THE EFFECTIVENESS OF TEACHING VERBS BY USING COOPERATIVE LEARNING

“THE EFFECTIVENESS OF TEACHING VERBS BY USING COOPERATIVE LEARNING “ (A-Quasi Experimental Study at the Second Year Students of SMPN 169 Jakarta)

A ‘Skripsi’ Presented to the Faculty of Tarbiyah and Teachers’ Training In a Partial Fulfillment of the Requirements For the Degree of S.Pd (Bachelor of Arts) In English Language Teaching

By:

AHMAD SUBHAN 109014000065 THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

“THE EFFECTIVENESS OF TEACHING VERBS BY USING COOPERATIVE LEARNING “ (A-Quasi Experimental Study at the Second Year Students of SMPN 169 Jakarta)

By:

AHMAD SUBHAN 109014000065

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

EI{DORSEMENT SHEBT The Exami'ation committee of the Faculty of Tarbiyah ,r-eachers, and Training cerlifies that the "Skripsi" (Scientific paper) entitled ,.THB EFFECTTVENESS

OF TEACHING VERBS BY USING COOPERATIVE LEARNIN G' (AExperimentat study at the second year students of sMpN 169 Jakarta) Quasi written by AHMAD SUBHAN, student's registration number 109014000065 was examined by at examination session of the Faculty of Tarbiyah and Teachers, Training on Tuesday, September g'h 2014. The,,Skripsi" has been accepted and declared to have filfilled one of the requirements for ,,S.pd,, the degree

of

(Bachelor of Arts) in English Language Education at the English Department. Jakaffa, September

BXAMINATION COMMITTEE CI]AIRMAN

: Drs. Syauki. M.Pd. NrP.19641212 199103

SECRE,TARY

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Zaharil Anasy. M.Hum.

NrP. 19761007 200710

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E,XAMINER I

Zaharil Anasy. M.Hum. NIP. 19761007 200710 1 002

EXAMINER II

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Acknowledged by Dean of Tarbiyah and Teachers' Training

Dra. NrlfieRa Rifa'i, MA..ph.D. NrP. 19s91020 198603 2 001

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2014

..THE EFFECTIVENESS OF TEACHING VERBS BY USING COOPERATryE LEARNING

"

(A-Quasi Experimental study at tlte second Year students of sMp Negeri 169 Jakarta)

A'Skripsi' Presented to the Faculty of Tarbiyah and Teachers' Training

In a Partial Fulfillment of the Requirements For the Degree of S.Pd (Bachelor of Art) In English Language Teaching

By: Ahmad Subhan

NIM:

109014000065

Approved By the Advisor:

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Drs. Sunardi K. Dipl. Ed NrP.15022719

Ertin. MA. TESOL

THE DEPARTMENT OF ENGTISH EDUCATION FACULTY OF TARBIYAH AIID TEACHERS' TRAINING SYA.RIF HIDAYATULLAH ST/ TE ISLAMIC UNIVERSITY

JAKA TA 201

DEPARTEMEN AGAMA UIN JAKARTA FITK Jt. h. H.

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FORM (FR)

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Hal SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah

:

1 Maret 2010

:

It1

ini,

Nama

. Ahmad Subhan

TempaVTgl.Lahir

: Iakarta/ 08 Oktober 1991

NIM

: 19014000065

Jurusan / Prodi

: Pendidikan Bahasa

Inggns

Judul Skripsi

: "The Effectiveness

of Teaching Verbs by Using

Cooperative Learning"( A-Quasi Experimentat Study at the Second Year Students of SMPN 169 Jakarta)

DosenPembimbing : 1. Drs.

Sunardi K. Dipl. Ed.

2.ErtiN, M.A TESOL.

dengan

ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian Munaqasah.

Jakafia,23 Agustus 2014. Mahasiswa Ybs.

Ahmad Subhan

NIM.

109014000065

ABSTRACT Ahmad Subhan (109014000065). The Effectiveness of Teaching Verbs by Using Cooperative Learning; A- Quasi Experimental Study at the Second Year Students of SMPN 169 Jakarta. A „Skripsi‟ of English Education at Faculty of Tarbiyah and Teachers‟ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. Advisors : Drs. Sunardi K. Dipl. Ed and Ertin, MA. TESOL. Keywords : Vocabulary, Verbs, Cooperative Learning, Jigsaw. Vocabulary is one of the English components which have four skills of English. Without having a large vocabulary, the students will not be able to write, to read, to listen or even to speak in English. A verb is a word which express actions or helps to make a sentence, because every sentence needs one verb or more. Verbs are also really needed for second year students of Junior High School. In fact, the students have some problems in understanding and memorizing the verbs. Many students did not know the meaning of the verbs and they did not know the changing of verbs, thus they often ask the verbs to their teacher or their friends because they still have limit vocabulary of regular and irregular verbs. Cooperative learning is a group of learning activity organized so that learning depends on the socially structure exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. Cooperative learning have some tecnhiques. One of the techniques that the teachers can use is Jigsaw. Jigsaw is one of the cooperative learning technique that uses task specialization to make individual students expert on a particular topic. Jigsaw is based on idea that each learner will become an expert in the group and they have to learn the material and teach to other learner in the home group. The objective of this research is to find out the empirical evidence whether cooperative learning is effective to improve the students in mastery the vocabulary of verbs at the second year students of 169 Junior High School Jakarta. The technique of collecting data used in this research are pre-test and posttest. Pre test was given before the writer implemented the cooperative learning, meanwhile post-test was given after four times of meetings. The writer used T-test in analyzing the data and he compared the score between the experiment class and controlled class. This technique is useful to know whether there is significant different between those two classes. From this research, the writer found (from statistic calculation) that the value of the to was 3.69 and the degree of freedom of (df) was 66. The writer used the degree of significance 5% in his research, and it can be seen that the degree of freedom is 66 and degree of significance is 1,99.

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ABSTRAK Ahmad Subhan (109014000065). The Effectiveness of Teaching Verbs by Using Cooperative Learning; A- Quasi Experimental Study at the Second Year Studens of SMPN 169 Jakarta. „Skripsi‟, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Negeri Syarif Hidayatullah Jakarta, 2014. Dosen Pembimbing : Drs. Sunardi K. Dipl. Ed dan Ertin, MA. TESOL. Kata Kunci : Vocabulary, Verbs, Cooperative Learning, Jigsaw. Kosakata adalah salah satu komponen dalam bahasa Inggris yang didalamnya terdapat empat keterampilan dalam berbahasa Inggris. Tanpa memiliki kosakata yang banyak, para siswa tidak akan mampu menulis, membaca, mendengar bahkan berbicara dengan baik dalam bahasa Inggris. Kata Kerja adalah sebuah kata yang mengekspresikan aksi / tindakan atau membantu untuk membuat sebuah kalimat, karena setiap kalimat membutuhkan satu atau lebih kata kerja. Kata kerja juga sangat dibutuhkan oleh siswa Sekolah Menengah Pertama kelas 8, akan tetapi para siswa memiliki beberapa kendala dalam memahami dan mengingat kata kerja. Kebanyakan para siswa tidak mengetahui arti dari kata kerja itu sendiri dan mereka tidak mengetahui perubahan pada kata kerja. Oleh karena itu, mereka sering bertanya kepada guru mereka atau teman mereka karena mereka memiliki kosakata yang terbatas terutama dalam kosakata kata kerja beraturan dan kata kerja tidak beraturan. Pembelajaran Kooperatif adalah sebuah kegiatan grup pembelajaran yang tersktruktur jadi proses pembelajarannya tergantung dengan pertukaran informasi antara tiap murid didalam grup, dimana setiap siswa bertanggung jawab terhadap perkembangan dirinya masing-masing dan diharapkan dapat terus memotivasi siswa lainnya dalam belajar. Pembelajaran kooperatif memiliki beberapa tekhnik dan sala satu tekhnik yang bisa guru-guru gunakan ialah Jigsaw. Jigsaw adalah salah satu tekhnik dalam pembelajaran kooperatif yang menggunakan tugas pengahlian untuk membuat setiap individu siswa ahli dalam bahasan khusus. Jigsaw berdasarkan pemikiran bahwa setiap siswa akan menjadi seorang yang ahli di grup dan mereka harus mempelajari dan mengajarkan kepada siswa yang lain di group asal mereka. Tujuan dari penelitian ini untuk menemukan data yang empiris apakah pembelajaran kooperatif efektif untuk memperbaiki siswa dalam menguasai kosakata kata kerja pada murid kelas dua di Sekolah Menegah Pertama SMPN 169 Jakarta. Tekhnik pengumpulan data yang digunakan dalam penelitian ini adalah soal pre-test dan soal post-test. Soal Pre-test diberikan sebelum penulis mengimplementasikan pembelajaran kooperatif, sementara test post-test diberikan setelah pertemuan yang ke-empat. Penulis menggunakan Test-T dalam menganalisa data kemudian membandingkan nilai antara kelas eksperimen dan kelas control. Tekhnik ini

ii

berguna untuk mengetahui apakah ada signifikansi perbedaan diantara dua kelas tersebut. Dari penelitian ini, penulis menemukan bahwa nilai t0 sebesar 3.69 dan tingkat degree of freedom (df) adalah 66. Penulis menggunakan tingkat signifikan 5% dalam penelitiannya. Dan bisa dilihat bahwa degree of freedom 66 sama dengan tingkat signifikasi 5% adalah 1,99.

iii

ACKNOWLEDGEMENT In the name of Allah the most beneficent and the most merciful. All praise be to Allah, the Lord of the worlds who gives the writer guidance and strength, so he could finish his „skripsi‟. Peace and blessing be upon for beloved prophet Muhammad SAW, his families, his companion and his followers. This „Skripsi‟ is written to fulfill one of the requirements for the degree of S.Pd. (Bachelor of Art) in the Department of English Education in the faculty of Tarbiyah and Teacher‟s Training, Syarif Hidayatullah State Islamic University Jakarta. In this opportunity, the writer would like to express his greatest appreciation honor and gratitude to his beloved family, his parents, Ahmad Saduni S.Pd. (Alm), Nur‟aini, and his beloved sisters; Ihda Hadiyati S.Pd and Alfiah Fitriani who always give their love, care, support, irreplaceable encouragement and patience to motivate the writer to finish his study. The writer would like to address his special thanks to his advisors Mr. Sunardi Kartowisastro, Dipl. Ed and Mrs. Ertin, MA.TESOL, for their time, guidance, valuable help, correction and suggestion during completing this „Skripsi‟. The writer realizes that he would never completed writing his „Skripsi‟ without the help of people around him; therefore the writer would like to give the deepest gratitude to: 1. Drs. Syauki, M.P.d., as the head of English Education Department. 2. Mr. Zaharil Anasy, M.Hum. as the secretary of English Education Department. 3. All lecturers of English Education Department for their encouragement to the writer during his study at Syarif Hidayatullah State Islamic University Jakarta. 4. Mrs. Nurlaela Ri‟fai, M.A., Ph.D. As the Dean Faculty of Tarbiyah and Teacher‟s Training UIN Syarif Hidayatullah Jakarta.

iv

5.

Drs. Ida Rosida as the vice headmaster of SMPN 169 Jakarta and Mrs. Santi, S.Pd as an English Teacher at SMPN 169 Jakarta for giving permission and helping the writer to do the research.‟

6. Allen, Ikrima, Yona, Riyana, Mahmud, Restu, Afdi, Amel, and Wiwin who always give the support and help the writer in finishing his „Skripsi‟. Thank you for being my great friends. 7. All of his friends in BEES UNITED B 2009 for sharing their knowledge, time and being awesome friends. 8. Yusuf Tadarusman S.Kom.i, Euis Fauqia S.Pd, and Muhamad Ahsan Khalqi as the writer‟s cousins who always give support and sharing their time. Thank you for being good cousins. 9. Khairunisa Siregar S.Hum, Rizky Setyowati Putri S.Psi. and Eriel Adi S.E. Thank you so much for sharing their time, support and being good friends. May Allah SWT, the Almighty bless them all, so be it. Finally the writer realizes that this „Skripsi is still far for being perfect, thus it is really pleasure for the writer to receive constructive critics and suggestions from everyone who reads his “skripsi”

Jakarta, 4thAugust 2014

The Writer

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TABLE OF CONTENTS ABSTRACT ............................................................................................................ i ACKNOWLEDGMENT ..................................................................................... ii TABLE OF CONTENT ...................................................................................... vii LIST OF TABLES .................................................................................................x LIST OF APENDICES ....................................................................................... xii CHAPTER I

INTRODUCTION A. Background of the Study ....................................................1 B. Identification of the Problem..............................................5 C. The Limitation of the Problem ...........................................5 D. The Formulation of the Problem ........................................5 E. The Objective of the Study.................................................5 F. The Significance of the Study ............................................6

CHAPTER II

THEORETICAL FRAMEWORK A. The General Concept of Vocabulary ..................................7 1. Kinds of vocabulary ......................................................8 B. Verbs .................................................................................9 1. The Understanding of Verbs..........................................9 2. The Principle Part of Verbs .........................................10 a. Regular Verbs ....................................................10 b. Irregular Verbs ...................................................12 3. The Difficulties in Recognizing the Verbs.........17 C. Cooperative Learning .......................................................18 1. The Understanding of Cooperative Learning .........18 2.

The Principles of Cooperative Learning ...............19

3.

The Elements of Cooperative Learning ................20

4.

The Roles in Cooperative Learning ......................22

5.

The Advantages of Cooperative Learning ............24

6.

The Limitations of Cooperative Learning ............25

7.

Some Variations of Cooperative Learning ...........26

8.

The Jigsaw Technique ...........................................27 vi

9.

Step in Jigsaw‟s Implementation ..........................28

10. Teaching Verbs by Using Jigsaw ..........................29 D. The Thinking Framework.................................................31 E. The Previous Study ..........................................................32 F. The Research Hypothesis .................................................34 CHAPTER III

RESEARCH METHODOLOGY A. The Research Design .....................................................35 B. The Place and the Time of the Research .......................39 C. The Population and the Sample of the Research ...........40 D. The Technique of Data Collecting ................................40 E. The Technique of Data Analysis ...................................41 F. The Statistical Hypothesis .............................................43

CHAPTER IV

RESEARCH FINDINGS A. The Description of Data ................................................44 1. The Pre-Test Score..................................................44 2. The Post-Test Score ................................................46 3. The Gained Score....................................................48 B. The Analysis of Data .....................................................50 C. The Test of Hypotheses .................................................54 D. The Interpretation of Data .............................................55

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion....................................................................57 B. Suggestion ....................................................................57

REFERENCES ....................................................................................................59 APPENDICES .....................................................................................................62

vii

LIST OF TABLES 1.

Table 2.1 Regular Verbs .................................................................................11

2.


3.


4.


5.


6.

Table 2.6 Irregular Verbs ................................................................................12

7.


8.


9.


10. Table 2.10 Irregular Verbs ..............................................................................13 11. Table 2.11 Irregular Verbs ..............................................................................14 12. Table 2.12 Irregular Verbs ..............................................................................14 13. Table 2.13 Irregular Verbs ..............................................................................14 14. Table 2.14 Irregular Verbs ..............................................................................14 15. Table 2.15 Irregular Verbs ..............................................................................15 16. Table 2.16 Irregular Verbs ..............................................................................15 17. Table 2.17 Irregular Verbs ..............................................................................15 18. Table 2.18 Irregular Verbs ..............................................................................15 19. Table 2.19 Irregular Verbs ..............................................................................15 20. Table 2.20 Irregular Verbs ..............................................................................16 21. Table 2.21 Irregular Verbs ..............................................................................16 22. Table 2.22 Irregular Verbs ..............................................................................16 23. Table 2.23 Irregular Verbs ..............................................................................16 24. Table 2.24 Irregular Verbs ..............................................................................16 25. Table 2.25 Irregular Verbs ..............................................................................17 26. Table 3.1 The Schedule and Agenda of the Research.....................................39 27. Table 4.1 The Students‟ Score of Pre-test in Experiment Class and Controlled Class ...............................................................................................45

viii

28. Table 4.2 The Students‟ Score of Post-Test in Experiment Class and Controlled Class ...............................................................................................47 29. Table 4.3 The Students‟ Gained Score of Experiment Class and Controlled Class ...............................................................................................49 30. Table 4.4 The Comparison Score of Each Student of Experiment Class and Controlled Class ........................................................................................51

ix

LIST OF APPENDIX 1.

Appendix 1 (RPP Kelas Eksperimen) ............................................................62

2.

Appendix 2 (RPP Kelas Kontrol) .................................................................101

3.

Appendix 3 (Soal Pre-test) ............................................................................119

4.

Appendix 4 (Kisi-Kisi Soal Pre-test) ...........................................................123

5.

Appendix 5 (Soal Post-test) ..........................................................................129

6.

Appendix 6 (Kisi-Kisi Soal Post-test)...........................................................133

7.

Appendix 7 (Figures of the Research) ..........................................................140

8.

Appendix 8 (Surat Bimbingan Skripsi) ....................................................….141

9.

Appendix 9 (Surat Permohonan Izin Penelitian) ..........................................142

10. Appendix 10 (Surat Keterangan Penelitan) ..................................................143

x

CHAPTER I INTRODUCTION

A. Background of the Study Vocabulary is one of the English components which have four skills of English. Without Vocabulary, the learners will not be able to write, to read, to listen, or even to speak in English and without having an extensive vocabulary and strategies for acquiring new vocabulary, the learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as reading a text, listening to the radio, listening to native speakers, watching television, writing a text and using the language in different context. In order to communicate well in a foreign language, the students are supposed to acquire a sufficient number of words and know how to use it accurately. It is difficult for the students to learn English or to communicate effectively without sufficient vocabulary. By having sufficient vocabulary, the students will be more confident to use their language in real communication. Large vocabulary helps to express and idea precisely in communication. It is often believed with a large number of words mastery English language, the people will mastery English easily and effectively. Moreover, there are some difficulties in understanding vocabulary. Those are in understanding the meaning of words, in differentiating the word forms, and in applying the words in a sentence. Some words are sometime difficult to know its forms grammatically, such as noun, adjective, adverb or even verbs. By memorizing and knowing the vocabulary, the students will be able to understand the sentence. In fact, the students sometimes have some difficulties in understanding the new words. Jeremy Harmer stated in his book that “One of the problems of vocabulary teaching is how to select what words to teach.”1 It is a fact, when the writer observed in one of junior high school. The teacher in that school has limited 1

Jeremy, Harmer, The Practice of English Language Teaching, (London: Longman Publishing, 1991), p. 154.

1

2

vocabulary, as the result, the numbers of learners’ vocabulary do not increase. On the other hand, based on the writer’s experience when he practised The Integration Teacher Profession Training – Praktik Profesi Keguruaan Terpadu (PPKT) – He found some problems which were faced by the learners in the second year of junior high school. One of the topic that the writer taught was vocabulary subject in terms of learning narrative or recount text. While teaching vocabulary, the writer found that the learners had some difficulties in understanding it. The learners did not know about the verbs such as regular and irregular verbs and the learners often ask the meaning and the changes in verb 2. Recognizing the verb is one of the most important steps in understanding the meaning of a sentence, because the verb is the part of a sentence and every sentence must have a verb. Verbs are words which usually express an action. 2 A verb asserts something about the subject of the sentence and express action, events, or states of being. The verb or compound verb is critical element of the predicate of the sentences. Verbs are divided into some types, such as action verbs, regular verbs and irregular verbs. Action verbs show an action like cut, slice, run, walk, etc. While irregular verbs are common verbs in English language that do not follow the simple system of adding “-d, or –ed” to the end of the words to form the past tense.3 Irregular verbs such as –drink, -drank, -drunk, and know, -knew and –known. In this case, the learners still did not know the differences between the regular verbs and irregular verbs, and the learners did not know the changes from verbs 1 to verbs 2 or even verbs 3. In this case, the teachers have to find out this problem in teaching verbs. However, It is not easy to teach verbs, because the teachers have to manage the classroom and have to notice all of the learners. Sometime The teacher felt difficult if the amount of learners in each class is big. It worsened as the teacher to make interaction with the students to ask for and to receive

2

Evelyn P. Alternberg, English Grammar: Understanding the Basics. (Cambridge: Cambridge University Press, 2010), p. 23. 3

Ann Cole Brown, et al. Grammar and Composition, (Boston: Houghton Miffin Company, 1984), p.133.

3

individual intention and for the teacher, it may seem impossible to organize dynamic and creative teaching and learning sessions. According to Jeremy Harmer in his book stated that “In large or big classes, play work and group work play an important part since they maximize student participation”.4 It is obviously clear that pair works and group works are needed for the learners to understand the sentence in learning verbs. It is a fact, when the writer observed in the big classroom, he did not find any special teaching techniques, the teacher in that classroom taught the learners directly and after that the teacher asked the learners to do the task individually. Subcounciouslly, the teacher did not give a chance to the learners to ask her if they found some difficulties and the learners did not have much time to work together. So that, there were no interaction between the students. A good interaction was really needed in teaching and learning vocabulary. It was supported by Vygotsky’s theory which stated Learning is a social interaction and it is a fundamental aspect of successful cognitive and intellectual growth.5 It is clearly seen, that education institution is not only a place for the learners for receiving the knowledge and for listening the teacher’s explanation, but also a place to educate them as a social creature. Moreover, the teacher should give the opportunity to the learners to speak up and share their ideas to the others learners. The teachers also have to let the learners in helping each other and finding out the solution, because it can build the interaction among the learners. Building the interaction among the learners and work together were really needed in learning and teaching vocabulary. According to Schmitt, there are some strategies in learning vocabulary for learners. It can be useful by looking up the new words in dictionary, or guessing meaning from context and consolidation strategies. Consolidation strategy is learning a list of words by heart and asking

4

Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2004), p.128. 5 Alan Pritchard and John Woollard, Psycholoy for the classroom: Constructivism and Social Learning, (New York : Routledge Publishing, 2010), p.14.

4

someone to test you6. It’s mean that if the learners have difficult to understand the materials, they can ask freely to the teacher or the other learners. Therefore, One of the ways that can do by the teacher to solve these problems are by using a teaching strategy that is cooperative language learning. Hence, the writer would like to apply the cooperative language learning in learning verbs. Cooperative Language Learning is an alternative approach to be used in the classroom. It is an approach where the students work in a group to achieve the material. Cooperative Learning uses small groups that consist of 4-6 members of students in a group. Cooperative Learning is learning based on a small-group approach to teaching that holds students accountable for both individual and group achievement.7 Cooperative Language Learning has many kinds of variations; one of the variations is Jigsaw. Jigsaw is one of the types in cooperative learning which promotes both academic and social goals for students8. Jigsaw is also designed to promote interdependence and also help learners to break the learning into managable pieces, and then to integrate all the pieces into a meaningfull whole. Thus, in jigsaw technique the students will learn and share together about the materials and they can ask to the expert’s student easily to the students who mastery the materials. According to the explanations above, the writer is limited to do experimental study about teaching verbs. Therefore, he chose the title “The Effectiveness of teaching verbs by using cooperative learning” (A Quasi Experimental Study at the second year students of 169 Junior High School Jakarta) as his “skripsi” title.

6

Lynne Cameron, Teaching English to Young Learner, (Cambridge: Cambridge University Press, 2001), p. 92. 7 Donald C. Orlich, Teaching Strategies: A guide to Effective Instruction, (Boston: Wadsworth, 2007), p. 268. 8 Jeanine Dell’ Olio and Tony Donk, Models of Teaching: Connecting the Student Learning with St\andards, (New York: Sage Publications, Inc, 2007 ), p. 246.

5

B. Identification of the Problem Based on the background of the study above, the writer identifies some problems: 1. The learners did not understand the sentence in English, because they have limit vocabulary. They could not identify the verbs which is regular verbs or irregular verbs. 2. In learning Narrative or Recount text, the learners usually find verbs in the text, but they did not know the meaning of verbs in the text itself. 3. The amount of learners in each class is big, thus the teacher felt difficult to pay attention and notice all of the students. 4. The teacher seldom gives a chance to the learners to ask or even work together, so there were no interaction in the classroom.

C. The Limitation of the Problem The study is limited on teaching verbs through cooperative learning by using jigsaw technique at the second year students of 169 Junior high school Jakarta as required in the syllabus. D. The Formulation of the Problem Based on the explanations above, the writer formulates the problem of the research as follow: 

Is there any significant progress in teaching verbs by using cooperative learning specifically by using Jigsaw at second year students of 169 Junior High School Jakarta ?

E. The Objective of the Study The objective of this study is to find out the empirical evidence whether cooperative learning is effective to improve the students in mastery of verbs at the second year students of 169 Junior high school Jakarta.

6

F. The Significance of the Study The result of this study is expected to 3 (three) groups of people are: a) English Teacher, b) Students, c) Other Researcher. To English teacher, the finding of this study is expected to be able to enrich the teacher’s knowledge in terms of teaching English through cooperative learning in teaching verbs at second grade year of students 169 Jakarta. To students, the result of this study is expected to make the process of learning more communicative and more enjoyable, so that it will increase not only their motivation and interest but also their vocabulary especially in learning English. To other researchers, these findings of the study will deliver useful information and the new knowledge, so that the further research can obtain the knowledge for doing better research of teaching and learning process in conducting similar studies and the writer hopes that the result of the study can be a basic consideration and basic information to do further investigation.

CHAPTER II THEORETICAL FRAMEWORK

A. The General Concept of Vocabulary Learning the language means learning the four language skills and its component. Language skills consist of listening, speaking, reading, and writing. While the language sub-skills consists of pronunciation, grammar, and vocabulary. Sub-skills in learning English are also important in order to make the people easy in communicating or using the sentence in conversation. Understanding the sub-skill of vocabulary is also needed for everyone in learning the language, because when we want to use the language, we also need the words or the vocabulary. Words are one of the important parts of our life because we think by using words and we also read, speak, write and listen by using words. Thus, words and vocabulary can not be separated from learning the language, because the more we know the words, the more we will understand what we hear and read. Therefore, vocabulary can be categorized as one of the important sub skill that the people should know and understand in learning the language. However, there are some definitions of vocabulary which are given by some experts. Penny Ur defines vocabulary as the words that we teach in the foreign language and Penny Ur also defines vocabulary is not just a single word, but also vocabulary may be more than one word, for example: the words postoffice and mother in law can be categorized as a word or a vocabulary.1 Beside that, Evelyn Hatch and Cheryl Brown give theirs’ idea about the definition of vocabulary. According to them, vocabulary refers to a list or set of words that everyone uses for a particular language or a list or set of words that individual speakers of a language might use.2

1

Peny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 60. 2 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic and Language Education, (Cambridge: Cambridge University Press, 1995), p. 1.

7

8

Meanwhile, vocabulary based on oxford dictionary is all the words that a person knows and uses.3 Another definition comes from Kridalaksana stated that vocabulary is a component of language that contains all of information meaning and using word in language.4 Based on the definitions above, the writer would like to summarize about the definition of vocabulary. Vocabulary is not only the word that contains meaning. It can be said as a number of words that help people to use and to understand the language. 1. Kinds of Vocabulary There are two kinds of vocabulary according to Finnochiaro, namely active vocabulary and passive vocabulary. Below are the brief description about active vocabulary and passive vocabulary. a) Active vocabulary Active vocabulary refers to items which the students can use appropriately in speaking or writing. Active vocabulary can be also called as a productive vocabulary. It means the student has to know how to pronounce it well and the student has to know and be able to use grammar of the target language. In productive vocabulary, the student has to know about collocation and the student has to understand the connotation meaning of the word. b) Passsive vocabulary Passive vocabulary refers to language items that can be recognized and understood in the context of reading and listening. it is also called as receptive vocabulary.5 Another kinds of vocabulay comes from Fries. He says that vocabulary is of two, namely: function words and content words6. The function words are closed-class words, we can not add to the prepositions or auxiliaries or modals or

3

A.S Hornby, Oxford Advanced Learner’s Dictionary, (Oxford University Press, 2000),

p. 1506. 4

A.M. Zainuri, Vocabulary I, (Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta: UIN Jakarta), p. 1. 5 Ibid., p.2. 6 Charles C. Fries, Teaching and Learning English as a Foreign Language, (Michigan: University of Michigan Press, 1945), p. 44.

9

any structure words of the language. Function words in English conclude prepositions (at, in, of, and between), pronouns (he, they, she), determiners (the, much, more, either, neither), conjunctions (that, when, while, and, although), auxiliary (verbs be: is, am, are, have) and particles (no, not, nor, as) While, the content words or lexical words are words that carry the content or the meaning of the sentence. It can be called as open-class words. Open classes accept the addition of new morphemes such process as compounding, derivation, inflection, coining and borrowing. It can be added at any times as new scientific advances makes new words and communication about new inventions necessary. The content words can be divided into three general classes. Those are: a) Word naming things, ideas,and entitle that we might call them noun b) Word used to describe the qualities of those thing or action called adjectives and adverbs c) Words naming actions is called by “verbs”. B. Verbs Verbs are really needed in learning English language, because when we want to make the sentences, we need one or two more verbs. Here are the brief explanations of verbs:

1. The Understanding of Verbs The verb is one of the parts of speech. Based on Brown a verb is a word which expresses action or helps to make a statement.7 On the other hand, Frank stated that the verb is the most complex part of speech. It is varying arrangement with nouns determine the different kinds of sentences-statements, questions, commands, and exclamation and like noun, the verb has the grammatical properties of person and number.8 Based on the definitions above, the writer would like to summarize about verbs. Verbs are words that described as an action which have meaning to do. 7

Ann Cole Brown, et al. Grammar and Composition, (Boston: Houghton Miffin Company, 1984), p. 11. 8 Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice Hall, Inc, 1972), p. 47.

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2. The Principle Parts of Verbs Every verb has four basic called principal parts and according to Ann Cale Brown and Jeffrey Nilson, there are four principles parts of verbs9. It can be divided as follows: a. the Infinitive is the verb in its most basic form, the form given in the dictionary as the entry word. b. the present participle consists of the infinitive plus –ing. For example 

Race+ -ing = Racing (Final e is dropped)



Jog+ -ing = Jogging (Final g is doubled)

c. Past Verbs: are verbs that form the past. It contains regular and irregular verbs depend on the verbs itself. d. Past Participle: it is often called the –ed form as it is form by adding –d or –ed to the base form of regular verbs, however it is also formed in various other ways for irregular verbs. Based on the explanations above, there are four principles parts of verbs. However, the writer only focuses on the past verbs that contain regular and irregular verbs for his research. 2a. Regular Verb According to Raymond Murphy, A verb can be categorized as a regular verbs when the simple past and past participle end in –ed.10 Meanwhile according to Brown regular verbs are verbs that form the past and the past participle by adding –d or –ed to the infinitive11. Based on Azar, regular verbs are the past form and the past participle form by adding –d or –ed to the present.12

9

Ann Cole Brown, op.cit., 132. Raymond Murphy and Wiliam R. Smalzer, Grammar in Use Intermediate, (Cambridge: Cambridge University Press, 2000), p. 268. 11 Brown, loc. cit. 12 Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Prentice Hall, Inc, 1989), p. 17. 10

11

Based on Sydney in his book, The Oxford English Grammar there are some rules for particular cases in regular verbs.13 Those are: a) If the base ends in –e, drop the –e before adding –ed, Table 2.1 Simple Form of The Verb deceive save receive damage

Past Tense deceived saved received damaged

Past Participle deceived saved received damaged

b) If the base ends in –ee, -oe, -ie, or –ye, keep the final –e Table 2.2 Simple Form of The Verb disagree hoe die dye

Past Tense disagreed hoed died dyed

Past Participle disagreed hoed died dyed

c) If the base ends in a consonant plus –y, we can change the –y to –i and then add –ed. Table 2.3 Simple Form of The Verb worry cry apply deny

Past Tense worried cried applied denied

Past Participle worried cried applied denied

d) If a vowel precedes the final –y, we just add -ed Table 2.4 Simple Form of The Verb play annoy betray obey destroy 13

Past Tense played annoyed betrayed obeyed destroyed

Past Participle played annoyed betrayed obeyed destroyed

Sidney Greenbaum, The Oxford English Grammar, (Oxford: Oxford University Press Inc., 1996), p. 125.

12

But there are some exceptions where the –y changes to –i, even though a vowel precedes the -y: for example the words lay, pay, say and mislay. Those words can not be added by –ed, because those words can be categorized as irregular verbs by removing the –y and then adding –id like lay, paid, mislaid and said.14 e) If the base ends in –c, the –c is not effect generally doubled as –ck even though the final syllable of the base is not stressed: Table 2.5 Simple Form of The Verb panic traffic picnic

Past Tense panicked trafficked picnicked

Past Participle panicked trafficked picnicked

2.b. Irregular Verb Irregular verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive.15 Irregular verbs occur when the simple past and past participle do not end in –ed.16 There are some rules of change in irregular verbs, and irregular verbs may have three, four, five forms, depending on whether one form is used for two or three form types.17 It can be clearly explained as follows: 1) With some irregular verbs, the simple past tense and simple past participle are the same as the base form: Table 2.6 Simple Form of The Verb hit cut put read spread 14

Past Tense hit cut put read spread

Sidney Greenbaum. loc. cit. Brown, op. cit., p. 133. 16 Murphy. loc. cit. 17 Sidney Greenbaum, op, cit., p. 126. 15

Past Participle hit cut put read spread

13

2) With other irregular verbs, the simple past is the same as the past participle (but different from the base form). a) Verbs that have patterns like: Bring, and Brought Table 2.7 Simple Form of The Verb bring catch seek think teach buy

Past Tense brought caught sought thought taught bought

Past Participle brought caught sought thought taught bought

b) Verbs that have patterns like :Pay, and Paid Simple Form of The Verb lay pay say

Table 2.8 Past Tense laid paid said

Past Participle laid paid said

c) Verbs that have patterns like : Bend, and Bent Table 2.9 Simple Form of The Verb bend lend send spend

Past Tense bent lent sent spent

Past Participle bent lent sent spent

d) Verbs that have patterns like: Feed and Fed Table 2.10 Simple Form of The Verb bleed feel sleep sweep kneel

Past Tense bled felt slept swept knelt

Past Participle bled felt slept swept knelt

14

e) Miscellaneous Table 2.11 Simple Form of The Verb Past Tense Past Participle build built built hear heard heard shoot shot shot sit sat sat stand stood stood make made made win won won f) Verbs that have patterns like : Wind and Wound Table 2.12 Simple Form of The Verb Past Tense Past Participle bind bound bound find found found grind ground ground wind wound wound g) Verbs that have patterns like: Sell and Sold Table 2.13 Simple Form of The Verb Past Tense Past Participle sell sold sold tell told told 3) However, with other irregular verbs, all three forms are different. According to Marcella Frank, there are some lists of irregular verbs which the iregular verbs are changed in three forms. It can be clearly expained as follows:18 a) Verbs that pattern like: sing, sang, and sung. Simple Form of The Verb drink begin ring shrink sing

18

Frank, op.cit., p. 61.

Table 2.14 Past Tense drank began rang shrank, shrunk sang

Past Participle drunk begun rung shrunk sung

15

b) Verbs that have patterns like: Break, Broke, and Broken. Table 2.15 Simple Form of The Verb Past Tense Past Participle break broke broken choose chose chosen freeze froze frozen steal stole stolen speak spoke spoken c) Verbs that have patterns like: Blow, Blew, and Blown. Table 2.16 Simple Form of The Verb Past Tense Past Participle blow blew blown draw drew drawn grow grew grown fly flew flown know knew known overdraw overdrew overdrawn d) Verbs that have patterns like: Drive, Drove, and Driven. Table 2.17 Simple Form of The Verb Past Tense Past Participle drive drove driven ride rode ridden strive strove striven thrive throve thriven e) Verbs that have patterns like: Wear, Wore, and Worn.

Simple Form of The Verb swear tear bear wear

Table 2.18 Past Tense swore tore bore wore

Past Participle sworn torn Born Worn

f) Verbs that have patterns like: Bite, Bit, and Bitten. Table 2.19 Simple Form of The Verb Past Tense Past Participle bite bit Bitten hide hid Hidden chide chide or chided Chidden

16

g) Verbs that have patterns like : Shake, Shook, and Shaken Table 2.20 Simple Form of The Verb Past Tense Past Participle take took Taken shake shook Shaken mistake mistook Mistaken forsake forsook Forsaken h) Verbs that have patterns like: Give, Gave, and Given Table 2.21 Simple Form of The Verb Past Tense Past Participle give gave Given forgive forgave Forgiven forbid forbad Forbidden i) Verbs that pattern like Mow, Mowed, and Mown Table 2.22 Simple Form of The Verb Past Tense Past Participle hew hewed Hewn mow mowed Mown sew sewed Sewn show showed Shown 4) The irregular verbs which first and third principle are alike Table 2.23 Simple Form of The Verb Past Tense Past Participle come came Come become became Become overcome overcame Overcome run ran Run 5) The Irregular verbs which first and second principles are alike Table 2.24 Simple Form of The Verb Past Tense Past Participle beat beat beat or beaten However, there are some differences in verbs forms between American English and British English: Below are the some differences between American English and British English:

17

Table 2.25 American bet- bet- bet fit- fit -fit get - got – gotten quit – quit – quit

British bet – bet – bet OR bet – betted – betted fit – fitted - fitted get – got – got quit – quitted – quitted 19

3. The Difficulties in Understanding Verbs. Understanding and recognizing the verbs are really needed for the second year students of junior high school. In fact many students did not recognize the verbs which are regular and the verbs which are irregular verbs. There are some problems why the students have not recognized the verbs of regular and irregular verbs yet. It can be summarized as follows: a) The students have limit vocabulary, thus they did not recognize the verbs and they did not know how to change the verbs into past verbs because the past tense and past participle forms of these verbs are extremely difficult to predict, so the students must memorize it. b) The teacher taught the verbs directly to the students without giving any further explanations. c) The common belief amongst language students of all language is that irregular verbs do not follow patterns like the regular verbs, thus it makes the students very difficult to learn and master the irregular verbs. d) Learning Irregular verbs are notoriously difficult for language learners, for example, it takes children years to learn to use “spoke” not “speaked”and etc.20 In this case, many students did not know the irregular verbs, when they found the irregular verbs, they changed those words into regular verbs. Hence, the teacher has to find alternative technique in teaching verbs in order the students easy in understanding and recognizing the verbs.

19

Azar, op. cit p.19. Kieran, McGovern, The Toughest Verbs in English, 2011. (www.oupeltglobalblog.com) accessed on 12th September 2014 at 18:43. 20

18

C. Cooperative Learning Classroom is a place where students learn together with their classmates. In Indonesian school, the amount of students in each class is big; it is approximately 30-40 students. It is hard for the teacher to notice and pay attention to all students in the classroom and it is hard for the students to build the sense of cooperation among the students. However, the teacher has to find out the best possible strategies to make the students want to work in groups, thus the teacher eventually can notice and observe the students’ performance in groups. There are some various learning strategies which can be applied by the teacher to build the interaction among the students. One of the approaches or strategies which can be used by the teachers to help and accomplish their goals of teaching is cooperative learning. Below are the further explanations about cooperative learning according to some experts: 1. The Understanding of Cooperative learning According to Richards in his book, Approach and Methods in Language Teaching stated “Cooperative Learning is a group of learning activity organized so that learning depends on the socially structure exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.”21 Cooperative learning is an instructional design that aims students to become active in achieving a lesson through their own effort and the efforts of the members of their small learning team. It was according to James M. Cooper in his book Classroom Teaching Skills. 22 Then, based on Killen in his book Classroom Teaching Strategies stated “Cooperative Language Learning is an effective strategies for having students achieve a wide range of academic and social outcomes including enhanced achievement, improved self-esteem, and positive interpersonal relationships with

21

Jack C. Richards and Theodore S. Rodgers, Approach and Method in Language Teaching 2ed, (Cambridge: Cambridge University Press, 2001), p. 199. 22 James M. Cooper, Classroom Teaching Skills 9th Edition, (Massachusetts: Wadsworth Cengage Learning, 2011), p. 257.

19

other students, improved time-management skills, and positive attitudes toward school.”23 Cooperative learning is one of the best learning strategies that the teachers can use in the classroom and by implementing cooperative learning, the students are hoped to increase their cognitive, affective, and interpersonal benefits. It was the general concepts of cooperative learning based on Roy Killen in his book Learning and Teaching.24 Another definition about cooperative learning comes from Slavin, as a person who proposed this approach, he stated in his book that “cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content”.25 From all explanation above, it is obviously clear that cooperative learning is different from traditional methods, and the writer agrees with Slavin’s idea about cooperative learning. Cooperative learning is a variety of teaching methods that make the students share theirs’ idea to each other in order to understand the lesson. Cooperative learning is not only a learning activity that enable students to work in group, but also cooperative learning is an approach which have many varieties of technique that the teacher can select when they want to implement the cooperative learning. 2. The Principles of Cooperative Learning Cooperative learning as a learning strategy has some principles in order to make the students reach their materials, therefore cooperative learning can not be separated from some principles which must be noticed by the teacher when they want to apply it. Below are further explanations about the principles of cooperative learning for the teacher in conducting cooperative learning. a) Cooperative learning is designed for the students to work together for the task to be accomplished. 23

Roy Killen, Effective Teaching Strategies: Fourth Edition, (Victoria, Australia: Cengage Learning, 2007), p. 184. 24 Donald P. Kauchak and Paul D. Eggen, Learning and Teaching: Research-Based Method. (Boston: Allyn and Bacon, 1989) , p. 320. 25 Robert E. Slavin, Cooperative Learning; Theory, Research, and Practice, (Needham Heights, Massachusetts: Allyn and Bacon Press, 1995), p. .2.

20

b) Cooperative learning emphasizes the students to make positive interactions and the students have to develop the interaction. c) Every student in cooperative learning has opportunities to work in different teams. d) Social, Language, and Content skills are all learned in the process of interacting with the group.26 From all explanations above, the writer assumes that in order to make cooperative learning more effective, the teacher must understand the principles of cooperative learning. The writer agrees with the principles which stated that positive interaction is one of the important things in conducting cooperative learning, because by developing positive interactions, the students can develop their abilities and the students can share their ideas to their classmates easily, and also the teacher have to let the students learn by themselves in order to find out the learning goals. By letting the students, work in team can cause a social interaction to happen. 3. The Elements of Cooperative Learning Cooperative learning also has some elements in order cooperative learning becomes more effectives. While, according to Richards in his book Approaches and Methods in Language Teaching, there are some elements of cooperative learning in the classroom. It can be summarized as follows: 27 a. Positive Interdependence Positive interdependence occurs when group member feel that what helps one member helps all and what hurts one member hurts all. It means positive interdependence is a management system that encourages students to work together. b. Group Formation A group formation is also an important factor in creating positive interdependence. In group formation, the teacher has to decide on the size of the groups, assign students to group, and the teacher also has to give 26

Adrienne L. Herrell and Michael Jordan, 50 Strategies for Teaching English Language Learners: Fourth Edition, (Boston: Pearson Education inc. , 2012), p. 47. 27 Richards and Rodgers, op. cit., p. 196.

21

specific role for the students in groups, such as noise monitor, turn-take monitor and recorder. In group formation the teacher also has to notice that learning in groups need a leader, therefore the teacher has to select one student to be the leader in their groups. c. Individual Accountability In Cooperative Learning, individual accountability is important, because it involves both group and individual performance, for example by assigning each student a grade on his or her portion of a team project or by calling on a student random to share with the whole class, with group members, or with another group. d. Social Skill Social skills is needed to ensure successful interaction among the students, therefore social skills in cooperative learning classroom include the ways students make interaction to each other in order to achieve activity or task objectives. e. Structuring and Structure Structuring and Structures refers to ways of organizing students’ interaction and different ways students are interact.28 For example (step 1) one student talks while others listen, then (step 2) the next student talks. There are some additional elements of cooperative learning that the teacher also has to know when they want to implement cooperative learning in the classroom. Below are the others additional elements of cooperative learning based on Orlich. 29 a. Face to Face Interaction Face to Face interaction is really needed in cooperative learning, because in cooperative learning, students have to make an interaction to each other and the students have to assist one another with learning task, and the students have to promote one another’s success.

28

Ibid. , p. 197. Donald C. Orlich. et al., Teaching Strategies: A Guide to Effective Instruction, (Boston: Wadsworth, 2007), p. 171. 29

22

b. Group Evaluation Group evaluation is also important in cooperative learning because each of the students in the group needs to evaluate in order to know the problems. Group Evaluation is really needed in cooperative learning, because the teacher should develop for engaging students in problem solving and conflict resolution. From all explanations above, the writer assumes that in order cooperative learning become more effective and more efficient, the teacher in the classroom has to notice and understand about some elements in cooperative learning. By understanding those elements, the teacher will be easier in conducting cooperative learning in the classroom. 4. The Roles in Cooperative Learning Applying cooperative learning in the classroom has to notice the learner’s role and also the teacher’s role, because the teacher and students’ roles in cooperative learning are different. Below are the brief descriptions about the learner’s roles in cooperative learning: 1. The Learner’s Roles Based on Kagan, there are some possible roles assignments for the students in cooperative learning class. Those are: a) Gate- Keeper (Monitor). In this case, the teacher should make sure that each student participates and that no one individual dominates of the group process. b) Cheer Leader (encourager). The function is to make sure that the contributions of each member and the team as a whole is appreciated. c) Task Master (Super visor). The function is to keep the group on task and attempt to make sure each number give the contribution. d) Secretary (recorder and reporter). The function is to record team answer and supporting material and can be also the team spokes person in reporting to the whole class.

23

e) Checker (explainer). The function is to check that everyone agrees before a group discussion is made and check that everyone understands the assignment and what is needed to finish. The last, the students have to be a Quite Captain. The function is to make sure the group does not disturb other group.30 Another student’s role in cooperative learning can be stated that the student as a member of a group must work collaboratively on task with other group members, because it is a primary role for the students in cooperative learning and also the students have to be the directors of their own learning. The students are taught to plan, monitor, and evaluate their own learning. 31Although Cooperative learning is learning together with groups, the students have to take the task individually.32 Based on the explanations above, the writer assumes that it is possible for Indonesian’s students to do those roles when their teacher applies cooperative learning in the classroom. When the teacher applies it, the students have opportunities to be an explainer, an encourager, a monitor and they can share with their friends to accomplish their lessons. Because, learning by sharing with their classmates can make the social interactions and help students to learn for one another’s strength and limitations and to accept these differences.33. 2. The Teachers’ role in Cooperative Learning According to Richards, there are some roles for the teachers when the teacher want to implement cooperative learning in the classroom34. Below are the brief explanations about the teachers’ roles in cooperative learning: a) The teachers have to create highly structured and well-organized learning environment in the classroom.

30

Carolyn Kessler, Cooperative Language Learning a Teacher’s Resource Book, (Englewood Cliffs: Prentice Hill, inc. , 1992), p. 10. 31 Richards. loc. cit. 32 Diane Larsen Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 168. 33 Killen, loc. cit. 34 Richards, loc, cit.

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b) The teachers have to assign students to groups and roles, and also the teachers have to select the materials and time. c) The important role for the teacher in cooperative learning is that of facilitator of learning. When they worked in the group, the teachers must move around the class helping students and groups. d) The teacher as a facilitator in the classroom must give feedback for the students, redirecting the group with questions, encouraging thinking, supplying resources, and also encouraging the group to solve its own problem. While according to Kessler, the roles of teacher in cooperative learning is as an observer in the classroom. As an observer, the teacher has to know the learners’ progress and also the teachers must find out learner’s interest, strength, needs and feelings.35 Based on the explanations above, the writer would like to summarize that the teacher has somes roles in conducting cooperative learning, those are: the teacher has to manage the classroom, the teacher as a facilitators, and the teacher as an observer. The writer believes that the teacher in Indonesia can understand those roles, because cooperative learning is possible to learn and to use it by the teachers. 5. The Advantages of Cooperative Learning There are some advantages for the teacher and the students in conducting cooperative learning in the classroom. Below are the benefits of cooperative learning. a) Applying cooperative learning can improve the student’s academic learning and social skills; and for the teachers, it is really helpful in managing the classroom.36 b) In doing and learning academic task, cooperative learning has benefits for high and – low students when they work as a team. The students who are

35 36

Carolyn Kessler, op.. cit., p.167 Orlich, op. cit., p. 269.

25

higher achievers can teach the lower achievers, and the lower students get the new information from the higher students.37 c) Implementing cooperative learning can provide students with the knowledge, concepts, skills, and understanding they need to become happy and contributing members.38 d) Cooperative learning helps students to learn respect for one another’s strengths and limitations and to accept these differences. It is very important if the clasrroom is diverse.39 e) By applying cooperative learning in the classroom, the teacher hopes that students can be more encouraged to think about their learning process, identify the limitations of their knowledge, and learn to seek help when it is necessary.40 From the explanations above, the writer would like to summarize that there are many benefits of cooperative learning in the classroom. Cooperative learning helps students to learn respect and they can more encouraged in studying, the students need to become happy, and cooperative learning can build the students’ cooperation. 6. The Limitations of Cooperative Learning There are nothing perfect in methods or approaches when the teachers teach the lessons, and nor are in cooperative learning. Because attempting to use cooperative learning does not guarantee that your students will learn it. In fact, cooperative learning has also the following specific limitations. Below are the limitations of Cooperative Learning based on Roy Killen: a) Some of the students do not like to learn cooperatively and some of the students prefer studying alone to studying in groups.

37

Richard I. Arends, Learning to Teach 7th edition, ( New York: Mc Graw Hill Inc.), p.

345. 38

Robert E. Slavin, op.cit., p. 15. Killen. loc. cit. 40 Killen, op. cit., p. 185. 39

26

b) The values and practices of the cultural, socio-economic and educational worlds that students experienced prior to being involved in cooperative learning may create conflict for some students. c) Although cooperation is a very important process of learning for students to master, many of life’s activities are based on individual effort, therefore the students have to learn to be self-reliant as well as learning how to corporate it.41. According to the explanations above, the writer agrees that each of approaches or methods has limitations, and nor are in cooperative learning. Thus, to reduce the weakness of cooperative learning, the writer gives some suggestions in order cooperative learning can be implemented well in the classroom. Firstly, when the students did not want to study together with their friends, the teacher must be patient and recognize that the learners may be anxious workings in groups. In this case, the teachers help them to become flexible in their approaches to learning.42 Secondly, when the group has a conflict, the teacher has to observe that group and find out the solution. The third, the teacher has to emphasize to the students that working in group are more effective than doing alone and when the teacher gives the tasks, the teacher has to let their students to do individually. 7. Some Variations of Cooperative Learning There are some variations of techniques in cooperative learning. Those are Student Teams- Achievement Divisions (STAD), Teams-Games Tournament (TGT), Team Accelerated Instruction (TAI), Cooperative Integrated Reading and Composition (CIRC) and Jigsaw. Below are the brief explanations about some variations of Cooperative Learning that can be used by the teacher to teach in the classroom: a. Student Teams- Achievement Division (STAD) probably the most popular type of cooperative teaching strategy, STAD uses four or five member

41 42

Killen, op. cit., p. 187. Ibid.

27

teams to master basic content area.43 The teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another.44 b. Teams- Games Tournament (TGT), TGT has many of the same dynamics as STAD, but adds a dimension of excitement contributed by the use of games.45 c. Cooperative Integrated Reading and Composition (CIRC). CIRC is specifically used to teach reading and composition. In CIRC procedure, the teacher sets a lesson in some specific area of reading or composition, for example the students team asked to read the story and note to the main characters and ideas.46 d. Jigsaw is one of cooperative learning strategy that uses task specialization to make individual students expert on a particular area or topic. Jigsaw helps learners to break the learning into manageable pieces, and then to integrate all the pieces into a meaningful whole. It is based on the idea that each learner will first become an expert in a small part of what they have to learn and then teach other learners about this part of the learning materials.47 There are many variations in cooperative learning that the teacher can be used to teach the materials. The teacher may select one or two variations or even the teacher can mix those variations in teaching. However, in this occasion, the writer uses jigsaw as the most priority technique in teaching verbs. 8. The Jigsaw Technique There are many techniques in cooperative learning which can be used in teaching and learning process. One of the techniques in cooperative learning is Jigsaw. Jigsaw techniques was first developed in the early 1970s. It was proposed 43

Kauchak, op.cit. p.321. Slavin, op. cit., p. 5. 45 Ibid. , p. 5. 46 Cruickshank. et al., The Act of Teaching 4th Edition, (New York: Mc Graw Hill, 2006), 44

p. 241. 47

Killen, op. cit., p. 198.

28

by Elliot Aronson and his students at the University of Texas and the University of California. In cooperative learning strategy, Jigsaw is a teaching technique used in small group instruction. Students of a normal- sized class (26 students – 33 students) are divided into competency groups of four to six students, each of which is given a list of subtopic to research. Individual members of each group then break off to work with the “experts” from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory.48 Jigsaw is also appropriate for students of many ages, because the structure of any jigsaw technique can be modified to fit the needs of different ages, grade levels, or content area. jigsaw also provides the opportunities for the teacher to asses the students who work as an indvidual and asses the students’ performance while they were in group. Implementing jigsaw in the classroom gives the opportunity for the teacher to observe students’ critical thinking.49 9. Step in Jigsaw’s Implementation Based on Aronson (2008), there are ten considered important in the implementation of the jigsaw classroom. Those are the steps in implementing jigsaw at the classroom: 1) The groups should be diverse in terms of gender, ethnicity, race and ability and the students are divided into 5 or 6 persons in jigsaw group. 2) The teacher has to appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. 3) The material is divided into 5-6 segments (one for each member). 4) Each student is designed one segment to learn. Students should only have direct access to only their own segment. 5) Give students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it. 6) Temporary experts group should be formed in which one student from each jigsaw group joins other student assigned to the same segment. 48

Richards, op. cit., p. 196. Jeanine M. Dell’ Olio and Tony Donk, Models of Teaching (New York: SAGE Publication Inc,. p. 277. 49

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Student in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group. 7) After that, The Students may come back to their jigsaw group. 8) Students present his or her segment to the group. Other members are encouraged to ask question for clarification. 9) The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. The teacher can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves. 10) At the end of the sessions, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.50 Based on the step in Jigsaw, The writer believes that teaching verbs can be implemented by applying Jigsaw technique, because jigsaw is very flexible one and the teacher can make some creative ways to use jigsaw to address other subject as well. The teachers did not have to follow jigsaw’s steps based on Elliot Aronson, because the steps in Jigsaw same like all effective models of teaching, it can be modified in a number of ways to meet the specific needs of students and jigsaw can be used to address many content areas.51 Therefore, the writer believes that jigsaw can be implemented in some activities based on the Indonesian students’ need. 10. Teaching Verbs by Using Jigsaw Teachers in their lesson plans is hoped to explain how the materials are taught step by step. Here are the procedures of teaching verbs by using cooperative learning, specifically by using jigsaw: 50

Elliot Aronson, The Jigsaw Classroom: Jigsaw in Easy 10 Steps, 2013. (www.jigsswa.org/steps.htm) accessed on 16th November 2013 at 18:43. 51 Jeanine Dell’ Olio and Tony Donk, op.cit., p.247.

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The first step is pre-elimenary study, the teacher opens the class by greeting the students and asking how they are doing. After that, the teacher emphasizes on the students that they are going to learn verbs of vocabulary, specifically learning regular and irregular verbs for the next four meetings. Before learning the verbs, the teacher applies a fun activity which is called “Word Puzzles”. Word puzzles is one of the activity that the teacher can do when the teacher want to implement jigsaw technique in the classroom.52 In this case, the teacher gives the clue cards to every student and each of the students has different clue cards, thus the students in the group have to share their clue cards in order to finish the word puzzle. The second activity is core study. The teacher applies the jigsaw technique and then the teacher divides the students into some groups. Each of the groups must consist of 5-6 students. In this case, the teacher has already designed the material before he teaches in the classroom. After that, the teacher gives the students a text because one of very effective way in introducing a new vocabulary is through listening or giving a student to read a text.53 Thus, the teacher gives their students a text in order to find out the vocabulary verbs in the text. When the students get the text, the teacher asks the students to read the text and the students have to find out and underlined the verbs in the text. In home group, the first student will only find out the verbs in paragraph one, the second student will only find out the verbs in paragraph two, and the third students will only find out the verbs in paragraph three and etc. After that, the teacher asks the student to make an expert team. The first student will meet the others first student, the second student will meet the others second students, and etc. When they are in the expert group, the students do the task together and they can share with the expert group. After the students do and discuss the tasks, they may come back to the home group and then they have to share what they got from the expert group. In the last activity, the teacher will appoint out some students to be an explainer then the teacher gives a task and they have to do the task individually. 52

Kessler (ed), op. cit., p. 139. Roger Gower. et al., Teaching Practice: A Handbook for Teachers in Training, (Thailand: MacMillan Education, 2005), p. 147. 53

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The others teaching plans about verbs will be explained by the writer in the lesson plan in the appendix. D. Thinking Framework As it has been mentioned before, many students in junior high school have the same problems in learning the new vocabulary of verbs like regular and irregular verbs. Memorizing and understanding the new vocabulary of verbs are the main problems which were faced by the second year students of junior high school. In this case, the students still did not recognize the verbs which are regular and the verbs which are irregular verbs, the students also found unfamiliar verbs in the text or in the sentence and they did not know the meaning of the words itself. Another problem is they could not change the verbs into the past verbs. It can be said that the students have limit vocabulary. The students often get bored when they did not find the meaning of the certain verbs, because the teacher did not use any special technique in learning vocabulary, thus they tend to ask their teacher in order to know the meaning of the verbs rather than finding out the verbs by learning together with the other students. The teachers must find out some solutions to make their students feel easy in understanding and memorizing the new verbs. The teachers should provide the new technique in teaching where the students can build the interaction and learn together with the other students, so that the students did not always rely on their teacher’s help. Using cooperative learning is one of the alternative solutions that the teacher can use to help their students in understanding the verbs. Cooperative learning helps the learner to work in group and share their idea. It is also help the teacher to pay attention and notice their students’ ability when their students worked in groups. Using cooperative learning is more effective than using conventional method; because cooperative learning can make the positive interaction among the students thus it can increase students’ motivation in understanding the verbs. There are some variations of technique in cooperative learning; hence the writer only chooses the jigsaw technique as the most priority technique that will

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be implemented in the classroom. Jigsaw is the technique that promotes both academic and social goals for the students. In jigsaw classroom, the students are divided into four or five members, and the teacher gives the material for each student in group. Each student in group has different material, thus they have to mastery the materials and they have to be an explainer for their group. Before they become an explainer in their group, the students should work and share with the other students in the expert group who have the same materials. In jigsaw classroom, the teacher has to design the material before entering the classroom and the teacher has to observe the student’s ability when their students learn in group. Based on the statements above, the writer would like to assume that cooperative learning specifically using jigsaw technique can improve the students’ understanding on verbs; regular and irregular verbs. Jigsaw technique is also considered to be one of the effective teaching technique in teaching vocabulary of verbs at the second years students of 169 Junior High School Jakarta. E. The Previous Study A study entitled “The Effectiveness of Teaching Verbs by Using Collaborative Learning ”(An Experimental Study at The Seventh Grade Year Student of SMP PGRI 1 Ciputat) had been done by Tedy Dirhamsyah, a bachelor from Syarif Hidayatullah State Islamic University in Jakarta54. He

of arts

conducted his research in 2012 and he also focused on the verbs. He conducted his research in order to know the students’ mastery of verbs. The research was proven that using collaborative learning is effective to mastery of verbs at the first year student of junior high school. The data shown that to> tt or (5,40 was higher than1,67). In this term, the writer has the same dependant variable with the researcher above. The dependant variable is the verbs; however there are some differences in conducting the research between the writer’s research and Mr. Teddy’s research. The independent variable of the writer is Cooperative learning

54

Tedy, Dirhamsyah, The Effectiveness of Teaching Verbs by Using Collaborative Learning, Jakarta, 2012. p. 37.

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while that researcher used collaborative learning. The writer used jigsaw as the technique that was used in cooperative learning classroom, while Mr. Teddy used work group as his technique in implementing his research. Another difference is about the sample of the research. The writer conducted his research in the second year student of junior high school, while Mr. Teddy conducted his research in the first year students of junior high school. The research which discussed about cooperative learning is the one conducted by M. Adrian entitled “Teaching Vocabulary by using Cooperative Learning” (An Experimental Study at the First Year of SMP Darussalam Ciputat Tangerang).55 He used Student Team Achievement Division at his approach in applying cooperative language classroom. He concluded that teaching vocabulary by using cooperative learning is more effective and efficient than teaching by using traditional method. The writer used the same method that is cooperative learning in conducting vocabulary; however there are some differences about the writer’s research and the Adrian’s research. Firstly, that researcher used the general vocabulary, while the writer only focused on the vocabulary of verbs. Secondly, the researcher above selected a student team achievement division as his teaching technique in cooperative learning classroom, while the writer chose jigsaw technique in applying cooperative learning classroom. Another difference is the sample of the research that was used between the writer’s research and the Adrian’s research. The researcher above conducted his research in the first year students of junior high school, while the writer conducted the research in the second year students of junior high school. Another research which also discussed about vocabulary had been conducted by Risa Rahmawati entitled “Teaching Vocabulary by Using Jigsaw Method”. 56 She took the sample and made the students into experiment class and controlled class. The research was proven that using jigsaw method is effective to mastery of vocabulary at the fourth grade students of elementary school. The data shown that Alternative hypothesis was accepted and the null hypothesis was 55 56

Adrian, M, Teaching Vocabulary by using Cooperative Learning, Jakarta, 2011, p. 42. Risa, Rahmawati, Teaching Vocabulary by Using Jigsaw Method. Bandung, 2012. p. 5.

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rejected and it can be seen from the result stated that t0 > tt or (3,91 was higher than 2,06 in the degree of freedom 5%). The researcher above used the same technique with the writer. She used Jigsaw technique in teaching vocbulary and she conducted her research in order to know the students’ mastery of vocabulary. The differences between Risa’s research and the writer’s research are the subject of the study and the dependent variable of the research. She conducted her research in the fourth grade of elementary school while the writer conducted his research in the second year students of junior high school. She taught vocabulary while the writer only focused on the vocabulary of verbs. From all of the experiments that ever had, none of them described in detailed information about the teaching vocabulary of verbs by using jigsaw. Thus, the writer chooses to conduct the new research in different context. The writer conducted the research with title “The Effectiveness of teaching Verbs by Using Cooperative Learning.” F. The Research Hypothesis The purpose of this study is to find out the empirical evidence for the students in learning the simple past tense whether using cooperative learning especially using jigsaw is effective or not in building students’ mastery of vocabulary verbs. To get the answer of the hypothesis above, the writer proposes alternative hypothesis (Ha) and the null hypothesis (Ho) as follows: Ha

: There is a significant difference of students’ achievement between those who were taught by using cooperative learning in teaching the verbs in experiment class and those who were taught without using cooperative learning in controlled class.

Ho

There is no significant difference of students’ achievement between those who were taught by using cooperative learning in teaching the verbs in experiment class and those who were taught without using cooperative learning in controlled class.

CHAPTER III RESEARCH METHODOLOGY A. The Research Design In his research, the writer used a quantitative research design and he also used a quasi-experimental design for his research. The writer chose a quasiexperimental design because a quasi experimental is designed to determine the cause and effect relationship and there is a direct manipulation of conditions.1 In a quasi experimental research has characteristic as stated by Nunan that “quasi-experiment research has both pre-test and post-test and has experiment class and controlled class, but no random assignment of subjects”.2 It means that the writer took the sample from the existing class or the intact class to determine which group that will be experiment class and which group that will be controlled class without giving a random assignment for each student in two classes. Thus, there were two classes that the writer taught about learning verbs in different treatment. The group that received the new treatment was called the experiment group or treatment group, and the group that received a different treatment or is treated as usual was called the controlled group. Therefore, in order to know the effectiveness of using cooperative learning, the writer used two classes; one class as an experiment class and another class as the controlled class. In experiment class, the writer used cooperative learning and specifically he used Jigsaw technique in teaching verbs; regular and irregular verbs. While in the controlled class, the students did not receive any treatment by the writer. It was treated as usual and the students in controlled class learn the same material but the writer did not apply cooperative learning. It means that the students in controlled class learn the materials individually.

1

James H. Mc. Millan and Sally Schumacer, Research in Education, (Boston: Pearson Education, inc. , 2006), p. 24. 2 David, Nunan, Research Methods in Language Teaching, (Cambridge: Cambridge University Press. 1992), p. 41.

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The teaching of verbs by using jigsaw technique was done by the writer in six meetings. Below are the brief explanations about the teaching and learning verbs by using Jigsaw technique: 1) First meeting, the writer introduced the general concept of verbs. The writer explained to the students that verbs are consists of regular verbs and irregular verbs. Afterwards, the writer emphasized on the students that they are going to learn the vocabulary of verbs for the next four meetings. Then, the writer gave the students a multiple choice item test, which was called pretest. The writer gave the pre-test to the students in order to know the students’ competence in understanding the verbs based on the pretest’s result. 2) Second meeting, the writer divided the class into six groups and each of the group must consist of 5 students. At this point, the writer applied the jigsaw technique in teaching verbs. After the writer divided the group, the writer appointed one of the students in each group to be a leader for their group. Afterward, the writer gave a text, because according to Roger Gower stated that “one of very effective way in introducing new vocabulary is through listening or reading text”.3 Thus, he gave a recount or narrative text for every student and he asked the students to read the text and the students have to find out the verbs in the text. In group, the first student found out the verbs only in paragraph one, the second students found out the verbs only in paragraph two, and the third students found out the verbs only in paragraph three and etc. After that, the writer asked the students to make an expert team. Then, the first students met the others first students, the second students met the others second students, and etc. When they were in the expert group, the students did the task together and they could share with the expert group. Afterwards, the students did and discussed the tasks, the students came back to the home group and then they have to share what they got from the expert group. In the last activity, 3

Roger Gower. et al., Teaching Practice: A Handbook for Teachers in Training, (Thailand: MacMillan Education, 2005), p. 147.

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the writer gave some material about the rule of regular verbs and they may discuss with their friends. The last activity, the writer gave the task to each student and they have to do it individually. 3) Third meeting, before learning the irregular verbs, the writer applied a fun activity which was called “Jigsaw Word”. Firstly, the writer made the students into some groups and each of the groups must consist of four students. Then, the writer gave the different clue cards for each of the students in the group, thus every student has different clue cards. Afterwards, they have to share the clue cards to their friends in group in order to complete the Jigsaw Word. After conducting the jigsaw word, the writer began the lesson, the writer divided the students into some groups and each of the group must consist of 5 students. In this term, the writer gave the material about list of irregular verbs. The writer has already designed the material before, and already made the subtopic. In this term, the writer gave the sub topic to the students. The first subtopic was assigned by the first students, the second subtopic was assigned by the second students and the third subtopic was assigned by the third students and etc. At this point, the writer asked the student to share with their expert group. After they discussed together with their expert group, the students may come back to the home group and discuss it. Afterwards, the students explained and shared their tasks in the home group. In the last, the writer asked one of the students to present what they have known in front of the class. 4) Fourth meeting, the writer began the lesson by giving a fun activity which was called Word Puzzle. The writer divided the students into some groups and each of the group must consist of 4 students. Afterwards, the teacher gave the word puzzle (jigsaw word), and every student has different word puzzle, so they have to share the word puzzle to the other students. Word Puzzle is one of the activities that the teacher does before preparing the class for jigsaw. After conducting the word puzzle, the writer divided the students into some groups and each of the group must consist of 5

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students. Then, the writer gave a recount text for every student and he asked the students to read the text and the students have to find out the verbs in the text. In group, the first student only found out the verbs in paragraph one, the second students found out the verbs only in paragraph two, and etc. After that, the writer asked the students to make an expert team. Then, the first student met the others first student, the second students met the others second students, and etc. When they were in the expert group, the students did the task together and they shared with the expert group. After the students did and discuss the material, the students may come back to the home group and then they have to share what they got from the expert group. The last activity, the teacher gave the students a task and they have to do it individually. 5) Fifth meeting, the writer gave the students a narrative text with the title of The Story of Malin Kundang. At this point, the writer applied a jigsaw technique in teaching verbs. Afterwards, the students are divided into some groups, and each of the students was assigned to find out the verbs in the text. The first student only found out the verbs in the first paragraph, the second students only found out the verbs in the second paragraph, and etc. Then the students learn in the expert groups. While the students learn the material in the expert group, the writer observed the students’ performance. After they learn the material in the expert groups, the students may come back to the home groups and they may discuss each other. When the students finished explaining the materials, the writer appointed out one or two students to present in the classroom. In the end of the lesson, the writer gave a task and the students have to do it individually. The teacher gave the tasks to the students in order to know the student individual’s competence. 6) Six meeting, the writer reviewed what have been learned by the students about regular and irregular verbs. At the end of this meeting, the writer conducted a test called posttest. The post test was designed to know how far students’ understanding about verbs: regular and irregular verbs that

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have been learned and to know whether the use of jigsaw technique of teaching verbs is effective or not.

B. The Place and Time of the Research The writer applied the research at SMPN 169 Jakarta which is located on Jl. Peta Utara No.11, Pegadungan, Jakarta. Below is the timetable that described the schedule or learning activities when the writer conducted the research: Table 3.1 The Schedule and the Agenda of the Research No

Time

Agenda

1

Monday, April 14th 2014

2

Wednesday, April 23th 2014

3

Thursday, April 24th 2014

4

Friday, April 25th 2014

5

Wednesday, May 14th 2014

6

Wednesday, May 21th 2014

7

Thursday, May 22th 2014

Giving the validity test at VIII-A Class Giving the pre-test in both experiment and controlled class. Giving the first treatment in experiment class The first meeting in controlled class The second treatment in experiment class and the second meeting in controlled class The third treatment in experiment class and the third meeting in controlled class The fourth treatment in experiment class

8

Friday, May 23th 2014

The fourth meeting in controlled class

9

th

Wednesday, May 28 2014

Giving the post-test in both two classes.

Based on the schedule above, the writer conducted the research on March 14th 2014 and the research began for six meetings. It began by giving the validity test, giving the pre-test in the beginning of the research, applying the technique, and giving the post-test in the end of the last meeting. The research was postponed in two weeks due to national examination try out and the national examination of ninth grade. Therefore, the researcher continued his research after the national examination.

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C. The Population and Sample of the Research In this research, the writer took the second year of 169 Junior High School Jakarta as the population. The second grade of this school consists of six classes; namely VIII-A until VIII-F. The amount of population in that school was about 216 students. The writer took one class to be the experimental class and one class to be the controlled class. In this term, the writer chose the VIII-D as the experiment class and VIII-C as the controlled class. The consideration of choosing those classes to be the experimental and the controlled classes was based on purposive sampling. In purposive sampling, the researcher chooses the sample using his experience and knowledge of the group to be sampled. 4 In this term, their English teacher knew their students’ English ability, and their English teacher judged that those two classes have the same ability. It was also supported by L.R Gay stated in his book that “purposive sampling, referred to as judgment sampling, is the process of selecting a sample that is believed to be representative of a given population”.5 Therefore, the English teacher of SMPN 169 Jakarta; Mrs Santi suggested the writer to take those classes as the experiment class and controlled class based on her judgment or assumptions in both of the two classes.

D. Technique of Data Collecting The writer used the test to collect the data. The pre-test and post-test was given in both of the two classes. The pre-test was given before the writer began the teaching and learning process in two classes. Meanwhile, the post-test was given in order to know the students’ understanding in verbs; regular and irregular verbs between the experiment class and the controlled class. The pre-test and post-test are multiple choice form and it was consists of 30 items. The teacher gave the 45 minutes in both of the two classes for finishing the pre-test and post test.

4

L.R Gay, Geoffrey E. Mills and Peter Airasian, Educational Research: Competencies for Analysis and Applications, 9th Ed., (New Jersey: Pearson Edation, 2009), p. 134. 5 Ibid.

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E. Technique of Data Analysis The writer compared students’ score of pre-test and post-test between the experiment class and also the controlled class. If the experiment class gets the higher score than the controlled class, it means that Jigsaw as the teaching technique gives the significant influence in teaching verbs of English vocabulary and it means, Jigsaw technique is effective to be applied in teaching vocabulary verbs in this classroom The writer used t-test formula to prove the hypothesis of the research. According to Prof. Anas Sudjiono Test-T is used to examine the hypotheses; null hypothesis (Ho) and alternative hypothesis (Ha). There are some statistical procedures which contain of several steps in which the writer does that lead into the hypothesis testing. The formula of t-test will be used as follow:

to = MX

: Mean of post-test of Experiment Class

MY

: Mean of post-test of Controlled Class

SEMX

: Standard Error of Experiment Class

SEMY

: Standard Error of Controlled Class

The procedures of the calculation as follows:6 1) First, to know students’ scores on the test of noun. The writer tried to seek the average of students’ post test scores in the experiment class as a variable X with the formula used is: MX = Note:

6

MX

: Mean of Post-Test of Experiment class

∑X

: Sum of frequency multiply the student’s score

NX

: Number of students of experiment class

Anas Sudjiono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 278.

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2) After getting the average of students’ post test score, the writer has to determine the Standard Deviation score of experiment class (variable X) with formula used is: SDX = SDX = Standard deviation score of Experiment class ∑X2 = Sum of squared of frequency multiply the student’s score 3) Determining Standard Error Mean of experiment class (variable X), with formula: SEX = SEX

= Standard Error mean of experiment class

SDX

= Standard deviation of experiment class

4) In order to know the difference of students’ post test score between experimental and controlled class, the writer also determines students’ score of controlled class (variable Y), with the formula used is: MY = MY

= Mean of post-test of Controlled class

∑Y

= Sum of frequency multiply students’ score of controlled

N

= Number of students of controlled class

class

5) Determining Standard Deviation Score of controlled class (Variable Y), with the formula used: SDY = SDY = Standard deviation score of controlled class ∑Y = Sum of squared of frequency multiply student’s score 6) Determining standard Error of Mean of controlled class (Variable Y), with formula: SEMY =

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SEMY = Standard Error mean of controlled class SDY

= Standard Deviation of controlled class

NY

= Number of Students of controlled class

7) Determining standard Error of Difference of Mean of Variable X and Variable Y, with formula: SEMX-MY = SEMX2 = Standard error mean squared of experiment class SEMY2 = Standard error mean squared of controlled class 8) Determining tₒ with formula: to = 9) Determining t-table in significance level 5% and 1% with degree of freedom (df) : df = (N1 + N2) – 2 df = Degree of freedom N1= Number of students of Experiment class N2= Number of students of controlled class F. The Statistical Hypotheses A hypothesis is a tentative statement about the relationship between two or more variables. This research is designed to find out whether there is a significant progress of cooperative learning specifically using jigsaw in teaching the vocabulary of verbs. In order to get the answer of that hypothesis, the writer proposed Alternative Hypothesis (Ha) and the Null Hypothesis (H0) which is described to the following statistical hypothesis: a) If ttest (to) > t-table (tt) in significant degree of 0,05, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected b) If ttest (to) < t-table (tt) in significant degree of 0,05, the alternative hypothesis (Ha) is rejected and the null (H0) is accepted. Meanwhile, the degree of freedom (df) = (N1+N2)-2 = (34+34)-2 = 66. It must be consulted with t-table of df. If df is 66, the value of the significance level 5% is 1,99.

CHAPTER IV RESEARCH FINDINGS A. The Description of Data This research was done in two classes, the experiment class was VIII-D and the controlled class was VIII-C. The writer employed cooperative learning especially using Jigsaw technique in experiment class and without using cooperative learning in controlled class. This writer started the research by giving the same pre-test in experiment class and also in controlled class. The research was also followed by the teaching and learning activities for four meetings which were conducted in each class. Afterwards, the post-test was given to both experiment class and also controlled class. The form test of pre-test and post-test were multiple choice item and it was consists of thirty (30) questions. The pre-test and post-test should be done by the students in forty-five (45) minutes in both of the two classes. After getting the post-test’s result, the writer made a calculation from both of the tests. Below is the more detailed description about the pre-test score, posttest score and the gained score. 1. Pre-test Score The writer has calculated the result of pre-test scores in both of the two classes and the description of pre-test scores of experiment class and controlled class will be explained in table 4.1. The table consists of three columns; the first column showed the students’ identification number. It means the amount of students’ identification number in both experiment and controlled class is 68 students and each of the class has 34 students. The second column showed the pre-test students in experiment class, while the third column showed the pre-test scores of students in controlled class.

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45

Table 4.1 The Students’ Score of Pre-test in Experiment Class (VIII-D) and Controlled Class (VIII-C) Students

Experiment Class

Controlled Class

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 ∑ Mean Minimum Maximum Median

43 76 50 36 66 80 40 60 56 73 66 63 86 30 50 73 60 40 63 43 53 50 66 30 76 63 53 63 36 73 43 40 60 66 1926 56.647059 30 86 60

50 50 60 50 56 60 40 63 73 73 80 70 76 86 93 60 40 63 53 63 50 66 50 60 50 60 60 40 43 40 83 66 53 66 2046 60.176471 40 93 60

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The table showed the pre-test score of experiment class and controlled class. The pre-test was given on the first meeting before giving the treatment and based on the table 4.1, it can be seen that the average score of pre-test in experiment class was 56.647, the highest score of experiment class was 86 and the lowest score of experiment class was 30. Meanwhile, the average score of pre-test of controlled class was 60.176 with the highest score of pre-test was 93 and the lowest score of pre-test was 40. Seeing the calculation on the table above, it can be concluded that the average score of pre-test in controlled class was higher than the average score of pre-test in experiment class. 2. The Post-test Score The post test was given in both of the two classes after the writer explained the material on the fourth meeting. The following table (table 4.2) showed the comparison of students’ post test scores between the experiment class and the controlled class. The table consists of three columns, and the first column showed the students’ identification number. The amount of students’ identification number in both experiment and controlled class is 68 students and each of the class has 34 students. The second column showed the post-test students in experiment class, while the third column showed the post-test scores of students in controlled class. In order to make the table easy to understand, the writer presented the table 4.2 on the next page.

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Table 4.2 The Students’ Score of Post-test in Experiment Class (VIII-D) and Controlled Class (VIII-C) Students

Experiment Class

Controlled Class


83 100 73 53 60 96 63 83 86 90 83 66 90 53 83 86 86 73 76 50 83 76 86 66 90 86 86 66 56 100 73 53 73 86 2613 76.852941 50 100 83

70 73 76 76 63 66 63 50 83 66 86 86 90 90 93 66 40 76 73 73 70 80 43 66 56 73 86 66 53 63 86 73 76 73 2423 71.264706 40 93 73

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The table of 4.2 showed the students’ score of post test in experiment class and controlled class and based on the table, it can be seen that the students in experiment class is higher than the students in controlled class. The amount score of experiment class was 2613, while the amount score of controlled class was 2423. From the table of pre-test (table 4.1) we can see that the controlled class was higher amount score than experiment class, but the experiment class has higher total score than controlled class in posttest’s score. While the average score of post test in experiment class was 76.852 and the average score of post test in controlled class was 71.264. The writer concluded that both of the two classes have progressed, because the average score of pre-test in experiment class was 56.64 and the average score of pre-test in controlled class was 60.17, however the progress in controlled class as not much as the progress in the experiment class. 3. The Gained Score After showing the comparison of students’ pre-test and post-test scores, the writer made a calculation about the gained score in both of the two classes. The gained score can be seen from the increasing score of pre-test students score compared with the post-test scores. The gained score is explained on table 4.3 and the table itself are consists of three columns, the first column showed the students’ identification number. The amount of students’ identification number in both experiment and controlled class is 68 students and each of the class has 34 students. The next column described the gained score in experiment class, while the third column showed the gained score of students in controlled class. In order to make the table easy to understand, the writer presented the gained score table on the next page.

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Table 4.3 The Students’ Gained Scores of Experiment Class (VIII-D) and Controlled Class (VIII-C) Students

Experiment Class

Controlled Class


40 24 23 17 -6 16 23 23 30 17 17 3 4 23 33 13 26 33 13 7 30 26 20 36 14 23 33 3 20 27 30 13 13 20 687 20.205882 -6 40 21.5

20 23 16 26 7 6 23 -13 10 -7 6 16 14 4 0 6 0 13 20 10 20 14 -7 6 6 13 26 26 10 23 3 7 23 7 377 11.088235 -13 26 10

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Based on the table of gained score above, it can be seen that the gained score of experiment class was higher than the gained score of controlled class. The data showed that most of the students in experiment class have progressed in understanding the verbs. The data of gained score also showed that thirty-three students in experiment class have increased their ability in understanding verbs; moreover there was one student in experiment class who has not progressed yet. One student who has not progressed yet can be seen from his score in pre-test’s result and post-test’s result. The table of gained score in experiment class also explained that the amount of the gained score was 687 and the maximum gained score was 40 while the minimum score of gained score of experiment class was -6. The data of gained score in controlled class showed that the amount of gained score in controlled class was 377 and the maximum score was 26 while the minimum score of gained score was -13. Based on the gained score in controlled class, the writer concluded that generally the students in controlled class also have progressed although as not much as the progress in the experiment class.

B. The Analysis of Data In analyzing the data, the writer used the comparative technique where the writer compared the data of experimental class and the data of controlled class. This technique was done in order to prove statistically whether there is any significant difference between the two variables; those are teaching verbs by using cooperative learning and without using cooperative learning. After getting the data, the writer analyzed the results in both of the two classes by using statistic calculation of the t-test formula. In this following table, the writer presented the result calculation of test in both of in order to know the effectiveness of teaching verbs by using cooperative learning.

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Table 4.4 The Comparison Score of each student of Experiment Class (VIII-D) and Controlled Class (VIII-C N

X

1 40 2 24 3 23 4 17 5 -6 6 16 7 23 8 23 9 30 10 17 11 17 12 3 13 4 14 23 15 33 16 13 17 26 18 33 19 13 20 7 21 30 22 26 23 20 24 36 25 14 26 23 27 33 28 3 29 20 30 27 31 30 32 13 33 13 34 20 ∑ 687 Mean 20.205882

Y

X-MX

X-MY

20 23 16 26 7 6 23 -13 10 -7 6 16 14 4 0 6 0 13 20 10 20 14 -7 6 6 13 26 26 10 23 3 7 23 7 377 11.088235

20 4 3 -3 -26 -4 3 3 10 -3 -3 -17 -16 3 13 -7 6 13 -7 -13 10 6 0 16 -6 3 13 -17 0 7 10 -7 -7 0 7 0.20588235

9 12 5 15 -4 -5 12 -24 -1 -18 -5 5 3 -7 -11 -5 -11 2 9 -1 9 3 -18 -5 -5 2 15 15 -1 12 -8 -4 12 -4 2 0.05882353

(X-MX)2

(Y-MY)2

400 16 9 9 676 16 9 9 100 9 9 289 256 9 169 49 36 169 49 169 100 36 0 256 36 9 169 289 0 49 100 49 49 0 3599 105.85294

81 144 25 225 16 25 144 576 1 324 25 25 9 49 121 25 121 4 81 1 81 9 324 25 25 4 225 225 1 144 64 16 144 16 3325 97.794118

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From the table above, the writer would like to determine the average, the standard of deviation, and the standard error of variable X (Experiment Class) and also the variable Y (Controlled Class). The writer would like to determine the standard error of differences of average in variable X and variable Y, and also the writer would like to determine tobserve and ttable. Thus, the writer calculated the data based on the step of the test, the formulation as followed: 1. Determining Mean of variable XA, with formula: MX = = = 20.205882 2. Determining variable Y: MY = = = 11.0888235 3. Determining Standard of Deviation Score of Variable XA: SDX = √ =√ =√ = 10.288486 4. Determining Standard of Deviation Score of Variable Y: SDY = √ =√ =√ = 9.889090

53

5. Determining Standard Error of Mean of Variable X, with formula: SEMX =

√

=√ = = 1.7909408 6. Determining Standard Error of Mean of Variable Y, with formula: SEMy =

√

=√ = = 1.7212544 7. Determining Standard Error of Difference of Mean of Variable X and Variable Y: SEMX-MY = √ =√ =√ =√ = 2.4799194 8. Determining to with formula: to = = = 3.6923077 = 3.69 9. Determining t-table in significance level 5% with degree of freedom (df): df = (

+

)– 2

= ( 34+ 34 ) – 2 = 68 – 2 = 66 The value of df (degree of freedom) of significance 5% or t-table of df 66 = 1,99

54

C. The Test Of Hypotheses The research was held to answer the formulation of the problem; “Is there any significant progress in teaching verbs by using cooperative learning specifically using jigsaw at the second year of 169 Junior High School Jakarta ?” To get the answer from the question above, the writer proposed Alternative Hypothesis (Ha) and Null Hypothesis (Ho) as follows: Ha: There is progress or significant difference between the students’ understanding of verbs who taught by using cooperative learning and without using cooperative learning. Ho : There is no progress or no significant difference between the students’ understanding of verbs who taught by using cooperative learning and without using cooperative learning. To prove the hypothesis, the data was obtained from experiment class and also controlled class was calculated by using t-test formula with the assumption as follows: 1. If to > tt

:

The Alternative Hypothesis (Ha) is accepted and

the Null Hypothesis (H0) is rejected. It means that there is progress or significant differences after teaching verbs by using cooperative learning and without using cooperative learning at the second year students of 169 Junior High School Jakarta.

2. If to < tt

: The Alternative Hypothesis (Ha) is rejected and the

Null Hypothesis (H0) is accepted. It means that there is no progress or no significant differences after teaching verbs by using cooperative learning and without using cooperative learning at the second year students of 169 Junior High School Jakarta According to the calculation above, it was found that the value of the t0 was 3.69 and the degree of freedom (df) was 66. In this research, the writer used the degree of significance 5%. It can be seen that (df) 66 and the degree of significance of 5% is 1,99. (The t-table list can be seen in appendices).

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The data showed that t0 was higher than tt. Thus, the writer got a conclusion that Ha is accepted and Ho is rejected.

D. The Interpretation of Data From the result of statistical calculation, it was obtained the t-observation (to) was 3.69; meanwhile, the t-table (tt) of df (66) in significance 5% was 1,99. It means t-observation (to) was higher than t-table (tt), so the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Hence, there was significant progress in learning vocabulary verbs using cooperative learning and without using cooperative learning. Based on the result above, it can be concluded that teaching verbs by using cooperative learning is more effective than except cooperative learning. It can be seen from the result above (t-test = 3.69 > t-table 1,99), which showed the significant difference between the students’ score of each group (experiment class and controlled class). The writer also concluded that cooperative learning helps the second year students of SMPN 169 Jakarta in increasing the mastery of verbs. It can be seen from the teaching and learning process which has conducted in the experiment class for four meetings. In experiment class, the writer gave the students a text, and they have to find out the vocabulary of verbs in the text and they have to analyze it in the expert group. While they were in the expert group, the writer observed the students’ performance in group and most of the students did it well. It means, they were responsible in mastery their materials and they were capable of explaining their materials to the students in their home group. Another thing why jigsaw technique helps the students in increasing the mastery of verbs is the positive interaction and working in groups. It is a fact when the writer observed the students while they were in the group. The students made a good interaction with their team and they helped each other. In this case, there were some students who did not understand the materials, but the students give the spirit to the students who did not understand it. This thing was suitable with the learner’s role in cooperative learning as an encourager. The higher

56

students also helped the lower students while they were in groups; they eventually made the positive interaction between the higher student and the lower student. The fun activities which had been implemented in the second and third meeting were not the main things that increased the students’ mastery of verbs. It was just a warming-up activity that the teacher can use before implementing jigsaw technique, the reason why most of the students in experiment class increased in mastery of verbs were the materials that the teacher was made and the successful of implementing cooperative learning especially jigsaw in teaching verbs in the experiment class. Thus, most of the students in experiment class increased in mastery of verbs. It can be seen from their result in post test that most of the students in experiment class got the higher score in post-test than their score in the pre-test. From the explanations above, the writer could make an interpretation that teaching verbs by using cooperative learning specifically using learning is more effective at the second year students of SMPN 169 Jakarta year 2013-2014.

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Understanding verbs is one of the most important things in understanding the meaning of a sentence, because when we want to make a sentence, we also have to know the verbs itself. In this case, the teacher has to know some varieties of techniques in learning verbs, thus the students will be easy in understanding and recognizing the verbs. Cooperative learning specifically using jigsaw is one of the alternative solutions that the teacher can use to teach verbs to their students. It makes students have responsibility to give information to each other. It means that the students become teacher for their teammates and also by using jigsaw; the students could build the sense of cooperation among the students in group. After conducted the research, the writer concluded that to is 3.69 ttable of degree of significance 5% is 1.99. It means that alternative hypothesis is accepted and the null hypothesis is rejected because the to is higher than tt ( to > tt ) or 3.69 > 1.99. Therefore, it can be inferred that teaching verbs by using cooperative learning specifically using jigsaw technique is more effective than teaching verbs without using cooperative learning. B. Suggestion From the conclusion above, the writer could give some suggestions for the English teacher who wants to teach the verbs of vocabulary: a) The teacher should be well prepared, it means that before entering the classroom, the teachers should prepare the material that is going to be taught to the students.

57

58

b) The English teacher should be more creative in applying teaching and learning activities especially in learning new vocabularies. c) The English teacher should be more understanding the condition of their students, if the students in the classroom are bored with the teacher’s method, the teacher has to find out the appropriate method for the materials. d) The teacher should emphasize in teaching new vocabulary to their students and the teacher has to teach vocabulary using appropriate methods. e) The teacher can selects cooperative learning in teaching verbs as the alternative ways in teaching, because applying cooperative learning especially using jigsaw technique can make the students more active and more responsible in learning the materials, because the students have to master the material and they have to teach like a teacher for their team.

REFERENCES Alternberg, Evelyn P. English Grammar: Understanding the Basics. Cambridge: Cambridge University Press, 2010. Arends, Richard I. Learning to Teach 7th edition. New York: Mc Graw Hill Inc., 2001. Aronson Elliot. “The Jigsaw Classroom: Jigsaw in Easy 10 Steps”. http://www.jigsaw.org, accessed on 16th November, 2013. Azar, Betty Schrampfer. Understanding and Using English Grammar. New Jersey: Prentice Hall, Inc, 1989. Brown, Ann Cole.,et al., Grammar and Composition. Boston: Houghton Miffin Company, 1984. Cameron, Lynn. Teaching English to Young Learner. Cambridge: Cambridge University Press, 2001. Cooper, James M. Classroom Teaching Skills 9th Edition. Massachusetts: Wadsworth Cengage Learning, 2011. Cruickshank. et al., The Act of Teaching 4th Edition. New York: Mc Graw Hill, 2006. Dell’Olio, Jeanine M., and Tony Donk, Models of Teaching. New York: SAGE Publication Inc, 2007. Dirhamsyah, Tedy, The Effectiveness of Teaching Verbs by Using Collaborative Learning. Jakarta: UIN Jakarta, 2012. Unpublished. Frank, Marcella. Modern English: A Practical Reference Guide. New Jersey: Prentice Hall, Inc, 1972. Fries,

Charles C. Teaching and Learning English as a Foreign Language. Michigan: University of Michigan Press, 1945.

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Gower, Roger., et al., Teaching Practice: A Handbook for Teachers in Training. Thailand: MacMillan Education, 2005. Harmer, Jeremy. The Practice of English Language Teaching. London: Longman Publishing, 1991. -------. How to Teach English. Essex: Pearson Education Limited, 2004. Hatch, Evelyn

and Cheryl Brown. Vocabulary, Semantic and Language

Education. Cambridge: Cambridge University Press, 1995. Herrell, Adrienne L. and Michael Jordan. 50 Strategies for Teaching English Language Learners: Fourth Edition. Boston: Pearson Eduation inc., 2012. Kauchak, Donald P. and Paul D. Eggen. Learning and Teaching: Research-Based Method. United States: Allyn and Bacon, 1989. Kessler, Carolyn. Cooperative Language Learning a Teacher’s Resource Book. Englewood Cliffs: Prentice Hill, inc., 1992. Killen, Roy. Effective Teaching Strategies: Fourth Edition. Victoria: Cengage Learning, 2007. Larse, Diane Freeman. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000. M, Adrian, Teaching Vocabulary by using Cooperative Learning. Jakarta: UIN Syarif Hidayatullah Jakarta, 2011. Unpublished. McGovern,

Kieran.

The

Toughest

Verbs

in

English,

2011.

http://www.oupeltglobalblog.com, accessed on 11th September,2014. Mc. Millan, James H., and Sally Schumacer. Research in Education, Boston: Pearson Education, inc., 2006.

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Mills, Geoffrey E. and Peter Airasian, Educational Research: Competencies for Analysis and Applications, 9th Edition. New Jersey: Pearson Education, 2009. Murphy, Raymond and Wiliam R. Smalzer. Grammar in Use Intermediate. Cambridge: Cambridge University Press, 2000. Nunan, David. Research Methods in Language Teaching. Cambridge: Cambridge University Press, 1992. Orlich, Donald C. Teaching Strategies: A guide to Effective Instruction. Boston: Wadsworth, 2007. Pritchard, Alan., and John Woollard. Psycholoy for the classroom: Constructivism and Social Learning. New York: Routledge Publishing, 2010. Rahmawati, Risa, Teaching Vocabulary by Using Jigsaw Method. Bandung: STKIP Siliwangi Bandung, 2012. Unpublished. Richards, Jack C. and Theodore S. Rodgers. Approach and Method in Language Teaching 2ed. Cambridge: Cambridge University Press, 2001. Slavin, Robert E. Cooperative Learning; Theory, Research, and Practice. Needham Heights, Massachusetts: Allyn and Bacon Press, 1995. Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 1996. Zainuri, A.M, Vocabulary 1. Jakarta: UIN Syarif Hidayatullah Jakarta Press, 2003.

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan ke-1 Experiment Class Sekolah Mata Pelajaran Kelas/ Semester Alokasi Waktu Ketrampilan Tema Tahun Pelajaran Hari/Tanggal I.

: SMPN 169 Jakarta : Bahasa Inggris : VIII-D : 2 x 40 Menit : Reading : Finding the regular verbs in the text. : 2013/2014 : Kamis, 24 April 2014

Standar Kompetensi `

II.

11. Memahami makna dalam essai pendek berbetuk recount atau narrative text untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar 11.2 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative text.

III.

Indikator a. Mengidentifikasikan vocabulary secara spesifik yaitu regular verbs dalam suatu bacaan text recount. b. Menemukan vocabulary; regular verbs dalam bacaan recount text. c. Menganalisa kesalahan regular verbs dalam sebuah kalimat di bacaan recount text. d. Melengkapi bentuk test completion test / kalimat rumpang didalam suatu kalimat.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu: a. Siswa diharapkan mampu mengenali dan membedakan kata kerja regular verbs.

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b. Siswa diharapkan mampu mengetahui arti makna dalam kata kerja regular verbs. c. Siswa diharapkan mampu mengubah kata kerja regular verbs. d. Siswa diharapkan mampu menganalisa kesalahan regular verbs dalam sebuah text. V.

Karakter Siswa yang diharapkan: a) Dilligent (Rajin) c) Good Work Team (Kerja sama)

VI.

b) Humble (Berbagi Informasi) d) Responsibility (Tanggung Jawab)

Materi Pembelajaran “Regular verbs” Regular verbs are verbs that form the past and the past participle by adding –d or –ed to the infinitive. (For Example: - Hope = Hoped , Listen = Listened, Obey = Obeyed Simple Form hope stop listen study start

Simple Past Hoped Stopped Listened Studied Started

Past hoped stopped listened studied started

Present Participle hoping stopping listening studying starting

(For Example: - Hope = Hoped , Listen = Listened, Obey = Obeyed). *Materi Ajar terlampir VII. VIII.

Metode Pembelajaran: Cooperative Learning by using Jigsaw Langkah-langkah kegiatan: No Langkah- Langkah Kegiatan 1. Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar ke siswa. b) Guru mengingatkan kembali mengenai vocabulary verbs. c) Guru meminta siswa untuk menjawab perbedaan regular verbs dan Irregular verbs.

63

Waktu

10 Menit

2.

d) Guru meminta siswa untuk menebak arti kata dari „regular verbs dan meminta siswa untuk mengubah regular verbs. Kegiatan Inti Kegiatan Eksplorasi a) Guru menjelaskan kepada siswa bahwa beberapa pertemuan kedepan mereka akan belajar verbs dengan diskusi dalam sebuah kelompok. b)Guru menjelaskan kepada murid mengenai pembelajaran Jigsaw, yaitu guru membagi siswa dalam beberapa kelompok untuk berdiskusi antar sesama siswa. dan sebelumnya guru sudah membagi kelompok berdasarkan jenis kelamin, nilai bahasa inggris mereka. c) Guru membagikan selembar kertas kepada setiap siswa yang didalamnya berisi text dalam bentuk recount text. d) Guru mulai menjelaskan secara singkat kepada siswa bahwa didalam recount text kata kerja yang digunakan yaitu kata kerja lampau untuk kalimat positif. e) Guru menjelaskan bahwa teks yang telah diberikan terdapat kesalahan dalam penggunaan kata kerja. f) Guru menjelaskan bahwa siswa diminta mencari kata kerja regular didalam recount text dan mengganti dengan kata kerja regular verbs yang seharusnya digunakan. g) Guru mulai membagi siswa dalam beberapa kelompok dimana satu kelompok terdiri dari 5 siswa. h) Guru membagi siswa disetiap kelompok untuk menjadi orang pertama, orang ke-dua, orang ke-tiga, orang keempat dan orang ke-lima. i) Siswa yang mendapatkan orang pertama harus memahami paragraf pertama dan kedua dalam text recount dan menganalisis kesalahan dalam regular verbs dalam suatu text bacaan. Orang kedua harus memahami paragraf ke-tiga dan keempat dan mampu menganalis kesalahan dalam regular verbs. Dan Guru membagi tugas sampai orang ke-lima. Kegiatan Elaborasi a) Guru meminta siswa untuk membuat expert grup. setiap orang pertama akan berkumpul dengan orang pertama. Siswa yang menjadi orang kedua akan berkumpul dengan siswa orang ke dua, yang sama tugasnya, dan seterusnya sampai siswa yang menjadi orang kelima akan berkumpul juga dengan siswa lain yang sama tugasnya. b) Guru meminta siswa untuk berdiskusi kelompok di expert group dan menekankan kepada siswa bahwa mereka harus menguasai setiap materi.

64

55 menit

3

IX.

c) Guru memberikan waktu 15 menit untuk berdiskusi dan guru menjadi fasilitator apabila ada siswa yang mengalami kesulitan. d) Guru meminta siswa untuk kembali ke group asal dan setiap siswa harus menjelaskan apa yang sudah mereka diskusikan dengan kelompok expert group. Kegiatan Konfirmasi a) Guru bersama murid membahas bersama dan meminta satu murid untuk persentasi didepan kelas. b) Guru membagikan lembar list of regular verbs kepada setiap siswa kemudian meminta siswa untuk mengisi lists of regular verbs. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi atau hal yang belum dimengerti b) Guru memberi soal kepada siswa dan meminta siswa mengerjakannya. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam.

15 Menit

Sumber Belajar Buku yang relevan dengan materi : English in focus Kelas VIII

X.

Bentuk Penilaian: Bentuk Instrument Completion Test

Contoh Instrument

Kunci Jawaban

Skor

Fills in the blanks with the words provided in the box

1. When we went to the forest, we saw the people who (...........).the trees by using axe. We were so sad because they (.........) the environment. (hewed, destroyed)

4

9. I helped my uncle in the garden, I ….. the soil and my uncle planted the vegetables and fruits (Hoed)

2

*soal terlampir

65

Ada 13 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai benar semua ialah 15 point. Siswa diminta membaca soal pertanyaan dan mencari kosakata regular verbs yang tepat dalam sebuah kalimat rumpang (completion test). (soal terlampir) 1. Nilai 100 2. Nilai 96 3. Nilai 93 4. Nilai 90

: : : :

Apabila siswa benar semua dan mendapat nilai point 15. Apabila siswa mendapat point 14. Apabila siswa mendapat point 13. Apabila siswa mendapat point 12. Dan seterusnya.

Rumus penilaian = Jumlah Jawaban benar x 2 Dibagi 3 Guru Bahasa Inggris

Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

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Recount Text regular verbs. My Holiday I spent my holiday with my best friends and it was unforgettable moment in my life. I went to the forest last holiday and we went there because david‟s family invite us to make barbecue party in there. We were so happy because we has arrange and prepare this holiday since last semester and I was so happy too, because finally my mother permit me to go to there with David‟s Family. I ask David to call my others best friend and he agree with my idea. He took his phone and he call Raja, Anita, Berry, Iqbal, and Yona. Unfortunately, Yona couldn‟t join with us, because her mother prohibit her to go there so that we agree to go there with Raja, Anita, Iqbal and Berry. We join in David‟s family in the morning and we went to forest by using car. In the middle of our journey, we talk and play card but Berry felt sleepy and he slumber in our journey. After three hours enjoying the journey, we finally arrive in the forest and we run to the forest. We were so happy because the air was so fresh and suddenly David approach his parents and he stare at his parents and said “Thanks mom and dad for this holiday” `

We look for the best place and after getting the best place to rest. David‟s

father made the tend for us and David‟s mother prepare for the barbecue. While they were busy, we ask David‟s parents to go to the river and they allow us. We were so happy and we directly ran to the river. In the middle our journey to the river, Anita felt tired and we decide to transit under the tree. Suddenly, Anita saw the Guava tree and she push Raja to take the guava and we also persuade him. Finally Raja climb up the guava tree and he took some guava for us. We were so happy to Raja. After that, we continue our journey to the river and we walk for about twenty minutes to go the river. When we were in the river, we look for the fish and we start a fishing competition. We agree that whoever got the most fish would keep all the fish that night. Apparently, no one caught any big fish and we caught mostly small fish. After fishing for nearly two hours, we went to the forest and subconsciously we saw the people who destroy the pinus tree by axe. We were so

67

sad at that time, because they damage the environment. We could not do anything so we finally agree to go to David‟s Family. David‟s mother worry about our conditions, because we arrive in tend at night and she advise us to obey her rule. Then, we apologize for our mistake and David‟s mother forgave our mistake. At night, we conduct the barbecue and we help David‟s father. Anita cut the fish and David‟s mother slice the onions. At night we burn the fish and then we ate together. At ten P.M we all slept and took a rest. In the morning, we prepare to back home and we we arrive in David‟s house at nine a clock in the morning . When we arrive, I directly laid myself in the sofa suddenly David approach us and he look so sad at that time. Then, Raja ask him why he was sad then David told us that he couldn‟t play with us again. We shock at the time and I saw Anita‟s face and she cry loudly. We try to ask David for giving his reason and then David clarify his reason. He couldn‟t play with us again, because David‟s father has move from his old company and he has apply a new job in Riau, so David and his family must go to Riau. We were so sad, because we have admit David as our family. However we realize that David have to go with his family. We promise to David that we never forget him. Then we all came back to our home and the next day we accompany David and his family to Airport. This holiday was unforgettable moment in my life and we hope we could meet with David again.

Your duties are 1. Find out the regular verbs 2. Find out the meaning and share it to your friends.

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ACTIVITY 1! Regular verbs There are some lists to do for each student, 1. Find out the verb 2 and 3 and write on the table 2. Find out the Meaning. If the base ends in –ee, -oe, -ie, or –ye, keep the final –e Present Disagree Hoe Die Dye

Past

Participle

Meaning

If the base end in a consonant plus –y, We change the –y to –i and then add –ed Present Worry Cry Apply Deny Accompany Marry Try Copy Dry

Past

Participle

Meaning

If a vowel precedes the final –y, the spelling is regular. Present Past Participle Play Annoy Delay Stay Destroy Obey Enjoy Show If the base end in –e, drop the –e before adding –ed

Meaning

Present Deceive Save Receive

Meaning

Past

Participle

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Damage Postpone Move Arrive Balance Assume Hope Approve Share Recognize Compare If the base end in consonant, We can add –ed Present Visit Climb Trick Push Pull Pick Collect Pretend Sail Suggest Allow Crush Explain Describe Fix Brush Prevent Call Ask Watch Follow Offer Consider Expect Protect Scream Follow Slumber

Past

Participle

70

Exercise !!

Name/ Class:

Fills in the blanks with the words provided in the box ! prevented screamed annoyed hoed destroyed dried pretended pushed fixed brushed suggested slumbered hewed picked recognized 1. When we went to the forest, we saw the people who ................. the trees by using axe. We were so sad because they .................... the environment. 2. The thief didn‟t get the money, because the policeman …… their action, so that they were arrested by the police. 3. His acting was good, because he successfully ….. as Super hero. 4. I didn‟t like his attitude, because yesterday he ….… me 5. I came late to school, because last night I was so sleepy and I …… in my bedroom. 6. My brother ….. bicycle in the garage yesterday. 7. I did not pass the last exam and yesterday Mitha ….. me to not give up 8. Before I went to sleep, I ….. my teeth in the bathroom. 9. I helped my uncle in the garden, I ….. the soil and my uncle planted the vegetables and fruits. 10. I helped my aunt in the garden, and yesterday I …… the beautiful rosses flower. 11. The door was locked, but my father could open it. He…… the door hardly. 12. When Malin Kundang came to his howntown, his mother still …… his face and his mother ……. to Malin Kundang, but malin didn‟t hear his mother‟s voice. 13. My clothes was wet yesterday, so I ….. my clothes by using washing machine.

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan ke-2 Experiment Class

Sekolah Mata Pelajaran Kelas/ Semester Alokasi Waktu Ketrampilan Tema Tahun Pelajaran Hari/Tanggal

I.

: SMPN 169 Jakarta : Bahasa Inggris : VIII-D : 2 x 40 Menit : Menulis (Writing) : List of Irregular Verbs : 2013 / 2014 : Rabu, 14 Mei 2014

Standar Kompetensi 12. Mengungkapkan makna

dalam teks tulis fungsional dan esei

pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. II.

Kompetensi Dasar 12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

III.

Indikator a. Mengenali perubahan kata kerja verbs Irregular. b. Menyebutkan arti dari kosakata verbs irregular. c. Mengenal sinonim atau antonym dari kata kerja Irregular verbs. d. Menulis kalimat yang didalamnya terdapat kata Irregular verbs.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu:

72

a. Siswa diharapkan mampu mengenali perubahan kata kerja irregular verbs. b. Siswa diharapkan mampu menyebutkan arti kata dari Irregular verbs. c. Siswa diharapkan mampu mengenali sinonim atau antonym dari kosakata Irregular verbs. d. Siswa diharapkan mampu menulis kalimat yang didalamya terdapat kosakata kata kerja irregular verbs. V.


VI.

b) Humble (Berbagi Informasi) d) Responsibility (Tanggung Jawab)

Materi Pembelajaran . Irregular Verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive. Irregular verbs occur when the simple past and past participle do not end in –ed. *Materi Ajar terlampir

VII. VIII.

Metode Pembelajaran: Cooperative Learning using Jigsaw Langkah-langkah kegiatan: No Langkah- Langkah Kegiatan 1. Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar siswa b) Guru mengingatkan kembali mengenai vocabulary verbs. c) Guru meminta siswa untuk menebak arti kata dari „irregular verbs dan meminta siswa untuk mengubahnya d) Guru mengadakan games “Jigsaw Word”. e) Guru membagi siswa dalam beberapa kelompok dan disetiap kelompok terdiri dari 4 siswa. f) Guru memberikan setiap siswa clue card atau petunjuk yang setiap siswa memiliki clue card yang berbeda. Clue

73

Waktu

20 Menit

card ini berguna untuk menyelesaikan “Jigsaw Word” g) Guru menyuruh siswa untuk setiap siswa berdiskusi dengan teman sekelompoknya mengenai clue card yang telah mereka miliki masing-masing. h) Guru memberikan waktu 15 menit untuk menyelesaikan “jigsaw word” 2.

Kegiatan Inti Kegiatan Eksplorasi a) Guru menerapkan pembelajaran Jigsaw, yaitu guru membagi siswa dalam beberapa kelompok dan sebelumnya guru sudah membagi kelompok berdasarkan jenis kelamin ataupun nilai bahasa inggris mereka. b) Guru membagikan kertas kepada setiap siswa yang didalamnya berisi list tables of “rule of irregular verbs” c) Guru mulai membagi siswa dalam beberapa kelompok dimana satu kelompok terdiri dari 5 siswa. d) Guru membagi siswa disetiap kelompok untuk menjadi orang pertama, orang ke-dua, orang ke-tiga, orang keempat dan orang ke-lima. e)Siswa yang mendapatkan orang pertama harus memahami list table pertama sampai table ke empat dan mengisi table yang kosong. Orang kedua harus memahami list table ke-5 sampai table ke -9. Siswa ke-3 memahami dan mengisi table ke 10- sampai table ke 13. Orang ke-4 memahami table ke-14 sampai table ke 18.dan mengisi irregular verbs yang kosong, dan siswa terakhir memahami dan mengisi table ke 19 sampai list table irregular verbs ke table ke-22. Kegiatan Elaborasi a) Guru meminta siswa untuk membuat expert grup. setiap siswa pertama akan berkumpul dengan orang pertama. Siswa yang menjadi orang kedua akan berkumpul dengan siswa orang ke dua, yang sama tugasnya, dan seterusnya sampai siswa yang menjadi orang kelima akan berkumpul juga dengan siswa lain yang sama tugasnya. b) Guru meminta siswa untuk berdiskusi dan menekankan kepada siswa bahwa mereka harus menguasai setiap materi. c) Guru memberikan waktu 20 menit untuk berdiskusi dan

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50 menit

guru menjadi fasilitator apabila ada siswa yang mengalami kesulitan. d) Guru meminta siswa untuk mencari sinonim atau antonym dari Irregular verbs yang sebelumnya sudah diberi tanda di kertas mereka. e) Siswa kembali ke group asal dan setiap siswa harus menjelaskan apa yang sudah mereka diskusikan dengan kelompok expert group f) Guru memberikan waktu 15 menit untuk siswa saling menjelaskan materi dari yang mereka dapat di group expert. Kegiatan Konfirmasi a) Guru meminta murid untuk menghafal irregular verbs b) Guru meminta murid untuk saling menebak sesama teman sebangku mengenai irregular verbs yang telah dipelajari hari ini c) Guru meminta murid untuk menulis 5 kalimat yang didalamnya terdapat satu kata kerja irregular verbs. 3

IX.

Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi atau hal yang belum dimengerti b) Guru menutup pembelajaran hari ini. c) Guru mengucapkan salam.

10 Menit

Sumber Belajar Buku yang relevan dengan materi : Modern English Author by: Marcella

Frank. X. Bentuk Penilaian: Bentuk Instrument Making a sentence using Irregular verbs. (Essay)

Contoh Instrument Write 5 sentences and pick the vocabulary of Irregular Verbs.

Kunci Jawaban 1. ,……….. 2………… 3…………. 4………… 5…………….

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Skor 2O untuk 1 butir soal dengan benar

Siswa diminta membuat 5 kalimat yang mengandung vocabulary; irregular verbs. 1. Nilai 100 2. Nilai 80

3. Nilai 60

: Apabila siswa benar dalam membuat kalimat. : Apabila siswa terdapat 1 nomor kesalahan mengenai vocabulary yang digunakan dan terdapat kesalahan dalam penulisan. : Apabila siswa benar membuat 3 kalimat. Dan seterusnya.

Rumus penilaian Nilai Mximum

= Jumlah Jawaban benar x 20 = 5 x 20 = 100.

Guru Bahasa Inggris

Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

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Jigsaw Word Irregular Verbs 1

5

2

4

3

4

5

6

6

9

7

8

9

10

11

10

11

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Jigsaw Word Irregular Verbs 1

W

O

R

E

O 5

K 2

S

W

E

P

4

T

O 4

O 5

L

3

T

E

6

E

R

E

L

T

B

E

D

N

T

T

N

E

9

L

T

A I 7

H

I

D

R

E

U 8

S H

P

U

N 9

G

10

O

E

O

N

K

W

11

10

T

O

R

W E N

11

78

P

U

E

E D

O K

K

W

O

6

O

S

T

The Clues Student 1 1) The first later is “W” 2) My Mother (….. ) the floor yesterday. 3) My sister (….) my sunglasses yesterday 4) The second letter is “E” 5) Verb 1 = Verb 2 6) The first letter is „K‟

7) I saw the monkey who ….. behind the tree.

8) The first letter is „S‟

9) The Synonym of Planted 10) The second letter is “O” 11) The Verb 1 = Verb 2

The Clues Student 1 1) The first later is “W” 2) The fourth letter is „L”

Across / Mendatar Student 2

Student 3 1) My father (…… ) 1) The verb 1 is “wear” sunglasses 2) Related with 2) The verb letter is “W” „broom” 3) The third letter is 3) The verb 1 is “O” “Break” 4) My Uncle (.….) some 4) The antonym of money yesterday. borrowed. 5) My mother (…..) him 5) The mening of this go sailing yesterday. word “membiarkan” 6) The football player 6) The Fourth letter is …… the ground and “L” they prayed to God. 7) The first letter is “H” 8) We got the punishment, so yesterday we…. the school yard. 9) We ….. the vegetables and fruit yesterday 10) Related with eyes and tears.

7) The meaning of this verb is mengumpat.

8) The Last letter is“N” 9) The second letter is „R” 10) The verb 1 is tear.

11) I forgot where I …my sunglasses

11) The last letter is “T”

Student 4 1) The third letter is “R” 2) The last word is „T” 3) The first letter is “B” 4) The First letter is “L” 5) the first letter is “L” 6) The verb 1 is Kneel 7) yesterday, I ….. behind the door, because my sister was looking for me. 8) The meaning of this word is “Memutar” 9) the farmer …. The paddy yesterday. 10) The meaning of this word is berairmata. 11) don‟t forget to … the ingredients.

DOWN / Menurun Student 2 1) The antonym of slept. 2) The first later is „T‟

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Student 3 1) yesterday, I slept at 24:00 and I ….. at 09:00 2) Related with thief or robber.

Student 4 1) The third letter is “K” 2) I lost my wallet, becase someone … my wallet yesterday.

3) The first latter is „B” 4) My teacher …. us about the history of English. 5) Related with clothes 6) The antonym of gave 7) The Fourth letter is „G”

3) The Seond letter is „e”

3) The meaning of this word is melipat/ menekukan

4) The verb 1 is Tell

4) The synonym of explained

5) You do this using needle. 6) My father …. the money from my uncle yesterday.

3) The verb 1 is bend 4) Yesterday, she …. the story about Rapunzel.

5) The first letter is „S‟ 5) related with Tailor.

7) ) My mother…. The clothes in the yard

8) The first letter is „S”

8).The V1 is “Shake”

9) The first letter is “L” 10) The First letter is “R”

9) The meaning of this word is “memasang” 10) The meaning of this word is membelah.

11) 1 …. The supermarket yesterday.

11) The antonym of came back.

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6) The first letter is „T‟

6) The second letter is “O”

7) The verb 1 is Hang

7) The meaning of this word is Menggantung

8)My father ….. his glasses when he want to drink coffee. 9) The last letter is “D” 10) The third letter is “N” 11) The first letter is „w‟

8) The second letter is “H” 9) My father …. the lamp lastnight. 10) The V1 is “Rend” 11) I …. to the mountain last holiday.

“Irregular Verbs”

Name :

/Class:

Your duties are !! : Find out the verbs in the blank : Find out the meaning and then you choose 2 verbs two make a sentence! : If there is a sign like (*) in the verbs you have to search the synonym, and find out the verbs 2 : If there is a sign like (#) in the verbs you have to search the antonym, and find out the verbs 2

Irregular verbs which all three principle parts are different 1.

Verbs that pattern like - “sing, sang,sung” = Bernyanyi

Simple form drink begin* ………. ………..

Simple Past …… …….. …….. ………

Past participle ……… begun …….. ………

Meaning ………. ……. Menyanyi Berenang

2. Verbs that pattern like -- weave, wove , woven Simple form Simple Past Past participle Break …… broken Steal …….. …… Choose chose …….. speak ……… ………

Meaning …….. ……… ………. ……..

3. Verbs that pattern like --- Blow, Blew, Blown = “Meniup” / Fly, flew, flown = Meniup

Simple form withdraw* grow …… throw draw

Simple Past …… ….. …….. ……… ………

Past participle …… grown known ……… ………

Meaning Mengambil ……… Mengetahui Melempar ……..

4. Verbs that pattern like - strive --- strove --- striven = Berjuang

Simple form drive ….. ……

Simple Past …… ….. ……..

Past participle ….. ridden written

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Meaning Mengemudi ……. …..

5. Verbs that pattern like - tear –---- tore ----

mata

Simple form swear wear ……


torn

Past participle ….. worn born

= Mengeluarkan air

Meaning …… ……. melahirkan

6. Verbs that pattern like - Partake - Partook- Partaken = Mengambil bagian

Simple form take# ….. mistake …….

Simple Past …… ….. …….. forsook

Past participle …… shaken ……... …….

7. Verbs that pattern like -- Chide  Chid  Chidden

Simple form Hide …..

Simple Past …… …..

Past participle …… bitten

Meaning …… Menggoncangkan ……… meninggalkan = Mencaci

Meaning …… …….

8. Verbs that pattern like  forgive  forgave - forgiven = Memberi maaf/ Memaafkan

Simple form forbid …..


Past participle forbidden given#

Meaning Melarang ……

9. Verbs that pattern like - mow mowed mown = tempat menyimpan padi

Simple form show ….. …..

Simple Past …… ….. ……

Past participle …. sewn hewn

Meaning ….. .. menebang Pohon

Past participle …. eaten# gone ……

Meaning melakukan …… …… …….

10. Miscellaneous (Bermacam macam)

Simple form ….. ….. ….. …..

Simple Past did ….. …… saw

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…… fall wake …

….. …….

lain …….

….

gotten

Meletakan Jatuh ….. Mendapatkan

2. Second and third principles are alike 11. Verbs that pattern like Bring-- Brought - Brought (Membawa) Simple Form buy fight catch seek teach think

Simple Past Tense …….. caught …… ……. ………

12) Verbs that pattern like Simple Form lend spend send

Past Participle …… …… ……. sought ……. …….

Simple Past Tense …….. …… …….

Past Participle …… …… …….


14) Verbs that pattern like Simple Form sell#

Simple Form …. …… sweep weep

= Menggali Meaning Memukul …….. …….

tell---told---told = menceritakan Past Participle …..

Meaning

speed sped sped = mempercepat

Simple Past Tense met sleep …… ……

Past Participle …… …… ……. wept

16) Verbs that patterns like Simple Form lay* pay ……

Meaning Meminjamkan Menghabiskan


Simple Past Tense ……..

15). Verbs that pattern like

Mengajar Berfikir

 Bend  Bent - Bent = Menekuk / Melipat

13) Verbs that pattern like dig - dug- dugSimple Form strike stick hang

Meaning

Meaning …….

Menangis dengan deras

Mislay - Mislaid Mislaid = Meletakan Simple Past Tense Past Participle Meaning …….. ….. meletakan , memasang ….. …… ….. said …… …

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17) Verbs that pattern like feed fed fed = Memberi makan Simple Form feel …… kneel

Simple Past Tense …. kept ……

18) Verbs that pattern like Simple Form find ……… ……

19)

Past Participle felt …. …….

Meaning ……. .... ….

: Bind- Bound- Bound = Meloncat

Simple Past Tense …….. ….. ground

Past Participle ….. wound ……

Meaning ….. menggiling

Miscellaneous (Bermacam-macam) Simple Form build stand win hold …….. lose hear shoot

Simple Past Tense …….. …… …… held made lost ……… shot

Past Participle built stood won ……. ……. …….. ……. ……

Meaning Memotong …. ….. Kalah …. ……..

3 First and second principal parts are alike 20) Simple Form beat*

Simple Past Tense

Past Participle beaten atau (beat)

Meaning Memukul

4. Irregular verbs which all three principles are alike 21) Simple Form cut hit* …… …… …….. …….. …….. …….. ……..

Simple Past Tense …….. …… ….. …… spread ……… ………. ……… ………

Past Participle …… …… hurt …… ……. ……. …….. ……. read

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Meaning Memotong ……. Membaca Menaruh Membiarkan Melukai ……..

5. First and Third Principles are alike Berlari 22. Simple Form come …… …

Simple Past Tense …… ….. ……

: run  ran - run =

Past Participle …… overcome ……

Meaning menjadi mengatasi datang

Assignment !! You may pick 5 Irregular verbs on the tables above and you have to make a sentence !! in a piece of paper.

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: SMPN 169 Jakarta : Bahasa Inggris : VIII-D : 2 x 40 Menit (1x pertemuan) : Reading : Finding the irregular verbs in the text. : 2013/2014 : Rabu, 21 Mei 2014


II.


III.

Indikator a. Mengidentifikasikan vocabulary secara spesifik yaitu iregular verbs dalam sebuah recount text. b. Mengartikan Irregular verbs yang ada didalam recount text. c. Menganalisa kesalahan irregular verbs dalam sebuah kalimat di bacaan recount text. d. Melengkapi bentuk test completion test/ kalimat rumpang didalam suatu soal kalimat.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu: a. Siswa diharapkan mampu menemukan vocabulary Irregular verbs dalam suatu teks bacaan recount teks.

86

b. Siswa diharapkan mampu mengetahui arti makna dalam kata kerja irregular verbs didalam suatu text recount text. c. Siswa diharapkan mampu mengubah kata kerja irregular verbs dalam suatu recount text. d. Siswa diharapkan mampu menyelesaikan soal completion test (soal kalimat rumpang) di dalam suatu kalimat. V.

Karakter Siswa yang diharapkan: a) Dilligent (Rajin) c) Good Work Team (Kerja sama) e) Creative (Kreatif)

VI.

b) Humble (Berbagi Informasi) d) Responsibility (Tanggung Jawab) f) Brave (Berani)

Materi Pembelajaran “Iregular verbs” Irregular Verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive. Irregular verbs occur when the simple past and past participle do not end in –ed. *Materi Ajar terlampir

VII. VIII.

Metode Pembelajaran: Cooperative Learning using Jigsaw Langkah-langkah kegiatan: No Langkah- Langkah Kegiatan 1. Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar kepada siswa. b) Guru mengingatkan kembali mengenai vocabulary verbs of Irregular verbs. c) Guru mengadakan apersepsi berupa Games “Jigsaw word atau “Puzzle word” d) Guru membagi siswa dalam beberapa kelompok dimana satu kelompok terdiri dari empat orang. e) Guru memberikan setiap siswa beberapa potongan kata .(Potongan kata kerja irregular verbs 1, Irregular verbs 2 dan Arti kata dari Irregular verbs itu sendiri) f) Guru memberikan karton dan lem kepada setiap kelompok dan memberikan waktu 15 menit untuk mengerjakannya.

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Waktu

20 Menit

2.

Kegiatan Inti Kegiatan Eksplorasi c) Guru membagikan selembar kertas kepada setiap siswa yang didalamnya berisi text dalam bentuk recount text. d) Guru mulai menjelaskan secara singkat kepada siswa bahwa didalam recount text kata kerja yang digunakan yaitu kata kerja lampau untuk kalimat positif. e) Guru menjelaskan bahwa teks yang telah diberikan terdapat kesalahan dalam penggunaan kata kerja Irregular verbs. f) Guru menjelaskan bahwa siswa diminta mencari kata kerja irregular verbs didalam recount text dan mengganti dengan kata kerja irregular verbs yang seharusnya digunakan. g) Guru mulai membagi siswa dalam beberapa kelompok dimana satu kelompok terdiri dari 5 siswa. h) Guru membagi siswa disetiap kelompok untuk menjadi orang pertama, orang ke-dua, orang ke-tiga, orang keempat dan orang ke-lima. i) Siswa yang mendapatkan orang pertama harus memahami paragraf pertama dalam text recount dan menganalisis kesalahan dalam regular verbs dalam suatu text bacaan. Orang kedua harus memahami paragraf ke dua dan mampu menganalis kesalahan dalam regular verbs.Orang ke-3 harus menguasai paragraph ke-3, orang ke-4 harus memahami paragraph ke 4 dan ke-5, dan orang ke-5 harus menguasai pargraf ke-6 dan ke-7 . Kegiatan Elaborasi a) Guru meminta siswa untuk membuat expert grup. setiap orang pertama akan berkumpul dengan orang pertama. Siswa yang menjadi orang kedua akan berkumpul dengan siswa orang ke dua, yang sama tugasnya, dan seterusnya sampai siswa yang menjadi orang kelima akan berkumpul juga dengan siswa lain yang sama tugasnya. b) Guru meminta siswa untuk berdiskusi kelompok di expert group dan menekankan kepada siswa bahwa mereka harus menguasai setiap materi. c) Guru memberikan waktu 15 menit untuk berdiskusi dan guru menjadi fasilitator apabila ada siswa yang mengalami kesulitan. d) Guru menjadi observer, melihat apakah siswa melaksanakan tugasnya dengan baik dan benar. e) Guru meminta siswa untuk kembali ke group asal dan

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45 menit

3

IX.

setiap siswa harus menjelaskan apa yang sudah mereka diskusikan dengan kelompok expert group. Kegiatan Konfirmasi a) Guru bersama meminta satu murid untuk persentasi didepan kelas. b) Guru bersama murid membahas bersama apa yang sudah murid kerjakan. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi atau hal yang belum dimengerti b) Guru memberi soal kepada siswa dan meminta siswa untuk mengerjakannya. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam.

15 Menit

Sumber Belajar Buku yang relevan dengan materi : English in focus for eight grade Junior high School. Authored by : Artono Wardiman dkk.

X.

Bentuk Penilaian: Bentuk Instrument Completion Test berupa paragpraf dalam cerita recount text.

Contoh Instrument Complete this paragraph with the suitable regular and irregular verbs.

Kunci Jawaban

Skor

1. Once upon a time, two bandits (……..) an old lady. The robbery (……….) near the old bridge over the river. The old lady (……..) shopping and (…….) tower the bridge.

40

Ada 10 soal pertanyaan dalam bentuk paragraf dimana siswa harus mengisi kata kerja yangs esuai dengan konteks kalimat. Siswa diminta membaca soal pertanyaan dan mencari kosakata regular verbs yang tepat dalam sebuah paragraf kalimat rumpang (completion test) terdapat 10 soal yang harus dijawab oleh siswa.

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1. Nilai 100 2. Nilai 90 3. Nilai 80 4. Nilai 70 5. Nilai 60

: Apabila siswa benar semua dan mendapat nilai point 10. : Apabila siswa benar dengan mendapat point 9. : Apabila siswa benar dengan mendapat point 8. : Apabila siswa benar dengan mendapat point 70 : Apabila siswa benar dengan mendapat point 60. Dan seterusnya.

Rumus penilaian = Jumlah Jawaban benar x 10. = 10 jawaban benar x 10 = 100

Guru Bahasa Inggris

Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

90

Apersepsi Word Puzzle / Word Jigsaw

Siswa dibagi dalam beberapa kelompok untuk menyelesaikan Puzzle word

Siswa saling bertukar informasi mengenai potongan puzzle yang mereka miliki.

Memberikan waktu 15 menit untuk melengkapi puzzle yang disediakan.

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Recount Text Irregular verbs. My Unforgettable Moment Last Saturday, I wake up early, but I didn’t get up because there was no school. Suddenly I hear something and realized that my phone rang. It was my friend, Fanny. She asked me to go out at 10:00 a.m. She wanted to buy something in supermarket. Before I meet Fanny, I sweep my bedroom and I also feed my lovely cat and my beloved hamster. At 09:00 a.m, I leave my house and I take my bicycle. I ride my bicycle fastly to Fanny’s house. I come to Fanny’s house at 09:30 and we go there to the market. Finally we were out. In the street, I see a piece of pink coupon. Interested with its colored, I take it. Then, Fanny and I read this coupon. We were fully shocked because it was a receipt of four night’s tour to Senggigi beach, Lombok. We were so shocked when we find coupon. The expired date was that day. To our surprised, the name was Fanny Fenita and the birth date was exactly the same like Fanny my friends and it was valid for two persons. My God!! We were thinking that the coupon fall from the sky and it was there for us. We ran to the agent of tour agency. We decided to take the taxi and the taxi’s driver drive his car so fast because he speed his car in driving. But I speak to him to be careful. We were in hurried to the address of the tour agency that issued the coupon. The tour agency take the coupon and checked it. We go home and still could not believe what was going on. Two days later, the tour agency give us the good news and we fly to Senggigi beach by plane. We spend two hours to arrive in Senggigi. We were so happy when we arrived in Senggigi beach, The scenery was so beautiful. When it was afternoon, we forget that we must checked in to Hotel. In the hotel, Fanny enjoyed the bedroom and I tell to her that “I am happy”. The last day in Senggigi, we spend my time in the beach and we swim in the beach and we also catch the fish. After fishing, we choose to play volley ball in the beach. In the afternoon, we buy some souvenirs for our family and we checked out the hotel in at 07:00 P.M.

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We go to the airport by taxi and we pay it to the driver and the taxi driver say “Thanks you for coming in Lombok”. We arrived. We were so happy because the scenery was awesome and the people in Lombok was so polite to us. We swear that we will go to Lombok again.

Your duties are : 1. Find out the irregular verbs in the text 2. Discuss with your expert group, and you must master your material. 3. You have to teach your material to your students in your group.

Task

Name: Complete this paragraph with the suitable regular and irregular verbs.

robb finish

happen walk

scream grab

take push

catch ran

Once upon a time, two bandits (……..) an old lady. The robbery (……….) near the old bridge over the river. The old lady (……..) shopping and (…….) tower the bridge. When she was near the bridge, two bandits (…….) her body and (……) her purse. She (…….) and they (……) it. Then, they ( …….) to the forest. Unfortunately. The police (……..) the robber.

1. Robbed

6. grabbed

2. happened

7. screamed

3. Finished

8. took

4. Walked

9. run

5. pushed

10. caught

93


: SMPN 169 Jakarta : Bahasa Inggris : VIII-D : 2 x 40 Menit : Reading : Finding the Irregular Verbs in Narrative text. : 2013/2014 : Kamis, 22 Mei 2014


II.


III.

Indikator a. Mengidentifikasikan vocabulary verb, regular dan irregular verbs dalam Narrative Text. b. Membedakan vocabulary; regular dan irregular dalam bacaan bentuk Narrative text. c. Menganalisa kesalahan regular dan irregular verbs dalam sebuah text yang berbentuk narrative text. d. Mengisi kalimat rumpang / completion test dalam sebuah kalimat.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu: a. Siswa diharapkan mampu mengenali dan membedakan kata kerja regular verbs dan irregular verbs.

94

b. Siswa diharapkan mampu mengetahui arti makna (meaning) dalam kata kerja regular verbs dan irregular verbs. c. Siswa diharapkan mampu mengubah kata kerja regular verbs dan irregular verbs dalam suatu text bacaan. d. Siswa diharapkan mampu mengisi kosakata yang sesuai dengan kalimat dalam suatu tugas fill in the blank. V.


VI.

b) Humble (Berbagi Informasi) d) Responsibility (Tannggung Jawab)

Materi Pembelajaran “Regular verbs” Regular verbs are verbs that form the past and the past participle by adding –d or –ed to the (For Example: - Hope = Hoped , Listen = Listened, Obey = Obeyed). Irregular Verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive. Irregular verbs occur when the simple past and past participle do not end in –ed. *Materi Ajar terlampir

VII. VIII.

Metode Pembelajaran: Cooperative Learning using Jigsaw Langkah-langkah kegiatan: No Langkah- Langkah Kegiatan 1. Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar ke siswa. b) Guru mengingat kembali mengenai regular dan irregular verbs. c) Guru meminta siswa untuk menjawab perbedaan regular verbs dan Irregular verbs. d) Guru mengadakan apersepsi berupa games, dimana siswa dibagi menjadi empat kelompok berdasarkan barisan tempat duduk. e) Guru meminta siswa untuk menebak arti kata dari „regular verbs atau irregular verbs dan meminta siswa untuk mengubah regular verbs atau irregular verbs.

95

Waktu

10 Menit

2.

3

Kegiatan Inti Kegiatan Eksplorasi b) Guru kembali mengingatkan untuk menerapkan pembelajaran Jigsaw, yaitu guru membagi siswa dalam beberapa kelompok dan sebelumnya guru sudah membagi kelompok berdasarkan jenis kelamin, dan kemampuan Bahasa Inggris mereka. c) Guru membagikan selembar kertas kepada setiap siswa yang didalamnya berisi text dalam bentuk Narrative Text. d) Guru mulai membagi siswa dalam beberapa kelompok dimana satu kelompok terdiri dari 5 siswa. e) Guru membagi siswa disetiapkelompok untuk menjadi orang pertama, orang ke-dua, orang ke-tiga, orang keempat dan orang ke-lima. f) Siswa yang mendapatkan orang pertama harus memahami paragraf pertama dalam text narrative dan menganalisis kesalahan dalam regular verb dan irregular verbs dalam suatu text bacaan. Orang kedua harus memahami paragraf ke-dua dan orang ketiga harus memahami paragpraf ke-3 dan orang ke-4 harus memahami paragraph ke 4 dan 5, orang kelima harus memahami paragraph ke 6 dan ke 7. Kegiatan Elaborasi g) Guru meminta siswa untuk membuat expert grup. setiap orang pertama akan berkumpul dengan orang pertama. Siswa yang menjadi orang kedua akan berkumpul dengan siswa orang ke dua, yang sama tugasnya, dan seterusnya sampai siswa yang menjadi orang kelima akan berkumpul juga dengan siswa lain yang sama tugasnya. h) Guru meminta siswa untuk berdiskusi kelompok di expert group dan menekankan kepada siswa bahwa mereka harus menguasai setiap materi. i) Guru memberikan waktu 15 menit untuk berdiskusi dan guru menjadi fasilitator apabila ada siswa yang mengalami kesulitan. j) Guru menjadi observer dimana memahami apakah murid menjalankan tugasnya dengan baik. k) Guru meminta siswa untuk kembali ke group asal dan setiap siswa harus menjelaskan apa yang sudah mereka diskusikan dengan kelompok expert group. Kegiatan Konfirmasi l) Guru bersama murid membahas bersama dan meminta satu atau dua murid untuk persentasi didepan kelas.. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada

96

55 menit

15 Menit

materi atau hal yang belum dimengerti b) Guru memberi soal kepada siswa dan meminta siswa mengerjakannya sendiri. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam. IX.

Sumber Belajar Buku yang relevan dengan materi : English in focus Kelas VIII

X.


Contoh Instrument Fills in the blanks with the words provided in the box

Kunci Jawaban

Skor

.Last holiday, My brothers and I ……….. our time at Uncle‟s house in Magelang. (spent)

2

Ada 14 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai benar semua ialah 15 point. Siswa diminta membaca soal pertanyaan dan mencari kosakata regular dan irregular verbs yang tepat dalam sebuah kalimat rumpang (completion test). (soal terlampir) 1. Nilai 100 2. Nilai 96 3. Nilai 93 4. Nilai 90

: : : :



Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

97

Narrative Text: Regular and Irregular verbs. The Story of Malin Kundang A long time ago, there was a small village the beach in west sumatera. There were a woman and her son live. They were Malin Kundang and her mother. Her mother was a single parents, because her husband had passed away when Malin Kundang was a baby. Malin Kundang was a healthy, a dilligent, and a strong boy. He begin to work in the sea. He go to the sea, and he catch the fish in there. After he get the fish, he bring the fish to her mom, and then her mom sell the fish in the town. One day, Malin Kundang sail to the sea then he see a merchant‟s ship which was being raided by a small band of pirates. The pirates take some money from the people in merchant‟s ship. Suddenly, Malin kundang help the merchant. With his brave and power, Malin Kundang fight the pirates and malin kundang strike and hit the pirates The merchant was so happy and give money to him, but Malin Kundang refuse it because he do it with pleasure. The merchant ask him to sail together. To get a better life, Malin Kundang agree. He come back to home and he tell to his mother. First time, Malin kundang mother did not agree to sail and then malin kundang beg to his mother, she allow Malin Kundang to go, At the end, Malin kundang leave his mother alone at home. Many years later, Malin Kundang become rich and wealthy. He had a huge ship and he was helped by many ship crews loading trading goods. Perfectly Malin Kundang had a beautiful wife too. When he was sailing his trading journey, his ship arrive on a beach near a small village. The villagers in the beach come to the beautiful ships and suddenly they know him,. “It was Malin Kundang” said the villagers. The villagers seek Malin Kundang‟s mother and they tell this good news to Malin Kundang‟s mother. Malin Kundang‟s mother was so happy and she come to the beach. Malin kundang and his mother meet each other. Unfortunately, Malin kundang was so arrogant and he didn‟t know his mother. For three times her mother say that she

98

was his mother. At last Malin Kundang chide and he say “Enough hey old woman, I have never had a mother like you, a dirty and poor woman”. His mother was so sad and so angry. Finally, Malin Kundang‟s mother kneel in the ground and she pray to god. She swear not to know malin again and she curse Malin that he would turn into the stone if he didnt apologize. Malin Kundang laugh and he start to sail again. In the quite sea, suddenly the god hear malin kundang‟s pray and the sky change into dark and suddenly a thunderstorm come. His huge was crushed and it was too late to malin kundang to apologize. He fall on a small island. It was too late for him to apologize. And Suddenly, he turn into stone.

You have your duties!! This text contains some wrong vocabulary, especially verbs, because the verbs of this text used Verb 1 Your duties are : 1. Find out and underlined the verbs and Find out the meaning itself !! 2. Change the verbs 2

99

Fills in the blanks with the words provided in the box ! put caught

hung spent

dug knelt

understood found hit

swept bought

Name: overcame taught

struck sold

1. Last holiday, My brothers and I ……….. our time at Uncle‟s house in Magelang. 2. Yesterday, I helped my mother and I ……. the floor 3. The hunters went to the jungle and they ….. the rabbits for their dinner 4. I lost my wallet and yesterday Ana helped me because she ……... My wallet in her home 5. Last night, The badminton player won the match and he ………. in the ground and he prayed to god. 6. The people …………. the thief by woods because the thief stole my motorcycle last night. 7. In Borobudur temple I visited souvenir shop and I ……… Some new dresses. 8. Last month, the police successfully……… the criminal case about corruption. 9. My father …… the robber by woods because the robber tried to take my wallet. 10. Before the farmer grew the cabbage and tomatoes, the farmer …….. the ground by using hoe. 11. Last night I forgot where I ……. My glasses. 12. We …………. the lessons because last meeting, Miss. Santi …….. us clearly 13. Yesterday, My mother……… my clothes on a hanger. 14. Yesterday, the seller….. the fruits and vegetables in the tradional market.

100

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan ke-1Controlled Class Sekolah Mata Pelajaran Kelas/ Semester Alokasi Waktu Ketrampilan Tema Tahun Pelajaran Hari/Tanggal

I. `

: SMPN 169 Jakarta : Bahasa Inggris : VIII-C : 2 x 40 Menit ( 1x Pertemuan) : Reading : Regular Verbs in Recount Text. : 2013/2014 : Jum’at, 25 April 2014

Standar Kompetensi 11. Memahami makna dalam essai pendek berbetuk recount atau narrative text untuk berinteraksi dengan lingkungan sekitar.

II.

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 recount dan narrative text.

III.

Indikator a. Mengidentifikasikan vocabulary secara spesifik yaitu regular verbs dalam text recount. b. Memahami text kalimat bacaan recount text. c. Menganalisa kesalahan regular verbs dalam sebuah kalimat di bacaan recount text.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu:

a. Siswa diharapkan mampu mengenali kata kerja regular verbs. b. Siswa diharapkan mampu mengetahui arti makna dalam kata kerja regular verbs. c. Siswa diharapkan mampu mengubah kata kerja regular verbs.

101

d. Siswa diharapkan mampu menganalisa kesalahan regular verbs dalam sebuah text. V.

Karakter Siswa yang diharapkan: a) Dilligent (Rajin) c) Brave (Berani)

VI.

b) Independent (Mandiri) d) Responsibility (Tannggung Jawab)

Materi Pembelajaran “Regular verbs” Regular verbs are verbs that form the past and the past participle by adding –d or –ed to the infinitive. Simple Form Simple Past Past hope hoped hoped stop stopped stopped listen listened listened study studied studied *Materi Ajar sama dengan Kelas Eksperimen.

Present Participle hoping stopping listening studying

“My Holiday” VII. VIII.

Metode Pembelajaran: Conventional Method. Langkah-langkah kegiatan: No Langkah- Langkah Kegiatan 1. Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar ke siswa. b) Guru mengingatkan kembali mengenai vocabulary verbs. c) Guru meminta siswa untuk menjawab perbedaan regular verbs dan Irregular verbs. d) Guru meminta siswa untuk menebak arti kata dari ‘regular verbs dan meminta siswa untuk mengubah regular verbs. 2. Kegiatan Inti Kegiatan Eksplorasi a) Guru menjelaskan kepada siswa bahwa beberapa pertemuan kedepan mereka akan belajar mengenal dan dan membedakan kosakata regular verbs dan irregular verbs. b) Guru menjelaskan gambaran penjelasan singkat mengenai kosakata regular verbs dan irregular verbs. c) Guru membagikan selembar kertas kepada setiap siswa 102

Waktu

10 Menit

55 menit

yang didalamnya berisi text dalam bentuk recount text. d) Guru menyuuh siswa untuk membaca recount text. e) Guru meminta siswa untuk membaca nyaring recount text. f) Setelah membaca nyaring (reading aloud), Guru mulai menjelaskan kepada siswa mengenai recount text. g) Guru menjelaskan kepada siswa bahwa dalam recount text, kosakata yang digunakan ialah kata kerja masa lampau untuk kalimat positif. Kegiatan Elaborasi h) Guru meminta siswa untuk mengerjakan secara individu dan menganalisis kesalahan regular verbs didalam text recount text. i) Guru meminta siswa untuk mencari arti kata disetiap kata regular verbs. j) Guru memberikan waktu 40 menit kepada siswa untuk mencari kata kerja dan mengartikan kata kerja regular verbs. k) Guru meminta siswa untuk mengerjakan secara individu atau tidak berdiskusi dengan temannya. Kegiatan Konfirmasi

3

a) Guru membahas kata kerja regular verbs apa saja yang sudah mereka dapatkan. b) Guru membagi papan tulis menjadi dua bagian, dan guru meminta siswa menulis kembali regular verbs apa yang mereka dapat di papan tulis. c) Siswa laki-laki harus menulis dikolom sebelah kiri papan tulis dan Siswa perempuan disebelah kanan papan tulis. d) Guru menunjuk sesorang siswa untuk maju. satu siswa perempuan dan satu siswa laki-laki, setelah itu mereka menunjuk teman selanjutnya. e) Guru bersama murid membahas apa yang mereka tulis di papan tulis. f) Guru meminta murid untuk menghafal kata kerja yang telah mereka dapatkan. g) Guru memberikan list of Regular Verbs. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi atau hal yang belum dimengerti b) Guru memberi soal kepada siswa dan meminta siswa mengerjakannya secara sendiri. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam.

103

15 Menit

IX.

X.

Sumber Belajar Buku yang relevan dengan materi : English in focus Kelas VIII Bentuk Penilaian: Bentuk Instrument Completion Test

Contoh Instrument

Kunci Jawaban

Skor

Fills in the blanks with the words provided in the box

1. When we went to the forest, we saw the people who (...........).the trees by using axe. We were so sad because they (.........) the environment. (hewed, destroyed)

4

9. I helped my uncle in the garden, I ….. the soil and my uncle planted the vegetables and fruits (Hoed)

2

Ada 13 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai benar semua ialah 15 point. Siswa diminta membaca soal pertanyaan dan mencari kosakata regular verbs yang tepat dalam sebuah kalimat rumpang (completion test). (soal terlampir) 1. Nilai 100 2. Nilai 96 3. Nilai 93 4. Nilai 90

: : : :



Guru Peneliti

_________________ Santi. S.Pd

______________________ Ahmad Subhan

104

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan ke-2 Controlled Class Sekolah Mata Pelajaran Kelas/ Semester Alokasi Waktu Ketrampilan Tahun Pelajaran Hari/Tanggal

I.

: SMPN 169 Jakarta : Bahasa Inggris : VIII-C : 2 x 40 Menit : Writing : 2013/2014 : Rabu, 14 Mei 2014

Standar Kompetensi 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar

II.

Kompetensi Dasar 12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.

III.

Indikator a. Mengenali perubahan kata kerja verbs Irregular. b. Menyebutkan arti dari kosakata verbs irregular. c. Menulis kalimat yang didalamnya terdapat kata Irregular verbs.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu: a. Siswa diharapkan mampu mengenali kata kerja Irregular verbs b. Siswa diharapkan mampu mengetahui arti makna dalam kata kerja irregular verbs.

105

c. Siswa diharapkan mampu menghafal beberapa kata kerja irregular verbs d. Siswa diharapkan mampu membuat kalimat dari vocab: ireegular verbs. V.

Karakter Siswa yang diharapkan: a) Dilligent (Rajin) c) Brave (Berani)

VI.

b) Independent (Mandiri) d) Responsibility (Tannggung Jawab)

Materi Pembelajaran “Irregular verbs” Irregular verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive. Irregular verbs occur when the simple past and past participle do not end in –ed. *Materi Ajar terlampir

VII.

Metode Pembelajaran: Grammar Translation Method (Conventional Method)

VIII.

Langkah-Langkah Kegiatan:

Langkah- Langkah Kegiatan Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar kepada siswa. b) Guru mengingatkan kembali mengenai vocabulary verbs of Irregular verbs. Kegiatan Inti a) Guru memberikan lembaran kertas yang berisi lists of irregular verbs. b) Guru meminta siswa untuk mengerjakan list of irregular verbs. c) Guru meminta siswa untuk mengubah kata kerja irregular verbs. d) Guru meminta siswa untuk mencari sinonim atau antonym dari irregular verbs. e) Guru meminta siswa untuk membuat kalimat yang didalamnya terdapat kata kerja irregular verbs. . f) Guru memberikan waktu 30 menit untuk membuat kalimat g) guru meminta siswa untuk menghafal kata kerja irregular

106

Waktu

10 Menit

60 menit

verbs. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi yang belum dimengerti. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam.

IX.

10 Menit


X.

Bentuk Penilaian: Bentuk Instrument Making sentence using Irregular verbs. (Essay)

Contoh Instrument Write 10 sentences and pick the vocabulary of Irregular Verbs.

Kunci Jawaban 1. ,……….. 2………… 3………….

Skor 1O untuk 1 butir soal dengan benar

4………… 5……………. 6……………. 7…………. 8…………..

Siswa diminta membuat 10 kalimat yang didalam kalimat tersebut mengandung vocabulary; irregular verbs. 1. Nilai 100 2. Nilai 90

3. Nilai 80 4. Niai 70

: Apabila siswa benar dalam membuat kalimat. : Apabila siswa terdapat 1 nomor kesalahan mengenai vocabulary yang digunakan dan terdapat kesalahan dalam penulisan. : Apabila siswa benar membuat 8kalimat yang didalamnya terdapat kata kerja irregular verbs.. : Apablia siswa benar menulis 8 kalimat yang didalamnya terdapat kata kerja irregular verbs. Dan seterusnya.

107

Rumus penilaian Nilai Mximum

= Jumlah Jawaban benar x 10 = 10 x 10 = 100.

Guru Bahasa Inggris

Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

108

Lists of Irregular Verbs. 1. Verbs that pattern like - “sing, sang,sung” = Bernyanyi

Simple form drink Begin ……….

Simple Past …… …….. ……..

Past participle ……… begun ……..

Meaning ………. ……. Menyanyi

2. Verbs that pattern like -- weave, wove , woven Simple form Simple Past Past participle Break …… broken Steal …….. …… Choose chose ……..

Meaning …….. ……… ……….

3. Verbs that pattern like --- Blow, Blew, Blown = “Meniup” / Fly, flew, flown = Meniup

Simple form withdraw* Grow …… Throw Draw

Simple Past …… ….. …….. ……… ………

Past participle …… grown known ……… ………

4. Verbs that pattern like - tear –---- tore ---air mata

Simple form Swear Wear ……


torn

Past participle ….. worn born

Meaning Mengambil ……… Mengetahui Melempar …….. = Mengeluarkan

Meaning …… ……. melahirkan

5. Verbs that pattern like - Partake - Partook- Partaken = Mengambil

bagian

Simple form take# ….. mistake


Past participle …… shaken ……...

109

Meaning …… Menggoncangkan ………

6. Verbs that pattern like  forgive  forgave - forgiven = Memberi maaf/ Memaafkan

Simple form forbid …..


7. Verbs that pattern like Simple Form lend spend send

Meaning Melarang ……

 Bend  Bent - Bent = Menekuk / Melipat


8. Verbs that pattern like Simple Form …. …… sweep

Past participle Forbidden given#


Meaning Meminjamkan Menghabiskan

speed sped sped = mempercepat

Simple Past Tense met sleep ……


Meaning …….

9. Verbs that pattern like feed fed fed = Memberi makan Simple Form feel kneel

Simple Past Tense …. ……

Past Participle Felt …….

Meaning ……. ….

10. .Irregular verbs which all three principles are alike Simple Form Cut Hit …… …… …….. ……..

Simple Past Tense …….. …… ….. …… spread ………

Past Participle …… …… Hurt …… ……. …….

Meaning Memotong ……. Membaca Menaruh

11 ) Miscellaneous (Bermacam-macam) Simple Form build stand hold …….. lose hear shoot

Simple Past Tense …….. …… held made lost ……… shot

Past Participle Built Stood ……. ……. …….. ……. ……

Meaning Memotong

….. Kalah …. ……..

Make 10 sentences and you have to use irregular verbs in your sentence. You may picked the irregular verbs in the table above.

110

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan ke-3 Controlled Class Sekolah Mata Pelajaran Kelas/ Semester Alokasi Waktu Ketrampilan Tema Tahun Pelajaran Hari/Tanggal I. `

: SMPN 169 Jakarta : Bahasa Inggris : VIII-C : 2 x 40 Menit : Writing : Irregular verbs in recount text. : 2013/2014 : Rabu, 21 Mei 2014

Standar Kompetensi 12. Mengungkapkan makna dan teks tulis fungsional dan essay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.

II.

Kompetensi Dasar 12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.

III.

Indikator a. Mengartikan Irregular verbs yang ada didalam recount text. b. Menganalisa kesalahan irregular verbs dalam sebuah kalimat di bacaan recount text. c. Menulis dan mengartikan text yang bebentuk recount text.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu: a. Siswa diharapkan mampu menemukan vocabulary Irregular verbs dalam suatu teks bacaan recount teks.

111

b. Siswa diharapkan mampu mengetahui arti makna dalam kata kerja irregular verbs didalam suatu text recount text. c. Siswa diharapkan mampu mengubah kata kerja irregular verbs dalam suatu recount text. d. Siswa diharapkan mampu menulis dan mengartikan paragraphparagraf yang ada di teks recount. V.

Karakter Siswa yang diharapkan: a) Dilligent (Rajin) c) Respect (Menghargai) e) Creative (Kreatif)

VI.

b) Dapat dipercaya (Trustworthines) d) Responsibility (Tanggung Jawab) f) Brave (Berani)

Materi Pembelajaran: Irregular Verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive. Irregular verbs occur when the simple past and past participle do not end in –ed. Materi Ajar recount test (sama dengan kelas eksperimen)

VII.

Metode Pembelajaran: Grammar Translation Method (Conventional

VIII.

Method)

Langkah-langkah kegiatan: Langkah- Langkah Kegiatan Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar kepada siswa. b) Guru mengingatkan kembali mengenai vocabulary verbs of Irregular verbs. c) Guru meminta beberapa siswa untuk mengulang pelajaran mengenai irregular verbs.. Kegiatan Inti a) Guru membagikan selembar kertas kepada setiap siswa yang didalamnya berisi text dalam bentuk recount text. b) Guru mulai menjelaskan secara singkat kepada siswa bahwa didalam recount text kata kerja yang digunakan yaitu kata kerja lampau untuk kalimat positif. c) Guru menjelaskan bahwa teks yang telah diberikan terdapat kesalahan dalam penggunaan kata kerja Irregular verbs. 112

Waktu

10 Menit

50 menit

d) Guru menjelaskan bahwa siswa diminta mencari kata kerja irregular verbs didalam recount text dan mengganti dengan kata kerja irregular verbs yang seharusnya digunakan. e) Guru meminta siswa untuk mengartikan texk recount text. f) Guru meminta siswa untuk menerjemahkan teks recount diselembr kertas. g) Guru memberikan waktu 40 menit untuk siswa menerjemahkan recount text dan mencari kata kerja irregular verbs yang salah. h) Guru bersama murid membahas apa yang telah murid kerjakan. i) Guru meminta siswa menuliskan dipapan tulis kata kerja irregular verbs yang telah mereka dapat j) Guru bersama murid membahas bersama apa yang sudah murid kerjakan. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi atau hal yang belum dimengerti b) Guru memberi soal kepada setiap siswa. c) Guru meminta siswa untuk mengerjakan soal yang telah diberikan. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam.

IX.

10 Menit


X.

Bentuk Penilaian: Bentuk Instrument Completion Test berupa paragpraf dalam cerita recount text.

Contoh Instrument Complete this paragraph with the suitable regular and irregular verbs.

113

Kunci Jawaban

Skor

1. Once upon a time, two bandits (……..) an old lady. The robbery (……….) near the old bridge over the river. The old lady (……..) shopping and (…….) tower the bridge.

40

Ada 10 soal pertanyaan dalam bentuk paragraf dimana siswa harus mengisi kata kerja yangs esuai dengan konteks kalimat. Siswa diminta membaca soal pertanyaan dan mencari kosakata regular verbs yang tepat dalam sebuah paragraf kalimat rumpang (completion test) terdapat 10 soal yang harus dijawab oleh siswa. 1. Nilai 100 2. Nilai 90 3. Nilai 80 4. Nilai 70 5. Nilai 60

: Apabila siswa benar semua dan mendapat nilai point 10. : Apabila siswa benar dengan mendapat point 9. : Apabila siswa benar dengan mendapat point 8. : Apabila siswa benar dengan mendapat point 70 : Apabila siswa benar dengan mendapat point 60. Dan seterusnya.

Rumus penilaian = Jumlah Jawaban benar x 10. = 10 jawaban benar x 10 = 100

Guru Bahasa Inggris

Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

114

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan ke-4 Controlled Class Sekolah Mata Pelajaran Kelas/ Semester Alokasi Waktu Ketrampilan Tema Tahun Pelajaran Hari/Tanggal I.

: SMPN 169 Jakarta : Bahasa Inggris : VIII-C : 2 x 40 Menit : Reading : Finding the Irregular Verbs in Narrative text. : 2013/2014 : Jum’at, 23 Mei 2014


II.


III.

Indikator a. Mengidentifikasikan vocabulary verb, regular dan irregular verbs dalam Narrative Text. b. Membedakan vocabulary; regular dan irregular dalam bacaan bentuk Narrative text. c. Menganalisa kesalahan regular dan irregular verbs dalam sebuah text yang berbebtuk narrative text. d. Mengisi kalimat rumpang / completion test dalam sebuah kalimat.

IV.

Tujuan Pembelajaran Pada akhir pembelajaran siswa diharapkan mampu: a. Siswa diharapkan mampu mengenali dan membedakan kata kerja regular verbs dan irregular verbs.

115

b. Siswa diharapkan mampu mengetahui arti makna (meaning) dalam kata kerja regular verbs dan irregular verbs. c. Siswa diharapkan mampu mengubah kata kerja regular verbs dan irregular verbs dalam suatu text bacaan. d. Siswa diharapkan mampu mengisi kosakata yang sesuai dengan kalimat dalam suatu tugas fill in the blank. V.

Karakter Siswa yang diharapkan: a) Dilligent (Rajin) c) Indiviual Competence

VI.

b) Responsibility (Tanggung Jawab) d) Brave (Berani)

Materi Pembelajaran “Regular verbs” Regular verbs are verbs that form the past and the past participle by adding –d or –ed to the (For Example: - Hope = Hoped , Listen = Listened, Obey = Obeyed). Irregular Verbs are the verbs that do not from the past and the past participle by adding –d or –ed to the infinitive. Irregular verbs occur when the simple past and past participle do not end in –ed. *Materi Ajar sama dengan kelas eksperimen. “The Story of Malin Kundang”

VII. VIII.

Metode Pembelajaran: Conventional Method. Langkah-langkah kegiatan: No Langkah- Langkah Kegiatan 1. Kegiatan Awal / Apersepsi a) Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar ke siswa. b) Guru mengingatkan kembali kepada siswa mengenai regular dan irregular verbs. 2. Kegiatan Inti a) Guru memberikan teks bacaan kepada setiap murid. b) Guru menjelaskan kepada siswa untuk membaca teks bacaan yang telah diberikan. c) Guru menujuk beberapa siswa untuk membaca teks narrative. d) Guru menjelaskan kepada siswa mengenai narrative

116

Waktu

10 Menit

55 menit

3

IX.

teks. e) Guru menjelaskan kepada siswa bahwa salah satu ciri teks narrative itu menggunakan kosakata kata kerja regular atau Irregular verbs. f) Guru meminta siswa untuk mencari vocabulary verbs yang ada dalam teks narrative dan mencari perubahan kata kerja verbs regular dan irregular verbs. c) Guru memberikan waktu 40 menit untuk mencari vocabulary verbs didalam teks narrative. d) Guru meminta siswa untuk mengerjakan sendiri dan tidak berdiskusi dengan temannya. d) Guru mengamati keadaan kelas apakah siswa-siswa mengerjakan tugas mereka. g) Guru meminta siswa untuk maju kedepan kelas dan menulis kosakata verbs yang mereka sudah kerjakan. Kegiatan Akhir a) Guru menanyakan kembali kepada siswa apakah ada materi atau hal yang belum dimengerti b) Guru memberi soal kepada siswa dan meminta siswa mengerjakannya sendiri. c) Guru memberikan 15 menit untuk mengerjakan latihan soal. c) Guru menutup pembelajaran hari ini. d) Guru mengucapkan salam.

15 Menit

Sumber Belajar Buku yang relevan dengan materi : English in focus Kelas VIII.

X.


Contoh Instrument Fills in the blanks with the words provided in the box

Kunci Jawaban

Skor

.Last holiday, My brothers and I ……….. our time at Uncle’s house in Magelang. (spent)

2

Ada 14 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai benar semua ialah 15 point. Siswa diminta membaca soal pertanyaan dan mencari kosakata regular dan irregular verbs yang tepat

117

dalam sebuah kalimat rumpang (completion test). (soal sama dengan Eksperiment Class) 1. Nilai 100 2. Nilai 96 3. Nilai 93 4. Nilai 90

: : : :



Guru Peneliti

_________________ Santi. S.Pd.

______________________ Ahmad Subhan

118

PRE-TEST EIGHT GRADE OF 169 JUNIOR HIGH SCHOOL JAKARTA LEMBAR SOAL Mata Pelajaran

: Bahasa Inggris

Tahun Ajaran

: 2013-2014

Waktu

: 1x45 Menit

Name/ Class

:

Choose options A,B, C, or D as the best answer according to the questions. ! 1) Last night, the hunters went to the jungle and they got some rabbits for their dinner. The word got has the same meaning with… a) sought

b) taught

c) caught

d) brought

2) Malin Kundang’s Mother has already looked for his son for almost five years, but he didn’t know where Malin Kundang is…. The underlined word has the same meaning as…. a) fought

b) brought

c) sought

d) taught

3) The princess played with her golden ball, unfortunately the ball rolled into the hole and she began to cry, suddenly the frog king came to her and helped her. The similar word of the word began is…. a) continued

b) ready

c) went

d) started

4) Last night, some people struck the thief with sticks and woods, because the thief tried to take my motorcycle. The synonym of the word struck is … a) hit

b) punched

c) bite

d) shoot

5) Last night, I was so happy, because I took many gifts from my mother and my sisters. The antonym of the word took is… a) gave

b) pushed

c) forgave

d) steal

6) Last holiday, I visited some museums in Jakarta but I didn’t go there alone, because my cousin (……) me to go there. a) accompanied

b) recognized

c) pretended 119

d) betrayed

7) Last holiday, when I went to Bandung, I visited souvenir shop and then my mother and I bought some accessories. The antonym word of bought is … a) brought

b) sought

c) sailed

d) sold

8) Last night, it was an amazing experience because, when I was in Bandung, I (….) a horse. a) drove

b) strove

c) brought

d) rode

9) Last afternoon, Malinkundang’s mother stood under the tree, because she was so tired after she looked for her son. The antonym word of stood is…. a) stared

b) shut

c) sat

d) said

10) My nephew was so sad, because his father moved to Pekalongan, so he couldn’t play with me again. The antonym word of moved is…. a) went

b) stayed

c) go

d) kept

11) I was so happy, because last night my mother permitted me to go to Bandung with my friends. The word permitted has same meaning with …. a) agreed

b) suggested

c) allowed

d) forbad

12) I was so tired, because I went to Kalimantan two days ago and yesterday I came back to Jakarta and (…..) at 05: 00 a.m a) transit

b) moved

c) flight

d) arrived

13) Last night, I went to the zoo, and I saw the monkey who (…..) up a tree a) climbed

b) picked

c) grew

d) hid

14) When we went to Pangandaran., my mother bought me a new dress, and I (….) my dress in Anita’s birthday last night. a) tore

b) wore

c) swore

d) washed

15) When, Malin kundang met his mother. He directly pushed his mother to the ground. The antonym of the word pushed is… a) pulled

b) threw

c) dropped

d) took

16) Firstly, Malin Kundang’s mother forbad his son to go sailing in the sea, but Malin kundang tried to give his explanations. The synonym of forbad is …… a) prohibited

b) allowed

c) permitted 120

d) approved

17) Malin Kundang promised to his mother that he will come back to home, Unfortunately, he never come back and he has deceived his mother. The word deceived has similar meaning with…. a) tricked 18)

b) received

c) betrayed

d) crushed

Read the dialogue between these persons!! Ikrima : Have you seen your English test Yona? Yona : Yes, I have gotten my score from Miss. Santi. Ikrima :How is your score? Yona : I got 8 for my score. How about you? Ikrima : I got 7,5 for my score, congratulation Yona. You are awesome !! The underlined word has similar meaning with…. a) sent

b) received

c) saw

d) agreed

19) It was a great performance, because Iqbal Coboy Junior (……) beautifully in the farewell concert last night. a) screamed

b) hung

c) sank

d) sang

20) Read the conversation between two persons! Shahnaz : My teacher was so angry Billy

: God Heaven!! Why was your teacher angry?

Shahnaz : Because, my friends broke his rule, my students didn’t do their homework. Billy

: You have to advise them.

Shahnaz : Ok, I will give them some advices them tomorrow.. The antonym word of broke the rule in the dialogue is… a) gave mistake

b) apologized

c) obeyed

d) blamed

21) My cousins have not gotten the job yet, so they (……) the job in that company. a) denied

b) tried

c) applied

d) used

22) All of people were so happy, because Jaka tarub has already found a woman and last night he (…...) a beautiful woman to be his wife. a) chid

b) chose

c) caught

d) lend

23) I watched Manchester united’s match last night, and I was so happy, because my favorite football’s club (…..) the match. a) won

b) lost

c) failed 121

d) fell

24) Last night, Bastian clarified to the journalist about his problem in Coboy Junior’s boyband. He told to the journalist politely. The synonym of clarified is……. a) described

b) explained

c) received

d) presented

25) There was an accident last night, therefore my father (…) his car carefully. a) rode

b) drove

c) strove

d) broke

26) The students of SMPN 169 Jakarta (…..) to the tour guide’s explanation carefully in Borobudur temple. a) listened 27)

b) told

c) kept

d) discussed

Read this dialogue between Arin and Riyana !! Arin

: Hi Riyana, why didn’t you go to Jogjakarta last Saturday?

Riyana : I didn’t go to Jogjakarta last Saturday, because my family didn’t agree, so I postponed my vacation to go there Arin

: I’m so sorry to hear that, when will you go there?

Riyana :My father allowed me to go Jogjakarta next week Arin

: See you on next month, I’m going to wait you here.

The word postponed has same meaning with…. a) delayed

b) canceled

c) spent

d) allowed

28) My dress has torn, so last night I went to the tailor shop and then the tailor ( ….) my clothes . a) sewed

b) washed

c) saw

d) strew

29) Finally, Malin kundang’s mother (…...) in the ground, and she prayed to God , then she swore that she never care about malin kundang ‘s condition again. a) stood

b) knelt

c) flew

d) laid

30) When Malin Kundang met his mother, he was so angry and he (…..) his mother by saying the bad words, and his mother were so sad. a) chid

b) hid

c) blamed

122

d) forsook

Kisi-Kisi Soal Pre-Test SMPN 169 Jakarta

Kisi-Kisi Soal Pre-Test SMPN 169 Jakarta Standar Kompetensi : Membaca - Memahami makna dalam essay pendek sederhana berbentuk recount, atau narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Indikator

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

Siswa mampu mengetahui verbs yang tepat (regular dan irregular verbs) dalam completion test (MelengkapI soal rumpang ) sesuai konteks kehidupan sehari-hari

Soal 1) It was a great performance, because Iqbal Coboy Junior (……) beautifully in the farewell concert last night. a) screamed b) hung c) sank d) sang 2) Last holiday, I visited some museums in Jakarta but I didn’t go there alone, because my cousin (……) me to go there. a) accompanied b) recognized c) pretended d) betrayed 3) I was so tired, because I went to Kalimantan two days ago and yesterday I came back to Jakarta and (…..) at 05: 00 a.m a) transit b) moved c) flight d) arrived 4) Last night, it was an amazing experience because, when I was in Bandung, I (….) a horse. a) drove b) strove c)brought d) rode 5) My cousins have not gotten the job yet, so they (……) the job in that company. a) denied b) tried c) applied d) used 6) My dress has torn, so last night I went to the tailor shop and then the tailor ( ….) my clothes .

123

Butir Soal 19

6 12

8 20 28


a) sewed

b) washed

c) saw

d) strew

7) Last night, I went to the zoo, and I saw the monkey who (…..) up a tree a) climbed b) picked c) grew d) hid 8) All of people were so happy, because Jaka tarub has already found a woman and last night he (…...) a beautiful woman to be his wife. a) chid b) chose c) caught d) lend

13

22

9) When Malin Kundang met his mother, he was so angry and he (…..) his mother by saying the bad words, and his mother were so sad. a) chid b) hid c) blamed d) forsook

30

10) There was an accident last night, therefore my father (…) his car carefully. a) rode b) drove c) strove d) broke

25

11) When we went to Pangandaran., my mother bought me a new dress, and I (….) my dress in Anita’s birthday last night. a) tore b) wore c) swore d) washed 12) I watched Manchester United’s match last night, and I was so happy, because my favorite football’s club(…..)the match. a) won b) lost c) failed d) fell 13) The students of SMPN 169 Jakarta (…..) to the tour guide’s explanation carefully in Borobudur temple. a) listened b)told c)kept d) discussed

124

14

23

26


14) Finally, Malin kundang’s mother (…...) in the ground, and she prayed to God , then she swore that she never care about malin kundang ‘s condition again. a) stood b) knelt c) flew d) laid

29

Standar Kompetensi : Membaca - Memahami makna dalam essay pendek sederhana berbentuk recount, atau narrative texte untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar


Soal

Butir Soal

15) Malin Kundang’s Mother has already looked for his son for almost five years, but he didn’t know where Malin Kundang is…. The underlined word has the same meaning as…………. a) fought b) brought c) sought d) taught

2

Indikator Siswa mampu menemukan sinonim yang sesuai dari sebuah kata kerja regular atau irregular verbs dalam sebuah kalimat atau text percakapan.

16) Last night, some people struck the thief with sticks and woods, because the thief tried to take my motorcycle. The synonym of the word struck is …………. a) hit b) punched c) bite d) shoot 17) Malin Kundang promised to his mother that he will come back to home, Unfortunately, he never come back and he has deceived his mother. The word deceived has similar meaning with…. a) tricked b) received c) betrayed d) crushed

125

4

17


18) Last night, Bastian clarified to the journalist about his problem in Coboy Junior’s boyband. He told to the journalist politely. The synonym of clarified is……. a) described b) explained c) received d) presented 19) The princess played with her golden ball, unfortunately the ball rolled into the hole and she began to cry, suddenly the frog king came to her and helped her. The similar word of the word beganis……….. a) continued b) ready c) went d) started

24

3

20) Read the dialogue between these persons!! Ikrima : Have you seen your English test Yona? Yona : Yes, I have gotten my score from Miss. Santi. Ikrima :How is your score? Yona : I got 8 for my score. How about you? Ikrima : I got 7,5 for my score, congratulation Yona. You are awesome !! The underlined word has similar meaning with…. a) sent b) received c) saw d) agreed

18

21) Last night, the hunters went to the jungle and they got some rabbits for their dinner. The word got has the same meaning with……….. a) sought b) taught c) caught d) brought

1

22) I was so happy, because last night my mother permitted me to go to Bandung with my friends. The word permitted has same

11

126


meaning with …. a) agreed b) suggested

c) allowed

d) forbad

23) Firstly, Malin Kundang’s mother forbad his son to go sailing in the sea, but Malin kundang tried to give his explanations. The synonym of forbad is. a) prohibited b) allowed

c) permitted

16

d) approved

24) ) Read this dialogue between Arin and Riyana !! Arin : Hi Riyana, why didn’t you go to Jogjakarta last Saturday? Riyana : I didn’t go to Jogjakarta last Saturday, because my family didn’t agree, so I postponed my vacation to go there Arin : I’m so sorry to hear that, when will you go there? Riyana :My father allowed me to go Jogjakarta next week Arin : See you in next month, I’m going to wait you here.

27

The word postponed has same meaning with…. a) delayed b) canceled c) spent d) allowed

Standar Kompetensi : Membaca - Memahami makna dalam essay pendek sederhana berbentuk recount, atau narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Indikator

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara

Siswa mampu memilih antonym sebuah kata kerja

Soal 25) Last afternoon, Malinkundang’s mother stood under the tree, because she was so tired after she looked for her son. The antonym 127

Butir Soal 9


akurat, lancar dan berterima yang berkaitan dengan lingkungan sekita

regular atau irregular verbs yang tepat dalam sebuah kalimat atau text percakapan

word of stood is…. a) stared b) shut

c) sat

d) said

26) When, Malin kundang met his mother. He directly pushed his mother to the ground. The antonym of the word pushed is… a) pulle b) threw c) dropped d) took 27) Last night, I was so happy, because I took many gifts from my mother and my sisters. The antonym of the word took is……. a) gave b) pushed c) forgave d) steal 28) Read the conversation between two persons! Shahnaz : My teacher was so angry Billy : God Heaven!! Why was your teacher angry? Shahnaz : Because, my friends broke his rule, my students didn’t do their homework. Billy : You have to advise them. Shahnaz : Ok, I will give them some advices them tomorrow.. The antonym word of broke the rule in the dialogue is… a) gave mistake b) apologize c) obeyed d) blamed 29) Last holiday, when I went to Bandung, I visited souvenir shop and then my mother and I bought some accessories. The antonym word of bought is a) brought b) sought c) sailed d) sold 30) My nephew was so sad, because his father moved to Pekalongan, so he couldn’t play with me again. The antonym word of moved is… a) went b) stayed c) go d) kept

128

15

5

20

7

10

POST-TEST EIGHT GRADE OF 169 JUNIOR HIGH SCHOOL JAKARTA Mata Pelajaran

: Bahasa Inggris

Tahun Ajaran

: 2013-2014

Waktu

: 1x45 Menit

Name/ Class

:

Choose options A,B, C, or D as the best answer according to the questions. ! 1) Firstly, Malin Kundang’s mother forbad his son to go sailing in the sea, but Malin kundang tried to give his explanations to his mother. The synonym of forbad is …… a) prohibited

b) allowed

c) agreed

d) approved

2) When Malin Kundang met his mother, he didn’t know her and he (….) his mother by saying the bad words. a) hid

b) chid

c) apologized

d) hit

3) Last holiday was my unforgettable moment because David and his family must go to Riau, so we were sad and we (……) David and his family to the Airport. a) accompanied

b) applied

c) approached

d) stayed

4) Malin Kundang’s Mother has already looked for his son for almost five years, but he didn’t know where Malin Kundang is…. The underlined word has the same meaning as…. a) thought

b) sought

c) brought

d) taught

5) When we were in the river, we began fishing and Raja got the big fishes but Iqbal only got the small fishes. The word got has the similar meaning with…. a) sought

b) caught

c) brought

d) taught

6) Malin Kundang was so happy at the time because his mother permitted him to go sailing. The synonym of the word permitted is…. a) allowed

b) worried

c) prohibited 129

d) forbad

7) In the forest, Anita saw the guava tree and she persuaded Raja to take it, finally Raja (….) the guava tree and he took many guavas for us. a) pushed

b) climbed up

c) shared

d) damaged

8) I didn’t watch the television last night, because I (……) to the music from my new radio. a) listened

b) told

c) played

d) discussed

9) When we arrived in the forest, we began to help David’s father to make a tend. The word began has the similar meaning with…… a) continued

b) dried

c) fixed

d) started

10) Last night, I saw a thief who stole my motorcycle and then the people struck his head by using woods. The synonym of the word struck is … a) hit 11)

b) pulled

c) threw

d) shot

Read this dialogue between Ikrima and Yona !! Ikrima

: Hi Yona, why didn’t you go to Surabaya last Sunday?

Yona

: I didn’t go to Surabaya last Sunday, because my family

didn’t agree, so I postponed my vacation to go there Ikrima

: I’m so sorry to hear that, when will you go there?

Yona

:My father allowed me to go Surabaya next week

Ikrima

: Oh ok, See you on the next month I’m going to wait you here.

The word postponed has same meaning with…. a) delayed

b) went

c) spent

d) allowed

12) Last night, it was an amazing experience because, when I was in Bandung, I (….) a horse very fast. a) rode

b) strove

c) stole

d) drove

13) It was a great performance because One Direction (……) beautifully in the charity concert last night. a) screamed

b) hung

c) sank

d) sang

14) I was so tired, because I went to Makasar two days ago and yesterday I came back to Jakarta and I (…..) safely in the Soekarno Hatta Airport at 05: 00 a.m. a) flew

b) moved

c) flight 130

d) arrived

15) I went to the tailor shop last night, because my new dres has torn so the tailor ( ….) my clothes . a) saw

b) broke

c) sewed

d) strew

16) Last night, Coboy Junior’s boyband clarified to the journalist that they want to make a new film in America. The synonym of the word clarified is……. a) described 17)

b) explained

c) whispered

d) presented

Read the dialogue between these persons!! Tiara

: Did you see your English test Vanessa ?

Vanessa : Yes I did, I got my score from Miss. Santi. Tiara

: How is your score?

Vanessa : My score is 9. How about you? Tiara

: I got 8 for my score, congratulation Vanessa. You are clever !!

The underlined word has similar meaning with…. a) sent

b) received

c) saw

d) agreed

18) Malin Kundang promised to his mother that he will come back to home, Unfortunately, he never come back and he has deceived his mother. The word deceived has similar meaning with…. a) tricked

b) broke

c) betrayed

d) crushed

19) I got a beautiful dress from my mother, and last night I (......) my dress in a party and everyone said that I like a princess. a) wore

b) swore

c) tore

d) borrowed

20) My sister have not gotten the job yet, so she (……) the job in that company. a) denied

b) let

c) applied

d) used

21) There was an accident last night, therefore my father (…) his car carefully. a) pushed

b) drove

c) strove

d) broke

22) All of people were so happy, because Jaka tarub has already found a woman and last night he (…...) a beautiful woman to be his wife. a) felt

b) chose

c) caught

131

d) swept

23) We were so sad because David and his family moved to Riau last holiday, so he couldn’t play with us again. The antonym word of moved is…. a) transit

b) stayed

c) went

d) flew

24) Last night, I was so happy, because I took many gifts from my mother and my sisters. The antonym of the word took is… a) gave

b) sold

c) bought

d) burned

25) Read the conversation between two persons! Tyas

: My teacher was so upset and angry with us

Akbar

: God Heaven!! Why was your teacher upset?

Tyas

: Because, my friends broke his rule, my classmate didn’t do their homework.

Akbar

: You have to talk to your friends and give them some advises.

Tyas

: Ok, I will give them some advices them tomorrow..

The antonym word of broke the rule in the dialogue is… a) obeyed

b) apologized

c) blamed

d) denied

26) When I went to Borobudur temple last holiday, I visited souvenir shop and then my mother and I bought some clothes and dresses. The antonym word of bought is … a) brought

b) broke

c) washed

d) sold

27) Last afternoon, Malinkundang’s mother stood under the tree, because she was so tired after she looked for her son. The antonym word of stood is…. a) sat

b) shut

c) knelt

d) said

28) When, Malin kundang met his mother. He directly pushed his mother to the ground. The antonym of the word pushed is… a) pulled

b) threw

c) dropped

d) took

29) I was so happy, because yesterday our football team’s school (......) as the first winner in the football tournament. a) won

b) lost

c) failed

d) fell

30) Last night, Indonesian football’s player won the match and they (......) in the field and they prayed to god. a) stood

b) knelt

c) flew 132

d) laid

Kisi-kisi Soal Post-Test SMPN 169 Jakarta

Kisi-Kisi Soal Post-Test SMPN 169 Jakarta Standar Kompetensi : Membaca - Memahami makna dalam essay pendek sederhana berbentuk recount, atau narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Indikator


Siswa mampu mengetahui verbs yang tepat (regular dan irregular verbs) dalam completion test (MelengkapI soal rumpang ) sesuai konteks kehidupan sehari-hari

Soal 1) When Malin Kundang met his mother, he didn’t know her and he (….) his mother by saying the bad words. a) hid b) chid c) apologized d) hit 2) Last holiday was my unforgettable moment because David and his family must go to Riau, so we were sad and we (……) David and his family to the Airport. a) accompanied

2

3

b) applied c) approached d) stayed

3) In the forest, Anita saw the guava tree and she persuaded Raja to take it, finally Raja (….) the guava tree and he took many guavas for us. a) pushed b) climbed up c) shared d) damaged 4) I didn’t watch the television last night, because I (……) to the music from my new radio. a) listened b) told c) played d) discussed 5) Last night, it was an amazing experience because, when I was in Bandung, I (….) a horse very fast.

133

Butir Soal

7

8 12


a) rode b) strove c) stole d) drove 6) It was a great performance because One Direction (……) beautifully in the charity concert last night. a) screamed b) hung c) san d) sang 7) I was so tired, because I went to Makasar two days ago and yesterday I came back to Jakarta and I (…..) safely in the Soekarno Hatta Airport at 05: 00 a.m. a) flew b) moved c) flight d) arrived 8) I went to the tailor shop last night, because my new dres has torn so the tailor ( ….) my clothes . a) saw b) broke c) sewed d) strew 9) I got a beautiful dress from my mother, and last night I (..........) my dress in a party and everyone said that I like a princess. a) wore b) swore c) tore d) borrowed 10) My sister have not gotten the job yet, so she (……) the job in that company. a) denied

b) let

c) applied

14

15

19

20

d) used

11) There was an accident last night, therefore my father (…….) his car carefully. a) pushed b) drove c) strove d) broke 12) All of people were so happy, because Jaka tarub has already found a woman and last night he (…...) a beautiful woman to be his wife.

134

13

21 22


a) felt

b) chose

c) caught

d) swept

13) I was so happy, because yesterday our football team’s school (......) as the first winner in the football tournament. a) won b) lost c) failed d) fell

29

14) Last night, Indonesian football’s player won the match and they (......) in the field and they prayed to god. a) stood

b) knelt

c) flew

30 d) laid

Standar Kompetensi : Membaca - Memahami makna dalam essay pendek sederhana berbentuk recount, atau narrative texte untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar


Indikator Siswa mampu menemukan sinonim yang sesuai dari sebuah kata kerja regular atau irregular verbs dalam sebuah kalimat atau text percakapan.

Soal

Butir Soal

15) Firstly, Malin Kundang’s mother forbad his son to go sailing in the sea, but Malin kundang tried to give his explanations to his mother. The synonym of forbad is …… a) prohibited b) allowed

c) agreed d) approved

16) Malin Kundang’s Mother has already looked for his son for almost five years, but he didn’t know where Malin Kundang is….

135

1

4


The underlined word has the same meaning as…. a) thought b) sought c) brought d) taught 17) When we were in the river, we began fishing and Raja got the big fishes but Iqbal only got the small fishes. The word got has the similar meaning with…. a) sought b) caught c) brought d) taught

5

18) Malin Kundang was so happy at the time because his mother permitted him to go sailing. The synonym of the word permitted is…. a) allowed b) worried c) prohibited d) forbad

6

19) When we arrived in the forest, we began to help David’s father to make a tend. The word began has the similar meaning with…… a) continued

b) dried

c) fixed

9

d) started

20) Last night, I saw a thief who stole my motorcycle and then the people struck his head by using woods. The synonym of the word struck is … a) hit b) pulled c) threw d) shot

10

21) Read this dialogue between Ikrima and Yona !! Ikrima : Hi Yona, why didn’t you go to Surabaya last Sunday? Yona : I didn’t go to Surabaya last Sunday, because my family didn’t agree, so I postponed my vacation to go there

11

136


Ikrima : I’m so sorry to hear that, when will you go there? Yona :My father allowed me to go Surabaya next week Ikrima : Oh ok, See you on the next month I’m going to wait you here. The word postponed has same meaning with…. a) delayed b) went c) spent d) allowed 22) Last night, Coboy Junior’s boyband clarified to the journalist that they want to make a new film in America. The synonym of the word clarified is……. a) described b) explained c) whispered d) presented

16

23) Read the dialogue between these persons!! Tiara : Did you see your English test Vanessa ? Vanessa : Yes I did, I got my score from Miss. Santi. Tiara : How is your score? Vanessa : My score is 9. How about you? Tiara : I got 8 for my score, congratulation Vanessa. You are clever !! The underlined word has similar meaning with…. a) sent b) received c) saw d) agreed 24) Malin Kundang promised to his mother that he will come back to home, Unfortunately, he never come back and he has deceived his mother. The word deceived has similar meaning with….

137

16

27


a) tricked

b) broke

c) betrayed

d) crushed

Standar Kompetensi : Membaca - Memahami makna dalam essay pendek sederhana berbentuk recount, atau narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Indikator

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekita

Siswa mampu memilih antonym sebuah kata kerja regular atau irregular verbs yang tepat dalam sebuah kalimat atau text percakapan

Soal 25) When, Malin kundang met his mother. He directly pushed his mother to the ground. The antonym of the word pushed is… a) pulled b) threw c) dropped d) took

26) We were so sad because David and his family moved to Riau last holiday, so he couldn’t play with us again. The antonym word of moved is…. a) transit b) stayed c) went d) flew 27) Last afternoon, Malinkundang’s mother stood under the tree, because she was so tired after she looked for her son. The antonym word of stood is…. a) sat b) shut c) knelt d) said

Butir Soal

28

23

27

28) Read the conversation between two persons! Tyas : My teacher was so upset and angry with us Akbar: God Heaven!! Why was your teacher upset? Tyas : Because, my friends broke his rule, my classmate didn’t do 138

25


their homework. Akbar: You have to talk to your friends and give them some advises. Tyas: Ok, I will give them some advices them tomorrow.. The antonym word of broke the rule in the dialogue is a) obeyed b) apologized c) blamed d) denied 29) I was so happy, because I took many gifts from my mother and my sisters. The antonym of the word took is… a) gave b) sold c) bought d) burned 30) When I went to Borobudur temple last holiday, I visited souvenir shop and then my mother and I bought some clothes and dress. The antonym word of bought is … a) brought

139

b) broke

c) washed

d) sold

24

26

Figures of the Research Implementing jigsaw technique in Experiment Class.

Implementing Jigsaw in Experiment Classs

Post test in experiment class and controlled class.

140

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KEMENTERIAN AGAMA UIN JAKARTA FITK w

FORM (FR)

Jl. lr. H. Juanda Na 95 Ciputat 15412 Indonesia

No.

Dokumen

Tgl. No.

Terbit

: :

Revisi:

:

FITK-FR-AKD-081

'1 Maret 2010 01 1/1

Hal

SURAT BIMBINGAN SKRIPSI Nomor : Un.0l/F. l/KM.0l .31...........12013 Larnp. : Hal : Bimbingan Skripsi

r/

Jakarta, 24 September 2013

Kepada Yth.

L sunardi Karlowisastro. Dipl. Ed 2. Er1in, MA TE,SOL Pernbimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatul lah Jakarta. As s ctlamu'

alaikum wr.w

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ini

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Nama : Ahmad Subhan NIM : 109014000065 Jurusan : Pendidikan Bahasa Inggris Sernester : IX (sernbilan) Judul Skripsi : The Effectiveness of Teaching Verbs by Using Cooperative Learning (an experimental study at second grade 164 Junior High School Jakarta) Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 24 Septernber" 2013, abstraksiloutline terlarnpir. Saudara dapat melakukan perubahan redaksional pada jLrdul tersebut. Apabila perubahan substansial dianggap perlu, mohon pernbimbing menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi

ini

diharapkan selesai dalam waktu

6

(enam) bulan, dan dapat

diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Was

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adalah ben;:r mahasiswa/i Fakulias llmu Tarbiyah dan Keguruan UIN Jak;:rta yang

sedang menyusun skripsi, dan akan mengadakan penelitian (riset) insia nsiise j
di

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_+ PEMERINTAH PROVINSI DAERAH KHUSUS IBUKOTA JAKARTA DINAS PENDIDIKAN

SEKOLAH MENENGAH PERTAMA NEGERI 169 Jalan Peta Utara No 11 Pegadungan Kalideres Kota Adm. Jakarta Barat

Telepon (021) 6194489 Kode Pos 1 1830

SURAT KETERANGAN Nomor

:

21211.851.522/20t4

Yang bertanda tangan di bawah ini Kepala SMP Negen

169 Jakarta menerangkan bahwa

Nama

AHMAD SUBHAN

NIRM /NPM

109014000065

Program Studi

Pendidikan Bahasa Inggris

Jenjang Pendidikan

( 51 ) Strata Satu

:

di atas benar telah melaksanakan Penelitian pada SMP Negeri 169 lakarta mulai tanggal,23 April 2014 s.d 28 Mei 2014 dengan baik dan surat keterangan ini di berikan untuk menyusun skripsi yang berjudul " The Effectiveness of Teaehing Verbs by (Jsing Cooperative Nama tersebut

Learning (A-Quasi Experimental Study at Second Grade of 169 Junior High School Jnkarta)",

Demikian surat keterangan ini dibuat untuk digunakan sebagaimana mestinya.

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THE EFFECTIVENESS OF TEACHING VERBS BY USING COOPERATIVE LEARNING

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