THE EFFECTIVENESS OF GRAPHIC ORGANIZER IN LEARNING VOCABULARY (A Quasi Experimental Study at the Eighth Grade Students of MTsN Tangerang II Pamulang)
“SKRIPSI” Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Language Education
By: Muhammad Fadly NIM. 1111014000120
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016
THE EFFECTIVENESS OF GRAPHIC ORGANIZER IN LEARNING VOCABULARY (A Quasi Experimental Study at the Eighth Grade Students of MTsN Tangerang II Pamulang)
“SKRIPSI” Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Language Education
By: Muhammad Fadly NIM. 1111014000120
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016 i
ABSTRACT Muhammad Fadly (1111014000120). The Effectiveness of Graphic Organizer in Learning Vocabulary; An Experimental Research at Eighth Grade Students of MTsN Tangerang II Pamulang in Academic Year 2015/2016. Skripsi of the English Education Department at Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta, 2016. Key Words: Graphic Organizers and learning vocabulary The objective of this research is finding out the empirical evidence whether Graphic Organizer is effective in learning vocabulary in the Eighth Grade Students of MTsN Tangerang II Pamulang. The method used in this study is quantitative method and the research design is quasi-experimental study. The sampling technique in this study is Cluster Sampling. The writer takes two classes as the subject of this study. They are experimental class and controlled class. The writer has compared the pre-test score before treatment is given and after the treatment given. The result of gained score of pre-test and post-test in the experimental class is 11.36 and the controlled class is 5.12. For the testing hypotheses, t-test formula is used. The calculation of vocabulary test result between the experimental class and the controlled class can be seen from result of t-test of this research, and the result is 2.02. The result of t-table is 1.677. It can be seen from significant degree or α (alpha) = 0.05 and df 48, Ho is rejected and the Ha is accepted because the t-test (2.02) is higher than t-table (1.677). It can be concluded that Graphic Organizers (GOs) is effective in learning vocabulary at the eighth grade students of MTsN Tangerang II Pamulang.
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ABSTRAK Muhammad Fadly (1111014000120). Keefektifan Graphic Organizer dalam Pembelajaran Kosakata; Sebuah Penelitian Eksperimental Semu di kelas VIII MTsN Tangerang II Pamulang Tahun Ajaran 2015/2016. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Kata Kunci: Graphic Organizers dan Pembelajaran Kosakata Penelitian ini bertujuan untuk mengetahui bukti empiris tentang keefektifan Graphic Organizer dalam pembelajaran kosakata di kelas VIII MTsN Tangerang II Pamulang. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan desain penelitian adalah ekperimental semu. Teknik sampling dalam penelitian ini adalah Cluster Sampling. Peneliti mengambil dua kelas sebagai subjek penelitian. Kelas tersebut adalah kelas eksperimental dan kelas control. Peneliti telah membandingkan nilai pre-test sebelum perlakuan diberikan dan setelah perlakuan diberikan. Rata-rata nilai peningkatan hasil pre-test dan post-test pada kelas ekperimental adalah 11.36 dan kelas kontrol adalah 5.12. Untuk pengujian hipotesis, rumus ttes digunakan. Perhitungan hasil tes kosakata antara kelas ekperimental dan kelas kontrol bisa dilihat dari hasil t-tes dalam penelitian ini dan hasilnya adalah 2.02. Hasil dari t-tabel adalah 1.677. Ini dapat dilihat pada taraf signifikan atau α (alfa) = 0.05 dan df 48, Ho ditolak dan Ha diteriman karena hasil t-tes (2.02) lebih besar daripada t-tabel (1.677). Dapat disimpulkan bahwa Graphic Organizer efektif dalam pembelajaran kosakata siswa kelas VIII MTsN Tangerang II Pamulang.
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ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the worlds who has blessed the writer in completing this skripsi entitled The Effectiveness of Graphic Organizer in Learning Vocabulary (An Experimental Study at Eighth Students of MTsN Tangerang II Pamulang). Peace and Blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers. This skripsi is presented to the Department of English Education, Faculty of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University, Jakarta as a partial fulfillment of the requirements for degree of S.Pd in English Education Department. First of all, the writer would like to thank his beloved parents, Amir Adlin and Nurhayati, for their loves, prayers, support, advice, motivation, and patience for the writer in finishing this paper. Secondly, the writer would like to address his thanks and great gratitude to Dr. Ratna Sari Dewi, M.Pd., and Ismalianing Eviyuliwati, M.Hum., as the advisors, who gave their valuable advice, help and guidance with full of patience during writing and completing this paper. Hopefully, may Allah SWT always bless them with their family and grant all of their wishes. The writer realized that without support and motivation from people around, he could not finish this skripsi. Therefore, he would like to give his deepest appreciation for: 1. All lecturers, especially for lecturers in Department of English Education, for teaching knowledge and giving wonderful study experience. 2. Dr. Alek, M.Pd., as the Head of Department of English Education. vi
3. Zaharil Anasy, M.Hum., as Secretary of Department of English Education. 4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta. 5. Suhardi, M.Ag., the Head Master of MTsN Tangerang II Pamulang 6. Neneng Susilawati, M.Pd., the English teacher of MTsN Tangerang II Pamulang 7. His beloved brother and sister, Abrar Azis and Latifah Jannah. 8. The big family of MTsN Tangerang II Pamulang who have help him in collecting the data during the research. 9. The big family of UKM Bahasa-FLAT who has supported him all the time. 10. The big family of Department of English Education (DEE), especially DEE C 2011. 11. The writer best friends (Wiyudo Serena, Fahmi Faudzji, Wildan Ahdiyat) and everyone who had helped him and given great support and suggestion to the writer in finishing this paper. May Allah bless them for all what they have done because He is the only one who knows how much contribution and motivation received by the writer to finish this paper. The writer realized that this paper is far from being perfect. It is a pleasure for him to get some suggestions and critiques from the reader for valuable improvement.
Jakarta, June 2016
The writer
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TABLE OF CONTENTS
TITLE ............................................................................................................ i APPROVAL SHEET ..................................................................................... ii ENDORSEMENT SHEET ........................................................................... iii ABSTRACT ................................................................................................... iv ABSTRAK ....................................................................................................... v ACKNOWLEDGEMENT ............................................................................ vi TABLE OF CONTENTS .............................................................................. viii LIST OF TABLES ........................................................................................ xi LIST OF CHARTS ....................................................................................... xii LIST OF DIAGRAMS .................................................................................. xiii LIST OF APPENDICES .............................................................................. xiv CHAPTER I. INTRODUCTION ................................................................. 1 A. Background of the Study ................................................... 1 B. Identification of the Problem ............................................. 3 C. Limitation of the Problems ................................................ 3 D. Formulation of the Problem ............................................... 3 E. Objective of the Problem ................................................... 3 F. Significance of the Study ................................................... 3 CHAPTER II. THEORITICAL FRAMEWORK ...................................... 5 A. Vocabulary ........................................................................ 5 1. Definition of Vocabulary ............................................. 5 2. Kind of Vocabulary ..................................................... 6 3. Learning Vocabulary ................................................... 9
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4. Problem in Vocabulary ................................................ 9 B. Graphic Organizer ............................................................. 10 1. Definition of Graphic Organizer ................................. 10 2. Kinds of Graphic Organizer ........................................ 11 3. The Benefit of Graphic Organizer ............................... 14 C. Teaching Vocabulary using Graphic Organizer ................ 15 D. Previous Study ................................................................... 16 E. Conceptual Framework ..................................................... 18 F. Research Hypothesis ......................................................... 19 CHAPTER III. RESEARCH METHODOLOGY ..................................... 20 A. Place and Time of the Research ........................................ 20 B. Method and Research Design ............................................ 21 C. Population and Sample ...................................................... 22 D. Research Instrument .......................................................... 22 E. Technique of Data Collection ............................................ 22 F. Technique of Data Analysis .............................................. 23 1. Normally Test of the Data ........................................... 23 2. Homogeneity Test of the Data ..................................... 23 3. T-test of the Data ......................................................... 24 G. Statistical Hypothesis ........................................................ 26 CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ...... 28 A. Research Finding ............................................................... 28 1. Description of the Data ................................................ 28 a. The Data of Experimental Class ............................ 28 b. The Data of Controlled Class ................................ 34 2. Data Analysis ............................................................... 39 a. Normality Test ....................................................... 39 1) Pre-test Normality Test .................................... 39 2) Post-test Normality Test .................................. 40
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b. Homogeneity Test ................................................. 41 1) Pre-test Homogeneity Test .............................. 41 2) Post-test Homogeneity Test .............................. 41 c. Hypothesis Test ..................................................... 42 B. Interpretation ..................................................................... 46 CHAPTER V. CONCLUSION AND SUGGESTION ............................... 48 A. Conclusion ......................................................................... 48 B. Suggestion ......................................................................... 48 BIBLIOGRAPHY ......................................................................................... 50 APPENDICES ............................................................................................... 52
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LIST OF TABLES
Table 2.1 Part Of Speech ................................................................................... 7 Table 3.1 The Time Line of Research ................................................................ 20 Table 3.1 Research Design ................................................................................. 21 Table 4.1 The Students’ Score Experimental Class ........................................... 28 Table 4.2 Data Description of Pre-test Result of Experimental Class ............... 30 Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class ..... 31 Table 4.4 Data Description of Post-test Result of Experimental Class .............. 32 Table 4.5 Frequency Distribution of Post-test Result of Experimental Class .... 33 Table 4.6 The Students’ Score Controlled Class ............................................... 34 Table 4.7 Data Description of Pre-test Result of Controlled Class .................... 35 Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class .......... 36 Table 4.9 Data Description of Post-test Result of Controlled Class .................. 37 Table 4.10 Frequency Distribution of Post-test Result of Controlled Class ...... 38 Table 4.11 Normality Pre-test Result between Class Experiment and Class Control .......................................................................................... 39 Table 4.12 Normality Post-test Result between Class Experiment and Class Control .......................................................................................... 40 Table 4.13 Homogeneity Pre-test Result between Class Experiment and Class Control .......................................................................................... 41 Table 4.14 Homogeneity Post-test Result between Class Experiment and Class Control .......................................................................................... 41 Table 4.15 The Statistical Calculation of the Gained Score of Both Experimental Class and Controlled Class ........................................................... 42
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LIST OF CHART
Chart 2.1 Concept Map ................................................................................... 12 Chart 2.2 Concept Map 2 ................................................................................ 12 Chart 2.3 Sequence Chart ................................................................................ 12 Chart 2.4 Contrast Diagram ............................................................................ 13 Chart 2.5 Cause and Effect Diagram ............................................................... 13 Chart 2.6 Main Idea and Details Chart ............................................................ 14 Chart 2.7 Attribute Chart ................................................................................. 14
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LIST OF DIAGRAM
Diagram 4.1 Diagram of Pre-test Result of Experimental Class .................... 31 Diagram 4.2 Diagram of Post-test Result of Experimental Class ................... 33 Diagram 4.3 Diagram of Pre-test Result of Controlled Class ......................... 36 Diagram 4.4 Diagram of Post-test Result of Controlled Class ....................... 38 Diagram 4.5 The Mean of Pre-test, Post-test, and Gained Score of the Experimental Class and Controlled Class .................................. 39
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LIST OF APPENDICES
1. The Blue Print of the Test ................................................................... 52 2. The Result of Validity and Reliability Instrument .............................. 58 3. The Instrument of Pre-test ................................................................... 60 4. The Instrument of Post-test ................................................................. 65 5. Lesson Plan of Experimental Class ..................................................... 70 6. Lesson Plan of Controlled Class ......................................................... 85 7. The result of Pre-test and Post-test Score of Controlled Class ........... 93 8. The result of Pre-test Score and Post-test of Experimental Class ....... 95
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CHAPTER I INTRODUCTION A. Background of the Study Vocabulary is one of the English components which is very important in teaching and learning English subject. It has influence on four English skills; listening, reading, speaking and writing. If students do not have good vocabulary mastery, they cannot follow teaching learning process. They are not able to listen, to read, to speak and also to write English effectively even they generally have good grammatical and pronunciation knowledge. Paul Smith in his journal stated that a person who knows the words will usually succeed better in communicating than the person who knows the word order, but does not know the words1. Furthermore, the purpose of teaching learning English in Indonesia, based on Curriculum 2013, is to make students able to communicate in English orally and in written form. In short, students will reach the aim of teaching learning process and having good English performance by mastering vocabulary. Based on writer’s observation during teachers training (PPKT) period, the writer found some problems about vocabulary mastery. Firstly, most of the students in eighth grade of MTsN Tangerang II Pamulang were lack of vocabulary. It is proved when the writer taught English in the class almost all students asked the writer about the meaning of many words. This condition made students get difficulties in learning vocabulary; understanding the meaning of vocabulary, remembering vocabulary list and organizing the vocabulary in a sentence. Second, coming from the teacher, the English teacher should be more creative in creating vocabulary learning strategy in order to make learning English process more fun, interesting, and also easier even though she had put the dictionary in the corner of the class and asked the students to look up the meaning of new words in it. It was not bad but it was boring and not really useful to master vocabulary because the dictionary only 1
Paul Smith, Teaching Vocabulary, The Modern Language Journal, 53, 1969, p. 531
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provided one or two meanings of the word. Jeremy Harmer stated that if students are too often finding the word meaning in dictionary, the teacher failed showing students how words are used in foreign language2. There should be more action than the English teacher did to get students comprehend about vocabulary that is being learnt in every chapter. From the description above, the writer is concerned about appropriate medium in learning vocabulary process. Although there are many media in teaching vocabulary, graphic organizer is suitable to get students’ vocabulary mastery in the classroom. ”Graphic organizers are important and effective pedagogical tools for organizing content and ideas and facilitating learners’ comprehension of newly acquired information3.” Gardner’s theory in McKnight also posits that students are better able to learn and internalize information when more than one learning modality is employed in an instructional strategy. Graphic organizer basically presents materials by two learning modality; visual and spatial modalities, so it helps students to internalize what they are leaning, stated by McKnight 4. It provides students with strong visual picture. It can be the medium in mastering vocabulary for students because graphic organizer gives view of connection and relationships between facts, information and terms which needed by students. The writer chose eighth grade in MTsN Tangerang II Pamulang as the subject of the research. They have low vocabulary mastery, so they still have some difficulties in learning English. Moreover, this school was the place that the writer found the problems. Based on the phenomena above, the writer chose the study by the title The Effectiveness of Using Graphic Organizer in Learning Vocabulary (A Quasi Experimental Study at Eighth Grade of MTsN Tangerang II Pamulang).
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Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), 3rd Edition, p. 168 3 Katherine S. McKnight, The Teacher’s BIG BOOK of Graphic Organizers, (San Fransisco: Jossey-Bass, 2010), p. 1 4 Ibid
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B. Identification of the Problem Based on the background of study described, the writer would like to identify the problems as follow: 1. Most of eighth grade student in MTsN Tangerang II Pamulang are lack of vocabulary. 2. They have difficulties in developing their vocabulary. 3. The teacher provides less attractive medium for students.
C. Limitation of the Problem Based on the problems that have been identified above, this study is focused on the effectiveness of using Graphic Organizer in learning vocabulary at eighth grade of MTsN Tangerang II Pamulang
D. Formulation of the Problem The writer formulated the problem as follow: “Is Graphic Organizer effective to use in learning vocabulary on eighth grade students of MTsN Tangerang II Pamulang?”
E. Objective of the Study The objective of the study is to find out empirical evidence whether Graphic Organizer is effective in learning vocabulary. It is found by observing the distinction of two classes in the result of using Graphic Organizer as a medium.
F. Significance of the Study Hopefully the result of the study can give some significance for students, teachers, and other researchers. They are: For students, by learning vocabulary using graphic organizer, the students can get new interesting medium. It can motivate them to know further
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about the new word so they never feel bored during the teaching learning process. For teacher, this study is expected to provide an effective medium for teaching vocabulary. It will give teacher various tools in delivering new words for the class. For other researchers, it will help any further study to get recommendation for conducting about the effectiveness of Graphic Organizer in learning vocabulary.
CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary 1. Definition of Vocabulary Nowadays, English is more and more familiar in Indonesia. There are so many stuffs using English as the language delivering. Indonesian people have opened their eyes that English is important and prestigious for better future. Indonesian students have learnt English since they are in Junior High School. They learnt form a basic level, learning vocabulary. Actually, vocabulary is one of language components that has significant influence in language itself. However, grammar is also language component that should be learnt in the early stage. Without grammar very little can be covered, without vocabulary nothing can be covered.1 Vocabulary is the first and foremost important step in language acquisition.2 Learning vocabulary has clearly important effect the language learner. According to Cambridge Advanced Learners’ Dictionary, by the author Daniel Jones, Peter Roach, Jane Setter and John Esling, vocabulary is all the words known and used by a particular person. Then according to Oxford advanced Learners’ Dictionary vocabulary can be defined as the total number of words that (with ruler for combining them) make up the language. In addition, Ur said that vocabulary can be defined as the word we teach in foreign language. However, a new item of vocabulary may more than a single word. There are made of two or three words but express only a single idea, and there are also multi word idioms.3
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Scott Thornbury, How to Teach Vocabulary, (Malaysia: Longman Pearson Education Limited, 2002), p.13 2 Naveen Kumar Mehta, Vocabulary Teaching: Effective Methodologies, The Interest TESL Journal, XV, 2009. p.1. 3 Penny Ur, A Course in Language Teaching; Practice and Theory. (Cambridge: Cambridge University Press, 1996), p.60.
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Based on the definitions above, the writer can conclude that vocabulary is the first step to learn foreign language. It has important role in the teaching learning English. Mastering vocabulary will make students to be easier in studying language skill; listening, reading, speaking and writing.
2. Kind of Vocabulary Vocabulary is one of components in language. It has important role in teaching learning process. Four language skills cannot be implied well when someone has lack of vocabulary. The experts have categorized them in some kinds of. When we use a word, it can be substituted by another word that has a same meaning. It is caused there is various relationships between the words, here are some of the main ones:4 a. Synonyms: items that have same meaning. E.g: smart = clever, big = huge. b. Antonyms: items that have opposite meaning. E.g: good >< bad, tall >< short. c. Hyponyms: items that serve as specific example of a general concept. E.g: cat, dog, sheep, horse are hyponyms of animal. It can be concluded that vocabulary has many classifications based on its field. The experts have their own category which is actually have almost similar understanding about vocabulary in both practically and theoretically. English sentences consist of predication about a subject. The main grammatical divisions of a sentence are therefore the subject and the
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Penny Ur, A course in Language Teaching: Practice and Theory. (New York: Cambridge University Press. 1996), p.62.
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predicate.5 When considering sentence grammar we need to know various things that is called part of speech.6 Here they are: Table 2.1 Part of Speech Part of
Description
Examples
Example
(Words)
(Sentences)
A word or group of
Robert
Robert is a good boy
words that name of
Book
I recommend this
Speech
person, a place, a Noun
thing, or activity or a
book Sense
quality or idea; nouns
Use your common sense!
can be used as the Town Hall subject or object of a
Meet me at the hall town!
verb. A word that is used in
Her
place of a noun or Pronoun
noun phrase.
Nadia’s husband loves her.
She
She met him two years ago.
Verb
Him
Look at him!
A word or group of
Write
He writes a poem
words which is used
Ride
I like riding horses
Be
We are not amused
A word that gives
Kind
What a kind man!
more
Better
We all want a better
in
describing
an
action, experience or state.
Adjective
about
information a
pronoun. 5
noun
or
life! Best
That is the best thing
Marcella Frank, Modern English: A Practical Reference Guide. (New Jersey: PrenticeHall, Inc, 1972), p.1 6 Jeremy harmer, How to Teach English, (Malaysia: Addison Wesley Longman, 2001), p.36
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about her. A word or group of
Sensibly
words that describes or Adverb
adds
to
the
He walked across the Carefully
meaning of a verb, adjective,
another
Please talk sensibly!
bridge carefully. I like listening to
At home
music at home.
For
There is always a
adverb or a whole sentence. A word or group of words which is used Preposition
plan for life.
to show the way in
In
Put it in the box!
which other words are
On top of
You will find the
connected.
pen on top of the table.
A word that connects
And
Conjunction sentences, phrases or clauses.
She buys fish and chips
So
I am hungry, so I eat. I like it, but I cannot
But
afford it.
Definite article
The
The queen of hearts
Indefinite article
a/an
An article in the paper
Determiner
Possessive
my, your
Look at my eyes!
Demonstrative
this, that
Look at that rainbow!
Quantifiers
some, many
She has some fruits. He get many books.
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3. Learning Vocabulary Foreign language learners usually have problem when they want to express their idea in the language their learnt. They prefer to read some books or article than to get conversation with native speaker because they still have lack vocabulary even in fact they understand what the speaker talk about. The receptive vocabulary they have is more than productive vocabulary they can produce. The size of vocabulary that learners memorized sometimes does not really have significant influence if the words are not in line to the topic that is being discussed. However, the leaners should at least have 2000 words to cover the number of words that native speaker use in their daily conversation and to provide them in understanding some English written text.7 From the description above, it can be concluded that learning vocabulary is to understand large number of vocabulary. Moreover, the large of vocabulary should be matched with learners’ needs. 4. Problems in Learning Vocabulary Mastering vocabulary is not easy work for the learners, especially foreign language learners, because they have to know the meaning of the words based on the context and how to use them in different situation. Zainuri stated that once student has to master the basis of grammatical patterns of language, he master its vocabulary. To master vocabulary, students have to deal with so many words that they have to understand both the meaning and using. Furthermore, there are some factors making some words more difficult than the others:8 a. Pronunciation. Research shows that the words which are difficult to pronounce are more difficult to learn. b. Spelling. Sound-spelling mismatches are likely to the cause of errors and can contribute to word’s difficulty. 7
Scott Thornbury, How to Teach Vocabulary, (Malaysia: Longman Pearson Education Limited, 2002), p.21. 8 Thomas.R.Hornor, The Vocabulary Problem, The Clearing House, 19, 1944. p.231.
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c. Length and Complexity. Long words seem to be no more difficult to learn than short ones. d. Grammar. It is associated with the word, especially if this differs from that of its L1 equivalent. e. Meaning. When two or more words overlap in meaning, learners are likely to confuse them. f. Range, Connotation, and Idiomaticity. Words that can be used in a wide range of context will generally be perceived as easier than their synonyms with a narrower range.
B. Graphic Organizer 1. Definition of Graphic Organizer Graphic Organizers (GOs) is a medium in teaching learning process. It provides the schematic design in understanding a concept. It can help learners to find the connection between the previous knowledge of the learners and the new idea that will be learnt. Some teachers use GOs to test pupils whether they have comprehended the materials or not. Graphic Organizers are successful medium in organizing information and providing learners to get novel idea comprehensively.9 It makes teaching learning activity more interesting and easier to be understood by learners. Moreover, Broomley, Devitis and Modlo, in Egan’s journal, defined that Graphic Organizer is visual presentation of knowledge, a way of structuring information and of arranging essential aspects of an idea or topic into a pattern using labels.10 The idea can be seen more apparent, distinct and articulate for the learners because GOs give charts, tables, maps, flowchart, and other structure in its presentation. Teachers can design GOs by themselves based on the information which will be tought. It also can be used as a notebook. It has visual presentation which help 9
Katherine S. McKnight, The Teacher’s BIG BOOK of Graphic Organizers, (San Fransisco: Jossey-Bass, 2010), p. 1 10 Margaret Egan, Reflection on Effective Use of Graphic Organizer, Journal of Adolescent & Adult Literacy, 42, 1999. p. 641
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students comprehend what they have read.
A Graphic Organizers
Notebook is a collection of teacher-developed blank webs and organizer for student to complete after reading chunks of content material taught in a unit.11 The other experts, Estes, Mills and Barron, defined that characteristic of Graphic Organizers is a visual and verbal representation of the key of vocabulary of a learning task in relation to more inclusive or subsuming vocabulary concepts that have previously been learnt by students.12 Based on definitions of some experts above, it can be concluded that Graphic Organizer is effective pedagogical medium for students and teachers in understanding a topic learnt. It has strong power in teaching learning activity because of its visual and verbal views.
2. Kinds of Graphic Organizer Graphic Organizer (GOs) is a tool to create effective teaching learning process. It provides students with visualization to comprehend a concept or to understand unknown words. It can simply be a space to present text concept.13 There are some kinds of graphic organizer which can be used by a teacher:14 a. Concept Map. A concept map is corresponding characteristic that is linked into main idea as the center.
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Andrea L. Fisher. Implementation Graphic Organizer Notebooks: The Art and Science of Teaching Content, The Reading Teacher, 55, 2001. p. 116 12 Moore & Readence., A Quantitative and Qualitative Review of Graphic Organizer Research, The Journal of Educational Research, 78, 1984. p. 11 13 Daniel H. Robinson, Optimal Presentation of Graphic Organizers and Text: A Case for Large Bites?. Educational Technology Research and Development, 51, 2003. p.26. 14 Brad Baxendell. Graphic Organizers: Guiding Principles and Effective Practices. http://education.wm.edu/centers/ttac/index.php.
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Chart 2.1 Concept Map
Chart 2.2 Concept Map 2
b. Sequence Chart. A flow diagram or sequence chart is the graphic that provides some steps or events start from the first till the end. It can help students to know the series of event bringing to the main idea.
Chart 2.3 Sequence Chart
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c. Compare/Contrast Diagram. Compare diagram or Venn diagram is used to recognize the differences and similarities between two concepts or more. It is usually found in textbooks or standardized test.
Chart 2.4 Contrast Diagram d. Cause and Effect Diagram. Cause and effect diagram exhibits the relation between two concepts that the one influence to the other concept. It is so useful in many subject areas such as social history and science.
Chart 2.5 Cause and Effect Diagram e. Main Idea and Details Chart. Details chart indicates the hierarchical relationship between some concepts, one is the main concept and the others are subordinate elements.
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Chart 2.6 Main Idea and Details Chart f. Attribute Chart An attribute chart displays major concept that has common groups in which each of them has different details. It helps students to distinguish each concept from their details.
Chart 2.7 Attribute Chart Those are the kind of graphic organizer and each of them has different function. The teacher should prepare graphic organizer based on the material going to be learnt. Appropriate graphic organizer will gave student good understanding about the materials.
3. The Benefits of Graphic Organizer Graphic organizer has significant use in teaching learning process. It represents the connection between the concept and sub-concept. It also highlights the correlation with other concept area. In short, it allows
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student an active role in their learning. However, both students and teachers reach specific benefits from graphic organizer. For students, they can understand the concept of part to whole, start from the upper level to the lower level and vice versa. Then, GO can record relationship. They effectively memorize the connection between each part. It uses relative spatial location to communicate hierarchical and coordinate concept relation.15 For teachers, GOs can firstly show and explain the relationship between and among content. Secondly, it takes the lessons interactive. Teacher can make the class interactive by using graphic organizer because it is suitable for learning class arrangement, individual, paired or grouped.16 By working cooperatively, students learn to respect one another. Next, it helps teachers in motivating students. Then, it assists student in prewriting techniques. GO makes visually explicit the organizational patterns of text so it can enlist to facilitate pre-reading, post-reading, prewriting, revising, discussing and reasoning. It helps teachers in assessing what students know.17
C. Teaching Vocabulary using Graphic Organizer Teaching vocabulary towards GOs is appropriate because words and the meaning might come together in the chart. Keatinge in Egan firmly believed that meaningful way is a must in teaching vocabulary and the meaning. 18 The teachers have opportunity to explore their ability in applying GOs. They can decide suitable chart that is used for the materials. There are some suggestions proposed by Egan in planning to use graphic organizer:19
15
Daniel H. Robinson, et.al., Optimal Presentation of Graphic Organizers and Text: A Case for Large Bites?, Educational Technology Research and Development, 51, 2003. p.26 16 Margaret Egan, Reflections on Effective Use of Graphic Organizers, Journal of Adolescent & Adult Literacy, 42, 1999. p.643 17 Karen Bromley, et.al., Graphic Organizer: Visual Strategies for Active Learning. (USA: Scholastic, 1995), p.6. 18 Egan, op. cit. p.641 19 Ibid., pp.641-644
16
1. Be authentically prepared. The teacher should have experience of graphic organizer will be used because it forces teacher to activate schema, decide how much knowledge should be attached, verify choice of the task and achieve obtaining additional information. 2. Promote Interaction among Student GOs can be applied in cooperative arrangement. Students might be work in paired or group. It aids students to acquire knowledge and love learning. It can be a tool to promote positive social interaction among students. 3. Use graphic organizers with discrimination A graphic organizer used today is not always compatible tomorrow. It means that teachers have responsibility to choose which one of so many graphic organizers that will be appropriate for the materials next. 4. Expand use of graphic organizer The tool, graphic organizer, is exactly used to be an active learning strategy with form of information rather than the printed words. Harmer and Grave in Rosdiana stated that students will remember words best when they have actually done something with the words they are learning.20 Some expert, such as Cooper and Frynt, Richardson and Morgan, and Ruddel, stated that to construct effective GOs, there should be following steps. Firstly.
D. Previous Study Some students of university had conducted similar research about the effect of graphic organizer in learning process. Firstly, Enisa Mede had 20
Ina Rosdiana. “The effectiveness of mnemonic device in vocabulary learning process”. Skripsi, (Tangerang Selatan: Perpustakaan Utama UIN Syarif Hidayatullah Jakarta, 2009), . p.14 (not published)
17
conducted the research by the title “The Effect of Instruction of Graphic Organizer in Terms if Students’ Attitude towards Reading in English.” The purpose of the research is to find out the possible effect of instruction on graphic organizer on L2 learners’ application of those visual aids in a text. The participants of this research were 54 intermediate students (33 females and 21 males) enrolled in a one year course offered by Foreign Language Department at private university in Istanbul, Turkey. The data of the study were collected through a questionnaire, treatment, and a focus group interview. The treatment applied four instructions of graphic organizer, namely series of events chart, semantic map, compare/contrast matrix and storyboard. The result of the study was descriptive analyses including mean and standard deviation were used to investigate L2 learners’ attitudes towards reading. The data from focus group interviews were analyzed by means of pattern coding. The result of the research was graphic organizer had positive influence on their attitudes towards reading in English.21 Secondly, the research had the title “The Effectiveness of Personal Vocabulary
Notes
(PVN)
Technique
on
Students’
Vocabulary
Understanding.” The aim of the research is to know empirical evidence about the effectiveness of Personal Vocabulary Notes technique on students’ vocabulary understanding in the seventh grade of MTs. Salafiyah Bedahan. The participants of the research comprise 80 students that was divided into two classes, controlled class and experimental class. The experimental group received personal vocabulary notes treatment and the controlled class does not. Before starting the treatment, two similar test were prepared as the pretest and post-test which revealed significant differences between the two groups. The result showed that Personal Vocabulary Notes (PVN) technique
21
Mede Enisa, The Effect of Instruction of Graphic Organizer in Terms if Students’ Attitude towards Reading in English, Prodecia Journal of Social and Behavioral Sciences, 2, 2010. pp. 322-325
18
is effective on students’ vocabulary understanding in the seventh grade of MTs. Salafiyah Bendahan. It is reached by t-test analyzing.22 Based on the two studies above, the first study is concerned on the effect graphic organizer towards students reading skill. The difference from this research is in content area. This research focuses on vocabulary, whereas the first study is about reading skill although the graphic organizer used in both of the study. Furthermore, the distinction from the second study is the medium that used in learning vocabulary. The medium that is used in this study is Graphic Organizer and the medium of second study is Personal Vocabulary Notes (PVN). In addition, this study had different place and samples from both first and second study.
E. Conceptual Framework Vocabulary is one significant element in learning foreign language. By having good knowledge about vocabulary students are expected to produce the language, written and oral form and have ability in understanding many resources in English form. Moreover, learning vocabulary is not easy for students because it is different with their mother tongue. There are many vocabularies which cannot be remembered by students rapidly. Then students also do not have well medium which might help them. Therefore, as the teachers, they need to own attractive and enjoyable way to solve the problem. One of the ways is using visual media in learning vocabulary. Graphic organizer is one of visual media that can be used by teacher in learning vocabulary. Graphic organizer is important and effective pedagogical tools for organizing content and ideas and facilitating leaners’ comprehension of newly acquired information. It proposes student to be active in class because students need to connect the knowledge they had before to the new idea of vocabulary being learnt. By connecting the previous and the new
22
Priska Aprilianty. The Effectiveness of Personal Vocabulary Notes (PVN) Technique on Students’ Vocabulary Understanding.Skripsi (Tangerang Selatan: Perpustakaan Utama UIN Syarif Hidayatullah Jakarta, 2014), . p. 39 (not published)
19
ideas, students will reach long memory and deep understanding about the vocabulary. From the explanation above, the writer believes that the use graphic organizer could improve students’ achievement in learning vocabulary. Hence, the writer would like to do study by using graphic organizer in learning vocabulary.
F. Research Hypothesis A hypothesis is a temporary answer or a conclusion of the research. The theoretical hypothesis of this research is using Graphic Organizer is effective on students’ vocabulary understanding in the eighth grade students of MTsN Tangerang II Pamulang. The hypothesis as follow: H0
: It is not effective using Graphic Organizer in learning vocabulary at the eighth grade students of MTsN Tangerang II Pamulang.
Ha
: It is effective using Graphic Organizer in learning vocabulary at the eighth grade students of MTsN Tangerang II Pamulang.
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research This research was conducted at MTsN Tangerang II Pamulang. It is at Jalan Pajajaran no.31 Pamulang, Tangerang Selatan. This research was held from April to May 2016. There were two classes observed in second semester of school academic year 2015/2016. They were controlled and experimental class. Each of them had 6 meetings which consists of two meetings for pretest and post-test and the others for treatment. Table 3.1 The Timeline of Research No 1
Date
Activity
Monday,
Asking Permission to the principal of the school th
March 28 2016 2
Tuesday,
Doing validity test in eighth class of MTs
March 29 2016
Jami’iyyatul Khair Ciputat Timur.
3
Monday, April 4th 2016
Giving Pre-test in controlled class
4
Tuesday, April 5th 2016
Giving Pre-test in experimental class.
5
Wednesday, April 6th 2016
Starting first treatment to controlled and
th
experimental class th
6
Monday, April 11 2016
Doing second treatment to controlled class
7
Tuesday, April 12th 2016
Doing second treatment to experimental class
8
Wednesday, April 13th
Doing third treatment to controlled class and
2016
experimental class.
9 10 11 12
Monday, May 2nd 2016 rd
Tuesday, May 3 2016 th
Monday, May 16 2016 th
Thursday, May 19 2016
Doing fourth treatment to controlled class Doing fourth treatment to experimental class Giving post-test to controlled class Giving post-test to experimental class
20
21
B. Method and Research Design The kind of research which was used by the writer is quantitative research. In this research the writer did experimental study. Crasswell stated that experimental study is the traditional approach to conducting quantitative research and the design will test an idea to determine whether it influences an outcome or dependent variable.1 This study focused on comparing the experimental class using Graphic Organizer as a medium with the controlled class without using the medium. In this study, the writer used a quasi-experimental design with one controlled class and experimental class. Nunan asserted that has both pre-test and post-test and experimental and controlled groups, but no random assignment of subjects.2 Experimental group is a group using innovated materials and controlled group is a group using traditional material.3 Pre-test and post-test were given to know students’ competence of their vocabulary mastery after and before the treatment. Pre-test provided a measure on some attribute that was assessed for participant in an experiment before the treatment and post-test is otherwise. The research design was: Table 3.2 Research Design Class
Pre-test
Treatment
Post-Test
Experimental
O1
X
O2
Controlled
O3
-
O4
O1 : Pre-test of Experimental Class O 2 : Post-test of Experimental Class O 3 : Pre-test of Controlled Class O 4 : Post-test of Controlled Class X : Treatment 1
John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (New Jersey: Pearson Education, Inc., 2008), 4th Edition, pp. 294-295 2 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 41 3 Ibid. p. 27
22
C. Population and Sample The population of this study was eighth grade student of MTsN Tangerang II Pamulang. There are about 350 students in total and it divided into eleven classes, start from 8.1 to 8.11. To take sample of the research, the writer applied cluster sampling because the population of the students is quite large.4 There were two classes as the sample of the research. They were being one experimental class and one controlled class. The classes were 8.2 and 8.3. The controlled class was 8.2 and the experimental class was 8.3. In addition, both of them consist of 30 students.
D. Research Instrument The research instrument was test. There was 50 questions multiple choice that is designed not only validity but also reliability. The material of the test used for the test was developed from syllabus of English lesson at the eighth grade of junior high school. It was expanded by the writer into several points of indicator. The questions were attempted toward other eighth grade students to know whether the questions are valid and reliable by analyzing them at ANATES software before it was applied to the test. However, there were only 25 valid and reliable questions that were put into the test.
E. Technique of Data Collection The writer used test as the instrument to gain the data of the research. The tests were pre-test and post-test. The result of the test measured the students’ ability in learning vocabulary. Pre-test was applied in both experimental and controlled class. The aim of this test were to know knowledge sample of the research before they use Graphic Organizer as the medium in learning vocabulary and to see that in both classes have homogenous skill in English. Furthermore, both experimental class and controlled class were given post-
4
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif dan R&D. (Bandung: Alfabeta, 2012), p. 121.
23
test. The test was purposed to find out the influence of Graphic Organizer in learning vocabulary. The result showed that the differences between achievement of experimental and controlled class. It explained whether the Graphic Organizer effective or not in the experimental class.
F. Technique of Data Analysis 1. Normality Test of the Data The writer had to analyze the normality and homogeneity of the data which was achieved from pre-test and post-test. This analysis of normality was used to know whether the data normally distributed or not. The writer gained the data normality by using SPSS version 22.0 for windows. In SPSS, there are two kinds of normality test, Kolmogrov Smirnov and Shapiro Wilk. a. Kolmogrov Smirnov Test is applied if respondents ≥ 50. b. Shapiro Wilk Test is used if respondents ≤ 50. Because the respondents of this research were below 50, the normality test that could be used was Shapiro Wilk Test. the result of normality could be seen by comparing the significant value α (0.05) and significant value of the Shapiro Wilk Test. If the Shapiro Test is greater than 0.05, the data is normal. If the value was close to 0.05 but still below, the data is approximately normally distributed.
2. Homogeneity Test of the Data The homogeneity test was conducted after analyzing normality of the data. This test was purposed to see whether the data of the research is homogeneous or heterogeneous.5 The criteria of the test: α = 0.05 5
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama, 2010), pp. 160-161.
24
is accepted if
(
)<
)(
is rejected if
(
F<
(
)(
)
)
The formula used can be seen as follows:
F=
or F=
The writer used SPSS version 22.0 for Windows to calculate homogeneity test.
3. T-test of the data In the last of data calculation, the writer conducted T-test formula. This last test was purposed to find out the degree of significant differences between increase of pre-test and post-test result and the achievement in both controlled and experimental class. The calculation indicated whether Graphic Organizer is effective in students’ leaning vocabulary The formula as follows:6
Mx
= Mean of experimental group (Variable X)
My
= Mean of controlled group (Variable Y)
SEMx = Standard error of mean Variable X SEMy = Standard error of mean Variable Y Afterwards, the calculation goes to several processes as follows:7 1. Determining Mean of Variable X 6
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2014), p. 315. 7 Ibid., pp. 325--326
25
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X
√
4. Determining Standard of Deviation Score of Variable Y
√
5. Determining Standard Error of Mean of Variable X
√ 6. Determining Standard Error of Mean of Variable Y
√ 7. Determining Standard Error of Difference of Mean of Variable X and Mean of Variable Y SEMx-My =√
8. Determining
26
9. Determining ttable in the significance degree of 5%, with df ( degree of freedom) df = (Nx + Ny) – 2 Meanwhile, not every significant result refers to an effect with a high impact. It may describe a phenomenon that is not really perceivable in reality. Therefore, in order to describe the effects have a relevant magnitude, effect size are used to describe the strength of treatment. The most popular effect size measure is Cohen’s d.8 The formula for this effect size can be seen as follows: Determining d (Cohen’s d) (
)
The criteria of the effect size are as follows: d d d d
= 0 - 0.20 = 0.21 – 0.50 = 0.51 – 1.00 = >1.00
= weak effect = modest effect = moderate effect = strong effect9
G. Statistical Hypothesis There are two statistical hypothesis of the research to be tested. They are: 1. Null Hypothesis (H0); H0 = µ1 = µ2. It means that Graphic Organizer is not effective in learning vocabulary at the eighth grade of MTsN Tangerang II Pamulang. 2. Alternative Hypothesis (Ha); Ha = µ1 ≠ µ2. It means that Graphic Organizer is effective in learning vocabulary at the eighth grade of MTsN Tangerang II Pamulang.
8
Lenhard, W. & Lenhard, A, Calculation of Effect Sizes, 2015, (https://www.psychometrica.de/effect_size.html). 9 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage Publications, 2004), pp. 136-139.
27
The criteria used as follows: 1. If t-test (t0) > t-table (tt) in significant degree or alpha (α) of 0.05, the Null Hypothesis (H0) is rejected. It means that the rates of mean score of the experimental class are higher than the controlled class. The using of Graphic Organizer is effective in students’ vocabulary learning. 2. If t-test (t0) > t-table (tt) in significant degree or alpha (α) of 0.05, the Null Hypothesis (H0) is accepted. It means that the rates of mean score of the experimental class are same as or lower than the controlled class. The using of Graphic Organizer is effective on students’ vocabulary learning.
CHAPTER IV RESEARCH FINDING AND INTERPRETATION
A. Research Finding 1. Description of The Data The writer had made the table to show the result of the research. There are two tables that framed the data, which are from controlled class and experimental class. The first table is pre-test and post-test score of controlled class which is not implemented by using graphic organizers. The second table is pre-test and post-test score of experimental class that is implemented by using graphic organizers as medium in learning vocabulary. The validity and reliability instrument test was conducted before the researcher administered the test to the both class. There were 40 numbers of question given to the 30 eighth grade students of MTs Jami’iyyatul Khair Ciputat Timur. From the validity and reliability test, there were 25 valid questions gained. The result of validity and reliability test can be seen in Appendix. a. The Data of Experimental Class Table 4.1 The Students’ Score of Experimental Class No 1 2 3 4 5 6 7 8 9
Score Pre-test 84 68 72 60 56 76 80 84 72
28
Post-test 88 76 92 80 76 80 80 88 88
Gained Score 4 8 20 20 20 4 0 4 16
29
Score No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total Average
Pre-test
Post-test
Gained Score
68 76 68 80 60 60 76 72 72 80 64 72 72 56 60 76 1764 70.56
80 92 88 96 68 64 92 68 80 80 88 88 84 64 84 84 2048 81.92
12 16 20 16 8 4 16 -4 8 0 24 16 12 8 24 8 284 11.36
Based on the result of pre-test and post-test on experimental class, there are the lowest and the highest score from the students. The lowest score of the pre-test was 56 and the highest score was 84. Then the researcher gave the treatment to the experimental class by using graphic organizers in learning vocabulary. Furthermore, the researcher gave the post-test and the results showed that there are significant differences, the lowest score was 64 and the highest score was 96. Before analyzing the hypothesis, the researcher had to analyze the result of the data. This analysis was used SPSS v.22 for windows. The results of pre-test and post-test on experimental class were reached by the steps as follow: Analyze – Description Statistics – Frequencies Statistic. They are presented in table below:
30
Table 4.2 Data Description of Pre-test Result of Experimental Class Statistics Score N
Valid
class 25
25
0
0
Mean
70.5600
2.00
Median
72.0000
2.00
72.00
2
8.39682
.000
Variance
70.507
.000
Minimum
56.00
2
Maximum
84.00
2
1764.00
50
25
62.0000
2.00
50
72.0000
2.00
75
76.0000
2.00
Missing
Mode Std. Deviation
Sum Percentiles
The table 4.2 shows that the mean of 25 students is 70.56. The median is the numerical value separating the higher half of data simple. The median score from the table is 72.00. The mode is defined as the element that appears most frequently in a given set of elements. The mode score from the table is 72.00. The set of scores constitute a population determine as variance score is 70.507. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 8.3968. Then the sum gained from the total score is 1764. According to the table above, it can be made a table of frequency distribution which is presented as follow:
31
Table 4.3 Frequency Distribution of Pre-test Result of Experimental Class
Cumulative Frequency Valid
Percent
Valid Percent
Percent
56.00
2
8.0
8.0
8.0
60.00
4
16.0
16.0
24.0
64.00
1
4.0
4.0
28.0
68.00
3
12.0
12.0
40.0
72.00
6
24.0
24.0
64.0
76.00
4
16.0
16.0
80.0
80.00
3
12.0
12.0
92.0
84.00
2
8.0
8.0
100.0
Total
25
100.0
100.0
The table 4.3 is a tool of presentation consisting of columns and rows and there are numbers which describe the division and percentage of frequency distribution. It is also can be described by a diagram which is presented as follow:
Diagram 4.1 Diagram of Pre-test Result of Experimental Class
32
Results reached from the post-test in class 8.3 as an experimental class of this research are presented in a table below:
Table 4.4 Data Description of Post-test Result of Experimental Class Statistics Score N
Valid
class 25
25
0
0
Mean
81.92
2.00
Median
84.00
2.00
a
2
8.803
.000
Variance
77.493
.000
Minimum
64
2
Maximum
96
2
2048
50
25
78.00
2.00
50
84.00
2.00
75
88.00
2.00
Missing
Mode
80
Std. Deviation
Sum Percentiles
The table 4.4 shows that the mean of 25 students is 81.92. The median score from the table is 84.00. The mode is 80. The set of scores constitute a population determine as variance score is 77.493. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 8.803. Then the sum gained from the total score is 2048. According to the table above, it can be made a table of frequency distribution which is presented as follow:
33
Table 4.5 Frequency Distribution of Post-test Result of Experimental Class Score Cumulative Frequency Valid
Percent
Valid Percent
Percent
64
2
8.0
8.0
8.0
68
2
8.0
8.0
16.0
76
2
8.0
8.0
24.0
80
6
24.0
24.0
48.0
84
3
12.0
12.0
60.0
88
6
24.0
24.0
84.0
92
3
12.0
12.0
96.0
96
1
4.0
4.0
100.0
25
100.0
100.0
Total
The diagram from the data above is presented as follow:
Diagram 4.2 Diagram of Pre-test Result of Experimental Class
34
b. The Data of Controlled Class Table 4.6 The Students’ Score of Controlled Class No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total Average
Score Pre-test Post-test 56 64 72 80 60 64 84 92 88 88 72 72 72 72 72 76 88 92 60 64 80 84 76 76 80 84 76 80 80 84 80 84 72 76 64 72 76 88 88 92 72 76 88 92 64 80 76 88 76 80 1872 2000 74.88 80
Gained Score 8 8 4 8 0 0 0 4 4 4 4 0 4 4 4 4 4 8 12 4 4 4 16 12 4 128 5.12
In controlled class, the result of pre-test showed that the lowest score from the students was 56 and the highest score was 88. The controlled class did not gain the treatment by using graphic organizer. The students were only given vocabulary list in their learning
35
vocabulary. Moreover, the post-test data of controlled class showed that the lower score was 64 and the highest score was 92. The writer had to analyze the result of data of controlled class before analyzing the hypothesis. This analysis was used SPSS v.22 for windows. The results of pre-test and post-test on controlled class were achieved by the steps as follow: Analyze – Description Statistics – Frequencies Statistic. The table is below: Table 4.7 Data Description of Pre-test Result of Controlled Class Statistics Score N
Valid Missing
25 0
Mean
74.88
Median
76.00
Mode
72
Std. Deviation
9.057
Variance
82.027
Minimum
56
Maximum
88
Sum Percentiles
1872 25
72.00
50
76.00
75
80.00
The table 4.7 shows that the mean of 25 students is 74.88. The median score from the table is 76.00. The mode is 72. The set of scores constitute a population determine as variance score is 82.027. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 9.057. Then the sum gained from the total score is 1872.
36
According to the table above, the table of frequency distribution which is presented as follow: Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class Score Cumulative Frequency Valid
Percent
Valid Percent
Percent
56
1
4.0
4.0
4.0
60
2
8.0
8.0
12.0
64
2
8.0
8.0
20.0
72
6
24.0
24.0
44.0
76
5
20.0
20.0
64.0
80
4
16.0
16.0
80.0
84
1
4.0
4.0
84.0
88
4
16.0
16.0
100.0
25
100.0
100.0
Total
It can be presented also by the diagram as follow:
Diagram 4.3 Diagram of Pre-test Result of Controlled Class
37
Results achieved from the post-test in class 8.2 as a controlled class of this research are presented in a table below: Table 4.9 Data Description of Post-test Result of Controlled Class Statistics Score N
Valid Missing
25 0
Mean
80.00
Median
80.00
Mode
76
Std. Deviation
a
8.794
Variance
77.333
Minimum
64
Maximum
92
Sum Percentiles
2000 25
74.00
50
80.00
75
88.00
The table 4.6 shows that the mean of 25 students is 80.00. The median score from the table is 80.00. The mode is 76. The set of scores constitute a population determine as variance score is 77.333. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 8.794. Then the sum gained from the total score is 2000. The table of frequency distribution which reached depend on the table is presented as follow:
38
Table 4.10 Frequency Distribution of Post-test Result of Controlled Class Cumulative Frequency Valid
Percent
Valid Percent
Percent
64
3
12.0
12.0
12.0
72
3
12.0
12.0
24.0
76
4
16.0
16.0
40.0
80
4
16.0
16.0
56.0
84
4
16.0
16.0
72.0
88
3
12.0
12.0
84.0
92
4
16.0
16.0
100.0
25
100.0
100.0
Total
The data presented in diagram:
Diagram 4.4 Diagram of Post-test Result of Controlled Class
39
Beside the table of calculation of the gained score of both experimental class and controlled class, it also can be described by a diagram which is presented as follow: 90 80 70 60 50
Experimental Class
40
Controlled Class
30 20 10 0 Pre-test
Post-test
Gained Score
Diagram 4.5 The mean of Pre-test, Post-test and Gained Score of the Experimental Class and Controlled Class
2. Data Analysis a. Normality Test 1) Pre-test Normality Test The normality test in this research use Saphiro Wilk because the participant ≤ 50. The data was analyzed by using SPSS v.22 for windows with the criteria ρ ˃ 0.05. The results of normality test of the data are presented as follows: Table 4.11 Normality Pre-test result between Experimental and Controlled Class Shapiro-Wilk class Score
Statistic
df
Sig.
Controlled class
.937
25
.125
Experimental class
.939
25
.143
40
From the table 4.11, it can be seen that the significance of normality pre-test score in experimental class is 0.143. It can be concluded that the data are normally distributed because 0.143 > 0.05. Meanwhile, the significance of pre-test score in controlled class is 0.125. Therefore, the data are normally distributed because 0.125 > 0.05. In other words, the pre-test results in both experimental and controlled class are normally distributed. 2) Post-test Normality Test The normality test in this research used Saphiro Wilk. The data was analyzed by using SPSS v.22 for windows. The results of normality test of the data are presented as follows: Table 4.12 Normality Post-test result between Experimental and Controlled Class Shapiro-Wilk class Score
Statistic
df
Sig.
Controlled class
.931
25
.094
Experimental class
.922
25
.057
Table 4.12 shows that both significance experimental and controlled class. The significance of post-test in experimental class is 0.057. It means that the data are normally distributed because 0.057 > 0.05. Moreover, the significance of post-test in controlled class is 0.094. It can be concluded that the data distributed normally because 0.094 > 0.05. In conclusion, the results of post-test in both controlled and experimental class are normally distributed.
41
b. Homogeneity Test 1) Pre-test Homogeneity Test Based on the calculation of normality, the researcher reached the results that all data in pre-test and post-test both experimental and controlled class had been distributed normally. The next step of the calculation was finding the pre-test and post-test homogeneity of the data by using SPSS v.22 for windows, specifically by using Saphiro Wilk method. The result of pre-test homogeneity test of the data is presented as follows: Table 4.13 Homogeneity Pre-test Result between Controlled and Experimental Class Score Levene Statistic
df1
.013
df2 1
Sig. 48
.909
The table 4.13 showed that the significance of pre-test homogeneity result between controlled and experimental class is 0.909. Therefore, it can be concluded that there is no significance difference between experimental class and controlled class because 0.909 > 0.05. 2) Post-test Homogeneity Test The data was analyzed by using SPSS v.22 for windows. The result is as follow: Table 4.14 Homogeneity Post-test Result between Controlled and Experimental Class Test of Homogeneity of Variances Score Levene Statistic .003
df1
df2 1
Sig. 48
.958
42
In the table 4.14, it can be seen that the significance of post-test homogeneity between controlled class and experimental class is 0.958. It is higher than α 0.05 (0.958 > 0.05). It means the sample in controlled and experimental class was homogenous.
c. Hypothesis Test The last calculation was testing the hypotheses. This was crucial calculation to answer the problem formulation of this research that whether there is significant difference between students’ learning vocabulary using graphic organizer and students’ learning vocabulary in controlled class which were not. The researcher calculated the data using t-test formula. Two classes were compared, the experimental class was X variable and the controlled class was Y variable. The table below is statistical calculation of the gained score from both experimental class using graphic organizer and controlled class without using graphic organizer. Table 4.15 The Statistical Calculation of the Gained Score of Both Experimental Class and Controlled Class No (X) (Y) x2 y2 1 2 3 4 5 6 7 8 9 10 11 12 13 14
4 8 20 20 20 4 0 4 16 12 16 20 16 8
8 8 4 8 0 0 0 4 4 4 4 0 4 4
16 64 400 400 400 16 0 16 256 144 256 400 256 64
64 64 16 64 0 0 0 16 16 16 16 0 16 16
43
No
(X) 4 16 -4 8 0 24 16 12 8 24 8 284
15 16 17 18 19 20 21 22 23 24 25 Total
(Y) 4 4 4 8 12 4 4 4 16 12 4 128
x2 16 256 16 64 0 576 256 144 64 576 64 4720
y2 16 16 16 64 144 16 16 16 256 144 16 1024
From the table 4.15, the writer calculated the data based on the steps of t-test formula, the calculation can be seen as follows: 1. Determining Mean of Variable X
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X √ 4. Determining Standard of Deviation Score of Variable Y √
√
√
5. Determining Standard Error of Mean of Variable X √
√
44
6. Determining Standard Error of Mean of Variable Y √
√
7. Determining Standard Error of Difference of Mean of Variable X and Mean of Variable Y √ √ √ √
8. Determining
9. Determining ttable in the significance degree of 5% or 0.05, with df (degree of freedom) (
)
(
)
Df value is 48 of the degree of significant value 0.05 or ttable is 1.677.
The statistical hypothesis of this research can be seen as: (H0) : means there is no significant difference after graphic organizer is used in learning vocabulary in eighth grade students of MTsN Tangerang II Pamulang. (Ha)
: means there is a significant difference after graphic
organizer is used in learning vocabulary in eighth grade students of MTsN Tangerang II Pamulang.
45
The criteria used as follows: 1. If tobservation (t0) > ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is rejected and Ha is accepted. 2. If tobservation (t0) < ttable (tt) in significant degree of 0.05, H0 (the null hypothesis) is accepted.
Based on the description of the data calculation, it can be inferred that: 1. The value of t0 is 2.02 2. The degree of freedom (df) is 48, so the value of ttable in the significance 5% is 1.677 It shows that t0 ≥ ttable , 2.02 ≥ 1.677. It means that the null hypothesis ((H0) is rejected and the alternative hypothesis (Ha) is accepted.
Meanwhile, to know how effective graphic organizer in learning vocabulary, the calculation of Cohen’s formula can be seen as follows:
(
)
(
)
The result of calculation of “Cohen’s d” formula to measure how effective graphic organizer in learning vocabulary showed that the effectiveness value obtained is 0.620. Based on criteria of effect size, it can be said the effect of graphic organizer in learning vocabulary is categorized into moderate effect. It means that graphic organizer has moderate effect in learning vocabulary on eighth students of MTsN Tangerang II Pamulang.
46
B. Interpretation Based on the description of the data, graphic organizer is effective in learning vocabulary on eighth grade students of MTsN Tangerang II Pamulang. The result of the data was gained from test, pre-test and post-test. In the data description which taken from 25 students of experimental class has the mean of pre-test 70.56. It was before using graphic organizer. Moreover, the writer got mean of post-test 81.92. It was caused after getting 4 meetings as the treatments. During the treatment, the writer used graphic organizer as the medium in learning vocabulary. So, the mean of gained score is 11.36. It can be concluded that the mean of post-test is higher than the mean of pre-test. In the controlled class, there were 25 students who produce the data description. It showed that mean of pre-test score was 78.88. Then, the controlled class got 4 meetings as treatment of the research. During the treatment, graphic organizer was not used by the researcher. Next, controlled class was given post-test. The mean in post-test was 80. The mean of gained score was 5.12. In conclusion, the mean of pre-test was higher than the mean of post-test. The first step in analyzing the data was analyzing the data of normality and homogeneity both pre-test and post-test in controlled and experimental class. The data showed that pre-test and post-test in both controlled and experimental class were normally distributed and homogenous. It was caused significant score of pre-test (0.143) and post-test (0.057) of experimental class was higher than 0.05. Furthermore, the significant score of pre-test (0.125) and post-test (0.94) of controlled class were also higher than 0.05. In other hand, the result of homogeneity calculation showed that significant score were 0.909 for pre-test and 0.958 for post-test were higher than 0.05 as the α. The next calculation is testing the hypothesis of the research. The writer used t-test formula in the significant degree (α) of 5%. The result showed that ttest (t0) > ttable (tt) or (2.02 > 1.677). It highlights that the alternative
47
hypothesis (Ha) is accepted; there is significant difference between using graphic organizer in learning vocabulary and without graphic organizer. It also can be seen that the average gained score of experimental class is higher than gained score of controlled class. Therefore, graphic organizer is effective in learning vocabulary on eighth grade students of MTsN Tangerang II Pamulang. The last calculation was about the result of “Cohen’s d” formula to measure how effective graphic organizer in learning vocabulary. The result showed value was 0.620 and it categorized into moderate effect. It means graphic organizer had significant influence in learning vocabulary.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion In teaching learning activities in vocabulary subject it is very important to choose suitable media to improve students’ skill. Based on the data, it can be concluded that it is effective to use Graphic Organizers (GOs) in learning vocabulary process and it had proved towards the eighth grade students of MTsN Tangerang II Pamulang. From the four meetings that had been conducted in both of experimental and controlled class in which experimental class was given using graphic organizer and controlled class was only given list of vocabulary. The result showed that the average of gained score of experimental class was 11.36. Meanwhile, the average of gained score of controlled class was 5.12. It means that the average gained score of experimental class was higher than average gained score of controlled class. In conclusion, from the findings above Graphic Organizers (GOs) was effective in learning vocabulary. Hence, the finding of this research answers the research question, “is Graphic Organizer (GOs) effective in learning vocabulary on eighth grade students of MTsN Tangerang II Pamulang?”
B. Suggestion Based on the finding in this research, some suggestions need to be put forward in order to get good quality of teaching and learning process. The suggestions are as follow: 1. English teachers in junior high score are advised to use Graphic Organizer as alternative medium in learning vocabulary to their students. It had been proved in this research. 2. English teachers should use attractive media in learning vocabulary. It is meant to attract students’ attention, so they can remember vocabulary well.
48
49
3. English teacher should hung graphic organizer made on the wall. It will help students to remember the vocabulary. 4. Students should add some artistic touch to make the graphic organizer interesting always to be seen. 5. It is necessary to other researchers apply graphic organizer into other language skill, area or subject.
BIBLIOGRAPHY Aprilianty, Priska, “The Effectiveness of Personal Vocabulary Notes Technique on Students’ Vocabulary Understanding, Skripsi presented to Faculty of Tarbiyah and Teachers’ Training in UIN Syarif Hidayatullah Jakarta: 2014. Not published. Cresswell, J.W. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Third Edition. New Jersey: Pearson Education, Inc., 2008. Egan, Margaret. Reflection on Effective Use of Graphic Organizers. Journal of Adolescent & Adult Literacy, 42, 1999. Fisher, A.L. Implementing Graphic Organizer Notebooks: The Art and Science of Teaching Content. The Reading Teacher, 55, 2001. Frank, Marcella. Modern English: A Practical Reference Guide. New Jersey: Prentice-Hall, Inc., 1972. Hornor, TR. The Vocabulary Problem. The Clearing House,19, 1944 Jeremy, Harmer. The Practice of English Language Teaching. Third Edition. London: Longman Group, 1996. -----. How to Teach English An Introduction to the Practice of English Language Teaching. Malaysia: Addison Wesley Longman Limited, 1998. McKnight, Katherine S. The Teacher’s Big Book of Graphic Organizers 100 Reproducible Organizers that Help Kid with Reading, Writing, and the Content Areas. San Francisco: Jossey-Bass, 2010. Mede, Enisa. The Effect of Instruction of Graphic Organizers in Terms of Students’ Attitudes towards reading in English. Procedia Social and Behavioral Sciences, 2010. Moore, D.W and Readence, J.E., A Quantitative and Qualitative Review of Graphic Organizer Research. The Journal of Educational Research, 78, 1984. Muijs, Daniel. Doing Quantitative Research in Education with SPSS. London: Sage Publication, 2004. Nunan, David. Research Method in Language Learning. Cambridge: Cambridge University Press, 1992. Robinson, D.H., et al., Optimal Presentation of Graphic Organizers and Text: A Case for Large Bite?. Educational Technology Research and Development, 51, 2003.
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Rosdiana, Ina, “The Effectiveness of Mnemonic Device in Vocabulary Learning Process”, Skripsi presented to Faculty of Tarbiyah and Teachers’ Training in UIN Syarif Hidayatullah Jakarta: 2009. Not published. Smith, Paul. Teaching Vocabulary. The Modern Language Journal, 53, 1969. Sudijono, Anas. Pengantar Grafindopersada, 2014.
Statistik
Pendidikan.
Jakarta:
PT.
Raja
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta, 2012. Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT. Refika Aditama, 2010. Thornbury, Scott. How to Teach Vocabulary. Middlesex: Longman, Pearson Education, 2002. Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. 1991.
51
52 Appendix 1. The Blue Print of the Test KISI-KISI INSTRUMEN TES Nama Sekolah
: MTsN Tangerang II Pamulang
Mata Pelajaran/Kelas : Bahasa Inggris/VIII
`
Kurikulum Acuan
: Kurikulum Tingkat Satuan Pendidikan (KTSP)
Jenis Soal
: Pilihan Ganda
Kompetensi Dasar
: 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar
No. 1.
2.
Indikator Soal Menjawab pertanyaan dari gambar yang disediakan
Menjawab pertanyaan dari gambar yang disediakan
Soal
Kunci Jawaban
Nilai
A
4
B
4
What does the sign mean?
a. Don’t put your trash anyway! b. Be careful! c. Children are still allowed d. Don’t feed the animal! Where do you usually find this sign?
a. Classroom b. Beach
c. Park d. Mountain A bank
A bank is an institution with a twofold function. First, it (3) … people’s money safe and readily available in this way it functions as a saving bank. Secondly, it (4) … money to people who need it. It is also, therefore, a money lender. Anyone can go to any bank and deposit money, that is, ask the bank to look after it. He becomes a customer of the bank. When he (5) … money, we say he opens a bank account. 3.
Menjawab pertanyaan mengenai
a. Keeping b. Keeps
c. Kept d. Keep B
4
53
No.
Indikator Soal
Soal
Kunci Jawaban
Nilai
generic structure in report text. 4.
5.
Menjawab pertanyaan mengenai generic structure in report text. Menjawab pertanyaan mengenai generic structure in report text.
a. Borrows b. Lends
c. Gives d. Takes B
a. Spends b. Buys
c. Deposits d. Takes C
4
4
A hotel people sometimes need hotels if they (6) … far from homes. They sometimes need hotels when they arrive in cities late at night and they (7) … have any relatives there. hotels are places that provide lodging and usually meals and various personal services for the public. A good hotel provides many comforts and conveniences. Travel is usually safe and pleasant. hotels with hundreds of rooms (8) … common. People can find the advertisements of the hotels in newspapers, brochures, the internet, and magazines. Downtown hotels survive and prosper because of two important factors. First, business travellers wish to stay close to the offices or industrial plants they plan to visit. Second, the location of the airport is close to the hotels. as the pace of jet travel grows, hotels spring out near airports. Some travellers stay at the airport inns when their flights are delayed. To save time, business executives often select airport hotels for meetings or conferences. Once the plane lands, the hotel is only minutes away. 6.
7.
Menjawab pertanyaan mengenai generic structure in report text. Menjawab pertanyaan mengenai generic structure in report text.
a. Traveled b. Travels
a. Is not b. Will not
c. Traveling d. Is Traveled B
4
C
4
c. Do not d. Does Not
54
No. 8.
9.
10.
11.
12.
13.
Indikator Soal Menjawab pertanyaan mengenai generic structure in report text. Menjawab pertanyaan mengenai Synonym of word. Menjawab pertanyaan mengenai Public Transportation Menjawab pertanyaan mengenai generic structure in report text. Menjawab pertanyaan mengenai Public Places Menjawab pertanyaan mengenai Public Places
14. Menjawab pertanyaan mengenai occupation from public service 15. Menjawab pertanyaan mengenai occupation from public service
Soal a. Were b. Is
a. Gift b. Enjoyable
Kunci Jawaban
Nilai
D
4
D
4
C
4
c. Was d. Are
c. Uncomfortable d. Harmful
We can find the … in the harbor. a. Delman c. Plane b. Train d. Ship
We can check our condition … Sari Asih Hospital. a. In c. At b. On d. Or Where do the students usually go for a vacation? a. Eka Hospital c. Modern Market b. Ocean Park d. School Taman Kota 1 is one of the … a. Public Service b. Public Transportation c. Public Figure d. Public Relation National library is a library in Jakarta. Library is a place for ....... to work. a. Doctor c. Librarian b. Travelers d. Farmers Paramitha : “what do you do?” Adrian : “I’m a … . I drive bus Transjakarta around city.” a. Farmer b. Bus driver c. Doctor d. Teacher
C
4
D
4
A
4
B
4
B
4
55
No.
Indikator Soal
16. Menjawab pertanyaan mengenai Public Places 17. Menjawab pertanyaan mengenai Public Places
Soal Usman was caught by policeman. He was brought to the … because he stole some wallets. a. Cinema c. Police Office b. Theater d. Hospital Ali : “where do you go?” Syarif : “I am going to …. I want to buy some new novels.” a. Library b. University c. Market d. Bookstore
Kunci Jawaban
Nilai
B
4
A
4
a : “excuse me, where is the police station?” b: “oh… you can (18) … on the brook street then (19) … on the jade street. it is (20) … the bakery. 18. Menjawab pertanyaan mengenai asking and giving direction 19. Menjawab pertanyaan mengenai asking and giving direction
a. Turn left b. Turn Right
a. Turn left b. Turn Right
c. Turn around d. Turn back A
4
A
4
c. Turn around d. Turn back
56
No.
Indikator Soal
20. Menjawab pertanyaan mengenai location of public service 21. Menjawab pertanyaan mengenai traffic sign
22. Menjawab pertanyaan mengenai antonym of the word
Soal a. Beside b. Next to
Nilai
C
4
B
4
C
4
A
4
c. Between d. Opposite
What does the sign mean? a. No towed caravans b. No right turn c. No U-turn d. No parking Hazardous! Keep away from the reach of children under 3 years old
What is the opposite of the word “hazardous”? a. b. c. d.
23. Menjawab pertanyaan mengenai location of public service
Kunci Jawaban
Danger Dangerous Harmless Harmful
The bus station is located … the Italian restaurant. a. Opposite c. Right Side b. Beside d. In the back
57
No.
Indikator Soal
Soal
Kunci Jawaban
Nilai
B
4
C
4
B
4
A: “Excuse me, how do I get the book shop?”
24. Menjawab pertanyaan mengenai asking and giving direction 25. Menjawab pertanyaan mengenai traffic sign
B: “Well, you just (24) … bond street, then you will find the (25) …, so you have to turn right in the King’s road. It is in the left side”. a. Turn Left c. Go straight ahead b. Turn right d. Go back
a. b. c. d.
U turn Intersection Roundabout Traffic Lamp
Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100
58
Appendix 2. The Result of Validity and Reliability Instrument REKAP ANALISIS BUTIR ===================== Rata2= 13.12 Simpang Baku= 5.28 KorelasiXY= 0.57 Reliabilitas Tes= 0.72 Butir Soal= 40 Jumlah Subyek= 26 Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\VALIDASI MTS JAMI KHAIR.ANA Btr Baru 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 36 37 38 39 40
Btr Asli 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 36 37 38 39 40
D.Pembeda(%) 42.86 28.57 42.86 57.14 14.29 0.00 57.14 0.00 28.57 42.86 0.00 0.00 57.14 14.29 57.14 28.57 57.14 14.29 28.57 0.00 14.29 57.14 71.43 57.14 57.14 0.00 28.57 42.86 -14.29 57.14 28.57 0.00 42.86 42.86 42.86 14.29 42.86 28.57 0.00 57.14
T. Kesukaran Sangat Mudah Sangat Mudah Sangat Mudah Mudah Sangat Sukar Sangat Sukar Sukar Sedang Sangat Sukar Sukar Sangat Sukar Sangat Sukar Sedang Sangat Sukar Mudah Sukar Mudah Sangat Sukar Sangat Sukar Sedang Sukar Sedang Sangat Mudah Sukar Sukar Sukar Sangat Sukar Sukar Sedang Sukar Sukar Sangat Sukar Sukar Sukar Mudah Sangat Sukar Sukar Sangat Sukar Sangat Sukar Sedang
Korelasi 0.683 0.380 0.683 0.539 0.343 0.150 0.523 0.173 0.387 0.404 0.150 NAN 0.532 0.108 0.730 0.341 0.730 0.225 0.412 0.143 0.197 0.594 0.468 0.517 0.482 0.046 0.364 0.385 0.016 0.485 0.094 -0.055 0.341 0.523 0.435 0.245 0.279 0.434 -0.043 0.374
Sign. Korelasi Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan
59
RELIABILITAS TES ================ Rata2= 13.12 Simpang Baku= 5.28 KorelasiXY= 0.57 Reliabilitas Tes= 0.72 Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\VALIDASI MTS JAMI KHAIR FIX.ANA No.Urut 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
No. Subyek 6 24 23 26 3 12 13 22 25 1 7 18 21 15 11 2 10 16 20 17 19 8 9 4 14 5
Kode/Nama Subyek Anggi Aviyanti Nasrullah Ram... M. Lutfi Sekar Frisila M. Hasybi Khoir Dwi Putri Dina Amelia Putri Dea M. Khayamu N. Indra Afifah Anis Rifdah Namiera A. Gofar Riska Ameliana M. Zaki Anni M Doni Hermawan M. Richan Adinda Itta Dwi Reiva Suci Aulia Farha M. Ardika Muhammad Syahrul Sati Nurahman Sultan Fardan
Skor Ganjil 12 11 12 11 11 8 9 7 10 8 8 10 6 8 8 7 8 8 8 6 7 6 4 0 2 0
Skor Genap 10 10 8 7 6 9 8 10 7 7 7 5 9 6 4 4 3 3 3 4 3 2 3 5 1 2
Skor Total 22 21 20 18 17 17 17 17 17 15 15 15 15 14 12 11 11 11 11 10 10 8 7 5 3 2
Pre-Test Subject
: English
Theme
: Public Service
Choose the best answer, A, B, C or D, to following questions! 1. What does the sign mean?
a. Don’t put your trash anyway! b. Be careful! c. Children are still allowed d. Don’t feed the animal! 2. Where do you usually find this sign?
a. Classroom b. Beach
c. Park d. Mountain
Questions 3 through 5 are based on the following passage. A Bank A bank is an institution with a twofold function. First, it (3) … people’s money safe and readily available. In this way it functions as a saving bank. Secondly, it (4) … money to people who need it. It is also, therefore, a money lender. Anyone can go to any bank and deposit money, that is, ask the bank to look after it. He becomes a customer of the bank. When he (5) … money, we say he opens a bank account.
3. a. Keeping b. Keeps
c. Kept d. Keep
4. a. Borrows
c. Gives
b. Lends
d. Takes
5. a. Spends b. Buys
c. Deposits d. Takes
Questions 6 through 9 are based on the following passage. A Hotel People sometimes need hotels if they (6) … far from homes. They sometimes need hotels when they arrive in cities late at night and they (7) … have any relatives there. Hotels are places that provide lodging and usually meals and various personal services for the public. A good hotel provides many comforts and conveniences. Travel is usually safe and pleasant. Hotels with hundreds of rooms (8) … common. People can find the advertisements of the hotels in newspapers, brochures, the internet, and magazines. Downtown hotels survive and prosper because of two important factors. First, business travellers wish to stay close to the offices or industrial plants they plan to visit. Second, the location of the airport is close to the hotels. As the pace of jet travel grows, hotels spring out near airports. Some travellers stay at the airport inns when their flights are delayed. To save time, business executives often select airport hotels for meetings or conferences. Once the plane lands, the hotel is only minutes away. 6. a. Traveled b. Travels 7. a.
Is not
b. Will not
c. Traveling d. Is traveled c. Do not d. Does Not
8. a. Were
c. Was
a. Is
d. Are
9. The underline word means … a. Gift
c. Uncomfortable
b. Enjoyable
d. Harmful
10. We can find the … in the harbor. a. Delman
c. Plane
b. Train
d. Ship
11. We can check our condition … Sari Asih Hospital. a. In
c. At
b. On
d. Or
12. John: “Hi.. Where are you going?” Bella: “Hi.. I’m looking for Anis” John: “oh.. I see her … the cinema few minutes ago” Bella: “Thank you, John.” a. In
c. Into
b. On
d. Through
13. Where do the students usually go for a vacation? a. Eka Hospital
c. Modern Market
b. Ocean Park
d. School
14. National library is a library in Jakarta. Library is a place for ....... to work. a. Pilot
c. Librarian
b. Travelers
d. Journalist
15. Paramitha
: “What do you do?” : “I’m a … . I drive bus Transjakarta around city.”
Adrian a. Farmer b. Bus driver c. Doctor d. Teacher
16. Usman was caught by policeman. He was brought to the … because he stole some passengers’ wallets. a. Cinema
c. Police Office
b. Theater
d. Hospital
17. Ali
: “where do you go?”
Syarif : “I will go to … . I want to buy some new novels.” a. Library b. University c. Market d. Bookstore
Questions 18 through 20 are based on the following map.
A: “Excuse me, where is the Police station?” B: “Oh.. you can (18)… on the Brook Street then (19) ... on the Jade Street. It is (20) … the bakery.” 18. a. Turn left b. Turn Right 19. a. Turn left b. Turn Right 20. a. Beside b. Cross
c. Turn around d. Turn back c. Turn around d. Turn back c. Between d. Opposite
21.
What does the sign mean? a. No towed caravans b. No right turn c. No U-turn d. No parking 22.
Hazardous! Keep away from the reach of children under 3 years old
What is the opposite of the word “hazardous”? a. Danger b. Dangerous c. Harmless d. Harmful
Questions 23 through 25 are based on the map above. 23. The bus station is located … the Italian restaurant. a. Opposite
c. Right side
b. Beside
d. In the back
A: “Excuse me, how do I get the book shop?” B: “Well, you just (24) … bond street, then you will find the (25) …, next you have to turn right in the King’s road. It is in the left side.” 24. a. Turn Left b. Turn right 25. a. U turn b. Intersection c. Roundabout d. Traffic lamp
c. Go straight ahead d. Go back
Post-Test Subject
: English
Theme
: Public Service
Choose the best answer, A, B, C or D, to following questions! 1. What does the sign mean?
a. Don’t put your trash anyway! b. No entry for motorcycle. c. No Parking. d. Be careful! 2. Where do you usually find this sign?
a. School Road b. Classroom
c. Hospital d. Mountain
Questions 3 through 5 are based on the following passage. Becaks Becaks were banned within Jakarta’s city limits in 1994. At the time, President Soeharto wanted to eradicate Becaks from the city street because they caused traffic problems. However, you can find an occasional Becaks driver in certain locations within Jakarta. Becaks can also be found at the junction of the main roads and smaller country lanes. Becaks (3) … widely missed by people who live in housing complexes off the main roads and small roads which are not serviced by bus routes-as their means of transportation. A Becak’s seat is for two passengers. If we want to ride in one or more comfortably, choose one with a plastic sheet that protects passengers when it rains. Bargain before you get on and (5) … small change to pay
3. a. Are
c. Were
b. Is
d. Was
4. Synonym of the underlined word is … a. Sidewalk
c. Street
b. Bridge
d. Zebra cross
5. a. Prepared b. Preparing
c. Prepares d. Prepare
Questions 6 through 10 are based on the following passage. Supermarket There is a new supermarket in the town center. People like to shop there because it is accessible, very clean and has a large parking lot. It (6) … from 9 a.m. until 9 p.m. This two storeyed building is large. The spaces between racks are wide enough so customers feel comfortable while shopping. The ground floor (7) … stationery, daily needs, household equipment and toys. When customers are shopping, they don’t have to worry about their children. Their children may play in the playground, not far from the shopping area. To reach the first floor, customer may use the elevator instead of stairs. There, they can find all kind of fashion, bag and shoes. The products (8) … complete and affordable. To attract customer, the supermarket often offers discount on certain product in December. 6. a. Opens b. Opened 7. a.
Have
b. Has
c. Open d. Is traveled c. Had d. Had been
8. a. Were
c. Was
a. Is
d. Are
9. The underline word means … a. Wide
c. Small
b. Narrow
d. Short
10. We can find the … in the airport. a. Delman
c. Plane
b. Train
d. Ship
11. We can check our condition … Sari Asih Hospital. a. In
c. At
b. On
d. Or
12. John: “Hi.. Where are you going?” Bella: “Hi.. I’m looking for Anis” John: “oh.. I see her … the cinema few minutes ago” Bella: “Thank you, John.” a. In
c. Into
b. On
d. Through
13. Where do the students usually go for a vacation? a. Eka Hospital
c. Modern Market
b. Ocean Park
d. School
14. National library is a library in Jakarta. Library is a place for ....... to work. a. Pilot
c. Librarian
b. Travelers
d. Journalist
15. Paramitha
: “What do you do?” : “I’m a … . I drive sailing ship around the ocean.”
Adrian a. Sailor Man b. Bus driver c. Doctor d. Rider
16. Usman was caught by policeman. He was brought to the … because he stole some passengers’ wallets. a. Cinema
c. Police Office
b. Theater
d. Hospital
17. Ali
: “where do you go?”
Syarif : “I will go to … . I want to buy some vegetables.” a. Library b. University c. Market d. Bookstore
Questions 18 through 20 are based on the following map.
•
A: “Excuse me, Can you tell me the way to the Police station?” B: “Oh.. you can (18)… on the Brook Street then (19) ... on the Jade Street. It is (20) … the bakery.”
18. a. Turn left b. Turn Right 19. a. Turn left b. Turn Right 20. a. Beside b. Cross
c. Turn around d. Turn back c. Turn around d. Turn back c. Between d. Opposite
21.
What does the sign mean? a. No parking b. No smoking c. No eating and drinking d. No entrance 22.
Hazardous! Keep away from the reach of children under 3 years old
What is the opposite of the word “hazardous”? a. Danger b. Dangerous c. Harmless d. Harmful
Questions 23 through 25 are based on the map above. 23. The Italian restaurant is located … the cafe. a. Opposite
c. On the left of
b. Next to
d. In the back
A: “Excuse me, how do I get the hospital?” B: “Well, you just (24) … bond street, then you will find the (25) …, next you have to turn left in the King’s road. It is in the right side.” 24. a. Turn Left b. Turn right 25. a. U turn b. Intersection c. Roundabout d. Traffic lamp
c. Go straight on d. Go back
70 Appendix 5. Lesson Plan of Experimental Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi Kompetensi Dasar
: MTsN Tangerang II Pamulang : VIII (Delapan) / II : 2 x 40 menit : Public Service :1 :11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar. : 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk report dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
A. Indikator 1. Mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks report 2. Menuliskan kosa kata berhubungan dengan public services berdasarkan teks report B. Tujuan Pembelajaran 1. Siswa dapat mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks report 2. Siswa dapat menuliskan kosa kata berhubungan dengan public services berdasarkan teks report C. Materi Pembelajaran Vocabulary tentang public service dan teks report. D. Metode Pembelajaran: Metode : Communicative Language Teaching E. Media, Alat, dan Sumber Pembelajaran Media
: Graphic Organizer, PPT (Power Point)
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
71 F. Langkah-langkah Kegiatan 1. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Penjelasan tentang topik yang akan dibahas 2. Kegiatan Inti (60 menit) Guru menstimulus siswa tentang materi public service Siswa diminta untuk menyebutkan kosa kata bahasa inggris yang berkaitan tentang public service yang ada dalam teks. Guru memberikan penjelasan tentang metode pembelajaran vocabulary dengan menggunakan graphic organizer Tahapan dalam menggunakan Graphic Organizer untuk pembelajaran vocabulary: 1. Daftar vocabulary sesuai dengan tema pembelajaran public service . 2. Kategorikan vocabulary sesuai dengan kategorinya masing-masing, misal: Places– type (library, cinema, hospital). 3. Masukan vocabulary yang telah dikategorikan ke dalam bentuk graphic organizer yang sebelumnya dicontohkan oleh guru 4. Dapat ditambahkan dengan membuat graphic organizer lebih berwarna dengan menggunakan spidol warna atau dengan yang lainnya 5. Lengkapi vocabulary yang kurang sesuai dengan tema pembelajaran
72
Guru memberikan contoh graphic organizer
Siswa diminta untuk mendaftar kosa kata yang berkaitan tentang public service Siswa diminta untuk mengkategorikan kosa kata berhubungan dengan public service ke dalam bentuk graphic organizer.
3. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung 4. Penilaian a. Teknik : Test b. Bentuk : Pilihan ganda c. Instrumen : Terlampir 5. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Ciputat, 6 April 2016 Researcher,
Muhammad Fadly
73 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMP/MTS
: MTsN Tangerang II Pamulang
Kelas/Semester
: VIII (Delapan) / 2
Tema
: Public Service
Aspek/Skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke
:2
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
: 11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk report.
A. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: 1. Siswa dapat menerjemahkan kosa kata tentang public service berdasarkan teks report. 2. Siswa dapat menguraikan kosa kata tentang sign road B. Indikator 1.
Menerjemahkan kosa kata tentang public service berdasarkan teks report.
2.
Menguraikan kosa kata tentang public service berdasarkan teks report
C. Materi Pembelajaran 1. Kosakata yang berhubungan dengan public service 2. Teks tulis fungsional berbentuk report D. Metode Pembelajaran Metode: Communicative Language Teaching
E. Media, alat dan sumber pembelajaran Media
: Graphic Organizer
Alat
: Proyektor, Laptop, Kertas dan Alat Tulis
Sumber Belajar
: Buku teks pelajaran bahasa Inggris kelas VIII, dan buku lain yang relevan.
74
Label the picture with the correct word. 1. No enterance 2. Slippery road 3. Traffic light 4. No eating or drinking 5. Keep clean 6. Turn right 7. Becareful of children 8. No smoking 9. Don’t blow the horn 10. Don’t stop 11. Go straight 12. Road repairs
13. Turn left 14. No trespassing
75
76
77 F. Langkah-langkah Kegiatan 1. Kegiatan Pendahuluan (10 menit)
Greeting (memberi salam dan berdoa)
Mengabsen siswa
Memberi motivasi kepada siswa
Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
2. Kegiatan Inti (60 menit) Eksplorasi
Memberikan stimulus mengenai materi public service
Membagi siswa dalam dua kelompok besar, kemudian membuat 8 kelompok kecil
Memberikan bacaan teks fungsional berbentuk report kepada dua kelompok besar siswa
Memfasilitasi siswa untuk memahami teks yang diberikan.
Elaborasi
Memberikan kesempatan kepada siswa untuk memamahi teks yang diberikan
Memfasilitasi siswa untuk melakukan diskusi mengenai teks yang diberikan
Memberikan kesempatan siswa untuk melakukan Tanya jawab antar kelompok.
Memberikan latihan dalam bentuk graphic organizer, siswa diminta untuk menjawab kosakata yang ditanyakan berdasar teks.
Memberikan kesempatan kepada siswa untuk mengisi graphic organizer yang diberikan
Konfirmasi
Memberikan penjelasan mengenai latihan dalam graphic organizer yang telah dijawab.
Memberikan penjelasan mengenai cara menggunakan graphic organizer
Memberikan kesempatan kepada siswa untuk mengajukan pertanyaan.
3. Kegiatan Penutup (10 menit)
Bersama dengan siswa membuat kesimpulan dari materi pelajaran.
Melakukan refleksi dari kegiatan yang telah dilakukan.
78
Memberikan latihan di rumah untuk membuat graphic organizer.
Menyampaikan rencana pembelajaran selanjutnya.
G. Penilaian Teknik
: Test
Bentuk
: Pilihan Ganda
Instrumen : Terlampir
H. Pedoman Penilaian Untuk tiap nomor, tiap jawaban benar skor 4 Jumlah soal 25 Nilai maksimal = 100 Nilai Siswa = jawaban benar X 4 = 100
Ciputat, 12 April 2016 English Teacher
Researcher,
Muhammad Fadly
79 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi
: MTsN Tangerang II Pamulang : VIII (Delapan) /II : 2 x 40 menit : Public Service :3 : 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar A. Indikator 1. Mengindentifikasi generic structure mengenai teks report 2. Mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks report 3. Mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks report B. Tujuan Pembelajaran 1. Siswa mampu mengindentifikasi generic structure mengenai teks report 2. Siswa dapat mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks report 3. Siswa dapat mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks report. C. Materi Pembelajaran 1. Vocabulary about transportation 2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report D. Metode Pembelajaran: Metode : Communicative Language Teaching E. Media, Alat, dan Sumber Pembelajaran Media
: Graphic Organizer
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar. F. Langkah-langkah Kegiatan
80 1. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya 2. Kegiatan Inti (60 menit) Guru menstimulus siswa tentang materi transportation Private:
Public:
Motorcylcle
Bus
Bicycle
Public Car
Car
Train
Ship
Plane
Transportasion
Transportasion
Short Distance: Motorcylcle Bicycle Car Becak Andong
Long Distance: Bus Public Car Train Plane Ship
81
Private
Long Distance
Short Distance
Public
Siswa diminta mengidentiikasi kosa kata tentang, transportation berdasarkan teks Siswa diminta mengkategorikan kosa kata tentang transportation menggunakan Graphic Organizer Guru menjelaskan generic structure dari teks report.
3. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung Siswa diminta untuk berdoa penutup pembelajaran 4. Penilaian d. Teknik : Test e. Bentuk : Pilihan ganda f. Instrumen : Terlampir 5. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 13 April 2016 Researcher,
Muhammad Fadly
82 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi
: MTsN Tangerang II Pamulang : VIII (Delapan) /II : 2 x 40 menit : Public Service :4 : 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
: 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
G. Indikator 4. Mengidentiikasi kosa kata tentang Public Place berdasarkan teks report 5. Mengkategorikan kosa kata tentang Public Place 6. Menerjemahkan teks report mengenai public service H. Tujuan Pembelajaran 4. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report 5. Siswa dapat mengidentiikasi kosa kata tentang Public Place 6. Siswa dapat menerjemahkan teks report tentang Public service I. Materi Pembelajaran 3. Vocabulary about Public Place 4. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report J. Metode Pembelajaran: Metode : Communicative Language Teaching. K. Media, Alat, dan Sumber Pembelajaran Media
: Graphic Organizer
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Teks Report, Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
83 Becaks Becaks were banned within Jakarta’s city limits in 1994. At the time, President Soeharto wanted to eradicate Becaks from the city street because they caused traffic problems. However, you can find an occasional Becaks driver in certain locations within Jakarta. Becaks can also be found at the junction of the main roads and smaller country lanes. Becaks are widely missed by people who live in housing complexes off the main roads and small roads which are not serviced by bus routes-as their means of transportation. A Becak has seats for two passengers. If we want to ride in one or more comfortably, choose one with a plastic sheet that protects passengers when it rains. Bargain before you get on and prepare small change to pay. Supermarket There is a new supermarket in the town centre. People like to shop there because it is accessible, very clean and has a large parking lot. It opens from 9 a.m. until 9 p.m. This two storeyed building is large. The spaces between racks are wide enough so customers feel comfortable while shopping. The ground floor has stationery, daily needs, household equipment and toys. When customers are shopping, they don’t have to worry about their children. Their children may play in the playground, not far from the shopping area. To reach the first floor, customer may use the elevator instead of stairs. There, they can find all kind of fashion, bag and shoes. The products are complete and affordable. To attract customer, the supermarket often offers discount on certain product in December.
L. Langkah-langkah Kegiatan 6. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya
84 7. Kegiatan Inti (60 menit) Guru menstimulus
siswa
tentang
materi
•Librarian •Student
•Teacher •Student •Staff Administation
Public
Place
•Policeman •Thieft
Library
Police Station
School
Hospital •Doctor •Nurse •Patient
Siswa diminta mengidentiikasi kosa kata tentang Public Place Guru menjelaskan kosa kata tentang Public Place menggunakan Graphic Organizer Siswa diminta merinci kosa kata tentang Public Place menggunakan Graphic Organizer Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana
8. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung Siswa diminta untuk berdoa penutup pembelajaran 9. Penilaian g. Teknik : Test h. Bentuk : Pilihan ganda i. Instrumen : Terlampir 10. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100 Pamulang, 3 May 2016 English Teacher Researcher,
Muhammad Fadly
85 Appendix 6. Lesson Plan of Controlled Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi Kompetensi Dasar
: MTsN Tangerang II Pamulang : VIII (Delapan) /II : 2 x 40 menit : Public Service :1 :11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar. : 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk report dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
A. Indikator 1. Mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks report 2. Menuliskan kosa kata berhubungan dengan public services berdasarkan teks report B. Tujuan Pembelajaran 1. Siswa dapat mengidentifikasi kosa kata berhubungan dengan public services berdasarkan teks report 2. Siswa dapat menuliskan kosa kata berhubungan dengan public services berdasarkan teks report C. Materi Pembelajaran Vocabulary tentang Public Service D. Metode Pembelajaran: Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment) Model : Ceramah E. Media, Alat, dan Sumber Pembelajaran Media
: PPT (Power Point)
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
86 F. Langkah-langkah Kegiatan 1. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Penjelasan tentang topik yang akan dibahas 2. Kegiatan Inti (60 menit) Guru menstimulus siswa tentang materi Public Service Siswa diminta untuk menyebutkan kosa kata bahasa inggris yang berkaitan tentang Public Service Siswa diminta untuk mendaftar kosa kata yang berkaitan tentang Public Service Siswa secara individu diminta untuk melengkapi kosa kata berkaitan dengan Public Service Siswa diminta untuk mengkategorikan kosa kata berhubungan dengan Public Service. 3. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung 4. Penilaian a. Teknik : Test b. Bentuk : Pilihan ganda c. Instrumen : Terlampir 5. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 6 April 2016 Researcher,
Muhammad Fadly
87 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi
: MTsN Tangerang II Pamulang : VIII (Delapan) /II : 2 x 40 menit : Public Service :2 : 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
: 11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk report.
A. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: 1. Siswa dapat menerjemahkan kosa kata tentang public service berdasarkan teks report. 2. Siswa dapat menguraikan kosa kata tentang sign road B. Indikator 1.
Menerjemahkan kosa kata tentang public service berdasarkan teks report.
2.
Menguraikan kosa kata tentang public service berdasarkan teks report
C. Materi Pembelajaran 1. Vocabulary about Public Service 2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report D. Metode Pembelajaran: Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment) Model : Ceramah
E. Media, Alat, dan Sumber Pembelajaran Media
: PPT (Power Point)
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
88 Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar. F. Langkah-langkah Kegiatan 1. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya 2. Kegiatan Inti (60 menit) Guru menstimulus siswa tentang materi transportation Siswa diminta guru untuk melengkapi kosa kata tentang public service yang telah diberikan di pertemuan pertama Siswa diminta mengidentiikasi kosa kata tentang sign road Siswa diminta mengkategorikan kosa kata tentang sign Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana 3. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung Siswa diminta untuk berdoa penutup pembelajaran 4. Penilaian d. Teknik : Test e. Bentuk : Pilihan ganda f. Instrumen : Terlampir 5. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 12 April 2016 Researcher,
Muhammad Fadly
89 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi
: MTsN Tangerang II Pamulang : VIII (Delapan) /II : 2 x 40 menit : Public Service :3 : 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar A. Indikator 1. Mengindentifikasi generic structure mengenai teks report 2. Mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks report 3. Mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks report B. Tujuan Pembelajaran 1. Siswa mampu mengindentifikasi generic structure mengenai teks report 2. Siswa dapat mengidentiikasi kosa kata tentang public service (transportation) berdasarkan teks report 3. Siswa dapat mengkategorikan kosa kata tentang public service (transportation) berdasarkan teks report.
A. Materi Pembelajaran 3. Vocabulary about Public Service 4. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk deskriptif B. Metode Pembelajaran: Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment) Model : Ceramah C. Media, Alat, dan Sumber Pembelajaran Media
: PPT (Power Point)
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
90 Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar. D. Langkah-langkah Kegiatan 1. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya 2. Kegiatan Inti (60 menit) Guru menstimulus siswa tentang materi transportation Guru membuat vocabulary list mengenai transportation Guru menjelaskan makna teks lisan fungsional dan monolog pendek sederhana Siswa diminta memperluas kosa kata tentang Public Service Siswa diminta untuk menggunakan kosa kata tentang Public Service untuk membuat kalimat report 3. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran Menanyakan kepada siswa tentang kesulitan selama KBM berlangsung Siswa diminta untuk berdoa penutup pembelajaran 4. Penilaian g. Teknik : Test h. Bentuk : Pilihan ganda i. Instrumen : Terlampir 5. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 3. Nilai maksimal = 100 4. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 13 April 2016 Researcher,
Muhammad Fadly
91 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SMP/MTS Kelas/Semester Alokasi Waktu Materi Pokok Pertemuan ke Standar Kompetensi
: MTsN Tangerang II Pamulang : VIII (Delapan) /II : 2 x 40 menit : Public Service :4 : 11. Memahami makna dalam esei pendek sederhana berbentuk report untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
: 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
C. Indikator 4. Mengidentiikasi kosa kata tentang Public Place berdasarkan teks report 5. Mengkategorikan kosa kata tentang Public Place berdasarkan teks report 6. Menerjemahkan teks report mengenai public service D. Tujuan Pembelajaran 4. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report 5. Siswa dapat mengidentiikasi kosa kata tentang Public Place berdasarkan teks report 6. Siswa dapat menerjemahkan teks report tentang Public service A. Materi Pembelajaran 1. Vocabulary about Public Service 2. Teks lisan fungsional dan monolog pendek sederhana dalam bentuk report B. Metode Pembelajaran: Metode : Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment) Model : Graphic organizer C. Media, Alat, dan Sumber Pembelajaran Media
: PPT (Power Point), Video
Alat
: LCD, Spidol, Laptop, Kertas dan Alat Tulis
Sumber Belajar : Buku teks pelajaran Bahasa Inggris kelas VIII “BSE Contextual Teaching and Learning SMP), “BSE Scaffolding SMP), “BSE English in Focus SMP), dan Internet yang bersifaat relevan dengan materi ajar.
92 D. Langkah-langkah Kegiatan 1. Kegiatan pendahuluan (10 menit) Greeting (memberi salam dan berdoa) Mengabsen siswa Memberi motivasi kepada siswa Guru menanyakan kepada siswa tentang pembelajaran di pertemuan sebelumnya 2. Kegiatan Inti (60 menit) Guru menstimulus siswa tentang materi public place Siswa diminta mengidentifikasi kosa kata tentang public place Siswa diminta untuk menggunakan kosa kata tentang public place untuk membuat kalimat report Siswa diminta untuk menyimpulkan materi tentang kalimat report 3. Kegiatan Penutup (10 menit) Siswa diminta untuk menyimpulkan materi pelajaran secara keseluruhan Siswa diminta untuk berdoa penutup pembelajaran 4. Penilaian j. Teknik : Test k. Bentuk : Pilihan ganda l. Instrumen : Terlampir 5. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 4 2. Jumlah soal 25 dan nilai maksimal = 100 3. Nilai Siswa = jawaban benar X 4 = 100
English Teacher
Pamulang, 2 May 2016 Researcher,
Muhammad Fadly
93
Appendix 7. The result of Pre-test and Post-test Score of Controlled Class SKOR DATA DIBOBOT ================= Jumlah Subyek = 25 Butir soal = 25 Bobot utk jwban benar = 4 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\PRETEST_CONTROL.ANA No Urt 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
No Subyek 8 13 14 26 19 30 11 23 28 32 7 16 20 21 15 18 24 25 29 31 4 9 3 27 6
Kode/Nama Brando... Shania... Rafi N... Inggit... Belind... M. Ari... Nahla ... Mulia ... M. Abrar Naura ... Yahya ... Syifa ... Putri ... Nabila... Farras... Allyan... Rizky ... Daniar... Ilham TS Nazwa ... Sultha... Pradip... Karuni... Annisa... Agfia ...
Benar 22 22 22 22 21 21 20 20 20 20 19 19 19 19 18 18 18 18 18 18 16 16 15 15 14
Salah 3 3 3 3 4 4 5 5 5 5 6 6 6 6 7 7 7 7 7 7 9 9 10 10 11
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 22 22 22 22 21 21 20 20 20 20 19 19 19 19 18 18 18 18 18 18 16 16 15 15 14
Skr Bobot 88 88 88 88 84 84 80 80 80 80 76 76 76 76 72 72 72 72 72 72 64 64 60 60 56
94 SKOR DATA DIBOBOT ================= Jumlah Subyek = 25 Butir soal = 25 Bobot utk jwban benar = 4 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\POSTTEST_CONTROL.ANA No Urt 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
No Subyek 19 26 14 13 8 20 16 28 23 11 32 18 21 4 7 29 30 31 24 25 15 9 6 27 3
Kode/Nama Belind... Inggit... Rafi N... Shania... Brando... Putri ... Syifa ... M. Abrar Mulia ... Nahla ... Naura ... Allyan... Nabila... Sultha... Yahya ... Ilham TS M. Ari... Nazwa ... Rizky ... Daniar... Farras... Pradip... Agfia ... Annisa... Karuni...
Benar 23 23 23 23 22 22 22 21 21 21 21 20 20 20 20 21 21 21 20 20 20 20 20 19 19
Salah 2 2 1 2 2 2 2 2 2 2 3 3 4 3 4 4 4 4 5 5 5 5 5 6 6
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 23 23 24 23 23 23 23 23 23 23 22 22 21 21 21 21 21 21 20 20 20 20 20 19 19
Skr Bobot 92 92 92 92 88 88 88 84 84 84 84 80 80 80 80 76 76 76 76 72 72 72 64 64 64
95
Appendix 8. The result of Pre-test Score and Post-test of Experimental Class SKOR DATA DIBOBOT ================= Jumlah Subyek = 25 Butir soal = 25 Bobot utk jwban benar = 4 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\PRETEST_EXPERIMENT.ANA No Urt 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
No Subyek 16 17 2 3 22 1 15 19 21 27 4 10 11 13 14 28 5 23 7 8 9 12 20 18 26
Kode/Nama Aurell... Albi A... Ghina ... Nadira... Arrila... Ma'wa ... Yasyfa... Alfayr... Annisy... Fajar ... Nabila... Alifia... Bellgh... Nia Mu... Silfi ... Muhamm... Fahira... Farhan... Navisy... Kareen... Isnaen... Anisa ... Yasmin... Annisa... Wulan ...
Benar 21 21 20 20 20 19 19 19 19 19 18 18 18 18 18 18 17 17 16 15 15 15 15 14 14
Salah 4 4 5 5 5 6 6 6 6 6 7 7 7 7 7 7 8 8 9 10 10 10 10 11 11
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 21 21 20 20 20 19 19 19 19 19 18 18 18 18 18 18 17 17 16 15 15 15 15 14 14
Skr Bobot 84 84 80 80 80 76 76 76 76 76 72 72 72 72 72 72 68 68 64 60 60 60 60 56 56
96 SKOR DATA DIBOBOT ================= Jumlah Subyek = 29 Butir soal = 25 Bobot utk jwban benar = 4 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: D:\EED 2014\MY BELOVED SKRIPSI\POSTTEST_EXPERIMENT.ANA No Urt 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
No Subyek 21 23 13 1 12 13 25 26 27 29 2 9 11 6 7 8 15 18 28 14 17 4 16 19
Kode/Nama Ghina ... Alifia... Fajar ... Ma'wa ... Navisy... Fajar ... Nia Mu... Bellgh... Aurell... Yasmin YN Annisa... Yasyfa... Silfi ... Annisy... Nabila... Wulan ... Annisa... Fahira H Nadira... Alfayr... Isnaen... Muhamm... Kareen... Arrila...
Benar 23 23 23 23 22 22 22 22 22 22 21 21 21 20 20 20 20 20 20 19 19 17 17 15
Salah 2 2 2 2 3 3 3 3 3 3 4 4 4 5 5 5 5 5 5 6 6 8 8 10
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 23 23 23 23 22 22 22 22 22 22 21 21 21 20 20 20 20 20 20 19 19 17 17 15
Skr Bobot 96 92 92 92 88 88 88 88 88 84 84 84 80 80 80 80 80 80 76 76 68 68 64 64
