on what to write in the next.28 W.R. Lee, Language Teaching Games and Context: 2 nd Edition, (Oxford University Press, 1980), pp. 64-65. 28
37
f. Advantages of Crossword Puzzle Game In using vocabulary toward crossword puzzle game has some advantages. These advantages are: 1) Crosswords have been used successfully in many different disciplines showing their versatility and flexibility.29 2) They are also a useful tool as most people are already familiar with them, which reduce the need to explain directions, saving class time. 3) These puzzles are often perceived as being a recreational activity, therefore making them more enjoyable and less threatening than traditional teaching techniques. 4) Crossword puzzles have been shown to be effective teaching tools of terminology, definitions, spelling, and pairing key concepts with related names, resulting in greater retention and memorization of facts. 5) Crossword puzzles are helpful in identifying areas of understanding as well as lack of comprehension and areas of weakness. 6) These puzzles increase motivation and students’ interest in the topic at hand. 7) When students identify answers correctly, they may have an increase in confidence. 8) This can have a positive effect on grades, as self-efficacy has been shown to be connected to performance, and satisfaction has been shown to reinforce learning. C. Previous Related Study This research has been similar with other research which is conducted by Rozi with his “Skripsi” entitle “Reinforcing Student’ Vocabulary trhough Crossword Puzzle Games” which conducted in 2013. His “skripsi” was conducted at MTs Daarul Rahman Jakarta. This research aimed to find out whether there is a significant influence in the achievement of the students’ vocabulary taught by using crossword puzzle game at MTs Daarul Rahman. In his research, he used 29
C. D. Childers, Using Crossword Puzzles as an AID to Studying Sociological Concepts, Teaching Sociology, Vol. 24 (1), 1996, p. 231.
38
experiment method. The conclusion of his study can be drawn that the use if crossword puzzle game has higher influence in teaching English vocabulary and it can be seen from the difference of mean scores of the post-test.30 The second is “Teaching Vocabulary through Contextual Teaching Learning (An Experimental Study of the First Year at SMA PGRI 56 Ciputat) by Istikomah. This research was carried out at Senior High School of PGRI 56 Ciputat. There were 30 students in total which were all included in the research and split up equally at random sampling into the experimental and controlled group, there are 15 students in each group. The collected data shows that in the experimental group that being taught by Contextual Learning Method has gained 73 (+73) score in pre-test and post-test and for the controlled group under Grammar Translation Method has descended 71 (-71) in pre-test and post-test. It means that there is significant difference between the result of teaching vocabulary through Contextual Teaching and Learning and the teaching of vocabulary through Grammar Translation (without Contextual Teaching and Learning).31 Another similar research was conducted by Mawaddah with the tittle “Using Games in Teaching Vocabulary” in 2010 at MTs. Darussalam, Ulujami, Jakarta Selatan. Meanwhile, Mawaddah’s study is purposed to know whether using games in teaching vocabulary is an effective technique to increase students’ interest in learning English or not at MTs Darussalam, Ulujami, Jakarta Selatan. In collecting the data, she uses field research and carried out by observation, teaching practice and interview with the teachers concerned. Her study can be drawn that the use of games in teaching vocabulary is the effective technique to increase students’ interest in learning English.32
Fahrur Rozi, Reinforcing Students’ Vocabulary through Crossword Puzzle Games, UIN Syarif Hidayatullah Jakarta, 2013. 31 Istikomah, Teaching Vocabulary through Contextual Teaching and Learning: an Experimental Study at the First Year at SMA PGRI 56 Ciputat, UIN Syarif Hidayatullah Jakarta, 2012. 32 Yulia Mawaddah, Using Games in Teaching Vocabulary, UIN Syarif Hidayatullah Jakarta, 2010. 30
39
From all of the previous study above, the writer will be conducted about teaching vocabulary like Rozi, Istikomah and Mawaddah did. But for this research, the writer used different media in collecting and analyzing the data. The writer used crossword puzzle game in teaching vocabulary for first grade of junior high school. D. Thinking Framework Teaching vocabulary is one of important thing in language learning. The students need to learn vocabulary to know about the words meaning, the structures, and the application of the words. Without vocabulary knowledge, they would not be able to express and write his idea with using grammar and organized into sentences with meaning. In teaching vocabulary, teacher should be to teach with appropriate techniques. Teacher can to create an activity which can be applied in the classroom. Games can become an alternative way which can help teacher in teaching vocabulary for children. This will be able to make learning situation more attractive. Among the ways to improve students’ vocabulary, the writer chooses crossword puzzle game to be studied in this research. This is based on the consideration that the purpose of this strategy is to allow student to do retention about the new word that they find, so this new word will be stay along in their mind. E. Hypothesis 1. H (Null hypothesis) = crossword puzzle game is not effective towards student’s vocabulary mastery 2. Ha (Alternative hypothesis) = crossword puzzle game is effective towards student’s vocabulary mastery
40
CHAPTER III RESEARCH METHODOLOGY This chapter presents place and time of study, method and research design of the study, population and sample, technique of collecting data, technique of data analysis and statistical hypothesis. A. Place and Time of the Study The writer conducted the study on November-December 2015 and run for eight meetings, plus giving the pre-test in the beginning of the research, implementing the technique, and giving the post-test in the end of the meeting. The study took place at SMP Puspita Bangsa Ciputat which is located at Aria Putra no.9, Ciputat, Tangerang Selatan-Banten. B. Method and Design of the Study 1. Method of the Study This study was conducted using an experimental design, more specifically quasi experimental design. This research design is mostly used in social science research. And because this study focused on education field included in social science research, the writer used quasi experimental design. Quasi experimental was proposed to examine cause-and-effect relationships between crossword puzzle game and vocabulary mastery. The writer used two classes of sample during this study which is included in one of quasi experimental characteristic as well. The writer selected two of three classes of the same level through purposive technique sampling, because in quasi experimental design there is an absence of random randomization. 2. Design of the Study Quasi experimental design is divided into several designs. In this study, the writer used non-equivalent comparison group design. By using nonequivalent comparison group design, the writer did not randomly assign research units to experimental and controlled class. The writer set one of two selected classes as experimental class which was used as treatment group and another as controlled class which was used as comparison group. Pre-test and
41
post-test observations were given to each condition. The determination of class used as experimental class and controlled class was not randomly selected. It was based their teacher judgment. Then, the experimental class was treated by using crossword puzzle game while controlled class was treated without using crossword puzzle game. Furthermore the post-tests were given. And the results of pre-test and post-test in both the classes were compared. Table 3.1 Nonequivalent comparison group design Preresponse
PostTreatment
measure Experimental class Controlled class
� �
response
Difference
measure
X
�
� -�
�
� -�
Compare
Where: � : Pretest of both experimental and controlled class.
� : Posttest of both experimental and controlled class.
X: Implementation of teaching narrative text using mind mapping technique.1 C. Population and Sample 1. Population The population of this study was the second grade students of Puspita Bangsa Junior High School. It consists of 99 students divided into 3 classes’ class 8.1, class 8.2 and class 8.3.
1
Larry B. Christensen, Experimental Methodology—Tenth Edition, (New York: Pearson, 2006), p. 332.
42
2. Sample In choosing the sample, the writer used purposive sampling technique. The purposive sampling technique was determined by certain consideration. This consideration was based on the teacher’s judgement. The teacher judged that class 8.1 has the highest score than the other two classes at the same grade while class 8.2 and class 8.3 have almost same average score, so the writer selected 70 students of those classes – class 8.2 and class 8.3 as the samples. After selecting the samples, the writer gave pre-test to class 8.2 and class 8.3. The result of pre-test shows that the students at class 8.3 got higher result that the students class 8.2. Moreover, the writer decided to treat class 8.2 with crossword puzzle game and later we called it as experimental class. Meanwhile, class 8.3 will be treated without crossword puzzle game and later we called it as controlled class. D. Technique of Collecting Data The technique of collecting data was done in order to achieve the goal of the study. The technique of collecting data was used in this study is filed research; the writers came directly to the school to conduct the study to obtain accurate data. The research instrument that was used in this study is test instrument and non-test instrument. 1. Test Instrument Test instrument used to measure the result of students’ score in English subject was objective test with the kind of question is multiple choices that consists of 25 questions. Each questions has one (1) point for the correct answer and zero (0) point for the wrong answer. This test conducted in pre-test and post-test. The pre-test for the students is carried out to get their score. The students were given a multiple choice test about vocabulary. This test did to know students’ ability about vocabulary. The post-test was given in multiple choices also. This test did to know improving students’ ability in vocabulary after the writer taught the vocabulary by using crossword puzzle game.
43
2. Non-Test Instrument The writer observed the school situation, the class condition, and the English curriculum of the VIII grade students. In this case, the writer acted as a teacher and an observer who observed the teaching and learning process. Therefore, this technique can be categorized as participant process. E. Technique of Data Analysis For the next step of research is processing the data. The writer used the comparative technique. The comparative technique is an analysis technique to evaluated hypothesis concerning to the differences between two variables examined statistically. In the comparative technique, the variables are compared to know whether differences are significant. The writer used t-test to find out the differences score of students’ achievement in teaching vocabulary by using crossword puzzle game or without using it which adapted from Anas Sudijono. The formula as is follows: 1. Determining Mean of variable X, with formula: =
∑
: The average of gained score (mean of variable X) ∑ : Sum gained score (variable X) N: number of students
2. Determining Mean of variable Y, with formula: =
∑
: The average of gained score (mean of variable Y) ∑ : Sum gained score (variable Y) N: number of students
3. Determining Standard Deviation Score of Variable X, with formula: � �
=√
∑
: Standard deviation score of variable X
44
∑
: Sum of squared gained score (variable X) : Number of the students
4. Determining Standard Deviation Score of Variable Y, with formula: ∑ 2
�
=√
∑
: Sum of squared gained score (variable Y)
�
: Standard deviation score of variable Y
: Number of students
5. Determining standard error mean of variable X, with formula: �
� �
�
�
=
�
√ −
: Standard error mean of variable X : Standard deviation of variable X : Number of the students
6. Determining standard error mean of variable Y, with formula: �
�
=
�
: Standard deviation of variable Y
�
√ −
: Standard error mean of variable Y
: Number of the students
7. Determining standard error mean of difference mean of variable X and mean of variable Y, with formula: �
= √�
�−
�
+�
�
�−
: Standard error of difference mean of variable X and mean of
�
�
: Sum of squared standard error mean of variable X
variable Y
�
: Sum of squared standard error mean of variable Y
8. Determining t0 with formula: � =
−
� � −�
� : t observation
45
: Mean of variable X : Mean of variable Y �
−
: Standard error mean of difference mean of variable X and
mean of variable Y
9. Determining t-table in significant level 5% and 1% with df. df =
+
−
df: degree of freedom N1: number of students (controlled class) N2: number of students (experimental class)2 F. Statistical Hypothesis The Statistical hypotheses of this research can be seen as: 1. � = μ1 = μ2: Crossword puzzle game is not effective on students’ vocabulary mastery for the second grade students of SMP Puspita Bangsa Ciputat. 2. �� = μ1 ≠ μ2: Crossword puzzle game is not effective on students’ vocabulary mastery for the second grade students of SMP Puspita Bangsa Ciputat. And then the criteria used as follows: 1. If –test (t0) > t-table (tt) in significant degree or α (alpha) of 0.01 H0 (null hypothesis) is rejected. It means that the rates of mean score of the experimental class are higher than the controlled class. The using of crossword puzzle game is effective on students’ vocabulary mastery. 2. If –test (t0) < t-table (tt) in significant degree or α (alpha) of 0.01 H0 (null hypothesis) is accepted. It means that the rates of mean score of the experimental class are same or lower than the controlled class. The using of crossword puzzle game is effective on students’ vocabulary mastery.
2
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2006), pp. 315-316.
46
CHAPTER IV RESEARCH FINDING AND INTERPRETATION A. Research Finding 1. Data Description To know the result of the tests (pre-test and post-test), the writer displayed the table of students score from both classes (the experimental class and the control class). There were 40 items of question on the test; score for whole items were 100. The form of the test and the key answer can be seen in appendix). Table 4.1 The Test Result of Experimental Class by using Crossword Puzzle Game Experimental Class Students Gained Score Pre Test Post Test 1 50 60 10 2 70 75 5 3 50 75 25 4 55 85 30 5 45 80 35 6 45 60 15 7 35 30 -5 8 75 85 10 9 70 85 15 10 55 80 25 11 60 60 0 12 60 70 10 13 70 80 10 14 55 70 15 15 65 75 10 16 40 80 40 17 50 60 10 18 55 85 30 19 30 60 30 20 55 80 25 21 75 95 20 22 55 60 5
47
Experimental Class Gained Score Pre Test Post Test 23 50 70 20 24 55 50 -5 25 45 85 40 26 65 75 10 27 60 75 15 28 65 65 0 29 65 75 10 30 65 75 10 31 45 80 35 32 55 80 25 33 70 90 20 34 55 65 10 35 60 70 10 Σ n = 35 Σ = 1975 Σ =2545 Σ = 570 AVERAGE 56.42 72.71 1628 MAX 75 95 40 Students
Ratio Scale Calculation of Gained Score Experimental Class: -5,5,0,0,5,5,10,10,10,10,10,10,10,10,10,10,10,15,15,15,15,20,20,20,25,25,25,25, 30,30,30,35,35,40,40 1) n= 35 2) Xmin=-5, Xmax=40. Range: 40 – (-10) =45 3) K=1+3.322 logn K= 1+3.322 logn35 = 6.12 = 6 4) Interval (i) = =
= 7.5 = 8
Table 4.2 Table Frequency Gained Score of Experimental Class Interval Gained Score Frequency Percentage -5 – 0 1–6 7 – 12 13 – 18 19 – 24
4 2 11 4 3
11% 5% 31% 11% 8%
48
Interval Gained Score Frequency Percentage 25 – 30 7 20% 31 – 36 2 5% 37 – 42 2 5% From the table above, it can be seen that most of students got gained score in the interval 7 – 12. In the other word there were 31% students who got gained score between 7 up to 12 point. In the experimental class the higher gained score was 40 and the lowest was -5. Table 4.3 The Test Result of Controlled Class without Using Crossword Puzzle Game Controlled Class Students Gained Score Pre Test Post Test 1 65 70 5 2 65 60 -5 3 60 60 0 4 65 55 -5 5 75 80 5 6 40 30 -10 7 30 35 5 8 80 90 10 9 40 50 10 10 80 85 5 11 65 80 15 12 50 50 0 13 50 45 -5 14 65 80 15 15 70 75 5 16 50 65 15 17 55 60 5 18 60 85 25 19 75 70 -5 20 75 90 15 21 65 60 -5 22 65 70 5 23 70 80 10 24 50 60 10
49
Students 25 26 27 28 29 30 31 32 33 34 35 Σ n = 35 AVERAGE MAX
Controlled Class Gained Score Pre Test Post Test 65 55 -10 45 60 15 35 35 0 65 55 -10 60 85 25 45 65 20 70 65 -5 60 80 20 65 60 -5 75 85 10 45 55 10 Σ = 2095 Σ =2285 Σ = 190 59.45 65.29 5.42 80 85 25
Ratio Scale Calculation of Gained Score Controlled Class: -10,-10,-10,-5,-5,-5,-5,-5,-5,5,0,0,0,5,5,5,5,5,5,5,10,10,10,10,10,10,15,15,15,15,15,20,20,25,25 1) n= 35 2) Xmin=(-10), Xmax=25. Range: 25 – (-10)=35 3) K=1+3.322 logn K= 1+3.322 logn35 = 6.12 = 6 4) Interval (i) = =
= 5.8 = 6
Table 4.4 Table Frequency Gained Score of Controlled Class Interval Gained Frequency Percentage Score (-10) – (-5) 10 28% -4 – 1 3 8% 2–7 7 20% 8 – 13 6 17% 14 – 19 5 14% 20 – 26 4 11%
50
From the table above, it can be seen that most of students got gained score in the interval (-10) – (-5). In the experimental class the higher gained score was 25 and the lowest was -10. Table 4.5 Table of Recapitulation Experimental Class Controlled Class Pre-test Post-test Pre-test Post-test 56.43 72.71 59.85 65.29 Mean 55 70 60 60 Median a 55 75 65 60 Modus 30 30 30 30 Minimum 75 95 80 90 Maximum 1975 2545 2095 2205 Sum The table above showed that students learning outcomes both classes were increase. But the experimental class is more increase compared than the controlled class. 2. Data Analysis a. Normality of the Data Before analyzing hypothesis, the writer had to analyze the normality of the data. This analysis was used to see whether the data has been normally distributed or not. The writer used to Lilyfors formula to the normality. The maximum dispute (T) got from calculation must be in absolute value. The result of normality can be seen by comparing the value of Tmax to Ttable. Criteria of hypothesis are: H1 : T > Ttable H0 : T ≤ Ttable b. Normality of Experimental Class 1) Normality of Pre-test Hypothesis: H0: data is normally distributed H1: data is not normally distributed
51
Table 4.6 Calculation of Normality Pre-test in Experimental Class X F X2 fX fX2 p=f/n ∑p Z ᶲ 30 1 900 30 900 0.02 0.02 0.0069 2.46 35 1 1225 35 1225 0.02 0.04 0.0228 2.00 40 1 1600 40 1600 0.02 0.06 0.0630 1.53 45 4 2025 180 8100 0.11 0.17 0.1446 1.06 50 4 2500 200 10000 0.11 0.28 0.2743 0.60 55 9 3025 495 27225 0.25 0.53 0.4483 0.13 60 4 3600 240 14400 0.25 0.64 0.33 0.6293 65 5 4225 325 21125 0.11 0.78 0.80 0.7881 70 4 4900 280 19600 0.14 0.89 1.26 0.8962 75 2 5625 150 11250 0.11 0.94 1.73 0.9582 ∑ 35 1975 115425 0.05
̅ =
S2 =
∑
=
9
∑�
-
∑
∑
–
=
T 0.013 0.017 0.003 0.025 0.005 0.081 0.010 0.008 0.006 0.018
= 56.42 2
9
2
S2 = 3297.85 – 3183.21 = 114.64 S =√
4.64 = 10.70
In the significant degree of 0.05, the value in the table Lillyfors showed T (0.05x35) = 0.149 H1 = T > 0.149 H0 = T ≤ 0.149 The result showed that Tmax < Ttable (0.081 < 0.149). The conclusion is H0 accepted, it means that the data is normally distributed. 2) Normality of Post-test Hypothesis: H0: data is normally distributed
52
H1: data is not normally distributed
X 30 50 60 65 70 75 80 85 90 95 ∑
Table 4.7 Calculation of Normality Post-test in Experimental Class p=f/ F X2 fX fX2 ∑p Z ᶲ n 1 900 30 900 0.02 0.02 -3.00 0.0013 1 2500 50 2500 0.02 0.04 -1.58 0.0571 6 3600 360 21600 0.17 0.21 -0.88 0.1894 2 4225 130 8450 0.05 0.26 -0.52 0.3015 4 4900 280 19600 0.11 0.37 -0.17 0.4325 7 5625 525 39375 0.20 0.57 0.18 0.5714 7 6400 560 44800 0.20 0.77 0.53 0.7019 5 7225 425 36125 0.14 0.91 0.89 0.8133 1 8100 90 8100 0.02 0.93 1.24 0.8925 1 9025 95 9025 0.02 0.95 1.60 0.9452 35 2545 190475
̅ =
∑ ��
S2 = =
∑�
=
∑�
190475 35
2545 35
-
T 0.018 0.017 0.020 0.041 0.062 0.001 0.068 0.096 0.037 0.004
= 72.41
∑�
2545 2 35
S2 = 5442.14 – 5243.20 = 198.94 S = √198.94 = 14.10
In the significant degree of 0.05, the value in the table Lillyfors showed T (0.05x35) = 0.149 H1 = T > 0.149 H0 = T ≤ 0.149 The result showed that Tmax < Ttable (0.096 < 0.149). The conclusion is H0 accepted, it means that the data is normally distributed. c. Normality of Controlled Class 1) Normality of Pre-test Hypothesis: H0: data is normally distributed H1: data is not normally distributed
53
Table 4.8 Calculation of Normality Pre-test in Controlled Class X F X2 fX 30 1 900 30 35 1 1225 35 40 2 1600 80 45 3 2025 135 50 4 2500 200 55 1 3025 55 60 4 3600 240 65 10 4225 650 70 3 4900 210 75 4 5625 300 80 2 6400 160 ∑ 35 2095
̅ =
S2 = = 2
S S
∑�
∑�
2095
=
∑�
35
35
-
131075
fX2 900 1225 3200 6075 10000 3025 14400 42250 14700 22500 12800 131075
-
p=f/n 0.02 0.02 0.05 0.08 0.11 0.02 0.11 0.28 0.08 0.11 0.05
∑p 0.02 0.04 0.09 0.17 0.28 0.30 0.41 0.49 0.77 0.88 0.93
Z -2.33 -.1.94 -1.55 -1.16 -0.77 -0.38 0.01 0.40 0.79 1.18 1.57
ᶲ 0.0099 0.0262 0.0606 0.1230 0.2206 0.3520 0.4960 0.6179 0.7852 0.8810 0.9418
T 0.010 0.013 0.029 0.047 0.059 0.052 0.086 0.127 0.015 0.001 0.011
= 59.85
∑�
2
2095 2 35
= 3745 – 3582.02 = 162.98 = √162.98 = 12.76
In the significant degree of 0.05, the value in the table Lillyfors showed T (0.05x35) = 0.149 H1 = T > 0.149 H0 = T ≤ 0.149 The result showed that Tmax < Ttable (0.127 < 0.149). The conclusion is H0 accepted, it means that the data is normally distributed. 2) Normality of Post-test Hypothesis: H0: data is normally distributed H1: data is not normally distributed
54
Table 4.9 Calculation of Normality Post-test in Controlled Class X 30 35 45 50 55 60 65 70 75 80 85 90 ∑
X2 900 1225 2025 2500 3025 3600 4225 4900 5625 6400 7225 8100
F 1 2 1 2 4 7 3 3 1 4 4 2 35
̅ =
S2 = = S2
∑�
=
∑�
-
∑�
fX2 900 2450 2025 5000 12100 25200 12675 14700 5625 25600 28900 16200 146875
fX 30 70 45 100 220 420 195 210 75 320 340 180 2205
146875 35
2205 35
∑p 0.02 0.07 0.09 0.14 0.25 0.45 0.53 0.61 0.63 0.74 0.85 0.90
Z -2.18 -1.85 -1.19 -0.86 -0.53 -0.19 0.13 0.46 0.79 1.12 1.45 1.79
ᶲ 0.0146 0.0322 0.1170 0.1949 0.2981 0.4247 0.5517 0.6722 0.7518 0.8686 0.9265 0.9633
T 0.005 0.037 0.027 0.054 0.048 0.025 0.021 0.067 0.121 0.128 0.076 0.063
= 63
∑�
-
p=f/n 0.02 0.05 0.02 0.05 0.11 0.20 0.08 0.08 0.02 0.11 0.11 0.05
2
2205 2 35
= 4196.42 – 3969 = 227.42
S = √227.42 = 15.08
In the significant degree of 0.05, the value in the table Lillyfors showed T (0.05x35) = 0.149 H1 = T > 0.149 H0 = T ≤ 0.149 The result showed that Tmax < Ttable (0.128 < 0.149). The conclusion is H0 accepted, it means that the data is normally distributed. d. Homogeneity Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experimental class and controlled class have been distributed normally. The next step calculation was finding the homogeneity of the data. The purpose of this calculation was to
55
see whether the data/sample in both classes was homogenous or heterogeneous. Hypothesis: H0: the condition of experimental class is not different from controlled class. H1: the condition of experimental class is different from controlled class. The criteria of the test: α = 0.05 H0 : � 1−�
H1 : F ≥ �1 2
−1 �
< F < �1 2
1, 2
�
1−1
2−1
The formula used to can be seen as follows: F= Or F=
ℎ ℎ� ℎ ℎ �
� �� �
� �� �
2 1 2 2
The calculation can be seen as follows: F=
=
198.94 114.64
= 1.73
N1-1 = 35-1=34 N2-1 = 35-1=34
�0.05 34,34 = 1.84
It can be seen that F < F1/2
α (n1-1)(n2-1)
(1.73 < 1.84). Based on the
criteria, it can be concluded that H0 is accepted and the sample in experimental class and controlled class were homogenous. 3. Hypothesis Testing To test the hypothesis whether there is significant different to classes, the writer calculated the data. The experimental class was X and the controlled class was Y. The procedures of calculated were as follows:
Student
56
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Table 4.10 Standard Deviation Table Experimental Class (X) Controlled Class (X) Gained Gained Pre- PostPre- Post2 Score X Score Y2 Test Test Test Test (X) (Y) 50 60 10 100 65 70 5 25 70 75 5 25 65 60 -5 25 50 75 25 625 60 60 0 0 55 85 30 900 65 55 -10 100 45 80 35 1225 75 80 5 25 45 60 15 225 40 30 -10 100 35 30 -5 25 30 35 5 25 75 85 10 100 80 90 10 100 70 85 15 225 40 50 10 100 55 80 25 625 80 85 5 25 60 60 0 0 65 80 15 225 60 70 10 100 50 50 0 0 70 80 10 100 50 45 -5 25 55 70 15 225 65 80 15 225 65 75 10 100 70 75 5 25 40 80 40 1600 50 65 15 225 50 60 10 100 55 60 5 25 55 85 30 900 60 85 25 625 30 60 30 900 75 70 -5 25 55 80 25 625 75 90 15 225 75 95 20 400 65 60 -5 25 55 60 5 25 65 70 5 25 50 70 20 400 70 80 10 100 55 50 -5 25 50 60 10 100 45 85 40 1600 65 55 -10 100 65 75 10 100 45 60 15 225 60 75 15 225 35 35 0 0 65 65 0 0 65 55 -10 100 65 75 10 100 60 85 25 625 65 75 10 100 45 65 20 400 45 80 35 1225 70 65 -5 25 55 80 25 625 60 80 20 400 70 90 20 400 65 60 -5 25 55 65 10 100 75 85 10 100 60 70 10 100 45 55 10 100 ∑X0 ∑X1 ∑Y0 ∑Y1 ∑X = ∑X2 = ∑Y = ∑Y2 = = = = = 570 14150 190 4500 1975 2545 2095 2285
57
Based on the data on the table 4.10 above, we can apply those data into the formula of t-test to get ttable value was expressed as follows: t=
�−
2 �� 2 + � �
√��
The calculation can be seen as follows:
a. Determining Mean of Variable X with formula: =
∑
570
=
35
= 16.28
b. Determining Mean of Variable Y with formula: =
∑
190
=
= 5.42
35
c. Determining of Standard Deviation score of Variable X, with formula: �� = √
2
∑
−
∑
2
−1
14150− �� = √
570 2 35
35−1
14150− �� = √
34
�� = √
�� = √
324900 35
14150−9282.85 34 4867.15 34
�� = √143.15 �� = 11.96
d. Determining of Standard Deviation score of Variable Y, with formula: �� = √
∑
2
−
∑
−1
2
58
�� = √
190 2 35
4500−
35−1
4500− �� = √
36100 35
34
�� = √
�� = √
4500−1031.43 34
3468.58 34
�� = √102.02 �� = 10.1
e. Determining t0, with formula:
�= �= �= �=
�=
−
2
√
2
+
16.28 − 5.42 2
√11.96 + 10.1
2
35
35
10.86
√
143.04 35
+
102.01 35
10.86
√4.08 + 2.91 10.86
√6.99 10.86 �= 2.64 � = 4.11
f. Determining t-table in significant level 5% and 1% with df. df = (N1+N2) – 2 = (35+35) – 2
59
= 68 Gained T-table = 2.38 The value of ttable is 2.48. From the result of statistical calculation above, it can be seen that the value of tcount is 4.11 and the degree of freedom (df) was 68. It was proved that tobservation (t0) is higher that ttable (tt). The statistical hypothesis of this research can be seen as: a. H0 (Null Hypothesis): Crossword Puzzle Game has no significant effectiveness in teaching vocabulary. b. Ha (Alternative Hypothesis): Crossword Puzzle Game has significant effectiveness in teaching vocabulary. And then, the criteria used as follows: a. If t-test (t0) > t-table (tt) in significant degree of 0.01, H0 (null hypothesis) is rejected. b. If t-test (t0) < t-table (tt) in significant degree of 0.01, H0 (null hypothesis) is accepted. From the result of statistics, the calculation indicates that the value of t count is 4.11 and the value of the degree of significance is 2.38. It means t bigger than t
table.
count
is
It can be concluded that Ha of the writer’s hypothesis is
accepted. In another words, there is significant different between teaching vocabulary using crossword puzzle game to the second year students of SMP Puspita Bangsa Ciputat. B. Interpretations Data description on Research Finding shows the result of average pre-test score and average post-test score of experimental class and control class. The average pre-test score of control class is 59.45 while the average pre-test score of experimental class is 56.42. It means the control class got higher score on pre-test than the experimental class. Besides, the average post-test score of control class is 56.42 while the average post-test score of experimental class is 72.71. It means the experimental class got higher average score on post-test than the control class. We can conclude after treated by crossword puzzle game towards their vocabulary mastery, the students at the experimental class increased their score better than the
60
students at the control class that did not treated by crossword puzzle game towards their vocabulary mastery. Afterward, the data analysis shows the normality of pre-test and post-test of experimental class also the normality of pre-test and post-test of control class. By comparing the value of Tmax to Ttable we can know the result of normality data. The result of normality of pre-test at experimental class is Tmax < Ttable (0.0081 < 0.149). The result of normality of post-test at experimental class is Tmax < Ttable (0.0096 < 0.149). The result of normality of pre-test at control class is Tmax < Ttable (0.127 < 0.149). The result of normality of post-test at control class is Tmax < Ttable (0.128 < 0.149). The hypothesis of the normality data is H0 = Tmax ≤ Ttable (data is normally distributed) meanwhile H1 = Tmax > Ttable (data is not normally distributed). In the other hands, we can infers that both the pre-test and post-test at experimental class and control class have normally distributed as shown by the normality test above. Therefore, after we calculated the normality pre-test and post-test of experimental class and control class, the next step calculation was finding the homogeneity of the data to see whether the data at both classes was homogenous or heterogeneous. The data were homogenous if Ho: the condition of experimental class is not different from control class or the data were heterogeneous if H1: the condition of experimental class is different from control class. Ho= F < F1/2 α (n11)(n2-1)
with degree of significance which are 0,05. The calculation shows the result
of F=1.73 smaller than the F0.05=1.84. That calculation can be concluded that H0 is accepted and the data at experimental class and control class were homogeneous. Last of all, based on the result of analysis data, the value of t
table
in the
degree of significance of 1% was 2.38. Then the value of t count was 4.11. It means that the Null Hypothesis (H0) was rejected and the Alternative Hypothesis (Ha) was accepted. Therefore, it can be inferred that the effect of crossword puzzle game is significant on vocabulary mastery compared to without using crossword puzzle game at the second grade of SMP Puspita Bangsa.
61
This result proved that using crossword puzzle game can give impact significantly on students’ vocabulary mastery. Crossword puzzle game promotes easier learning through effective material organization. This result also correspond the result seen from previous study by Fahrur Rozi. In his study, Rozi found out that using crossword puzzle game was effective to reinforce students’ vocabulary. These results have similarity while there is different factor such level of students. Rozi tested out crossword puzzle game on first grade students of Madrasah Tsanawiyah Pondok Pesantren Daarul Rahman, while the writer tested it out on different level—second grade students of SMP Puspita Bangsa Ciputat. Based on the findings and the theories above can be drawn a conclusion that crossword puzzle game can impact significantly in all of students’ level if it is organized as learning strategy properly and directly.
62
CHAPTER V CONCLUSION AND SUGGESTIONS After finishing the whole steps of this study, the writer has drawn a conclusion considering the result of this research. Furthermore, related to the conclusion the writer also gives some suggestions. A. Conclusion Based on the research findings that elucidated in the previous chapter, it can be seen that the score of t count is bigger than t 4.11 and the value of t
table
table
where the value of t
count
is
df 68 with ɑ=0.01 is 2.38. It means Ha is accepted, so
crossword puzzle game is effective towards students’ vocabulary mastery at the second grade of SMP Puspita Bangsa Ciputat. The implementation of crossword puzzle game showed positive responses in experimental class by the increase of mean score and total of students who received higher score. The fact showed that the students who received higher scores after given the treatment were more than a half of the class. B. Suggestions Based on the conclusion above, it can be delivered some suggestions: 1. For English teachers a. Crossword puzzle game is one of the methods that can be considered in teaching in order to help the students’ mastering English vocabulary. b. English teachers should create crossword puzzle game which enriches students’ vocabulary in line with the class’ topics. 2. For students Crossword puzzle game is useful for students to help them memorize new vocabulary in line with the class topic. 3. For further researcher Further researcher should do research on the new way of crossword puzzle game technique in learning other language component, such as grammar, spelling, pronunciation, etc.
63
BIBLIOGRAPHY Aeborsold, Jo Ann and Mary Lee Field. From Reader to Reading Teacher. New York: Cambridge University Press, 1998. Azar, Ali Sorayaie. The Effect of Games on EFL Learners’ Vocabulary Learning Strategies, International Journal of Basic and Applied Science. Vol. 01, No. 02, 2012. Bauer, Laurie. Vocabulary. Routledge: London and New York, 1998. Bellis,
Mary.
The
History
of
Crossword
Puzzles,
2013
at
http://inventors.about.com/ Brooks, Nelson. Language and Language Learning. New York: Harcourt, Bruce&World Inc, 1964. Brown, James Dean and Rodgers, Theodore S. Doing Second Language Research. New York: Oxford University Press, 2002. Cameron, Lynne. Teaching Language to Young Learners. Cambridge: Cambridge University Press, 2001. Childers, C. D. Using Crossword Puzzles as an AID to Studying Sociological Concepts, Teaching Sociology. Vol. 24 (1), 1996. Christensen, Larry B. Experimental Methodology-Tenth Edition. New York: Pearson, 2006. Departemen Pendidikan Nasional. Standar Isi untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP). Jakarta: Badan Standar Nasional Pendidikan, 2006. Elliot,
George.
Brief
History
of
Crossword
Puzzle.
March
2010
at
http://www.crosswordtournament.com/more/wynne.html.march.23rd.2010 Ersoz, Aydan. From Six Games for the EFL/ESL Classroom, The Internet TESL Journal. Vol. VI, 2000. Griffe, Dale T. Songs in Action. UK: Frentice Hall International Ltd, 1992. Hadfield, Jill. Intermediate Vocabulary Games. Essex: Pearson Education Limited, 1999.
64
Harmer, Jeremy. The Practice of English Language Teaching 4rd Edition. England: Pearson Education Limited, 2007. Hatch, Evelyn., and Brown, Cheryl. Vocabulary, Semantic and Language Education. Cambridge: Cambridge University Press, 1995. Istikomah. Teaching Vocabulary through Contextual Teaching and Learning: an Experimental Study at the First Year at SMA PGRI 56 Ciputat. UIN Syarif Hidayatullah Jakarta, 2012. Kim, Lee Su. Creative Games for Language Class, English Teaching Forum. January, 1995. Khoo, Rosemary. Variation of Crossword, Guidelines for Language Games. No. 2/8/80, 1988. Lee, W.R. Language Teaching Games and Context: 2nd Edition. Oxford: Oxford University Press, 1980. Mawaddah, Yulia. Using Games in Teaching Vocabulary. Jakarta: UIN Syarif Hidayatullah Jakarta, 2010. Muijs, Daniel. Doing Quantitative Research in Education. Great Britain: Athenaeum Press Ltd, 2004. Nation, I. S. P. Teaching Vocabulary: Strategies and Techniques. New York: Heinle and Heinle
Publisher, 2008.
Rainbow, Peter J. and Jr., Richard B. Baldauf. Too Much Work and No Play Make Chris a Dull Boy. TESL Reported. Vol.26 No.1, 1993. RCampus. iRubric: Vocabulary Assessment Rubric. 2016. www.rcampus.com
Richards, Jack. and Renandya, Willy A. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002. Rivers, Wilga M. Teaching Foreign Language Skill. Chicago: The University of Chicago Press, 1981. Rozi, Fahrur. Reinforcing Students’ Vocabulary through Crossword Puzzle Games. Jakarta: UIN Syarif Hidayatullah Jakarta, 2013. Schmitt, Norbert. Vocabulary in Language Teaching. Cambridge: Cambridge University Press, 2000.
65
Sudijono Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada, 2006. Thornbury, Scott. How to Teach Vocabulary. Oxford University Press, 2002. Ur, Penny. A Course in Language Teaching Practice and Theory. Cambridge: Cambridge University Press, 1996. Wallace, Michael J. Teaching Vocabulary. London: Heinemann Education Book, 1982. Wright, Andrew., Betteridge, David. and Buckby, Michael. Games for Language Learning. Cambridge: Cambridge University Press, 1983.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-CONTROLLED CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: It’s Time to Holiday
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR a. Siswa dapat mengidentifikasi macam-macam Public Places (tempat-tempat umum) b. Siswa mampu menuliskan macam-macam Public Places (tempattempat umum) c. Siswa mampu melafalkan macam-macam Public Places (tempattempat umum) d. Siswa antusias dalam belajar Bahasa Inggris
IV.
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa: Public Places VI.
VII.
METODE PEMBELAJARAN/TEKNIK - GTM - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Public Places - Guru meminta siswa untuk menyebutkan macam-macam Public Places yang mereka ketahui - Guru memberikan stimulus dengan menanyakan beberapa pertanyaan - Guru memperkenalkan kepada siswa macam-macam Publik Places - Guru meminta siswa untuk membentuk kelompok - Guru memberikan paper bacaan kepada siswa - Guru menanyakan kosakata yang sulit dipahami siswa - Siswa menterjemahkan bacaan yang ada di paper - Guru menjelaskan tentang isi bacaan dan kosakata yang sulit dipahami - Siswa menjawab pertanyaan berdasarkan bacaan yang ada di paper - Siswa memahami bacaan teks descriptive - Guru menjelaskan jenis teks yang sudah dibaca - Guru menjelaskan langka-langkah retorika teks descriptive C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi
VIII.
IX.
SUMBER BELAJAR - Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya - Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati - Kurikulum Bahasa Inggris (KTSP Grade VIII) - Alat pembelajaran: handout, slide show, whiteboard ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. RUBRIK PENILAIAN KOSAKATA
Baik (89-90) Cukup (79-70) Kurang (69-60) Amat kurang (dibawah 59)
Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan. Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan.
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015
Mengetahui, Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-CONTROLLED CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: It’s Time to Holiday
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
IV.
INDIKATOR a. Siswa dapat mengidentifikasi macam-macam (Kebangsaan) b. Siswa mampu menuliskan macam-macam (Kebangsaan) c. Siswa mampu melafalkan macam-macam (Kebangsaan) d. Siswa antusias dalam belajar Bahasa Inggris
Nationality Nationality Nationality
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
VI.
VII.
VIII.
MATERI POKOK DAN URAIAN MATERI Teks fungsional pendek berupa: Nationality METODE PEMBELAJARAN/TEKNIK - GTM - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Nationality - Guru memberikan stimulus berupa pertanyaan - Guru meminta siswa untuk membentuk kelompok - Guru meminta kelompok siswa untuk menuliskan nama-nama Negara - Guru memberikan paper kepada siswa - Guru menjelaskan tentang kosakata yang sulit dipahami siswa dari bacaan yang tertera dalam paper - Guru meminta siswa untuk menjawab soal berdasarkan bacaan yang telah diberikan C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi SUMBER BELAJAR - Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya - Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati - Kurikulum Bahasa Inggris (KTSP Grade VIII)
IX.
Alat pembelajaran: handout, slide show, whiteboard
ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90) Cukup (79-70) Kurang (69-60)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan. Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA Amat kurang (dibawah 59)
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015
Mengetahui, Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-CONTROLLED CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: My Dear Friends
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR a. Siswa dapat mengidentifikasi anggota-anggota Family (keluarga) b. Siswa mampu menuliskan anggota-anggota Family (keluarga) c. Siswa mampu melafalkan anggota-anggota Family (keluarga) d. Siswa antusias dalam belajar Bahasa Inggris
IV.
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
VI.
VII.
MATERI POKOK DAN URAIAN MATERI Teks fungsional pendek berupa: Family METODE PEMBELAJARAN/TEKNIK - GTM - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa)
- Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Family - Guru memberikan stimulus berupa pertanyaan - Guru meminta siswa untuk membentuk kelompok - Guru meminta kelompok siswa untuk menuliskan anggotaanggota keluarga - Guru memberikan paper kepada siswa - Guru menjelaskan tentang kosakata yang sulit dipahami siswa dari bacaan yang tertera dalam paper - Guru meminta siswa untuk menjawab soal berdasarkan bacaan yang telah diberikan C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi VIII.
IX.
SUMBER BELAJAR - Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya - Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati - Kurikulum Bahasa Inggris (KTSP Grade VIII) - Alat pembelajaran: handout, slide show, whiteboard, crossword puzzle game ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat,
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
lancar dan berterima yang berkaitan dengan lingkungan sekitar X.
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90) Cukup (79-70) Kurang (69-60) Amat kurang (dibawah 59)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan. Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan.
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015 Mengetahui Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-CONTROLLED CLASS) Nama Sekolah : SMP Puspita Bangsa Ciputat Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII/1 Tema : My Dear Friend Aspek Skill : Vocabulary Alokasi Waktu : 2x40 menit Tahun Pelajaran : 2015/2016 I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR a. Siswa dapat mengidentifikasi macam-macam Daily Routines (rutinitas sehari-hari) b. Siswa mampu menuliskan macam-macam Daily Routines (rutinitas sehari-hari) c. Siswa mampu melafalkan macam-macam Daily Routines (rutinitas sehari-hari) d. Siswa antusias dalam belajar Bahasa Inggris
IV.
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
MATERI POKOK DAN URAIAN MATERI Teks fungsional pendek berupa: Daily Routines
VI.
VII.
METODE PEMBELAJARAN/TEKNIK - GTM - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Daily Routines - Guru meminta siswa untuk menyebutkan macam-macam Daily Routines yang mereka ketahui - Guru memberikan stimulus dengan menanyakan beberapa pertanyaan - Guru memperkenalkan kepada siswa macam-macam Daily Routines - Guru meminta siswa untuk membentuk kelompok - Guru memberikan paper bacaan kepada siswa - Guru menanyakan kosakata yang sulit dipahami siswa - Siswa menterjemahkan bacaan yang ada di paper - Guru menjelaskan tentang isi bacaan dan kosakata yang sulit dipahami - Siswa menjawab pertanyaan berdasarkan bacaan yang ada di paper - Siswa memahami bacaan teks descriptive - Guru menjelaskan jenis teks yang sudah dibaca - Guru menjelaskan langka-langkah retorika teks descriptive C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi
VIII.
IX.
SUMBER BELAJAR - Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya - Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati - Kurikulum Bahasa Inggris (KTSP Grade VIII) - Alat pembelajaran: handout, slide show, whiteboard ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA Cukup (79-70) Kurang (69-60) Amat kurang (dibawah 59)
Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan.
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015
Mengetahui, Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-EXPERIMENTAL CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: It’s Time to Holiday
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR a. Siswa dapat mengidentifikasi macam-macam Public Places (tempat-tempat umum) b. Siswa mampu menuliskan macam-macam Public Places (tempattempat umum) c. Siswa mampu melafalkan macam-macam Public Places (tempattempat umum) d. Siswa antusias dalam belajar Bahasa Inggris
IV.
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
MATERI POKOK DAN URAIAN MATERI
Teks fungsional pendek berupa: Public Places VI.
VII.
VIII.
METODE PEMBELAJARAN/TEKNIK - Crossword Puzzle Game - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Public Places - Guru meminta siswa untuk menyebutkan macam-macam Public Places yang mereka ketahui - Guru memberikan stimulus dengan menanyakan beberapa pertanyaan - Guru memperkenalkan kepada siswa macam-macam Publik Places - Guru meminta siswa untuk membentuk kelompok - Guru menjawab soal dalam bentuk crossword puzzle secara berkelompok - Guru bersama siswa membahas jawaban dalam bentuk crossword puzzle - Siswa memahami bacaan teks descriptive - Guru menjelaskan langkah-langkah retorika teks descriptive C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi
SUMBER BELAJAR
-
-
IX.
Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati Kurikulum Bahasa Inggris (KTSP Grade VIII) Alat pembelajaran: handout, slide show, whiteboard, crossword puzzle game
ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan.
Cukup (79-70) Kurang (69-60) Amat kurang (dibawah 59)
Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan.
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015 Mengetahui Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-EXPERIMENTAL CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: It’s Time to Holiday
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
IV.
INDIKATOR a. Siswa dapat mengidentifikasi macam-macam (Kebangsaan) b. Siswa mampu menuliskan macam-macam (Kebangsaan) c. Siswa mampu melafalkan macam-macam (Kebangsaan) d. Siswa antusias dalam belajar Bahasa Inggris
Nationality Nationality Nationality
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
VI.
VII.
VIII.
MATERI POKOK DAN URAIAN MATERI Teks fungsional pendek berupa: Nationality METODE PEMBELAJARAN/TEKNIK - Crossword Puzzle Game - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Nationality - Guru memberikan stimulus berupa pertanyaan - Guru meminta siswa untuk membentuk kelompok - Guru meminta siswa untuk menjawab soal crossword puzzle secara berkelompok - Guru bersama siswa membahas jawaban crossword puzzle - Siswa memahami bacaan teks descriptive - Guru memberikan paper kepada siswa - Guru menjelaskan tentang jenis teks yang sudah dibaca C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi SUMBER BELAJAR - Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya - Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati - Kurikulum Bahasa Inggris (KTSP Grade VIII)
-
IX.
Alat pembelajaran: handout, crossword puzzle game
show,
whiteboard,
ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
slide
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90) Cukup (79-70) Kurang
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan. Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami
(69-60) Amat kurang (dibawah 59)
ejaan.
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015 Mengetahui Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-EXPERIMENTAL CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: My Dear Friends
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR a. Siswa dapat mengidentifikasi anggota-anggota Family (keluarga) b. Siswa mampu menuliskan anggota-anggota Family (keluarga) c. Siswa mampu melafalkan anggota-anggota Family (keluarga) d. Siswa antusias dalam belajar Bahasa Inggris
IV.
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
MATERI POKOK DAN URAIAN MATERI Teks fungsional pendek berupa: Family
VI.
METODE PEMBELAJARAN/TEKNIK - Crossword Puzzle Game - Team Work
VII.
LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Family - Guru meminta siswa untuk menyebutkan macam-macam Family yang mereka ketahui - Guru memberikan stimulus dengan menanyakan beberapa pertanyaan - Guru memperkenalkan kepada siswa macam-macam Family - Guru meminta siswa untuk membentuk kelompok - Guru menjawab soal dalam bentuk crossword puzzle secara berkelompok - Guru bersama siswa membahas jawaban dalam bentuk crossword puzzle - Siswa memahami bacaan teks descriptive - Guru menjelaskan langkah-langkah retorika teks descriptive C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi
VIII.
SUMBER BELAJAR - Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya - Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati - Kurikulum Bahasa Inggris (KTSP Grade VIII)
-
IX.
Alat pembelajaran: handout, crossword puzzle game
show,
whiteboard,
ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
slide
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan.
Cukup (79-70)
Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA Kurang (69-60) Amat kurang (dibawah 59)
Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan. Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015 Mengetahui Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
RENCANA PELAKSANAAN PEMBELAJARAN (RPP-EXPERIMENTAL CLASS) Nama Sekolah
: SMP Puspita Bangsa Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/1
Tema
: My Dear Friends
Aspek Skill
: Vocabulary
Alokasi Waktu
: 2x40 menit
Tahun Pelajaran
: 2015/2016
I.
STANDAR KOMPETENSI Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
II.
KOMPETENSI DASAR Merespon makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
III.
INDIKATOR a. Siswa dapat mengidentifikasi macam-macam Daily Routines (rutinitas sehari-hari) b. Siswa mampu menuliskan macam-macam Daily Routines (rutinitas sehari-hari) c. Siswa mampu melafalkan macam-macam Daily Routines (rutinitas sehari-hari) d. Siswa antusias dalam belajar Bahasa Inggris
IV.
TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa mampu Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan terdekat
V.
VI.
VII.
VIII.
MATERI POKOK DAN URAIAN MATERI Teks fungsional pendek berupa: Daily Routines (Rutinitas sehari-hari) METODE PEMBELAJARAN/TEKNIK - Crossword Puzzle Game - Team Work LANGKAH-LANGKAH KEGIATAN A. Kegiatan Pendahuluan (10 Menit) - Greeting (member salam dan bertegur sapa) - Tanya jawab berbagai hal terkait dengan kondisi siswa - Mengecek daftar hadir siswa B. Kegiatan Inti (60 Menit) - Guru meminta siswa untuk membaca basmalah sebelum memulai pelajaran - Guru menginformasikan kepada siswa bahwa topik hari ini adalah tentang Daily Routines - Guru meminta siswa untuk menyebutkan macam-macam Daily Routines yang mereka ketahui - Guru memberikan stimulus dengan menanyakan beberapa pertanyaan - Guru memperkenalkan kepada siswa macam-macam Daily Routines - Guru meminta siswa untuk membentuk kelompok - Guru menjawab soal dalam bentuk crossword puzzle secara berkelompok - Guru bersama siswa membahas jawaban dalam bentuk crossword puzzle - Siswa memahami bacaan teks descriptive - Guru menjelaskan langkah-langkah retorika teks descriptive C. Kegiatan Penutup (10 Menit) - Menyimpulkan materi pembelajaran - Guru dan siswa mengkaji kembali kosakata yang sudah dipelajari - Guru menanyakan kesulitan siswa selama KBM - Guru member tugas rumah yang berkaitan dengan materi SUMBER BELAJAR
-
-
IX.
Buku teks: Buku Bahasa Inggris “The Bridge English Competence 2” for Junior High School Grade VIII, Yudhistira, 2012, Surabaya Lembar Kerja Siswa: Bahasa Inggris Untuk SMP dan MTs Kelas VIII Semester 1, Penta Makmur Sejati Kurikulum Bahasa Inggris (KTSP Grade VIII) Alat pembelajaran: handout, slide show, whiteboard, crossword puzzle game
ASPEK PENILAIAN Indikator Pencapaian Kompetensi
Penilaian Teknik Penilaian
Merespon Tes Tulis makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
X.
Bentuk Instrumen
Instrumen Soal
Pilihan Ganda
Read the text carefully and then answer the questions!
RUBRIK PENILAIAN RUBRIK PENILAIAN KOSAKATA Amat Baik (100-90) Baik (89-90)
Amat baik memahami kosakata; Amat baik dalam memahami arti kosakata. Amat baik dalam memahami ejaan. Baik memahami kosakata; Baik dalam memahami arti kosakata. Baik dalam memahami ejaan.
RUBRIK PENILAIAN KOSAKATA Cukup (79-70) Kurang (69-60) Amat kurang (dibawah 59)
Cukup memahami kosakata; Cukup baik dalam memahami arti kosakata. Cukup baik dalam memahami ejaan. Kurang memahami kosakata; kurang dalam memahami arti kosakata. kurang dalam memahami ejaan.
Amat kurang memahami kosakata; Amat kurang dalam memahami arti kosakata. Amat kurang dalam memahami ejaan.
Ciputat, 2 November 2015 Mengetahui Kepala SMP Puspita Bangsa
Peneliti
Ashim Baha El Haq, S. HI.
Suci Kurnia Sari
Pre-Test and Post-Test
Read the text carefully and then answer the questions! 1. Rina really love… Every holiday, she always goes there with her family.
a. beach
c. zoo
b. mall
d. park
Text for number 2-6 GRAND OMEGA “Hospitality is Our Trademark” There is a new hotel in my city. It is four stars hotel. It is located downtown. The hotel is not very big but the architecture is very beautiful. The hotel is different from other hotel because it looks like a classic castle in Europe. It has 100 rooms, a fancy restaurant, complete sports facilities including a swimming pool, tennis court, gym and sauna, there are also a coffee shop and karaoke room. The rooms look very comfortable. It they contain a big spring bed with big pillows, a nice sofa, a wardrobe and a television system with programmers from all over the world. The bathroom is very beautiful although it is not very big. It has a bath-tub with hot and
cold water, so guest can bath in it comfortably. The staffs of that hotel, from the receptionist, housekeepers, and bellboys are trained to be polite and to help guests in any way they can. 2. What is Grand Omega? a. Restaurant b. Favorite place c. Hotel d. Sauna 3. Where is it located? a. Downtown b. City center c. Suburbia d. Uptown 4. What makes the hotel different from other hotel? a. It has 100 rooms b. It has swimming pool c. It has tennis court d. It looks like a classic castle 5. There are some facilities that you can find in that hotel, EXCEPT? a. Sauna b. Swimming pool c. Gym d. Clinic 6. What is the motto of that hotel? a. Hospitality is Our Trademark b. Feels Like Your Home c. The Truly Heaven d. Partner Your Holiday 7. Andien : “excuse me, Ms. Aida, can you tell me
where I can borrow English dictionary?” Ms. Aida : “you can go to the …” a. Toilet b. Laboratory c. Toilet d. Library 8. We usually but medicine in the … a. Market b. Library c. Department store d. Drug store 9. Tutur :“where does Rudi work?” Prima : “he goes to ... He works in a ship” a. Airport b. Seaport c. Bus station d. Train station 10. Ira designs building and supervises the construction. She is an … a. Dancer b. Architect c. Cashier d. Sailor 11. A person who flies a plane is… a. Police officer b. Steward c. Pilot d. Carpenter 12. My father cures someone’s teeth, he is … a. Dentist b. Farmer c. Vendors
d. Librarian 13. A farmer works in … a. School b. Field c. TV station d. Bus station 14. A chef … everyday a. delivers letters b. cooks food c. keeps garden d. catches chief 15.
a. She is a secretary b. She is a policewoman c. She is a nurse d. She is a teacher Text for Number 16-18 This is Nani. I am here with her parents. That is her father. His name is Mr. Tono. That is is her mother. Her name is Mrs. Tini. And that is her brother, his name is Danu. Nani loves her family. 16. Danu is Nani’s … a. Father b. Brother c. Mother d. Sister 17. Mrs. Tini is Danu’s … a. Father b. Brother c. Mother d. Sister 18. Nani is Mr. Tono’s … a. Daughter b. Son
c. Mother d. Sister Chart for Number 20-22 Mr. Arif Mr. Adi
Kiki
Mrs. Tia
Tiara
Mrs. Uli Mrs. Ita
Mrs. Teguh
Diana
19. Kiki’s grandfather is… a. Mr. Adi b. Mr. Arif c. Mr. Teguh d. Mrs. Tia 20. Tiara is Mrs. Ita’s … a. Daughter b. Son c. Nephew d. Grandchild 21. Diana’s cousin are … a. Mr. Arif and Mrs. Uli b. Mr. Adi and Mrs. Tia c. Mr. Teguh and Mrs. Ita d. Kiki and Tiara 22. Mayumi Yamaha comes from … so she is Japanese. a. Indonesia b. Italia c. Jamaica d. Japan 23. Britney Simpson lives in USA, so she is … a. American b. Jamaican c. Japanese d. Australian 24. Ali Shahab is Arab, he stays in … a. Saudi Arabia
b. France c. USA d. India 25. Mr. Kartono is an Indonesian. He comes from … a. Malaysia b. Singapore c. Indonesia d. Brunei Darussalam Answer Key of Pre-Test 1. A 2. C 3. A 4. D 5. D 6. A 7. D 8. D 9. B 10. B 11. C 12. A 13. B 14. B 15. A 16. B 17. C 18. A 19. B 20. C 21. D 22. D 23. A 24. A 25. C
