The Effectiveness of Using Card Games Technique in Teaching Vocabulary

The Effectiveness of Using Card Games Technique in Teaching Vocabulary (A Quasi Experimental Study at the Seventh Grade of SMP Negeri 18 Tangerang)

By: Dede Rika Kurnia Anas 109014000049

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

The Effectiveness of Using Card Games Technique in Teaching Vocabulary (A Quasi Experimental Study at the Seventh Grade of SMP Negeri 18 Tangerang)

“A Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) In English Language Education

Approved by:

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

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;!

ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies that the "slvipsi" (Scientific Paper) entitled The Effectiveness of Using Card Games Technique in Teaching vocabulary (A euasi-Experimental study at the Seventh Grade of sMP Negeri 18 Tangerazg), written by Dede Rika Kurnia Anas, NIM 109014000049 was examined by the Committee on March 26th,2014. The "slcripsi " has been accepted and declared to have fulfilled one of the requirements for the Degree of S.Pd (S1) in English Language Education at the English Department b26th'2014

EXAMINATION COMMITTEE Chairman:

Drs. Syauki. M.Pd. NrP. 19641212 t99103 I 002

Secretary:

Zaharil Anasv. M.Hum. NrP. 19761007 2007t0 t 002 Drs. Bahrul Hasibuan. M.Ed.

Examiner I:

Examiner II:

enens Sunen NrP. 19730625 199903 2 001

Acknowledged by Dean of Faculty of Tarbiyah and Teachers Training

Dra. Nurlena Ri'fai. M.A.. Ph.D NrP. 19591020 198603 2001

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KEMENTERIAN AGAMA UIN JAKARTA FITK

FORM (FR)

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia

No. Dokumen Tgl. Terbit No. Revisi: Hal

: : : :

FITK-FR-AKD-089 1 Maret 2010 01 1/1

SURAT PERNYATAAN KARYA SENDIRI Saya yang bertandatangan di bawah ini, Nama Tempat, Tanggal Lahir NIM Jurusan/Prodi Judul Skripsi

Dosen Pembimbing

: Dede Rika Kurnia Anas : Jakarta, 04 Agustus 1992 : 109014000049 : Pendidikan Bahasa Inggris : The Effectiveness of Using Card Games Technique in Teaching Vocabulary (A Quasi-Experimental Study at the Seventh Grade of SMP Negeri 18 Tangerang) : 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 Wisuda.

Jakarta, 26 Maret 2014 MahasiswaYbs.

Dede Rika Kurnia Anas NIM. 109014000049

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ABSTRACT

Dede Rika Kurnia Anas (NIM: 109014000049). The Effectiveness of Using Card Games Technique in Teaching Vocabulary; A Quasi-Experimental Study at the Seventh Grade of SMP Negeri 18 Tangerang in Academic Year 2013/2014. Skripsi of the English Education at the Faculty of Tarbiyah and Teachers Training of the State Islamic University Syarif Hidayatullah Jakarta, 2014. Keywords: Vocabulary, Card games Vocabulary is one of the important language components that students need to be able to use, in order to develop their language skills. A great range of vocabulary will help students understand what is written in the text, comprehend the message and help them in speaking and writing. Meanwhile in the class, the teacher uses a technique in teaching vocabulary than cannot accommodate all the students to participate in teaching and learning process. Therefore, the writer applies card games technique as a technique to teach vocabulary. The purpose of this study is to obtain empirical evidence whether card games technique is effective or not in teaching vocabulary. This study was held in January 2014 at SMP Negeri 18 Tangerang. The method used in this study was quantitative method in the design of quasi experimental study. The sampling technique used in this study was simple random sampling. The writer took two classes as the subject of this study that were experiment and controlled class. The data got from both classes were analyzed by using t-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test ( ) ˃ t-table (6.03 ˃ 1.99). The interpretation of data showed that there is significant difference between students’ vocabulary achievement by using card games technique and the conventional teaching way. It means that card games technique in teaching vocabulary is effective and applicable at the Seventh grade of SMP Negeri 18 Tangerang.

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ABSTRAK

Dede Rika Kurnia Anas (NIM: 109014000049). The Effectiveness of Using Card Games Technique in Teaching Vocabulary; A Quasi-Experimental Study at the Seventh Grade of SMP Negeri 18 Tangerang in Academic Year 2013/2014. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Keywords: Vocabulary, Card games Vocabulary merupakan salah satu komponen penting yang perlu digunakan oleh siswa, dalam mendukung perkembangan kemampuan berbahasanya. Tingginya tingkat vocabulary siswa akan mempermudah mereka dalam mengerti sebuah teks, memahami pesan yang terkandung di dalamnya serta membantu mereka dalam berbicara dan menulis. Sementara itu di dalam kelas, guru menngunakan teknik mengajar yang tidak dapat mengakomodasi siswa untuk berpartisipasi dalam kegiatan belajar dan mengajar. Karena itu, penulis mengaplikasikan card games dalam pengajaran vocabulary. Tujuan dari penelitian ini adalah mendapatkan bukti empiris terhadap keefektifan penggunaan teknik card games dalam pengajaran vocabulary. Penelitian ini dilaksanakan pada bulan Januari 2014 di SMP Negeri 18 Tangerang. Metode penelitian yang digunkan adalah metode kuantitatif dengan model quasi eksperimen. Teknik pengambilan sampel yang digunanakan adalah simple random sampling. Penulis mengambil dua kelas sebagai subjek penelitiannya, satu kelas sebagai kelas eksperimen dan satu kelas lainnya sebagai kelas kontrol. Data yang di dapat kemudian di analisis dengan menggunakan rumus test-t. Dari hasil perhitungan ditemukan pada signifikansi 5%, nilai test-t ( ) ˃ table-t (6.03 ˃ 1.99). Interpretasi data menunujukan adanya perbedaan signifikan pada pemorelah vocabulary siswa dengan menggunakan teknik card games dan yang tidak. Penggunaan teknik card games dinilai efektif dan dapat diterapkan dalam pengajaran vocabulary di kelas tujuh SMP Negeri 18 Tangerang.

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ACKNOWLEDGMENT

In the name of Allah, The Beneficent, The Merciful All praise be to Allah, the Lord of the world. The writer is sure that without His help and mercy this “skripsi” would not be completed. Peace and blessing be upon our prophet Muhammad SAW, our beloved Messenger, and his families, his companion, and his faithful followers. This “skripsi” is presented to the Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, the Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree of Strata I (Bachelor of Art) in English Language Education. On this great occasion, the writer would like to thank to her beloved parents, Anasrulloh and Dra. Ikah Minarsih, for their love, sincere prayers, support, advice, motivation, and patience for the writer in finishing this “skripsi”. She also would like to thank to her sister Rina Rahmatika Anas, for her love, support, and motivation to finish this “skripsi”. The writer realizes that she could not finish writing this “skripsi” without help from people around her. Therefore, she would like to give her gratitude and appreciation to: 1.

Her advisors, Mr. Sunardi K. Dipl. Ed and Mrs. Ertin, MA. TESOL for their valuable advice and guidance in developing and accomplishing this “skripsi”.

2. All the inspiring Department of English Education lecturers who have already taught and educate the writer during her study at UIN Syarif Hidayatullah Jakarta. 3. Drs. Syauki, M.Pd., the chief of the Department of English Education.

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4.

Zaharil Anasy, M.Hum, the secretary of the Department of English Education.

5. Dra. Farida Hamid, M.Pd. as the academic advisor. 6. Dra. Nurlena Rifa’i, MA. Ph.D, the Dean Faculty of Tarbiyah and Teachers’ Training. 7.

H. Sri Suyatno, M.Pd as the Headmaster of SMP Negeri 18 Tangerang and Sri Rochani, S.Pd. as the English teacher of the seventh grade of SMP Negeri 18 Tangerang, for giving permission to have a research in this school.

8. Her beloved friends in English Education Department Class B year of 2009 who always give inspiration, ideas, and remind the writer in finishing this “skripsi”.

The words are not enough to say any appreciation for their help and contribution in this “skripsi”. May Allah, the Almighty bless them all. Moreover, the writer realized that this “skripsi” is far from being perfect. Therefore it is really a pleasure for her to receive suggestion and criticism from everyone who will encourage her to continue her study.

Jakarta, March 2014

The writer

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TABLE OF CONTENTS

COVER .......................................................................................................

i

APPROVAL ................................................................................................

ii

ENDORSEMENT SHEET ..........................................................................

iii

SURAT PERNYATAAN HASIL KARYA SENDIRI ..............................

iv

ABSTRACT ..................................................................................................

v

ACKNOWLEDGEMENT ...........................................................................

vii

TABLE OF CONTENTS ............................................................................

ix

LIST OF TABLES .......................................................................................

xi

LIST OF APPENDIXES ............................................................................

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CHAPTER I

CHAPTER II

INTRODUCTION A. The Background of the Study............................. .........

1

B. The Scope of the Study ................................................

4

C. The Formulation of the Study ......................................

4

D. The Objective of the Study ..........................................

4

E. The Significance of the Study......................................

4

THEORITICAL FRAMEWORK A. Vocabulary 1. The Meaning of Vocabulary ..................................

5

2. The Kinds of Vocabulary.......................................

6

3. The Technique Use in Teaching Vocabulary ........

7

B. Games 1. The Meaning of Games .........................................

9

2. The Kinds of Games Use in Language Learning ...

10

3. The Advantage and Disadvantages of Using Games a. The Advantages ...............................................

13

b. The Disadvantages ...........................................

14

C. Teaching Vocabulary Using Card Games ...................

15

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1. The Steps in Using Card Games ............................

16

CHAPTER III RESEARH METHODOLOGY A. The Place and Time of the Research ...........................

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B. The Method of the Research ........................................

22

C. The Population and Sample .........................................

22

D. The Technique of Data Collection ...............................

23

E. Technique of Data Analysis.........................................

23

F. The Testing of Hypotheses ..........................................

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CHAPTER IV RESEARCH FINDING and INTERPRETATION

CHAPTER V

A. The Description of Data ..............................................

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1. The Data of Experiment Class ...............................

26

2. The Data of Control Class .....................................

26

B. The Analysis of Data ...................................................

27

C. Interpretation................................................................

32

CONCLUSION and SUGGESTION A. Conclusion ...................................................................

34

B. Suggestion....................................................................

34

BIBLOGRAPHY ..........................................................................................

36

APPENDIXES ...........................................................................................

39

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LIST OF TABLES

Table 4.1 Table 4.2

Calculation table of variable X (Experiment Class) Calculation table of variable Y (Control Class)

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LIST OF APPENDIXES

Appendix 1

: RPP Pertemuan Pertama Kelas Eksperimen

Appendix 2

: RPP Pertemuan Pertama Kelas Kontrol

Appendix 3

: RPP Pertemuan Kedua Kelas Eksperimen

Appendix 4

: RPP Pertemuan Kedua Kelas Kontrol

Appendix 5

: RPP Pertemuan Ketiga Kelas Eksperimen

Appendix 6

: RPP Pertemuan Ketiga Kelas Kontrol

Appendix 7

: RPP Pertemuan Keempat Kelas Eksperimen

Appendix 8

: RPP Pertemuan Keempat Kelas Kontrol

Appendix 9

: Soal Post-test

Appendix 10

: Kunci Jawaban Soal Post-test

Appendix 11

: Validity and Reliability of Post-test

Appendix 12

: Tabel Perolehan Nilai Pre-test dan Post-test Kelas Eksperimen

Appendix 13

: Tabel Perolehan Nilai Pre-test dan Post-test Kelas Kontrol

Appendix 14

: Surat Keterangan Penelitian

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CHAPTER I INTRODUCTION

A. The Background of the Study Vocabulary is one of the crucial language components that language learners need to be able to use, in order to develop their language skills. Language learners need a great range of vocabulary to be able to understand a text written in English, comprehend the message, and also to speak and write in English. Therefore, vocabulary is one of the important language components that students should have. As already stated above in learning English language, learners need a great range of vocabulary. It is one of the most critical language components that students need in learning English language. Vocabulary is the basic components for building their language skills, without vocabulary it will be very hard for the students to build their language skills. In Junior High School, the students need to be able to communicate in oral and written English language. This makes vocabulary as the part of language components the students need. It is also stated on the scope of school-based curriculum competence standard for junior high school that the students are expected to be able to reach the functional stage. In the functional stage, students are expected to be able to communicate both in spoken and written English language to solve the problem in their daily life.1 Concerning the vocabulary teaching in junior high school, there are various methods and techniques have been applied in the classroom. To get 1

Kementrian Pendidikan Nasional, Kurikulum Satuan Pendidikan untuk Sekolah Menengah Pertama, 2006, (kemendiknas.org.id).

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more information about the issue, the writer did an observation in SMP Negeri 18 Tangerang. She chose this school because it was her alma mater. The teaching and learning activities in this school did not changed since the writer studied there. The English teacher at that school still used the conventional teaching ways to teach vocabulary to her students. The lesson started with the English teacher provides a list of vocabulary based on the text they have read before and asked the students to read the vocabulary. After that, she wrote the translation of the vocabulary list presented before in Bahasa Indonesia. In the end of the lesson, the teacher gave homework to make a list of vocabulary related to the topic of their lesson and the students have to memorize the words and presented it in the next meeting. This condition would not lead the students to reach the functional stage as stated in their school-based curriculum. From this observation, the conventional teaching ways is not always effective in teaching vocabulary. It is normal to use the conventional ways in teaching vocabulary, but if the teachers always use the conventional ways of teaching right after the students read the vocabulary in chorus it makes more concern in how they pronounce the words rather than the meaning itself. The ideal condition of vocabulary teaching is the teacher should teach the meaning of the words and the kind of the words, not only translate the words and asked the students to read it in chorus. While the fact happening in the class is the students only force to remember a long list of vocabulary without a chance to use the vocabulary they knew. The English teacher did not accommodate her students with an activity to productively use their receptive vocabulary. Another problem is the students did not take attention in teaching learning process. Some of the students are busy talked with their friends or even doing other lesson homework when the teacher asked one of the students to presented the vocabulary they already memorized. They are not interested in learning vocabulary, because all they have to do is remembering the vocabulary and its translation in their first language without any chance to use

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their receptive vocabulary. The writer analyzed, this problem happens because they did not have the opportunity to participate and practice the vocabulary they have learned. In the other case, the teacher taught in a big class, every class consists of 40 students. The teacher has to accommodate all students to participate the teaching learning process. The conventional teaching ways is not appropriate to accommodate the students need, because it just helps some of the students in the class. So, the teacher should use other technique in teaching vocabulary which is appropriate in a big class. This condition creates a challenge for the writer to find different ways of teaching vocabulary. The teacher should use teaching methods and technique that makes the students involve in teaching and learning process. One of the teaching techniques can be use to overcome this problem is games. Games are an effective way to teach vocabulary. All students involves in teaching learning process, they can works as a team to learn the materials and compete in the games. There are many kinds of games that can be used in language learning such as, guessing games, search games, matching games, matching-up games, exchanging games, exchanging and collecting games, arranging games, board games and card games, and puzzle solving.2 One of the games that can effectively use in the class is card games. The card games were chosen because it develops students’ vocabulary by giving them chance to productively use their receptive vocabulary and also extending their vocabulary. Moreover, card games are fun activities and make the students relax and enjoy the lesson. Because of that reason, the writer sees that card games can overcome the problem above. In using this technique students can works as a team or individual. The students work to finish the card games based on the following instruction written on the cards.

2

Hadfield, Intermediate Communication Games (A Collection of Games and Activities for Low to Mid-intermediate Students of English). (Edinburgh: Longman, 1996), p. v-vi.

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Based on the explanation above, the writer interests to conduct a quasiexperimental research titled: “The Effectiveness of Using Card Games Technique in Teaching Vocabulary at the Seventh Grade of SMP Negeri 18 Tangerang”.

B. The Scope of the Study The scope of this study covers the teaching of vocabulary as required in the school-based syllabus for the seventh grade of SMP Negeri 18 Tangerang.

C. The Formulation of the Study The writer would like to formulate the problem based on the scope of the study above as follow: “Is using card games technique effective in teaching vocabulary at the Seventh grade of SMP Negeri 18 Tangerang?”

D. The Objective of the Study The objective of this study is to get empirical evidence of the effectiveness of using card games technique in teaching vocabulary at the Seventh grade of SMP Negeri 18 Tangerang.

E. The Significance of the Study The writer hopes this study can be useful to give a wider perception on vocabulary teaching to the writer herself and to the public. So, they can use the card games technique as one of the alternative techniques in teaching vocabulary to their students.

CHAPTER II THEORETICAL FRAMEWORK

A. Vocabulary 1. The Meaning of Vocabulary In learning a new language, vocabulary is one of the crucial language components that language learners have to master. Every language learner cannot master a language they learn without learning about vocabulary. Language learners need a great range of vocabulary to be able to understand a text written in English, comprehend the message, and also speak and write in English. This explains the importance of vocabulary in language learning that will help language learners in building their language skills. There are some definitions of vocabulary given by the experts. Harimukti Kridalaksana defines “vocabulary as a component of language that contains all of information about meaning and using word in language”.1 It means that vocabulary is a part of language involves the meaning and the use of word in language. While according to Wilkins, “you can say very little with grammar, but you can say almost anything with words”.2 This statement explain the importance of vocabulary in language learning, a great range of vocabulary will be very helpful for the students to build their language skills and help them in communicate with others. Allen also stated, without a great range of vocabulary it will be very hard for a language learner to build their language skills. 3 In line with them

1

Harimukti Kridalaksana, Kamus Linguistik, Edisi Ke Empat (Jakarta: PT Gramedia Pustaka Utama, 2008), p.142. 2 Scott Thornbury, How to Teach Vocabulary, (Essex: Pearson Education Limited, 2002), p. 13 3 Virginia French Allen, Techniques in Teaching Vocabulary. (Oxford: Oxford University Press, 1983), p. 7.

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Read defines “Vocabulary knowledge involves knowing the meanings of words”.4 From some definitions above, it can be concluded that vocabulary is one of the important aspects in language learning and a great range of vocabulary will help students to be able to understand a text written in English, comprehend the message, and also to speak and write in English.

2. The Kinds of Vocabulary Aebersold and Field classified vocabulary into two categories; they are receptive and productive vocabulary.

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Receptive vocabulary was known as

the vocabulary that the learners knew but they did not use it when they speak or write. Vocabulary that learners use in speaking and writing is known as productive vocabulary. From this explanation, it can be concluded that there are some vocabulary known by the learner but they did not use it productively in speaking and writing. In harmony with Aebersold and Field, Fries divided vocabulary into two kinds, namely: function words and content words. 6 The function words include auxiliaries, prepositions, and conjunctions. The content words on the other hand fall into three categories: nouns, verbs, adjective and adverb. It can be concluded that the learner should know which one function word is and which one content word is. The learners also need to distinguish which one is noun, verb or adjective and adverb. Furthermore Celce-Muria and Olshthain classified vocabulary into content and function words.7 Content words include nouns, verbs, and adjective. While function words include pronouns, auxiliary verbs, 4

John Read, Assessing Vocabulary. (Cambridge: Cambridge University Press, 2001), p.

16. 5

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher. (Cambridge: Cambridge University Press, 1997), p. 139. 6 Charles C. Fries, Teaching and Learning English as a Foreign Language. (Rexdale: University of Michigan Press, 1978), pp. 44-47. 7 Marianne Celce-Muria and Elite Olshtain,, Discourse and Context in Language Teaching. (Cambridge: Cambridge University Press, 2000), p. 76.

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prepositions, determiners and adverbs. Celce-Muria and Olshthain explained clearly about kinds of vocabulary the learner should know. The learners need to learn both content and function words together and know how to use them. From the explanation above there are many kinds of vocabulary the students should have known. The students should know which one is noun, verb, adjective and adverb. They are also expected to use the vocabulary they know productively.

3. The Technique Use in Teaching Vocabulary There are many techniques used by the teacher to teach vocabulary to their students. The teacher should determine the best technique suitable for the students. Below some techniques used in teaching vocabulary: a. Gairns and Redman, state several techniques in teaching vocabulary, they are: 1) visual technique, includes: flash cards, photographs, blackboard drawing, wall charts and realia (i.e. objects themselves). mime and gestures, the mimic and gestures done by teachers to illustrate a situation when the words use. 2) verbal technique, includes: use of illustrative situation (oral or written), teachers use illustrative situation to explain the abstract words for example “I don‟t mind”. use of synonymy and definition, teachers often use the synonym to ease them in explaining new words and giving the definitions to their students. contrasts and opposites, teachers use the opposites words to introduce the new vocabulary. scales, once students learn the words and its contrast word it will easier to expand the words.

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examples of the types, teachers mentioning a word with pointing or bringing the items to the class. 3) translation, teachers translate the words into students first language.8 Those are the technique used in teaching vocabulary in many classes. Teacher could choose one of the suitable ways to teach vocabulary from the list presented above to teach their students. b. According to Nation, the meaning of word can be taught in many different ways, such as: 1) by demonstration or pictures using an object using a cut-out figure using gesture performing an action photographs blackboard drawing or diagrams pictures from book 2) by verbal explanation analytical definition, defines the word by analyzing the word from its elements. putting new word in a defining context, teaching the word based on the context where the word use. translating into another language, this technique can be used to save times; the teachers tend to give the translation of word in the students first language.9

8

Ruth Gairns and Stuart Redman, Working with Words: A Guide to Teaching and Learning Vocabulary. (Cambridge: Cambridge University Press, 1986),pp. 73-76. 9 I. S. P. Nation, Teaching and Learning Vocabulary. (Boston: Heinle & Heinle Publishers, 1990), p. 51.

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Technique of presenting meaning of word explained by Nation above that is usually used in English language classroom. Teacher usually uses pictures from their textbook or translating the words into Bahasa Indonesia.

c. Allen offers several techniques in teaching vocabulary, they are: 1) using a new word in a sentence 2) using games, and 3) using pictures10 According to Allen‟s statement about techniques in teaching vocabulary, games are used as technique in teaching vocabulary to the students in this research. Games were chosen as the technique in teaching new vocabulary because leads to creative and communicative vocabulary learning.

B. Games 1. The Meaning of Games A game is one of the techniques used by teachers in teaching vocabulary. The teachers use games as creative and communicative technique especially in teaching vocabulary, this way is chosen because teachers did not want to use the same practice over and over again. Teachers needs to plan games they will use in the classroom that can make their students enjoying, convenient, comfortable and interested in learning vocabulary. Wallace stated “The aim of vocabulary games and exercises are to develop student‟s vocabulary and practicing it through games in enjoyable activity”.11 It means that games can be used as a new way to practice student‟s vocabulary without forcing them to remember a set of words.

10

Allen, op.cit, pp. 45-56. Michael J. Wallace, Teaching Vocabulary. (London: Heinemann Education Book, 1987), p. 104. 11

10

Furthermore Hadfield defined “A game is an activity with rules, a goal and element of fun”.12 In line with Hadfield‟s opinion the teachers could use any game that is appropriate to apply in their classes. The teachers also need to plan the games so it can make students enjoy in learning vocabulary. Moreover Wright defined “Game as an activity in which is entertaining and engaging, often challenging and activity in which the learners play and usually interact with others”.13 It means games lead to a creative and communicative activity that is good break the same practice use in English language classroom. From the definition above, the writer can say that game is an activity which can be implemented in teaching vocabulary and it make students relax and feel happy in learning vocabulary, which can be carried out by a set of rules and goals.

2. The Kinds of Games Use in Language Learning a. Jill Hadfield divided games into two kinds, they are: 1) competitive games, in which players or teams race to be the first to solve the games. 2) co-operative games, in which players or teams work together to finish the game.14 This kind of games presented by Hadfield is good to be applied in big classroom. The teacher could choose competitive or co-operative games to be applied in their classes. It will help the teacher use games effectively in teaching vocabulary. b. Moreover, Shaptoshvili mentioned nine kinds of games that the teacher could use in teaching vocabulary, they are:

12

Hadfield. loc. cit. Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning. (Cambridge: Cambridge University Press, 2006), p. 1. 14 Hadfield. loc. cit. 13

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1) memory game, it begins with one student saying a sentence and the next student in turn adding a words or phrases to the sentence repeated before. Students who make a mistake cannot continue the game; the last one standing is the winner. 2) word association, this game requires students to name all the words they know associated with any lexical category. One student says a word from a category, and then the next student must immediately say another word from a category. 3) miming, it is one of a guessing game. One student mimes an action and then the other student trying to guess the word. 4) guess the tool, this game done with the help of card containing a drawing of tools related to certain jobs. This game formed in a group and the other students who did not have the card can ask certain information that might be related with the drawing. 5) human sound, in this game the students are asked to make a sound related to situation given by the teacher. 6) suggestion chain, in doing this games the students should give a suggestion to their friend according to the situation occur. 7) notices and warnings, this games use two sets of cards. The first set contains phrases and sentences of different kinds that give information or warnings. The cards in the second set contain names of places where people would see or hear each other notice. 8) exaggerate, this game gives students the opportunity to practice strong adjectives by answering a question from a card. 9) expand the sentence, this game can be use to help students practice placing an adjective in correct order.15 From the explanation guess the tool game are interesting games to do in class. Card games are easy to be applied and suitable to do in a big class.

15

Shalva Shaptosvili, Vocabulary Practice Games, English Teaching Forum Magazine, January 2002 Vol. 40, English Language Progams, U.S. Department of State, pp. 35-36.

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c. Furthermore Rinvolucri and Davis stated there are many kinds of language games: 1) competitive game, this game usually uses formats taken from radio and television games. The students are paired in a small group showing collaboration to defeat the other group. 2) cognitive game, this is collaborative sentence-making game. It exercises mostly open-ended, where the students expand one sentence into two utterances by adding either one or two words. 3) feeling and grammar, in this section the students concentrate on expressing real things about themselves and people round them. They do this using prescribe structure 4) listening to people, in this game students create a very atmosphere in a language classroom. The grammar is being practiced in a person centered atmosphere of concentration on meaning. 5) movement and grammar, this game offers student‟s move while practicing and internalizing grammar. They are moving but not wasting time. 6) meaning and translation, this game allows the intermediate until the advance students to decide whether the sentences given are meaningful or rubbish. 7) problem solving, in this game students have to find multiple solutions to technical human and cultural problems. They also express themselves within a given set of vocabulary and structures.16 From those kinds of games presented above, the writer concludes that the kind of games used in learning vocabulary depends on the materials and the situation of the class. The teacher should choose the suitable games for the

16

Mario Rinvolucri and Paul Davis, More Grammar Games. (Cambridge: Cambridge University Press, 2005), pp. x-xiv.

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students. In this research the writer will only use card games as cooperative and competitive games in her classes.

3. The Advantages and Disadvantages of Using Games a. The advantages There are many advantages from using games in language learning. Games could help reduce the boredom of drilling in language class, making students comfortable and improve their attention on the lesson. 1) Wright stated several advantages of games: games help and encourage many learners to sustain their interest and work. games also help the teacher to create context in which the language is useful and meaningful. The learners want to take a part in order to do so they must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. many games cause as much destiny of practice as more conventional drill exercise. games can be found to give practice in all the skills (reading, writing, listening and speaking) by making the language convey information and opinion, games provide the key future of „drill‟ with the opportunity to sense the working of language as living communication.17 The writer highlights the point that games can motivate students in learning a language, because games are a fun activity that could be practiced in learning a language. 2) In line with Wright, Ferguson explained some benefits of using games, they are: 17

Wright. loc. cit.

14

games help the teacher create context in which language is useful and meaningful. games help the teacher build better class relationships and encourage class participation. games provide language practice review and consolidation in the various skills. games encourage the creative and spontaneous use of language and promote real communication. games are enjoyable and challenging but not threatening. They are a nice break from the normal routine of the language class.18 The writer concluded that games can be very useful in learning new vocabulary. Games lead to creative activity, and promote real communication in class. Based on the statement above, the writer concludes there are many advantages of using games in teaching vocabulary. Games improve student‟s motivation in learning English. Games also make the usual practice becomes more interesting and help them in practicing vocabulary they knew. Communication in the classroom also increased because of the use of games

b. The Disadvantages Games are one of the alternative techniques used in teaching vocabulary; it also has several limitations. The writer assumes that it is not easy to use games in language learning. The teacher must understand the principle of language games first, what kinds of games that are suitable for their students‟ and if it is applicable in their classes or not. JerotijeviĤ stated several disadvantages of using games in class, they are: 18

Marsue Ferguson and Harumi Manik Ayu Yamin (eds.), Becoming a Creative Teacher (A Manual for Teaching English to Indonesian Elementary Students). (Jakarta Pusat: Regional English Language Office (RELO) Public Affair U.S. Embassy, 2009 ), p. 72.

15

1) discipline issues, learners may get excessively noisy. 2) straying away from the basic purpose of the game-play activity due to inadequate rules. 3) if games already familiar, students might not get equally involved. 4) some learners, especially teenagers may find games are unnecessary and childish.19 The teacher should carefully choose the right games in order to reach the goals. In a big class the teacher need to form the students into the small groups so they will not make a great noise. From the statement above, the writer can conclude that games could be applied in the classroom by forming the students into small groups. There are certain materials that cannot be communicated by using games. Using games in a classroom usually make noise if teacher did not give the instruction clearly. Even though there are some advantages and disadvantages of using games in teaching vocabulary the writer thought that this technique still can be applied in the class. The reason is, games lead the vocabulary practice to a communicative situation. By the use of games it will be easier to practice the vocabulary and it also boost their creativity. The disadvantages of using games can be solved by forming students in a small group and clearly given the instruction of the game. C. Teaching Vocabulary Using Card Games Card games are one of the effective ways teachers could use in their classes. Card games are fun activities that could improve student‟s motivation in learning English, memorize the word and give the students a chance to use the word communicatively.

19

Miljana K. StojkoviĤ, Reasons for Using or Avoiding Games in an EFL Classroom (1st International Conference on Foreign Language Teaching and Applied Linguistics, May 5-7 2011) Sarajevo, p. 2.

16

Teaching vocabulary by using card games is the effective way to reduce the monotony of drilling in learning vocabulary. Card games are a good alternative way in teaching vocabulary. Most of the student‟s loves to play game, with the use of card games the students could practice using vocabulary they have learnt and communicate it with their friends. Teacher could make card games with a set of pictures printed on it. The pictures itself can be gathered from books, magazines, news paper even from internet. The teacher can also use the printed or photocopied card games from a book.

1. The Steps in using Card games There are three steps in teaching vocabulary using games. The first step is introducing the lesson to students. The second step is introducing the new words that will be played by students. The last is, teacher begins to explain the game that students will play and let students practice the words. The games used in this research are adapted from O‟Deil and Head book‟s namely Games for Vocabulary Practice. The games used are, “Who, where and what?” and “Guess my job”20.

a. Who, where and what? The aim of the game is to practice basic job and workplace vocabulary. Time estimated for practicing this game is 40-45 minutes. In practicing this game teacher should provide a set of card with a profession printed on it. Teacher also needs to make a list of key vocabulary that will be taught to students. 1) Warm-up There are some steps in this warm up stage for the teacher to follow: In the beginning before the lesson started, the teacher shows some pictures to the students of someone doing an easily 20

Felicity O‟Deil and Katie Head, Games for Vocabulary Practice Interactive Vocabulary Activity for All Levels. (Cambridge: Cambridge University Press, 2004), pp. 90-93.

17

identified job, e.g. a doctor. Then ask the students to identify the job being shown in the pictures. After they finish identified the job, the teacher ask another question to the students like, “Where does he/she work?” (hospital for the doctor, school for the teacher). Also ask other question that related with the picture and the job being identified, for instance, “What does he/she use?” (stethoscope, injection, bandage, etc. for the doctor, marker, dictionary, etc. for the teacher). Teach any word that related from the key vocabulary to students by mimicking or showing the pictures

2) Main activity This stage requires the teacher to divide students into pairs and each pair are ask to draw three columns with the headings Who, Where, and What. Next step, the teacher gives each pair an envelope containing a set of profession cards. Then ask students to sort the pictures into ten set of three: Who (the worker); Where (where they work); What (What they use). When the pairs have sorted all the cards into set of three, ask them to write the words down in the columns based on the profession, the workplace and the tools that help them in work. The teacher just monitors the students on their work and gives a help if it is necessary. When all the pairs have finished doing their work, the teacher should give pairs a score for each picture correctly named and categorized. Then choose one student from a pairs to come forward the class and pick a job card from the envelope while the rest of the class

18

should guess the job by asking what are he/she use for works and where he/she goes to work.

3) Variation This may also be used as a follow-up after doing the main activity or can be done in the next meeting. In this step the students will choose one of their friends as a volunteer to start the game. After that, the students will have a job card attach on their back and they need to guess what the job is written on their back. The student can ask three yes/no questions to the rest of their friends about the things they need for work, the work place and their responsibility. Each student who can guess the job correctly will receive three points, the pairs with the highest score will win the game.

4) Follow-up For follow-up activity, the teacher places an envelope of pictures in front of the classroom. Then students take turns to pick a picture from the envelope and the rest of the class have to identify what they have chosen by asking yes/no questions, e.g. “Is it a job? Do you work outdoors? Do you use computer?”, etc.

5) Homework For the assignment, the teacher asks the students to write a paragraph about their family or friends describing what jobs they do and where they work, e.g. “My mother is a dentist. She works in a dental surgery in the town center. My father is an engineer. He works in a factory”.

19

Write sentences using all the word illustrated on the sheet and add one more item which each person might use in their job, e.g. “A nurse works in a hospital. She uses a thermometer and a watch”.

b. Guesss my job The aim of this game is to practice the language of jobs and their characteristics. Time allocation for doing this game is 45-60 minutes. In doing this game teacher could use the previous cards of profession and adding some other jobs to the previous cards set. 1) Warm-up As a warm up activity, the teacher tells the class that they have a secret second job which the students have to guess by asking yes/no questions to the teacher. Choose one of the jobs from the profession cards. Then brainstorm the kind of question the students might ask, e.g. “Do you work outdoors? Is it a dangerous job?” Next students try to guess the job by asking yes/no questions. Put a mark on the board for each question that have been answer. When the students have guessed the job, count up the marks on the board. These are the total point.

2) Main activity In this stage the students are divided into pairs. After that place the envelope of cards in front of the classroom. Ask a student from each pair to come and pick a card from the envelope and memorize what is on it. If they are unsure about the job chosen, they may check with the teacher or a dictionary but the teacher should make sure that other students do not see or hear what the job is.

20

When the students get their card, the other students who have not get the card then ask yes/no questions to determine what kind of job is written on their friend‟s card. Tell the student who get the job card to keep a note from the number of question asked by their friends. They win one point for each question asked. While the person who eventually guessed the jobs gets three points and is next to pick a card. But if the next student guesses further jobs correctly, that student gets three points again and nominates a different student to choose the next card. Continue this games for an appropriate time or until all the cards have been used.

3) Variation This may also be used as a follow-up after doing the main activity or can be done in the next meeting. Give each pair a job card and a piece of sticky tape. Tell them to stick their card on another student‟s back and make sure that the student does not know what the card is. Students then move around the classroom asking each other five yes/no questions in order to discover their job. The student they ask the question to looks at the card on their back and give the appropriate answer. The game continues until all the students have identified their jobs.

4) Follow-up As a follow-up activity, the teacher gives each student a copy of the cards. Ask them to mark five jobs they would most like to do with a tick and the five jobs they would least like to do across. Then compare what they have marked with other

21

students in their groups. The students explain why they would or would not like to do the jobs they marked. If there is enough time, check out with the whole class which were the most and the least popular jobs.

5) Homework As for homework, the students need to choose any job from the activity and write a paragraph about why they would or would not like to do that job. Then divide the page into tree columns with the following headings: Job, Good points, Bad points. Choose ten jobs from the card and write down a good and bad point from each job you choose, e.g. accountant/ earn a lot of money/ work can be boring.

CHAPTER III RESEARCH METHODOLOGY

A. The Place and Time of the Research The writer held this research at the seventh grades of SMP Negeri 18 Tangerang. The address of this school is Perum Poris Indah, Blok G, Cipondoh, Kota Tangerang, Banten 15148. This research was held from January 7st to January 31th, 2014.

B. The Method of the Research This research used quasi-experimental method to test whether card games are effective as one of the alternative ways of teaching vocabulary. In the beginning of this research the writer held a pre-test in all the class at the seventh grade of SMP Negeri 18 Tangerang to know their English competence. After knowing the result of the pre-test, the writer chose two classes which have relatively equal scored as the sample. The first class was chosen as the experiment class and the second one as the control class. Then, she taught the experiment class by using card games and in the control class the writer taught the student’s by conventional teaching ways. The last, the writer gave a post-test to both classes to know whether there was significant difference to the use of card games technique in teaching vocabulary.

C. The Population and Sample The population in this research is the students’ of the seventh grade of SMP Negeri 18 Tangerang. There are 400 students’ of the seventh grade. In selecting the sample of this research, the writer used simple random sampling. The writer took 80 students which are divided into two classes. The first class

22

23

was the experiment class (X) consists of 40 students’ and the control class also (Y) consisted of 40 students’.

D. The Technique of Data Collection The writer did a test to obtain the data of student’s vocabulary achievement by using card games. There are two kinds of tests in this research the pre-test and post-test. Both of the tests were an objective test, a multiplechoice test that consists of 50 questions about vocabulary. The writer used the result of pre-test and post-test from both classes to identify the effectiveness of using card games technique in teaching vocabulary. The writer used “ANATEST” software version 4.0.9 developed by Drs. Karno To, M.Pd and Yudi Wibisono, ST to score the reliability and validity of the instrument used.

E. The Technique of Data Analysis After collecting the data the writer needed for this research, the writer compared the post-test score from both of the classes to know the average of gained score. The higher gained score indicated the influence of using card games technique in teaching vocabulary. According to Anas Sudijono, the formula used to test the difference between the two means is t-test.1

The procedures of calculation were: a. Determining mean of variable X with formula:

∑ (

1

)

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2011), pp.346-348.

24

b. Determining Mean of variable Y with formula:

∑ (

)

c. Determining deviations standard variable X with formula:

∑

∑

√

(

)

d. Determining deviations standard variable Y with formula:

∑

∑

√

(

)

e. Determining standard errors mean variable X with formula:

√ f. Determining standard errors mean variable Y with formula:

√ g. Determining the differences of mean variable X and mean variable Y with formula: √

25

h. Determining

with formula:

i. Determining degree of freedom (df) with formula:

df = degree of freedom f1 = total of students of experiment class f2 = total of students of control class

F. The Testing of Hypotheses The writer proposes hypotheses toward this research as follow: 1) The Null Hypothesis (

there is no significant difference in

student’s vocabulary achievement in learning vocabulary by using card game techniques. The Null Hypothesis ( t-table and the alternative hypothesis ( 2) The alternative hypothesis (

is accepted if t-test ( ) < ) is rejected.

), there is significant difference in

students vocabulary achievement by using card game technique. The alternative hypothesis ( Null Hypothesis (

) is accepted if t-test ( ) > t-table and the

is rejected.

CHAPTER IV RESEARCH FINDING and INTERPRETATION

A. The Description of Data To know the result of this experiment, the writer collected the students’ score in the pre-test and post-test from the two classes. The variable X represented the result of pre-test and post test from the experiment class and the variable Y is the result of pre-test and post-test in the controlled class.

1. The Data of Experiment Class Based on the data gather from the pre-test and post-test in the experiment class, it could be seen that from 40 students in the experiment class, the mean of the pre-test is 73.2. The data shows that the lowest score achieved by students is 48 and the highest score in pre-test is 78. After giving treatment by using card games, the writer conducted a post-test to know the effectiveness of using card games in teaching vocabulary. The highest score in the post-test is 96 achieved by four students and the lowest score is 78 and the mean of the post-test is 87.6. So, the writer calculates the mean of gained score from the experiment class is 14.4. The data shows student’s achievement score after gained the treatment was increased. Further details about the students score will be presented on the appendix 12.

2. The Data of Control Class According to the data from students’ pre-test and post-test in the control class, the mean of the pre-test is 72.35. The data shows that the lowest score achieved by students is 48 and the highest score in pre-test is 78, it was the same with the score achieved by students’ in the experiment

26

27

class. In the end of the research, the writer conducted a post-test. The data shows the lowest score is 78 and the highest score in the post-test is 96 achieved by one student. Meanwhile, the mean of the post-test is 80.85. So, the writer calculates the mean of gained score from the experiment class is 8.5; it is lower than the mean of gained score from the experiment class. Further details about the students score will be presented on the appendix 13.

B. The Analysis of Data The writer use statistic calculation to find empirical evidence and to ease the writer in hypotheses testing. The writer drew a table consist of six columns. The first column (score) showed the score interval, the second column (f) showed the frequency, the third column ( ̅ ) consist of the mean of

the post-test score, the fourth column ( ), the fifth column showed (

which was resulted from the multiplication of (f) and (

(

) was the multiplication of (

, the last column

) and (f). this table will be used to

calculated the mean, deviations standard and standard errors of variable X.

Table 4.1 Calculation table of variable X (Experiment Class)

Score

f

X

99-95

4

+2

+8

16

94-90

12

+1

+12

12

89-85

13

0

0

0

87,6

)

28

84-80

9

-1

-9

9

79-75

2

-2

-4

8

∑

40

7

45

The writer calculated the data based on the table above with the following formulas: a. Determining mean of variable X with formula:

∑ (

)

(

)

)

b. Determining deviations standard variable X with formula:

∑ √

∑ (

√ =

√

=

√

= 5 x 1.046

( )

)

29

c. Determining standard errors mean variable X with formula:

√ √ √

Table 4.2 Calculation table of variable Y (Control Class) Score

f

Y

99-95

1

+3

+3

9

94-90

3

+2

+6

12

89-85

3

+1

+3

3

84-80

16

0

0

0

79-75

17

-1

-17

17

∑

40

5

41

80.85

The table 4.4 showed the calculation table of variable Y. The first column (score) showed the score interval, the second column (f) showed the frequency, the third column ( ̅) consist of the mean of the post-test score,

the fourth column ( ), the fifth column showed (

from the multiplication of (f) and (

) which was resulted

, the last column (

) was the

30

multiplication of (

) and (f). this table will be used to calculated the mean,

deviations standard and standard errors of variable X. The writer calculated the data based on the table above with the following formulas: d. Determining Mean of variable Y with formula:

∑ (

)

(

)

e. Determining deviations standard variable Y with formula:

∑ √ √

∑ (

)

( )

√ √

f. Determining standard errors mean variable Y with formula:

31

√ √ √

g. Determining the differences of mean variable X and mean variable Y with formula: √

=√ =√ =√

h. Determining

i. determining degree of freedom (df) with formula:

32

df = (f1+f2) - 2

The writer took the value of degree of freedom (df) closer to 78 in the t-table was 80. The value of df 80 at the degrees of significance 5% in t-table is 1.99

j. The hypotheses testing The writer formulated hypotheses toward this research as followed: 1) The Null Hypothesis (

there is no significant difference in

student’s vocabulary achievement in learning vocabulary by using card game techniques. 2) The alternative hypothesis (

), there is significant difference

in students vocabulary achievement by using card game technique.

The assumption of these hypotheses, as followed: The assumption of this hypothesis (

is rejected. It means there is

a significant difference in student’s vocabulary achievement by using card game technique. If

≤ t-table the Null Hypothesis (

) is accepted, that there is no

significant difference in vocabulary achievement by using card games technique and teaching vocabulary by conventional way.

C. Interpretation Based on the analysis of the data, the research finding shows that:

33

1) the value of df 80 at the degrees of significance 5% in t-table = 1.99 2) The value of

is 6.03

The writer summarized that

≥ t-table in the significance of 5%

(6.03 ≥ 1.99), it means that the null hypothesis ( alternative hypothesis (

) is rejected and the

) is accepted.

It can be inferred that there is significant different achievement between teaching vocabulary by using card games technique and teaching vocabulary by using the conventional way. From the explanation above the writer concluded that teaching vocabulary by using card games technique is more effective than teaching vocabulary by conventional way. Based on the increasing of students test result after learning vocabulary by using card games technique, it was proved that the use of card games technique is effective and applicable in teaching vocabulary to the students in the seventh grade of SMP Negeri 18 Tangerang.

CHAPTER V CONCLUSION and SUGGESTION

A. Conclusion Vocabulary is all the words which are existed in a particular language and it has an important role in every language. Students need to learn about vocabulary to build their language skills. In order to help students in building their language skills, the vocabulary teaching is one of the important concerns. The English teacher has to provide an activity that accommodates all the students needs to productively use their receptive vocabulary. Card games were chosen as the alternative technique in teaching vocabulary. The reason for choosing this technique is, it gives a chance to the students participates in the teaching learning process and uses their receptive vocabulary. Therefore, the writer held a study to find out the effectiveness of using card games technique in teaching vocabulary at the seventh grade of SMP Negeri 18 Tangerang. According to the study that has been done, it was found that the card games technique are effective and applicable in teaching vocabulary at the seventh grade of SMP Negeri 18 Tangerang. It could be proven by the result of t-test (6.03) that is higher than value of t-table in the significance of 5 % (1.99). It can be concluded that the use of card games technique in teaching vocabulary is more effective and applicable than the conventional teaching way.

B. Suggestion Based on the conclusion above, the writer suggested the English teacher to use the card games technique in teaching vocabulary to their students, because it is more effective than the conventional teaching ways. The

34

35

card games technique also effective to use in a big class, it can accommodate the students to participate in teaching learning process. This technique also helps the students to reach the functional stage, as stated in their curriculum.

BIBLIOGRAPHY Aebersold, Jo Ann and Mary Lee Fields. From Reader to Reading Teacher: Issues and Strategies for Second Language Classroom. Second edition. Cambridge: Cambridge University Press, 1997. Allen, Virginia French. Techniques in Teaching Vocabulary (Teaching Techniques in English as a Second or Foreign Language). Oxford: Oxford University Press, 1983. Celce-Muria, Marianne and Elite Olsthain. Discourse and Context in Language Teaching. Cambridge: Cambridge University Press, 2000. Coady, James and Thomas Huckin. Second Language Vocabulary Acquisition: Rationale for Pedagogy. Cambridge: Cambridge University Press, 1997. Creswell, John W. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education, Inc., 2012. Ferguson, Marsue and Harumi Manik Ayu. Becoming a Creative Teacher (A Manual for Teaching English to Indonesian Elementary Students). Jakarta Pusat: Regional English Language Office (RELO) Public Affair U.S. Embassy, 2009. Fries, Charles C. Teaching and Learning English as Foreign Language. Rexdale: University of Michigan Press, 1978. Gairns, Ruth and Stuart Redman. Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press, 1986. Hadfield, Jill. Intermediate Communication Games (A Collection of Games and Activities for Low to Mid-intermediate Students of English). Edinburgh: Longman, 1996. Kridalaksana, Harimukti. Kamus Linguistik, Fourth edition. Jakarta: PT Gramedia Pustaka Utama, 2008.

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Nation, I.S.P. Teaching and Learning vocabulary. Boston: Heinle&Heinle Publisher, 1990. Nunan, David. Language Teaching Methodology a textbook for Teachers. Essex: Pearson Education Limited, 2000. O’Deil, Felicity and Katie Head. Games for Vocabulary Practice Interactive Vocabulary Activity for All Levels. Cambridge: Cambridge University Press, 2004. Read, John. Assessing Vocabulary. Cambridge: Cambridge University Press, 2001. Redman, Stuart. English Vocabulary in Use Pre-intermediate and Intermediate. Cambridge: Cambridge University Press, 1998. Rinvolucri, Mario and Paul Davis. More Grammar Games. Eleventh edition. Cambridge: Cambridge University Press, 2005. Schmitt, Norbert. Vocabulary in Language Teaching. Cambridge: Cambridge University Press, 2000. Shaptosvili, Shalva. Vocabulary practice games. English Teaching Forum Magazine. Volume 40, January 2002. StojkoviĤ, Miljana K. Reasons for using or avoiding games in an EFL classroom. Sarajevo: (1st International Conference on Foreign Language Teaching and Applied Linguistics, May 5-7 2011). Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Rajawali Press, 2011. Sugiyono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2010 Thornbury, Scott. How to Teach Vocabulary. Essex: Pearson Education Limited, 2002. Ur, Penny. A Course in Language Teaching Practice and Theory. Cambridge: Cambridge University Press, 1996.

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Wallace, Michael J. Teaching Vocabulary, English Language Book society. London: Heinemann Education Book, 1987. Wright, Andrew, David Betterdige, and Michael Bucbey. Games for Language Learning. Cambridge: Cambridge University Press, 2006.

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Appendix 1

Lesson Plan Experiment Class Nama sekolah Mata Pelajaran Kelas/Semester

: SMP Negeri 18 Tangerang : Bahasa Inggris : VII.1 (Tujuh Satu) / 2

Standar Kompetensi

: 8. Mendengarkan Memahami makna dalam teks lisan fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat.

Kompetensi Dasar

: 8.2 Merespon makna gagasan yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.

Jenis teks Tema Aspek/Skill Alokasi Waktu Pertemuan

: Descriptive text : Occupations : Mendengarkan : 2 x 45 menit ( 1 x Pertemuan ) : Ke-1

Indikator

: -

Tujuan Pembelajaran

Mengidentifikasi fungsi komunikatif teks deskriptif yang di dengar.

-

Menjelaskan ciri kebahasaan deskriptif teks.

-

Menggunakan occupations untuk mendeskripsikan sesorang.

-

Menjawab pertanyaan terkait profesinya.

-

Menghubungkan antara profesi, tempat bekerja dan alat yang digunakan untuk bekerja.

: Pada akhir pembelajaran, siswa dapat:

40 -

Karakter yang diharapkan

Materi Pembelajaran

Purpose

: -

memahami jenis-jenis pekerjaan serta dapat mengaplikasikannya dalam kalimat sederhana secara lisan maupun tertulis. Kreatif Inovatif, dan Percaya diri

: Descriptive : to describe a particular person, animal, place and thing.

Text Organization

: - Identification (mention the name, occupation, place etc.) - Description (mention the physical appearance, personality, place, habitat, etc.)

Language Features

: - The use of adjectives e.g.: a) Debby is brown-skinned. b) Debby looks attractive and beautiful. - The use of preposition of place and time e.g.: a) There is a white board in front of our class. b) I go to school at 6 a.m.

Pokok bahasan

: Occupations List of vocabulary presented: 1. A cashier 2. Supermarket 3. Till 4. A dentist 5. Dental surgery 6. Drill 7. A farmer 8. Rice field 9. tractor 10. A hairdresser 11. Hair salon 12. Scissors

13. A nurse 14. Hospital 15. Thermometer 16. A police officer 17. Police station 18. Walkie-talkie 19. A receptionist 20. Hotel 21. Computer 22. A teacher 23. School 24. Board

41 25. A shop assistant 26. Shop 27. Clothes hanger 28. A waiter 29. Restaurant 30. Plates 31. A tailor 32. Clothes factory 33. Measuring tape 34. Make furniture 35. A postman 36. Post office Script for listening: Listen to your teacher and complete the dialogs below! 1. Ary Beta Ary Beta

: Who is he? : He is a … :Where does he work? : He works at …

2.

37. Hats and postman bags 38. A veterinarian 39. Syringe 40. Animals hospital 41. A carpenter 42. Furniture factory 43. A mechanic 44. Garage 45. Drill

Didi Caca Dedi Caca

: What does your mother do? : She is … : What does she do? : ….

Script for Reading: Read aloud the following text! My Family My name is Randi. I am an SMP student. I live on Jalan Suryakanta. My father’s name is Mr. Rahman. He works in a hospital. He is a doctor. My mother is a teacher. My parents have three children. Ely, the eldest, works as a programmer in a private company. Wulan is the second child, she goes to SMA 3. Script for speaking: Practice dialogue above with your partner in front of the class! Script for writing: Match the jobs written in the column below with their work place, and what they use in their jobs! No. 1. 2. 3. 4. 5.

Job A tailor A cashier A carpenter A farmer A teacher

Work place Restaurant Clothes factory Rice fields Furniture factory Post office

Tools Measure tape Board Walkie-talkie Postman bag Plates

42 6. A postman Police station 7. A dentist Supermarket 8. A hairdresser Hospital 9. A receptionist School 10. A policeman Hair salon Model Pembelajaran : Communicative approach Metode Pembelajaran

Till Scissors Tractor Computer Drill

: Three phase technique

Langkah-Langkah Kegiatan No.

Kegiatan Kegiatan Pendahuluan  Greetings, and checking the attendace list.  Mengkondisikan kelas.

Waktu

10 menit

Strategi Belajar Presentation

Kegiatan Inti  Menanyakan pekerjaan orang tua siswa secara acak.  Guru menampilkan beberapa kartu bergambar jenis pekerjaan, siswa diminta mengisi jenis pekerjaan sesuai gambar yang ditampilkan.  Guru menyebutkan jenis-jenis pekerjaan, siswa lalu mengikutinya.  Guru membagi siswa menjadi berpasangan.  Setiap pasangan harus mengisi kolom-kolom kosong sesuai dengan kartu-kartu mengenai jenis pekerjaan yang Explanation terdapat di dalam amplop, kelompok pertama yang 65 menit mampu menyelesaikan tugas dan mengingat detail dari setiap pekerjaan akan menjadi pemenang tantangan pertama.  Setiap pasangan mengutus perwakilan untuk mendeskripsikan suatu pekerjaan berdasarkan kartu yang dipilihnya dan kelompok lainnya menebak jenis pekerjaan yang telah di deskripsikan.  Masing-masing kelompok bergantian menjawab pertanyaan.  Kelompok dengan akumulasi point tertinggi Questions memenangkan permainan. and  Guru memberikan tugas tertulis kepada siswa. Answers Kegiatan Akhir Session  Guru memotivasi siswa. 15 menit  Menutup kegiatan pembelajaran dengan membaca hamdallah. Jumlah 90 menit

43

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Satu set kartu vocabulary  Gambar-gambar yang relevan  Laptop  Proyektor  White board Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

Bentuk Instrumen

Tes Tulis

Menjodohkan.

Instrumen/ Soal

1. Siswa dapat

menjawab mengenai jenis-jenis pekerjaan.

Match the jobs written in the column below with their work place, and thing they use for works!

Pedoman Penilaian a) Tes tertulis 1. Untuk setiap nomer, jawaban yang benar di beri skor 10. 2. Jumlah skor maksimal x 10 = 100 3. Nilai maksimal = 100 4. Nilai siswa =

SkorPerole han x10 SkorMaksimal

Uraian

Skor

Jawaban benar Jawaban kurang tepat Jawaban salah

10 5 0

b) Tes Lisan 1. Siswa menjawab pertanyaan dari teks yang sebelumnya telah mereka baca. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 4 3. Ada masalah pengucapan yang membuat pendengar harus 3

44 konsentrasi penuh dan adakesalahan (diction, pronounciation, stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction) 2

3

FLUENCY 1. Lancar seperti penutur asli 2. Kelancaran tampak sedikit terganggu oleh masalah bahasa (diction, grammar) 3. Sering ragu-ragu dan terhenti karena keterbatasan kosa kata 4. Bicara terputus-putus dan terhenti sehingga percakapan terhenti / tidak tercipta komunikasi CONTENT 1. Isi percakapan / cerita dan struktur generiknya sesuai dengan topik dan jenis teks yang sedang dibicarakan 2. Isi percakapan / cerita sesuai dengan topik tetapi struktur generiknya kurangsesuai dengan jenis teks yang sedang dibicarakan 3. Isi percakapan / cerita dan struktur generiknya kurang sesuai dengan topik dan jenis teks yang sedang dibicarakan. 4. Isi percakapan / cerita dan struktur generiknya tidak sesuai sama sekali dengan topik.

2

5 4 3 2

5 4

3 2

45 Appendix 2 Lesson Plan Control Class Nama sekolah Mata Pelajaran Kelas/Semester

: SMP Negeri 18 Tangerang : Bahasa Inggris : VII.2 (Tujuh Dua) / 2

Standar Kompetensi

: 8. Mendengarkan Memahami makna dalam teks lisan fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat.

Kompetensi Dasar

: 8.2 Merespon makna gagasan yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.


: Descriptive text : Occupations : Mendengarkan : 2 x 45 menit ( 1 x Pertemuan ) : Ke-1

Indikator

: -

Tujuan Pembelajaran

Mengidentifikasi fungsi komunikatif teks deskriptif yang di dengar.

-

Menjelaskan ciri kebahasaan deskriptif teks.

-


-


-

Menghubungkan antara profesi, tempat bekerja dan alat yang digunakan untuk bekerja.

: Pada akhir pembelajaran, siswa dapat: - memahami jenis-jenis pekerjaan serta dapat mengaplikasikannya dalam kalimat sederhana secara lisan maupun tertulis.

46 Karakter yang diharapkan

Materi Pembelajaran

Purpose

: -

Kreatif Inovatif, dan Percaya diri


Text Organization


Language Features

: - The use of adjectives e.g.: a) Debby is brown-skinned. b) Debby looks attractive and beautiful. - The use of preposition of place and time e.g.: a) There is a white board in front of our class. b) I go to school at 6 a.m.

Pokok bahasan

: Occupations List of vocabulary presented: 1. A cashier 2. Supermarket 3. Till 4. A dentist 5. Dental surgery 6. Drill 7. A farmer 8. Rice field 9. tractor 10. A hairdresser 11. Hair salon 12. Scissors 13. A nurse 14. Hospital 15. Thermometer 16. A police officer

17. Police station 18. Walkie-talkie 19. A receptionist 20. Hotel 21. Computer 22. A teacher 23. School 24. Board 25. A shop assistant 26. Shop 27. Clothes hanger 28. A waiter 29. Restaurant 30. Plates 31. A tailor 32. Clothes factory

47 33. Measuring tape 34. Make furniture 35. A postman 36. Post office 37. Hats and postman bags 38. A veterinarian 39. Syringe 40. Animals hospital Script for Listening: Listen to your teacher and complete the dialogs below! 1. Ary Beta Ary Beta

: What is he? : He is a … :Where does he work? : He works at …

2.

41. A carpenter 42. Furniture factory 43. A mechanic 44. Garage 45. Drill

Didi Caca Dedi Caca

: What does your mother do? : She is … : What does she do? : ….

Script for Reading: Read aloud the following text! My Family My name is Randi. I am an SMP student. I live on Jalan Suryakanta. My father’s name is Mr. Rahman. He works in a hospital. He is a doctor. My mother is a teacher. My parents have three children. Ely, the eldest, works as a programmer in a private company. Wulan is the second child, she goes to SMA 3. Script for Speaking: Practice dialogue above with your partner in front of the class! Script for Writing: Match the jobs written in the column below with their work place, and what they use in their jobs! No. Job Work place Tools 1. A tailor Restaurant Measure tape 2. A cashier Clothes factory Board 3. A carpenter Rice fields Walkie-talkie 4. A farmer Furniture factory Postman bag 5. A teacher Post office Plates 6. A postman Police station Till 7. A dentist Supermarket Scissors 8. A hairdresser Hospital Tractor 9. A receptionist School Computer 10. A policeman Hair salon Drill

48 Model Pembelajaran

: Communicative approach

Metode Pembelajaran



Kegiatan

Waktu

Kegiatan Pendahuluan  Greetings, and checking the attendace list.  Mengkondisikan kelas. Kegiatan Inti  Menanyakan pekerjaan orangtua siswa secara acak.  Guru menampilkan beberapa gambar pekerjaan, siswa diminta mengisi jenis pekerjaan sesuai gambar yang ditampilkan.  Guru menyebutkan jenis-jenis pekerjaan, siswa lalu mengikutinya.  Guru meminta siswa mendeskripsikan jenis pekerjaan yang ditampilkan di layar.  Guru meminta siswa mengisi kolom jenis pekerjaan, tempat bekerja, apa yang di lakukan serta alat yang digunakan dalam bekerja sesuai dengan gambar yang di tampilkan.  Guru memberikan tugas tertulis untuk siswa. Kegiatan Akhir  Guru memotivasi siswa.  Menutup kegiatan pembelajaran dengan membaca hamdallah. Jumlah


10 menit

Explanation

65 menit

15 menit

Questions and Answers Session

90 menit

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Gambar-gambar yang relevan  Laptop  Proyektor  White board Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

49 1. Siswa dapat

menjawab mengenai jenis-jenis pekerjaan.

Tes Tulis

Menjodohkan.

Match the jobs written in the column below with their work place, and responsibility!

Pedoman Penilaian a) Tes tertulis 1. Untuk setiap nomer, jawaban yang benar di beri skor 10. 2. Jumlah skor maksimal x 10 = 100 3. Nilai maksimal = 100 4. Nilai siswa =


Uraian

Skor


10 5 0

b) Tes Lisan 1. Siswa menjawab pertanyaan dari teks yang sebelumnya telah mereka baca. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 4 3. Ada masalah pengucapan yang membuat pendengar harus 3 konsentrasi penuh dan adakesalahan (diction, pronounciation, stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, 2 diction) 2

FLUENCY 1. Lancar seperti penutur asli 2. Kelancaran tampak sedikit terganggu oleh masalah bahasa (diction, grammar) 3. Sering ragu-ragu dan terhenti karena keterbatasan kosa kata 4. Bicara terputus-putus dan terhenti sehingga percakapan terhenti / tidak tercipta komunikasi

5 4 3 2

50 3

CONTENT 1. Isi percakapan / cerita dan struktur generiknya sesuai dengan topik dan jenis teks yang sedang dibicarakan 2. Isi percakapan / cerita sesuai dengan topik tetapi struktur generiknya kurangsesuai dengan jenis teks yang sedang dibicarakan 3. Isi percakapan / cerita dan struktur generiknya kurang sesuai dengan topik dan jenis teks yang sedang dibicarakan. 4. Isi percakapan / cerita dan struktur generiknya tidak sesuai sama sekali dengan topik.

5 4

3 2

51

Appendix 3 Lesson Plan Experiment Class Nama sekolah Mata Pelajaran Kelas/Semester


Standar Kompetensi

: 11. Membaca Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat.

Kompetensi Dasar

: 11.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.


: Descriptive text : Occupations : Membaca : 2 x 40 menit ( 1 x Pertemuan ) : Ke-2

Indikator

: -

Tujuan Pembelajaran

Mengidentifikasi jenis-jenis pekerjaan yang ada di dalam teks.

-

Menguraikan jenis-jenis pekerjaan yang terdapat di dalam teks.

-

Menuliskan jenis-jenis pekerjaan dalam teks.

-


-


-

Menghubungkan antara profesi, tempat bekerja dan tanggung jawab yang harus dilaksanakan.


52 -


Materi Pembelajaran

Purpose

: -



Text Organization


Language Features

: - The use of adjectives e.g.: a) Debby is brown-skinned. b) Debby looks attractive and beautiful.

- The use of preposition of place and time e.g.: a) There is a white board in front of our class. b) I go to school at : kinds of occupations Pokok bahasan : List of vocabulary presented:

53 46. A doctor 47. A hospital 48. Cure patients 49. A secretary 50. An office 51. Types letters 52. A pilot 53. An airport 54. Fly an airplane 55. A stewardess 56. An aircraft 57. Take care of passengers 58. An architect 59. A company 60. Design buildings 61. A chef 62. A restaurant or hotel 63. Cooks food 64. A singer 65. A TV station 66. Entertain people 67. A butcher 68. A market

69. Sells meat 70. A baker 71. A bakery 72. Make cakes and breads 73. A vendor 74. A small shop 75. Sell small things 76. A reporter 77. A TV or radio 78. Give a report 79. A nurse 80. A hospital 81. Help patients 82. A cleaning service 83. An office or public buildings 84. Clean the building 85. A housekeeper 86. A house 87. Clean the house 88. A gardener 89. A garden 90. Take care of the garden

Script for listening and speaking! Read and practice the following dialogue! Ferry : What do you do Azmi? Azmi : I am a waiter, I work at Laza Restaurant Ferry : How long have you been working there? Azmi : About three months. How about you? What do you do Ferry? Ferry : I am a doctor. I cure patients Azmi : Wow, what a nice job Script for Reading: Read aloud the following text!

My Dream Job! My dream job is to be a fashion designer, because I think its fun and it is also a way to express the creative side of you. As well as all of that I want to be a fashion designer because it has a good pay. The skills I would need to be a successful fashion designer are: communication skills, be good at drawing, be able to work under pressure and be imaginative. I think those are the main skills I would need to become a good fashion designer.

54

Model Pembelajaran


Metode Pembelajaran



Kegiatan Kegiatan Pendahuluan  Greetings, and checking the attendace list.  Mengkondisikan kelas.  Mengulang sekilas mengenai jenis-jenis pekerjaan, tempat bekerja serta deskripsi pekerjaannya. Kegiatan Inti  Siswa mengidentifikasi jenis pekerjaan yang terdapat di teks.  Siswa secara bersama membaca teks.  Guru memberikan games what, where and responsibility.  Guru mengelompokan siswa, sesuai dengan kelompok pada pertemuan sebelumnya. Siswa menunjuk salah satu temannya sebagai sukarelawan untuk memulai permainan.  Siswa yang bertindak sebagai sukarelawan di haruskan menebak kartu pekerjaan yang tertempel di punggungnya. Siswa tersebut dapat menanyakan yes/no question kepada teman-teman lainnya untuk menjawab jenis kartu pekerjaan yang di miliki.  Permainan berlanjut hingga siswa dapat menebak kartu pekerjaannya, dan akan mendapat 3 point.  Kelompok dengan point tertinggi memenangkan permainan. Kegiatan Akhir  Menyimpulkan materi pelajaran, mengenai penggunaan occupations.  Memberikan feedback atas pembelajaran. Jumlah

Waktu

Strategi Belajar

Presentation 5 menit

70 menit

Explanation Exercising

10 menit


90 menit

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Satu set kartu vocabulary  Gambar-gambar yang relevan  Laptop

55  Proyektor  White board Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

Bentuk Instrumen

Tes Lisan

Menyebutkan jenis pekerjaan yang terdapat di dalam teks.

Instrumen/ Soal

1. Siswa dapat

menyebutkan jenisjenis pekerjaan yang terdapat dalam teks.

Mention 5 kinds of occupations!

Pedoman Penilaian a) Tes tertulis 1. Untuk setiap nomer, jawaban yang benar di beri skor 10. 2. Jumlah skor maksimal x 10 = 100 3. Nilai maksimal = 100 Uraian

Skor


10 5 0

b) Tes Lisan 1. Siswa menjawab pertanyaan yang diajukan oleh guru. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 4 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 3 3. Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh dan adakesalahan (diction, pronounciation, 2 stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction) 2

FLUENCY 1. Lancar seperti penutur asli 2. Kelancaran tampak sedikit terganggu oleh masalah bahasa (diction, grammar) 3. Sering ragu-ragu dan terhenti karena keterbatasan kosa kata 4. Bicara terputus-putus dan terhenti sehingga percakapan terhenti / tidak tercipta komunikasi

5 4 3 2

56

3

CONTENT 1. Isi percakapan / cerita dan struktur generiknya sesuai dengan topik dan jenis teks yang sedang dibicarakan 2. Isi percakapan / cerita sesuai dengan topik tetapi struktur generiknya kurangsesuai dengan jenis teks yang sedang dibicarakan 3. Isi percakapan / cerita dan struktur generiknya kurang sesuai dengan topik dan jenis teks yang sedang dibicarakan. 4. Isi percakapan / cerita dan struktur generiknya tidak sesuai sama sekali dengan topik.

5 4

3 2



Standar Kompetensi

: 11. Membaca Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat.

Kompetensi Dasar

: 11.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.


: Descriptive text : Occupations : Membaca : 2 x 45 menit ( 1 x Pertemuan ) : Ke-2

Indikator

: -

Tujuan Pembelajaran


-


-

Menuliskan jenis-jenis pekerjaan dalam teks.

-


-


-



58 -


Materi Pembelajaran

Purpose

: -



Text Organization


Language Features

: - The use of adjectives e.g.: a) Debby is brown-skinned. b) Debby looks attractive and beautiful.

- The use of preposition of place and time e.g.: a) There is a white board in front of our class. b) I go to school at Pokok bahasan : List of vocabulary presented: 46. A doctor 59. A company 47. A hospital 60. Design buildings 48. Cure patients 61. A chef 49. A secretary 62. A restaurant or hotel 50. An office 63. Cooks food 51. Types letters 64. A singer 52. A pilot 65. A TV station 53. An airport 66. Entertain people 54. Fly an airplane 67. A butcher 55. A stewardess 68. A market 56. An aircraft 69. Sells meat 57. Take care of passengers 70. A baker 58. An architect 71. A bakery

59 72. Make cakes and breads 73. A vendor 74. A small shop 75. Sell small things 76. A reporter 77. A TV or radio 78. Give a report 79. A nurse 80. A hospital 81. Help patients

82. A cleaning service 83. An office or public buildings 84. Clean the building 85. A housekeeper 86. A house 87. Clean the house 88. A gardener 89. A garden 90. Take care of the garden

Script for listening and speaking! Read and practice the following dialogue! Ferry : What do you do Azmi? Azmi : I am a waiter, I work at Laza Restaurant Ferry : How long have you been working there? Azmi : About three months. How about you? What do you do Ferry? Ferry : I am a doctor. I cure patients Azmi : Wow, what a nice job Script for Reading: Read aloud the following text! My Dream Job! My dream job is to be a fashion designer, because I think its fun and it is also a way to express the creative side of you. As well as all of that I want to be a fashion designer because it has a good pay. The skills I would need to be a successful fashion designer are: communication skills, be good at drawing, be able to work under pressure and be imaginative. I think those are the main skills I would need to become a good fashion designer. Model Pembelajaran


Metode Pembelajaran



Kegiatan Kegiatan Pendahuluan  Greetings, and checking the attendace list.  Mengkondisikan kelas.  Mengulang sekilas mengenai jenis-jenis pekerjaan, tempat bekerja serta deskripsi pekerjaannya.

Waktu 10 menit


60 Kegiatan Inti  Siswa mengidentifikasi jenis pekerjaan yang terdapat di teks. Explanation  Siswa secara bersama membaca teks. 70 menit  Guru memberikan tugas membuat 20 daftar pekerjaan Exercising dari orang tua teman-teman sekelas.  Siswa mengerjakan tugas tersebut dengan menyakan pekerjaan orang tua, tempat bekerja serta tanggung jawab dari pekerjaan tersebut kepada teman-teman sekelasnya. Kegiatan Akhir Questions  Menyimpulkan materi pelajaran, mengenai penggunaan and occupations. 10 menit Answers  Memberikan feedback atas pembelajaran. Session Jumlah

90 menit

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Gambar-gambar yang relevan  Laptop  Proyektor  White board Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

Bentuk Instrumen

Tes Lisan

Menyebutkan jenis pekerjaan yang terdapat di dalam teks.

Instrumen/ Soal

1. Siswa dapat

menyebutkan jenisjenis pekerjaan yang terdapat dalam teks.

Mention 5 kinds of occupations!

Pedoman Penilaian a) Tes tertulis 1. Untuk setiap nomer, jawaban yang benar di beri skor 10. 2. Jumlah skor maksimal x 10 = 100 3. Nilai maksimal = 100

61

Uraian

Skor


10 5 0

b) Tes Lisan 1. Siswa menjawab pertanyaan yang diajukan oleh guru. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 4 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 3 3. Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh dan adakesalahan (diction, pronounciation, 2 stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction) 2

3


5 4 3 2

5 4

3 2

62 Appendix 5 Lesson Plan Experiment Class Nama sekolah Mata Pelajaran Kelas/Semester


Standar Kompetensi

: 10. Berbicara Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar

: 10.2 Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.


: Descriptive text : My dream job : Berbicara : 2 x 40 menit ( 1 x Pertemuan ) : Ke-3

Indikator

: -

Tujuan Pembelajaran


-


-


-

Menjelakan profesi seseorang di depan kelas.

-


-



63 -


Materi Pembelajaran

Purpose

: -



Text Organization


Language Features

: - The use of adjectives e.g.: a) Debby is brown-skinned. b) Debby looks attractive and beautiful. - The use of preposition of place and time e.g.: a) There is a white board in front of our class. b) I go to school at : kinds of occupations

Pokok bahasan : List of vocabulary presented: 1. A waitress 2. A sailor 3. A carpenter 4. A farmer 5. A teacher 6. A postman 7. A secretary 8. A pilot 9. A singer 10. A civil servant 11. A policeman 12. A chef

13. A mechanic 14. A doctor 15. An architect 16. A baker 17. A butcher 18. A soldier 19. A stewardess 20. An actor 21. An actress 22. A dentist 23. A veterinarian 24. A lawyer

25. A model 26. A fashion designer 27. A movie director 28. A magician 29. An astronaut 30. A gardener 31. A song writer 32. An athlete 33. A surgeon 34. A dentist 35. An engineer 36. A reporter

64 37. A news anchor 38. A nurse 39. A firefighter

40. A technician 41. A programmer 42. A housekeeper

43. An artist 44. A writer 45. A photographer

Script for listening: Listen to your teacher and answer the following questions! 1. A person who designed a building called … 2. A person who drives a car called … 3. A person who teaches in school called … 4. A person who sends and deliver message is … 5. A person who flies an airplane called … 6. A person who grows rice called … 7. A person who repairs motorcycle called … 8. A person who makes furniture called … 9. A person who cures patients is … 10. A person who works in a ship is … Script for reading: The following letter is Andi’s letter to his new friend pal Febi. Dear Febi, My name is Andi. I am 12 years old. I am from Tangerang. I am a junior high school student; my school is SMP Negeri 18 Tangerang. I want to be a pilot like my father is a pilot. He works in Jakarta Airlines. My mother is a teacher. She teach English subject in my school. I have two sisters, they are Linda dan Dinda. My older sister Linda is a Photographer, she works in a fashion magazines. Dinda, my little sister is a student in SD Merpati. Please tell me about your family to. Andi Script for writing and speaking: Write 5 jobs that you would most like to do and you would like least to do with the good and bad points. Perform your opinion in front of your class. Jobs Accountant

Good points Earn a lot of money

Bad points Stressful

65

Model Pembelajaran


Metode Pembelajaran



Kegiatan

Waktu

Strategi Belajar

Kegiatan Pendahuluan  Greetings, and checking the attendace list.  Mengkondisikan kelas.  Mengulang sekilas mengenai jenis-jenis pekerjaan, tempat bekerja serta deskripsi pekerjaannya. Presentation Kegiatan Inti 15 menit  Guru mendeskripsikan suatu pekerjaan dan para siswa menebak profesi yang dimaksud  Guru memberikan handout berisi script reading yang kemudian di bacakan oleh guru dan diikuti oleh siswanya.  Siswa mengidentifikasi jenis pekerjaan, tempat bekerja dan tanggung jawab dari profesi dalam teks bacaan.  Guru mengelompokan siswa secara berpasangan untuk Explanation memainkan game Guess my job.  Dalam games ini, salah satu siswa mengambil kartu jenis Discussion pekerjaan dari dalam amplop yang tersedia.  Siswa lainnya berusaha menebak jenis pekerjaan yang 65 menit Exercising tertulis pada kartu dengan menanyakan beberapa pertanyaan mengenai tempat bekerja, apakah pekerjaan tersebut butuh keahlian khus, dan lain-lain. Siswa dengan kartu pekerjaan dapat menentuka jumlah pertanyaan yang dapat di tanyakan.  Kelompok yang mampi menjawab, dan meraih point teringgi memenangkan permainan. Questions and Kegiatan Akhir Answers 15 menit Session  Guru memotivasi siswa  Menyimpulkan materi mengenai occupations.  Guru memberikan tugas untuk menuliskan paragraph mengenai cita-cita mereka.  Menutup kegiatan pembelajaran dengan membaca hamdallah. Jumlah

90 menit

66 Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Satu set kartu vocabulary  Gambar-gambar yang relevan  Laptop  Proyektor  White board Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

1. Siswa dapat

menuliskan 5 jenis pekerjaan yang paling Tes Tulis mereka sukai dan yang tidak ingin mereka lakukan beserta keuntungan dan kekurangan dari pekerjaan tersebut.

2. Siswa dapat

mempresentasikan temuannya di depan kelas.

Tes Lisan

Bentuk Instrumen Membuat daftar jenis pekerjaan, yang paling ingin dilakukan dan yang tidak ingin dilakukan beserta kelebihan dan kekurangannya.

Instrumen/ Soal Write 5 jobs that you would most like to do and you would like least to do with the good and bad points.

Mempresentasik Perform your opinion in an temuannya di front of your class! depan kelas.

Pedoman Penilaian a) Tes tertulis 1. Untuk setiap kalimat, jawaban yang benar di beri skor maksimal 10. 2. Jumlah skor maksimal x 10 = 100 3. Nilai maksimal = 100 4. Nilai siswa =


Uraian

Skor


10 5 0

b) Tes Lisan

67 1. Siswa menjawab pertanyaan yang diajukan oleh guru. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 4 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 3 3. Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh dan adakesalahan (diction, pronounciation, 2 stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction) 2

3


5 4 3 2

5 4

3 2



Standar Kompetensi

: 10. Berbicara Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar

: 10.2 Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.



Indikator

: -

Tujuan Pembelajaran


-


-


-


-


-



69 -


Materi Pembelajaran

Purpose

: -



Text Organization


Language Features


Pokok bahasan : List of vocabulary presented: 1. A waitress 2. A sailor 3. A carpenter 4. A farmer 5. A teacher 6. A postman 7. A secretary 8. A pilot 9. A singer 10. A civil servant 11. A policeman 12. A chef

13. A mechanic 14. A doctor 15. An architect 16. A baker 17. A butcher 18. A soldier 19. A stewardess 20. An actor 21. An actress 22. A dentist 23. A veterinarian 24. A lawyer

25. A model 26. A fashion designer 27. A movie director 28. A magician 29. An astronaut 30. A gardener 31. A song writer 32. An athlete 33. A surgeon 34. A dentist 35. An engineer 36. A reporter

70 37. A news anchor 38. A nurse 39. A firefighter

40. A technician 41. A programmer 42. A housekeeper

43. An artist 44. A writer 45. A photographer

Script for listening: Listen to your teacher and answer the following questions! 1. A person who designed a building called … 2. A person who drives a car called … 3. A person who teaches in school called … 4. A person who sends and deliver message is … 5. A person who flies an airplane called … 6. A person who grows rice called … 7. A person who repairs motorcycle called … 8. A person who makes furniture called … 9. A person who cures patients is … 10. A person who works in a ship is … Script for reading: The following letter is Andi’s letter to his new friend pal Febi. Dear Febi, My name is Andi. I am 12 years old. I am from Tangerang. I am a junior high school student; my school is SMP Negeri 18 Tangerang. I want to be a pilot like my father is a pilot. He works in Jakarta Airlines. My mother is a teacher. She teach English subject in my school. I have two sisters, they are Linda dan Dinda. My older sister Linda is a Photographer, she works in a fashion magazines. Dinda, my little sister is a student in SD Merpati. Please tell me about your family to. Andi Script for writing and speaking: Write 5 jobs that you would most like to do and you would like least to do with the good and bad points. Perform your opinion in front of your class. Jobs Accountant

Good points Earn a lot of money

Bad points Stressful

71

Model Pembelajaran


Metode Pembelajaran



Kegiatan

Waktu


Kegiatan Pendahuluan  Greetings, and checking the attendace list.  Mengkondisikan kelas. 15 menit  Mengulang sekilas mengenai jenis-jenis pekerjaan, tempat bekerja serta deskripsi pekerjaannya. Kegiatan Inti  Guru mendeskripsikan suatu pekerjaan dan para siswa menebak profesi yang dimaksud  Guru memberikan handout berisi script reading yang kemudian di bacakan oleh guru dan diikuti oleh siswanya.  Siswa mengidentifikasi jenis pekerjaan, tempat bekerja dan tanggung jawab dari profesi dalam teks bacaan.  Guru meminta siswa melengkapi kolom tugas seusai perintah yang diberikan. Kegiatan Akhir  Guru memotivasi siswa  Menyimpulkan materi mengenai occupations.  Guru memberikan tugas untuk menuliskan paragraph mengenai cita-cita mereka.  Menutup kegiatan pembelajaran dengan membaca hamdallah.

Jumlah

Explanation Discussion Exercising 60 menit

15 menit


90 menit

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Gambar-gambar yang relevan  Laptop  Proyektor  White board

72 Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

1. Siswa dapat

menuliskan 5 jenis pekerjaan yang paling Tes Tulis mereka sukai dan yang tidak ingin mereka lakukan beserta keuntungan dan kekurangan dari pekerjaan tersebut.

2. Siswa dapat


Tes Lisan

Bentuk Instrumen Membuat daftar jenis pekerjaan, yang paling ingin dilakukan dan yang tidak ingin dilakukan beserta kelebihan dan kekurangannya.

Instrumen/ Soal Write 5 jobs that you would most like to do and you would like least to do with the good and bad points.

Mempresentasik Perform your opinion in an temuannya di front of your class! depan kelas.



Uraian

Skor


10 5 0

b) Tes Lisan 1. Siswa menjawab pertanyaan yang diajukan oleh guru. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 4 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 3 3. Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh dan adakesalahan (diction, pronounciation, 2 stress)

73 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction) 2

3


5 4 3 2

5 4

3 2

74 Appendix 7 Lesson Plan Experiment Class Nama sekolah Mata Pelajaran Kelas/Semester


Standar Kompetensi

: 12. Menulis Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar

: 12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.



Indikator

: -


-


-


-


-

Menuliskan teks deskriptif singkat mengenai “My Dream Job”

-


-


75 Tujuan Pembelajaran


Materi Pembelajaran

Purpose

: Pada akhir pembelajaran, siswa dapat: - memahami jenis-jenis pekerjaan serta dapat mengaplikasikannya dalam kalimat sederhana secara lisan maupun tertulis. : - Kreatif - Inovatif, dan - Percaya diri :

Descriptive : to describe a particular person, animal, place and thing.

Text Organization


Language Features


Pokok bahasan : List of vocabulary presented: 1. A waitress 2. A sailor 3. A carpenter 4. A farmer 5. A teacher 6. A postman 7. A secretary 8. A pilot 9. A singer 10. A civil servant

11. A policeman 12. A chef 13. A mechanic 14. A doctor 15. An architect 16. A baker 17. A butcher 18. A soldier 19. A stewardess 20. An actor

21. An actress 22. A dentist 23. A veterinarian 24. A lawyer 25. A model 26. A fashion designer 27. A movie director 28. A magician 29. An astronaut 30. A gardener

76 31. A song writer 32. An athlete 33. A surgeon 34. A dentist 35. An engineer

36. A reporter 37. A news anchor 38. A nurse 39. A firefighter 40. A technician

41. A programmer 42. A housekeeper 43. An artist 44. A writer 45. A photographer

Script for listening: Listen to your teacher and answer the following questions! 1. A person who designed a building called … 2. A person who drives a car called … 3. A person who teaches in school called … 4. A person who sends and deliver message is … 5. A person who flies an airplane called … 6. A person who grows rice called … 7. A person who repairs motorcycle called … 8. A person who makes furniture called … 9. A person who cures patients is … 10. A person who works in a ship is … Script for reading: I’m Kania. I’m twelve years old. I’m a student. I have a lot of hobbies. One of them is gardening. I like it very much. I want to be a gardener. In my spare time, I always do some activities in my garden. Cleaning, watering, and planting are my activities in the garden. I have some gardening equipments, such as spade, broom, and compost bin. They have different functions. For example, spade is use to dig the soil, broom is used to sweep the leaves, and compost bin is used to collect the leaves. Script for speaking and writing: What do you want to be? Ade : Hi Goesti, what do you want to be? Reza : I want to be a soldier. What about you? Ade : I want to be an architect. Model Pembelajaran


Metode Pembelajaran



Kegiatan Kegiatan Pendahuluan  Greetings, and checking the attendace list.

Waktu 10 menit


77  Mengkondisikan kelas.  Mengulang sekilas mengenai jenis-jenis pekerjaan, tempat bekerja serta deskripsi pekerjaannya. Kegiatan Inti  Guru membacakan teks dialog mengenai my dream job yang kemudian di bacakan oleh guru dan diikuti oleh siswanya.  Siswa mengidentifikasi jenis pekerjaan, tempat bekerja dan tanggung jawab dari profesi dalam teks bacaan.  Guru meminta siswa mempresentasikan tulisan mengenai cita-cita mereka di depan kelas.  Guru membagi siswa secara berpasangan untuk bermain game Guess my job. 75 menit  Guru mengelompokan siswa, sesuai dengan kelompok pada pertemuan sebelumnya. Siswa menunjuk salah satu temannya sebagai sukarelawan untuk memulai permainan.  Siswa yang bertindak sebagai sukarelawan di haruskan menempelkan sebuah kartu pekerjaan di punggung anggota kelompok lain. Siswa dengan kartu pekerjaan yang terdapat di punggungnya dapat menanyakan yes/no 5 menit question kepada teman-teman lainnya untuk menjawab jenis kartu pekerjaan yang di miliki.  Permainan berlanjut hingga siswa dapat menebak kartu pekerjaannya, dan akan mendapat 3 point.  Kelompok dengan point tertinggi memenangkan permainan.

Explanation Discussion Exercising Presentation


Kegiatan Akhir  Guru memotivasi siswa  Menyimpulkan materi mengenai occupations.  Menutup kegiatan pembelajaran dengan membaca hamdallah. Jumlah

90 menit

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Satu set kartu vocabulary  Gambar-gambar yang relevan  Laptop  Proyektor

78  White board Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Tes Lisan

Mempresent asikan temuannya di depan kelas.

Guess what kind job is written on your back.

1. Siswa dapat menebak

jenis pekerjaan yang sdimaksud.

Pedoman Penilaian a) Tes Lisan 1. Siswa menjawab pertanyaan yang diajukan oleh guru. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 4 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 3 3. Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh dan adakesalahan (diction, pronounciation, 2 stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction) 2

3


5 4 3 2

5 4

3 2

79



Standar Kompetensi

: 12. Menulis Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar

: 12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive/procedure.



Indikator

: -


-


-


-


-

Menuliskan teks deskriptif singkat mengenai “My Dream Job”

-


-


80 Tujuan Pembelajaran


Materi Pembelajaran

Purpose

: Pada akhir pembelajaran, siswa dapat: - memahami jenis-jenis pekerjaan serta dapat mengaplikasikannya dalam kalimat sederhana secara lisan maupun tertulis. : - Kreatif - Inovatif, dan - Percaya diri :

Descriptive : to describe a particular person, animal, place and thing.

Text Organization


Language Features


Pokok bahasan : List of vocabulary presented: 1. A waitress 2. A sailor 3. A carpenter 4. A farmer 5. A teacher 6. A postman 7. A secretary 8. A pilot 9. A singer 10. A civil servant

11. A policeman 12. A chef 13. A mechanic 14. A doctor 15. An architect 16. A baker 17. A butcher 18. A soldier 19. A stewardess 20. An actor

21. An actress 22. A dentist 23. A veterinarian 24. A lawyer 25. A model 26. A fashion designer 27. A movie director 28. A magician 29. An astronaut 30. A gardener

81 31. A song writer 32. An athlete 33. A surgeon 34. A dentist 35. An engineer

36. A reporter 37. A news anchor 38. A nurse 39. A firefighter 40. A technician

41. A programmer 42. A housekeeper 43. An artist 44. A writer 45. A photographer

Script for listening: Listen to your teacher and answer the following questions! 1. A person who designed a building called … 2. A person who drives a car called … 3. A person who teaches in school called … 4. A person who sends and deliver message is … 5. A person who flies an airplane called … 6. A person who grows rice called … 7. A person who repairs motorcycle called … 8. A person who makes furniture called … 9. A person who cures patients is … 10. A person who works in a ship is … Script for reading: I’m Kania. I’m twelve years old. I’m a student. I have a lot of hobbies. One of them is gardening. I like it very much. I want to be a gardener. In my spare time, I always do some activities in my garden. Cleaning, watering, and planting are my activities in the garden. I have some gardening equipments, such as spade, broom, and compost bin. They have different functions. For example, spade is use to dig the soil, broom is used to sweep the leaves, and compost bin is used to collect the leaves. Script for speaking and writing: What do you want to be? Ade : Hi Goesti, what do you want to be? Reza : I want to be a soldier. What about you? Ade : I want to be an architect. Class survey Ask five of your friend about their dream job! Fill the answer in the following table. Name

Dream job

Avzhana

Fashion designer

82

Model Pembelajaran


Metode Pembelajaran



Kegiatan

Waktu

Kegiatan Pendahuluan 10 menit  Greetings, and checking the attendace list.  Mengkondisikan kelas.  Mengulang sekilas mengenai jenis-jenis pekerjaan, tempat bekerja serta deskripsi pekerjaannya. Kegiatan Inti  Guru membacakan teks dialog mengenai my dream job yang kemudian diikuti oleh siswanya.  Siswa mengidentifikasi jenis pekerjaan, tempat bekerja dan tanggung jawab dari profesi dalam teks bacaan.  Guru meminta siswa berkeliling menyanyakan profesi impian dari 5 teman sekelasnya.  Siswa mempresentasikan temuannya di depan kelas serta menceritakan cita-cita masing-masing.


Explanation Discussion Exercising 70 menit Presentation

Kegiatan Akhir  Guru memotivasi siswa  Menyimpulkan materi mengenai occupations.  Menutup kegiatan pembelajaran dengan membaca hamdallah. Jumlah

10 menit


90 menit

Sumber dan Alat belajar  Buku teks English in Focus for Grade VII, karangan Artono Wardiman, dkk. 2008. Jakarta: Pusat Perbukuaan Departemen Pendidikan Nasional.  Gambar-gambar yang relevan  Laptop  Proyektor  White board Penilaian

83 Indikator Pencapaian Kompetensi

Teknik Penilaian

1. Siswa dapat mendata

5 jenis pekerjaan impian dari teman sekelasnya.

Tes Tulis

2. Siswa dapat


Tes Lisan

Bentuk Instrumen

Instrumen/ Soal

Membuat daftar jenis pekerjaan impian dari 5 orang teman sekelasnya.

Ask five of your classmate about their dream job!

Mempresent asikan temuannya di depan kelas.

Perform your finding in front of your class.



Uraian

Skor


20 10 0

b) Tes Lisan 1. Siswa menjawab pertanyaan yang diajukan oleh guru. Penilaian difokuskan pada content yang disampaikan. No. Aspek Skor 1. ACCURACY 1. Mudah dipahami dan memiliki aksen seperti penutur asli 5 (pronounciation) 4 2. Mudah dipahami meskipun dengan aksen tertentu (intonation) 3 3. Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh dan adakesalahan (diction, pronounciation, 2 stress) 4. Banyak kesalahan pada pengucapan setiap kata (grammar, diction)

84 2

3


5 4 3 2

5 4

3 2

85 Appendix 9

Post-Test Name :

Class :

Answer the questions below by giving a cross (x) on a, b, c or d!

Questions no. 1-15. Based on the following pictures, what are their jobs?

a. He is a fisherman. b. He is a gardener. c. He is a soldier. d. He is a baker.

1.

4.

a. He is a reporter. b. He is a postman. c. He is a soldier. d. He is an astronaut. 2.

a. She is a teacher. b. She is a nurse. c. She is an actress. d. She is a secretary. 5.

a. He is a pilot. b. He is an artist. c. He is a singer. d. He is a driver. 3.

a. He is a sailor. b. He is a singer. c. He is a gardener. d. He is a postman.

86 6.

a. She is a teacher. b. She is a gardener. a. He is a singer. b. He is an actor.

c. She is a nurse. d. She is a secretary.

c. He is an athlete. d. He is a doctor.

10.

7. a. He is a driver. b. He is a singer. c. He is an actor. d. He is a farmer. a. He is a police officer. b. He is a firefighter.

11.

c. He is a postman. d. He is a butcher. 8.

a. He is a nurse. b. He is a firefighter. c. He is an artist. a. He is a baker.

d. He is a dentist.

b. He is an astronaut.

12.

c. He is a postman. d. He is a soldier.

9.

87 a. She is a cashier. b. She is a teacher. c. She is a nurse. d. She is a cleaning service. 13.

d. He is a reporter. For questions no 16 to 25, choose the suitable words to complete the paragraph. I’m Kania. I’m … (16) years old. I’m a student. I have a lot of … (17). One of them is … (18). I like it very much, I want to be a … (19). In my spare time, I always do some activities in my garden. Cleaning, … (20), and planting are my activities in the garden.

a. She is an actress.

I have some gardening … (21), such as spade, broom,

b. She is a nurse.

and compost bin. They have different … (22). For

c. She is a gardener.

example, 16. … (23) is use to dig the soil, broom is used to …

d. She is a teacher.

(24) thea. leaves, firstcompost bin is used to collect … (25).

b. twelve c.

second

d. third 17. a. things

14. a. She is a chemist.

b. books

b. She is a cleaning service.

c. hobbies

c. She is a baker.

d. cars

d. She is a butcher.

18. a. gardening b. singing c. reading a book d. watching movie 19.

15. a. He is a farmer.

a. singer

b. He is a butcher.

c. baker

c. He is a policeman.

d. gardener

b. writer

88 20.

26. This person works in the field, grows a. painting

plants and vegetables. He is a …

b. watering

a. Carpenter.

c. acting

b. Singer.

d. watching

c. Doctor. d. Farmer.

21. a. equipments

27. This person works in the office,

b. shovel

types letters, and makes schedule for

c. cans

the manager. She is a …

d. water jug

a. Nurse. b. Mechanic. c. Secretary.

22. a. size b. functions

d. Sailor. 28. This person manages a household.

c. height

She is a …

d. weight

a. Soldier. b. Vet.

23. a. spoon

c. Housekeeper.

b. fork

d. Teacher.

c. spade d. cup

29. This person travels from one place to another place on a ship. He is a … a. Driver.

24. a. sweep

b. Sailor.

b. watering

c. Pilot.

c. dig

d. Mechanic.

d. burn

30. This person entertains people with songs. She is a …

25. a. the leaves

a. Teacher.

b. the water

b. Producer.

c. the soil

c. Singer.

d. the air

d. Manager.

89 31. This person cures the sick people. She is a … a. Singer.

Read the text and answer questions 36 to 40. My Family

b. Writer.

My name is Randi. I am an SMP student. I live on

c. Secretary.

Jalan Suryakanta. My father’s name is Mr. Rahman.

d. Doctor.

He works in a hospital. He is a doctor. My mother is

32. This

person

repairs

cars

or

a teacher. My parents have three children. Ely, the

motorcycles. He is a …

eldest, works as a programmer in a private company.

a. Carpenter.

Wulan is the second child, she goes to SMA 3.

b. Mechanic.

36. Who is Randy?

c. Baker.

a. He is a doctor.

d. Butcher.

b. He is a teacher.

33. This person makes things from wood. He is a … a. Mechanic.

c. He is an SMP student. d. He is an SMA student. 37. What is Mr. Rahman’s occupation?

b. Butcher.

a. He is an architect.

c. Carpenter.

b. He is a doctor.

d. Manager.

c. He is a technician.

34. This person is a member of an army. He is a …

d. He is a carpenter. 38. How

many

a. Soldier.

Rahman have?

b. Postman.

a. Three.

c. Singer.

b. Two.

d. Writer.

c. Four.

35. This person works in a shop. He is a …

children

does

d. Five. 39. Where does Ely go to work?

a. Writer.

a. In a hospital.

b. Mechanic.

b. In a private company.

c. Singer.

c. In a school.

d. Shopkeeper.

d. In a supermarket. 40. What is Randi’s mother job?

Mr.

90 a. She is a programmer.

b. Farmer.

b. She is a nurse.

c. Architect.

c. She is a headmaster.

d. Singer.

d. She is a teacher. 41. Mr. Andi is a pilot. He works in a …

46. A postman works at a … a. Workshop.

a. Plane.

b. Post office.

b. Ship.

c. Furniture factory.

c. Bus.

d. Garden.

d. Train. 42. Miss Rania is a flight attendant. She

47. A sailor works on the … a. Ship.

takes care of …

b. Plane.

a. Patients.

c. Bus.

b. Passengers.

d. Train.

c. Fields. d. Animals. 43. A nurse works at …

48. A civil servant works in a … a. Government office. b. Company.

a. Fields.

c. Factory.

b. Hospital.

d. Supermarket.

c. School. d. Supermarket. 44. A waitress works at …

49. A policeman works in a … a. Post office. b. Garden.

a. Garden.

c. Workshop.

b. Public office.

d. Police station.

c. Company. d. Restaurant. 45. Arif designs buildings and supervises

50. A secretary works in an … a. Office. b. Hospital.

the construction. He is an …

c. Workshop.

a. Mechanic.

d. School.

91

Appendix 10

Answer Key

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.

A B D B C D B C A D D A A B C B C A D B A B C A A

26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

D C C B C D B C A D C B A B D A B B D C B A A D A

SKOR DATA DIBOBOT

.lumlah Subyek Butir soal Bobot utk jwban benar:

40 50 1

Bobot utk jwban salah

0

Keterangani d+ta leru-rqt berdasarbary Fkar (!rnqqr lre rendait) Nama

berkas : C: \USERS\USER\DOCUMENTS\VALIDITASIB

No Urt

No Subyek

Kode /Nama

Benar

B

2L

2T

9

24

?4

10

5

11

32

32

12

LB

1B

13

6

1{

I1

T1

15

33

33

16

37

37

L7

31

31

1B

3B

3B

1e

15

15

20

B

2L

23

23

22

26

25

23

'>A

J.t

34

24

3e

39

25

1

1

26

2

2

27

20

20

2B

2B

2B

29

30

30

29

L2

L2

I

9

3

25

25

4

11

11

5

19

19

6

29

29

I

9

: A

5

6

B

Skr Asl-i

Skr Bobot

43

n'l tJ

41

47

9

4I

41

10

40

4Q

10

40

4A

11

39

39

L2

38

38

L2

3B

38

12

3B

3q

13

3-t

37

L4

36

36

15

1ttr JJ

35

16

34

34

16

3+

34

16

34

34

L7

33

33

1B

32

32

18

32

32

19

31

31

20

30

30

20

30

30

2A

30

30

20

30

30

20

30

30

2L

29

29

2L

29

29.

2L

29

29

2t

29

29

2t

2e

29

Salah

43 4L9 41 40 40 39 38 38 38 31 36 3s 34 34 34 33 32 32 31 30 30 30 30 30 29 29 29 29

1

. 1 . ANA

1

Kosong

35 36 27 13

30

31 32 33

35

29

27

0

29

29

36

29

2L

0

29

29

27

2B

22

0

2B

28

13

25

25

0

25

25

24

28

a

24

24

24

26

0

24

24

23

27

0

23

23

1-9

3L

0

I9

1_9

19

31

0

19

19

1B

32

0

1q

18

5

45

0

5

5

33

34

40 40 10 10 L6 L6 22 22 11 74 14

35

36 37 3B

39 40

RELIABILITAS

TES

Rata2: 30. B5 Simpang, Baku: 7.51 KorelasiXY: 0.73 Reliabilitas Tes: 0.84 Na-pa be-rkas

i

c ! \r:5935 \u$ER'rpQe u_t4_El{Ts \vAr{r_DrrAs 1g , :,. ANA

No,UruE No. Subyek Kode/Nama Subyek

Skor Ganjil

Skor

Genap

Skor Total

L2

2L

22

43

9

22

19

47

25

25

19

22

4I

4

11

11_

20

20

40

5

19

19

1B

22

40

6

29

29

L7

22

39

7

4

4

L9

L9

3B

B

2I

2I

19

19

3B

9

24

24

u

2I

3q

10

5

5

19

1B

31

11

32

32

15

2L

36

72

1_B

1B

79

35

13

6

14

1

L2

z

9

3

,16

6

15

19

34

l1

I7

18

16

3{

15

33

33

I6

1B

34

L6

37

37

L7

16

33

31 3L 3A 38 15 1"5 B8 23 2? 26 26 34 34 39 39 11

L7 18

L9 20 -2.

)=

a1 ?3

z4 otr

26

14

zt

20 28

.Q

1,4

18

32

L't

L5

32

L5

76

3L

t_5

15

30

17

1,3

3A

1,4

16

30

L7

13

30

1(

15

30

16

13

29

14

1C

)a

20

74

,-u

29

28

I2

LI

29

.7U

LB

11

29

16

ZY

z9

JU

30

35

l<

36

15

t4

2?

32

35 36 21

21

15

13

28

1?

iJ

IJ

L2

13

25

L4

IU

24

10

14

24

!2

11

7

-1,2

19

t_0

9

1-9

E

LU

?

2

31

37

33 40 40 10 ]Q L6 16

20 JU

zz

J4 35

36

?q

11

40

L4

KELOMPOK UNGGUL

&

zL

14

1J

5

ASOR

Kelompok Unggul Nama berkas

:

C:

\USERS\USER\DOCUMENTS\VALIDITAS18.

l_.ANA

1

No.

Urut

No Sublrek Kode,lNama Subyek Skor

1

2 .)

2

1-2 L2 9 9

43 , 41

3

252tr

4t

L

1

11 11 1919401

40

1

L

1

4

5

l"

L

1

1

3

4

5

3

4

5

1

1

l.

1

1

1

61 61 11L

1

11

1

11 -L

11 11

1_

No Sublrek Kode,lNama

No.Urut

1_2

t

99 2s 25 11 11 L9 19 29 29 44 2I 21 24 24 55 32 32

2

3 4 tr

J

5 7

I 9 1^

7L

Jnl

No.

Urut

72

rlwb Benar

No Subyek Kode/Nama

41 I

1

40 40 39 38

1 1 1_ 1 - 1 1 1_ -

1 1 1 1

1

37 36

1_9

40 1 1 1 397L1_1-1-L1 38 111r.

7

29 29 44

I

21

6

9 r_0

11

2t

24 24 55 32 32 Jml- Jwb Benar

Urut 1_

) 3 4

c

1 1 1

1 1 1

1r-1 11

29 30 31 32 33 34 Subyek Skor 29 30 31 32 33 34

5

19

1 1 1

1-1-111 111-1L1 11 9l_0011

4

3

28

-11_1 -11-

38 111-111 38 11

43L7L1111 47-111111

a

28

43LLL-1-L1" 4Iit-1-11

L2 12 99 25 25 11 11

L

No.

22 23 24 25 26 27 Subyek Skor 22 23 24 25 26 27

41,1111111 40 - 1 i 1 1 1 L

1

L

9

35

35

1 1

111

38 111-111 38 l_ 1 1 1 1 1 31 1111111 36-111_-17 8111110101111

36 37 38 39 40 4t No Subyek Kode,lNama Subyek Skor 36 3-t 38 39 40 4L L27243L1_1-1,-1L 9941111111

1

42 42

252tr

41 1 1 1 1 1 -

11 lt_40 19 19

I

111111 40 1 1_ 1

L

1

1

-

6 1

I 9

29 29 44 2L 2L 24 24 trtr

10

:!

t-1

32

39 38 38 38 37 36

JJ

32

.Tml ,Jwb Benar

No.

Urut 1-

2

I 4

5 6 7

I 9

No Subyek Kode/Nama

t2 L2 99 ?5 25 11 11 19 19 29 29 44 ?L 21, 24 24

10

JJ

11

32

/

11111 1l_t1L 1-L11L 11111 1_1 !rL 11111 11 11 11 11

L

32

2 Ja 4

5

6 7 q

9

L0 1-

t-

No Subyek Kode/Nama Subyek

LZ L2 99

25 25 11 11 19 19 29 29 44 ZL 2! 24 24 55 32 32 Jml Jwb Benar

1a

49 49

4r-t11111 4A1l_t_1140 1111111 39L1111-133-11-111 39L!11111 38 - 1 1 37 1 - 1 1 36

'7

Skor 43

50 1_

4I 4L 40

40

1

5vr ao J9

1

f

38

38

1

37

36

1-

6

1 1

1 1

1-

1-

50

Urut

10

43 44 45 46 41 48 Subyek Skor 43 44 45 46 41 48 43-i-1111 47 1_111111

Jml Jwb Benar

No.

-L 11 11 11 l_-

999109

6

Kelompok Asor Nama berKas

No.

Urut 1 2 ,3

4

5

6 1

I 9

t0 l-

l-

:

C: \USERS\USER\DOCUMENTS\VATIDTTAS18. 1.ANA

No Subyek Kode,lNarna Subyek Skor

3s 35 36 36 z1 27 13 13 33 40 40 10 10 L6 lA 22 22 tt

l_4

29 29 28

24 L+

1-

1g 1.9

:)

2

3 4

5 6 1 q

9

No Subyek Kode/Nama Subyek Skor

35 35 36 36 21 27 i3 13 33 40 40 10 10 16 16 22 22

10

lt

l-L

1_4

1_4

Jml Jwb Benar

No.

Urut 1_

No Subyek Kode,lNama

35

35

5

3

4

f

1"

1

1

1

i

61 67 l-L 1-

L

L

I

11

1

1-t-

z9

1

11

1

LL

1

111 1* 9'l

1

1

1-

1

1

1-

1

-1

1"

4

7

8

91011L21314 91011t21314

1

-lIl

B

Urut

4

II

Jml .Iwb Benar

No.

3

1-

25

18

14

I2 L2 l11 11

29

111--11

28

11

,r,

64

11-11

*1

24

1-

-l_ iL1--1

Zq

/<

19

1

-11-11 111-11

18

1

11

3

595096

19

5

11-

15 16 L] 18 19 20 2r Subyek Skor 15 16 Lj 1g 19 2A 2I 29L--:

8

36 36 27 27 L3 L3 33 4Q 4Q 10 10 16 16

9

2?

2 3

5 6 1

10 11

?)

77 14 t4 Jml Jwb Benar

No.

Urut 1_

2

) 4

5

6 1 q

9

10 11

No Subyek Kode,lNama

35 35 36 36 27 27 13 13 33 40 40 10 10 L6 L6 22 22 77 14 L4 Jml Jwb Benar

trlo.

Urut 1-

L

J 4

5

6 7

I 9

29 28

z5 24

-1 LL -L 1-1

1

1

L

1 1

24

z5 19 1-9

-1 -1 -L

1B

1-

1

1

-1 11 AI

+

1_

7L

1_

1_

1

1

1_

5

6

tr1

tr

361

22 23 24 Subyek Skor 22 23 24 29 1--t--11_ 2.9 1-1--1 28L-11 25-11-1, 24 11-1124 1-l-L1_ 23-LL-11 !9 1-1-1 19 * r.8 1 5--1 7343766

25 26 27 25 26 27

28 28

11

t_ 1

29 30 31 32 33 34 No Subyek KodelNama Subyek Skor 29 30 31 32 33 34 353529-L1"11_1 36 36 29 - 1 1 1 1 1 ?727281-1 131325-1111 3324-1 1404024-11-l_1-1_ 1010231 L6 16 L9 I 222219-:

1 1

35 35

10 11

7'1 L4 L4

1B

(

JmL Jwb Benar

No.

Urut

No Sublrek Kode/Nama

4

35 36 ?7 13

5

22 JJ

1-

2 3

6 7 B

9

l-0 11

40 10 16 22

35

36 37 38 39 40 41_ 42 Subyek Skor 36 37 38 39 40 4L 42 29-11L-1

36

co LJ

27

28-11111

l_0

25 24 24 23

16

19

22

19

13

40

Urut L

2 3

E J

6

1 I

No Sublrek l(ode/Nama

1111L-1 11 1_1_1-IL1 1-

I 9

16 22

10

11 tt

t-1

14

16 22

L4

29-L111_1_ 29 111-1-1 ?8 1--1 25 124 1-111124-L11L-1_ 23 1-1-1 19 1 19 18 11 56454754

50

No Suhyek Kode,/Nama Subyek

35

11

43 44 45 46 41 48 Strbyek Skor 43 44 45 46 41 4g

35 35 36 36 27 27 13 13 33 40 40 t_0 l0

L

I

f,

5654442

1

Urut

1 A

5-

1_4 t4

rlml rlwb Benar

No.

1 I

18

II

Jml .]wb Benar

No.

12553434

35

Skor z9

50

- l 11 111_

49 49

36 27

2 ?

36

29

27

28

1 1

4

JJ

T3

z3

tr

33 4Q 40 10 10 16 L6 22 22 '1 7 L4 L4

24

6 -1

I 9

l0 11

24

1

23

19

1

L9

t

18

1

tr-

Jml Jwb Benar

DAYA PEMBEDA

Jumlah Subyek:

40

KIp atasr'bawah(n)= 11 Butir Soal-- 50 Nama berkas : C: \USERS\USER\DOCUMENTS\VALIDITAS18.

Butir Asli

Kel-. Atas

t-

L

2

2

No Buti-r Baru

No

Kel.

1.ANA

Bawah

Beda

Indeks DP (?)

7

9

-2

-18.18

U

7

J-

9. 09

3

3

9

4

(

4

4

9

7

2

19,1q

5

5

8

1

6

6

A d

6

2

9.09 18.18

7

7

10

4

6

54.55

B

B

10

?

1

63

9

9

I

J

10

10

9

9

0

0. 00

11

11

9

5

4

36.36

L2

1-2

0

0

0

0. 00

13

13

9

9

0

0. 00

14

Lq

1Q

6

4

36,36

6

3

3

a1

10

6

4

L

I

36.36 72.73

15

i'

16

L6

17

I/

9

tr

45. 45

.64

27 .27

a1

1B

1B

I

53

19

19

B

20

6z

20

B

2t

2L

2

22

a.)

r>a

25

0

26

26

11

2'1

11

11

28

,o

ao

9

29.

-9.09 36, 3q 54.55

46 3-3 1q 65 63

10

25

54

.55

-z/.2/

36.36 45.45 ?7 )1

nr LO

t1

.27

27

3e

9

24

18.18

53 3-t 1q

11

.27

27

54.55

30

JU

1a

?1

J1

11

3b

32

32

10

33

33

10

34

34

11

35

35

1L

3t 4A 3A 47

36

63

36

11

3b

3t

i7

54.55

11

38

11

b5 tr^ JO

45, 45

3B

39

39

11

A.

40

40

L0

q1

47

'1

46 43

42

42

7

43

?p

43

7

v_L

Ad

44

9

45

9

45 5q

4b

46

9

Ltr

41

47

10

1c ..?

48

48

9

54

49

49

6

l.

50

50

6

oL)

TTNGKAT KESUI(ARAN

Jumlah Subyek= 40

3b

54.55 tr,

1 trtr

63. f4

54.s5 72.73 .64

54.55 "l

63.64, 54

.55

21.27 45, 45 9. 09

45.45 36.36 45. 45

,21 36. 36

27

18.18 0. 00

Butir

Soal=

NAMA bErKAg

No

50

:

C: \USERS\USER\DOCUMENTS\VAIIDTTAS18.

Butir Baru No Butir Asli-

Jm-l-

1.ANA

Betu]_ Tkt. Kesukaran (8)

Tafsiran

1

1

28

70.00

Sedang

Z

z

zz

55.00

Sedang

3

3

21

67

.50

Sedang

4

ao

4

72,50

Mudah

J

J

26

65. 00

Sedang

6

6

26

65. 00

Sedang

1

25

62

.50

Sedang

67.50

Sedang

E

F

'l

I

8

9

9

zt

61,5Q

10

,,

$edanq

10

80.00

Mudah

1_1

11

29

14 LZ

72.50

Mudah

I2

0

0. 00

13

r-1

?n

75.00

Mudah

14

1A

28

70.00

1r IJ

Sedanq

1C IJ

26

65.00

Sedang

_16

')n 14

80.

Q0

Mudah

11

I1

L2

30.00

Sukar

18

18

19

47.5A

Sedang

3-9

19

24

60. 00

SecJanE

20

ZU

22

2l

55. 00

Sedang

27

B

_20, Q0

22

$uka.r

22

33

82. s0

Mudah

23

23

10 TU

24

30

45.00 75.00

Sedang

24 2q

Mudah

25

5

12.50

Sangat Sukar

26

26

28

7o' oo

Sedang

ZI ^1

zt

33

82.50

Mudah

28

28

ZY

72.50

Mudah

29

29

16

40.00

Sedang

30

JU

33

82.50

Mudah

3t

31

3l_

11.50

Mudah

JI

JZ

2B

70.00

Sedanq

l3

??

?,

62,5q

AA J9

Sedans

an

25

62. 50

Sedang

JJ

29

72.50

Mudah

Jb

31

17.50

Mudah

16

35 36

?n

Sangat Sukar

37

37

33

38

82. s0

Mudah

38

30

39

75. 00

Mudah

39

30

75.00

40

Mudah

40

25

62.50

Sedang

41

4t

21

67,

4Z

5Q

$edans

42

L4

35. 00

43

Sedang

43

23

57.50

44

Sedangi

44

18

45. 00

4:)

Sedang

45

24

60. 00

46

Sedang

46

23

51

.50

Sedang

4'7

47

aa

67.50

Sedangr

48

4q

?a

49

22

57,5q 55. 00

Sedang

49

50

Sedang

50

aa

55. 00

Sedang

KORE],ASI SKOR BUTfR DG SKOR TOTAL

====:===: Jumlah Subyek=

40

Butir SoaL: 50 Nama berkas : C.. \USERS\USER\DOCUMENTS\VALIDITASIB lrp

Butir

Barq

Nc

Blrtrr Aslr

. 1 . ANA

Kp_relest Srgnrfr&ansr

1

1

-0.094

2

2

0. 199

3

3

0.396 Sangat Signifikan

4

4

0. l_54

5

5

0.1_97

6

6

0.282 Signifikan Q,472 gangat Sigpifikqfi 0.411 Sangat Signifikan

I,

7

8

8

9

9

0.252

10

10

0. 133

11

i1

0.327 Signifikan

t2

L2

13

13

L4

L4

15

L5

NA}I -0.051

NAN

Q,296 Sisnr!rkan 0.339 Signifikan

df

(N-2

)

10 15 20 25 30 40 50

P:0, 05

P:0 r 01

0,576

df

(N-2)

P:0,

0, 708

60

0,250

4,325

0,492

0, 606

IU

0t233

0,302

0,423

0,549

BO

0,2l'7

0t283

Q.381

0, 496

90

0, 205

a

0,349

0, 449

100

0,195

0

0,304

0,393

L25

att74

,254 4,228

0,273

0, 354

>150

0, L59

0,208

Erfa ksefisien

= Q,

QQO

P=0, 01

05

,2.67

.berarti lidak daBat dihitunq,

KUAT,ITAS PENGECOH

Juml-ah Subyek: 40

BuLir Soal: Nama berkas

lJo

Butir

50

:

C: \USERS\USBR\DOCUMENTS\VALIDITAS18.

Baru 1

2 3 4

5 6

't B

9

10 11

t2 13

!4 15 1"6

L7 18

L9 20

No

Butir Asli a l- 2g** 24+ 324 4++ 5 5++ 6 5++ I 6++ 86+ 9 21** 10 2+ 11 4++ \2 39--13 30** L4 5++ 15 3+ 16 4+ 1l l-9--18 19* * B+ L9 20 11--

1.ANA

bc 5++ 3+ 22** f++ 3+ 8-29** 3++ 5++ 26** 6+ 3+ 225** 5++ 27** 4++ 5++ 3++ 3++ 5+ 2+ 0-0** 2+ 4++ 28** 26+ 26** 32** 2+ 9++ \2** 5+ 16--.-1+ 1-22** 4+

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REKAP ANALISIS BUT]R

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to 10 IU.Id

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Signifikan Signifikan

109 Appendix 12 The Students’ Pre-test and Post-test Scores in Experiment Class (Using Card Game Technique)

Students

Pre-test score

Post-test score

Gained score (D)

(X)

(X1)

(X2)

D=(X2-X1)

1

78

88

10

2

78

90

12

3

52

80

28

4

68

80

12

5

80

90

10

6

78

88

10

7

52

82

30

8

74

84

10

9

76

88

12

10

52

82

30

11

82

90

8

12

78

86

8

13

74

86

12

14

60

78

18

15

78

90

12

16

78

86

8

17

52

82

30

18

78

92

14

19

86

96

10

110 20

50

80

30

21

68

82

14

22

84

92

8

23

78

84

6

24

56

86

30

25

76

88

12

26

88

96

8

27

82

94

12

28

80

90

10

29

84

96

12

30

48

78

30

31

84

94

10

32

80

92

12

33

68

86

18

34

78

88

10

35

80

94

14

36

78

86

8

37

74

90

16

38

78

86

8

39

76

88

12

40

84

96

12

2928

3504

576

73.2

87.6

14.4

∑ ̅=

111

Appendix 13 The Students’ Pre-test and Post-test Scores in Control Class

Students

Pre-test score

Post-test score

Gained score (D)

(Y)

(Y1)

(Y2)

D=(Y2-Y1)

1

80

84

4

2

56

76

20

3

76

78

4

4

82

84

2

5

52

76

24

6

62

78

16

7

78

80

2

8

88

96

8

9

80

86

6

10

76

80

4

11

76

78

2

12

58

76

18

13

48

76

28

14

86

90

4

15

52

78

26

16

78

80

2

17

50

76

26

18

78

80

2

19

78

80

2

112 20

76

80

4

21

84

90

6

22

84

90

6

23

78

82

4

24

78

80

2

25

58

78

20

26

76

78

2

27

82

86

4

28

76

78

2

29

66

76

10

30

78

82

4

31

72

76

4

32

84

86

2

33

76

80

4

34

80

82

2

35

60

78

18

36

80

82

2

37

78

82

4

38

60

76

16

39

80

84

4

40

54

76

22

2894

3234

340

72.35

80.85

8.5

∑ ̅

The Effectiveness of Using Card Games Technique in Teaching Vocabulary

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