THE EFFECTIVENESS OF USING ENGLISH SONGS FROM YOUTUBE TOWARDS STUDENTS’ VOCABULARY MASTERY (A Quasi-Experimental Study at the Seventh Grade of RUHAMA Islamic Junior High School at South Tangerang)
By: FEBRIA AFIA RAHMAH NIM. 1110014000055
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
ABSTRACT
RAHMAH, FEBRIA AFIA 2015, The Effectiveness of Using English Songs from YouTube towards Students’ Vocabulary Mastery (A QuasiExperimental study at Seventh Grade in RUHAMA Islamic Junior High School at South Tangerang academic year 2014/2015), Skripsi, The Department of English Education, The Faculty of Tarbiyah and Teaching science, Syarif Hidayatullah State Islamic University Jakarta. Advisor I : Dr. Fahriany, M.Pd. Advisor II : Dadan Nugraha, M.Pd. Key Words
: Vocabulary, English Songs, YouTube.
The aim of this study is to find the effectiveness of English Songs from YouTube in teaching English vocabulary which was observed and analyzed from students of seventh grade at the Islamic Junior High School RUHAMA The method of this study is quantitative by taking 60 students as the sample from 92 students of populations. The sample of students was divided into two classes; 30 Students for experimental class and 30 students for control class. Before giving treatment, the writer gave pre-test. Then the writer taught in the experimental class by asking students to listen to the English songs and in control class without asking students to listen to English songs. After four meetings, the writer gave the post-test to both classes. The scores of pre-test and post-test were collected from twenty multiple-choice questions, then, it was analyzed by using ttest. The finding of this study shows that teaching vocabulary by using English songs from YouTube was effective. It is proved by t count (4.01) which is higher than t table in the degree significance 1% (2.39). It is considered that the null hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) which states that there is significant difference between students’ vocabulary scores taught by using English songs from YouTube and without by using English songs from YouTube is accepted. It means that the English songs from YouTube are effective in improving students’ vocabulary mastery.
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ABSTRAK
RAHMAH, FEBRIA AFIA 2015, The Effectiveness of English Songs from YouTube towards Students’ Vocabulary Mastery (Penelitian Kuasieksperiment pada kelas 1 di SMP Islam RUHAMA Tangerang Selatan tahun ajaran 2014/2015), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Negeri Islam Syarif Hidayatullah Jakarta. Pembimbing I : Dr. Fahriany, M.Pd. Pembimbing II : Dadan Nugraha, M.Pd. Kata Kunci
: Kosakata, Lagu berbahasa Inggris, YouTube.
Penelitian ini bertujuan untuk menemukan efektivitas lagu berbahasa Inggris dari YouTube dalam pengajaran kosakata bahasa Inggris. Penelitian ini dilaksanakan dan dianalisis pada siswa kelas tujuh SMP Islam RUHAMA. Metode yang digunakan pada penelitian ini adalah metode kuantitatif dengan mengambil 60 siswa sebagai sampel dari 92 populasi yang dibagi menjadi 2 kelas: 30 siswa untuk kelas eksperimen dan 30 siswa untuk kelas kontrol. Sebelum memberikan pengajaran menggunakan teknik lagu berbahasa Inggris dari YouTube, Peneliti memberikan pra-tes. Kemudian peneliti mengajar di kelas eksperimen dengan meminta siswa untuk mendengarkan lagu berbahasa Inggris dari YouTube dan dikelas kontrol tanpa meminta siswa mendengarkan lagu berbahasa Inggris dari YouTube. Setelah empat pertemuan, peneliti memberikan purna-tes kepada kedua kelas. Pada analisis data penilaian pra-test dan purna-test menggunakan dua puluh pertanyaan pilihan ganda disetiap test, setelah itu di analisis dengan menggunakan rumus t-test. Temuan dari penelitian ini menunjukkan bahwa mengajar kosakata dalam bahasa Inggris menggunakan lagu bahasa Inggris dari YouTube efektif. Terbukti dari besarnya t hitung 4,01 > t tabel pada signifikan 1% (2,39). Hasil ini dianggap bahwa null hypothesis (Ho) ditolak dan alternative hypothesis (Ha) yang menyatakan bahwa terdapat perbedaan yang signifikan antara nilai kosakata siswa yang diajarkan dengan mendengakan lagu berbahasa Inggris dari YouTube dengan yang tidak mendengarkan lagu berbahasa Inggris diterima. Oleh karena itu, dalam penelitian ini dapat disimpulkan bahwa lagu berbahasa Inggris dari YouTube efektif dalam meningkatkan penguasaan kosakata siswa.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praised is due to Allah, Lord of the world, who has given His loving and blessing to the writer to finish her “Skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his followers. It is a pleasure to acknowledge the help and contributions to all of lecturers, institution, family and friends who have contributed in the different ways hence this “Skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiya and Teaching science in partial fulfillment of the requirement for the degree S.Pd. (Bachelor of Arts) in English Education. The first, the writer would like to thank to her beloved parents Drs. Asep Ahmad Zenal Aripin, M.Pd., Siti Alfiah, S.Ag. and her lovely brother Muhammad Muhyidin who always pray, support, and motivate her to finish her study. The writer also would like to give her sincere and deepest thanks to her advisors, Mrs. Dr. Fahriany, M.Pd and Mr. Dadan Nugraha, M.Pd., who have given the precious help, the guidance, and the advice patiently to the writer during the completion and the development of the study. Then, the writer also realizes that she will never finish this paper without the help and contribution of people around her. Therefore, the writer would like to give her best gratitude and appreciations to: 1. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiya and Teaching science Syarif Hidayatullah, State Islamic University Jakarta. 2. Didin Syafruddin, Ph.D., as the Vice Dean of Academic of Faculty of Tarbiya and Teaching science, an inspiring figure who always inspires and motivates her. 3. Drs. Syauki, M.Pd, as the Head of the Department of English Education.
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4. Zaharil Anasy, M.Hum, as the Secretary of the Department of English Education. 5. All lecturers in The Department of English Education who always give the writer motivation and valuable knowledge during her study. 6. All students of the seventh grade of Islamic Junior High School RUHAMA as the participants of this study and especially the English Teacher, Ms. Siti Romlah, S.Pd. 7. Beloved Yomi Handayani, Tika Maulidah, Tias Atma Andriani, Gayatri Chitrasari, and Ima Febri Yanti, her colleagues, mentors, and best friends. Thank you for love, guidance, integrity and friendship.
8. Budi Kurniawan, M.Pd., her most enthusiastic cheerleader in life. 9. All of her friends at The Department of English Education academic year 2010, at the Student Executive Board of FITK (BEM-FITK), and at Islamic Student Association of Ciputat Affiliate. Thank you for the brotherhood, support, and experiences. 10. Her brothers and sisters at Research and Language Development Program 2014 of UIN Syarif Hidayatullah Jakarta, thank you for always making our dreams alive, of course dreams are for real.
The words are not enough to say many appreciations for their help and contribution in this paper. May Allah SWT, the Almighty God, bless them all. Moreover, the writer also realizes that this paper is still far from perfect. It is a pleasure for her to get critiques and suggestions to make this paper better.
Jakarta, March 17th, 2015
The Writer
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TABLE OF CONTENTS
APPROVAL ........................................................................................................... i SURAT PERNYATAAN ...................................................................................... ii ABSTRACT .......................................................................................................... iii ABSTRAK ............................................................................................................ iv ACKNOLEDGEMENT .........................................................................................v TABLE OF CONTENTS .................................................................................... vii LIST OF TABLES .................................................................................................x LIST OF FIGURES ............................................................................................. xi LIST OF APPENDIXES .................................................................................... xii CHAPTER I: INTRODUCTION .........................................................................1 A. Background.....................................................................................................1 B. Identification of the Problem ..........................................................................5 C. Limitation of the Study ...................................................................................6 D. Formulation of Problem .................................................................................6 E. Objective of the Study ....................................................................................6 F. Significance of the Study................................................................................6 CHAPTER II: THEORETICAL FRAMEWORK .............................................7 A. Vocabulary .....................................................................................................7 1. Definition of Vocabulary ..........................................................................7 2. Types of Vocabulary ................................................................................8 3. What Need to be Taught ........................................................................10 4. Technique in Teaching Vocabulary ........................................................12 5. Decisions about Content in Teaching Vocabulary ..................................14 vii
6. Problems in Teaching Vocabulary .........................................................15 B. Song ..............................................................................................................16 1. Definition of Song ...................................................................................16 2. Function of Song .....................................................................................17 3. Advantage and Effectiveness of Song in Teaching Learning Process ....18 4. YouTube and Songs ................................................................................19 5. Teaching Vocabulary Through Song ......................................................20 C. Relevant Study .............................................................................................21 D. Thinking Framework ....................................................................................23 E. Research Hypothesis ....................................................................................23 CHAPTER III: RESEARCH METHODOLOGY ............................................25 A. The Research Design ...................................................................................25 B. The Place and Time of the Study.................................................................26 C. The Population and Sample .........................................................................26 D. The Research Instrument .............................................................................26 E. The Technique of Data Collecting...............................................................27 F. The Technique of Data Analysis .................................................................28 G. Hypothesis Test ...........................................................................................30 H. Statistical Hypothesis ..................................................................................32 CHAPTER IV: RESEARCH FINDING ............................................................33 A. Data Descriptions .........................................................................................33 B. Data Analysis ...............................................................................................38 1. Normality Test ........................................................................................38 2. Homogeneity Test ...................................................................................40 3. Interview Result ......................................................................................44
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4. Hypothesis Test .......................................................................................45 C. Interpretation of Data...................................................................................45 CHAPTER V: CONCLUSION AND SUGGESTION ......................................47 A. Conclusion ....................................................................................................47 B. Suggestion ...................................................................................................47 REFERENCES .....................................................................................................49 APPENDICES ......................................................................................................51 THE WRITER’S BIOGRAPHY ......................................................................120
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LIST OF TABLES
Table 3.1 Pre- and Post-test design ....................................................................... 25 Table 4.1 Students’ Score of Pre-Test and Post-Test of Control Class ................ 33 Table 4.2 Students’ Score of Pre-Test and Post-Test of Experimental Class ....... 35 Table 4.3 Interview Specification and the Students’ Responses........................... 37 Table 4.4 Normality Pre-Test Result between Experimental and Control Class .. 44 Table 4.5 Normality of Pre-Test Using Lilliefors ................................................. 39 Table 4.6 Normality Post-Test Result between Experimental and Control Class 39 Table 4.7 Normality of Post-Test Using Lilliefors ............................................... 40 Table 4.8 Pre-Test of Homogeneity of Variance .................................................. 41 Table 4.9 Post-Test of Homogeneity of Variance ................................................. 41 Table 4.10 The Comparison Score between Experimental and Control Class ..... 42
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LIST OF FIGURES
Figure 2.1 The overview of YouTube Website..................................................... 19
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LIST OF APPENDICES
APPENDIX 1 Material planning of Pre-Test............................................... 52 APPENDIX 2 Pre-Test ................................................................................ 54 APPENDIX 3 Material planning of Post-Test ............................................. 56 APPENDIX 4 Post-Test ............................................................................... 58 APPENDIX 5 Instrument Test ..................................................................... 61 APPENDIX 6 Interview Sheet ..................................................................... 66 APPENDIX 7 Output Instrument Anates .................................................... 70 APPENDIX 8 Lesson Planning of Control Class (Animal)......................... 80 APPENDIX 9 Lesson Planning of Experimental Class (Animal) ............... 92 APPENDIX 8 Lesson Planning of Control Class (Things) ....................... 101 APPENDIX 10 Lesson Planning of Experimental Class (Things) ............ 109 APPENDIX 11 Surat-surat ........................................................................ 118
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CHAPTER I INTRODUCTION
B. Background of the Study One of English components that have to be taught to the students is vocabulary. It has the role as an important part in language skills; listening, speaking, reading, and writing. Vocabulary is also one of the most important elements in language. It is an essential component of all aspects of language and a crucial component in requiring and understanding language. We cannot speak well if we do not master it. One of the objectives in teaching English to Indonesian people is to enable student to read and understand books written in English. To achieve that purpose, the students need a large number of words of English language to master. As Schmitt said, “No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way.”1 From this statement, it could be understood that vocabulary is one of the items that have to be mastered by the students in learning English, because no one can speak English if they have limited vocabulary. In the other words, without a proportional amount of vocabulary, anyone will get trouble in his or her reading, listening, speaking, and writing. For instance in Indonesia, English is regarded as the first foreign language in this country that must be learnt by the students from primary school until university. 2 It means English is a very important subject at every level of education. In fact, English becomes the only foreign language which is included in National Examination (Ujian Nasional) from Junior High School to Senior
1
Nobert Schmitt and Michael Mc. Charthey, Vocabulary,(Melbourne: Cambridge University Press, 1997), p. 140 2 Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran Bahasa Inggris di Indonesia.
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High School.3 Moreover, there are a lot of book sources written by English in the university level. Thus, learning English has been an important thing to do. In junior high school, English just targeted in functional indicated with ability both oral and written communication to solve the problem of daily activity. The objective of teaching vocabulary for elementary level in the countries that the status of English language as a foreign language mentions that students can apply the vocabulary to interact with people in their nearest environment, and the target of vocabulary mastery are about 2000 words after several years of study for second language learners.4 In the Curriculum 2013, “The students read, watch or listen to the examples of being studied from a variety of sources, directly and / or through a recording, by taking into the social function, the structure of text, linguistic elements, also the format to convey or write.”5 From this statement, it means in teaching learning process, the teachers are hoped to develop their students’ ability to communicate to others by giving them practice pattern, which contains the vocabulary items for everyday situation. By knowing and understanding the vocabulary, students will successfully achieve the four English language skills. However, mastering vocabulary is not easy, because English vocabulary for daily living requires more times, it is more difficult to master by foreign learners than English grammar. The learners should first concentrate on learning that most frequently used and therefore most important English vocabulary for their practical real life needs. Besides, the other difficulties in learning and using English vocabulary include fixed word collocations, phrasal verbs, idioms, proverbs and regional differences in vocabulary usage. Furthermore, there are differences in English usage in English-speaking countries in terms of spelling, pronunciation, vocabulary and grammar. In addition, to help students in mastering
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Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 46 Tahun 2010 tentang Pelaksanaan Ujian Sekolah/Madrasah dan Ujian Nasional, Pasal 9. 4 Scott Thornbury, How to Teach Vocabulary, (Edin Gate: Perason Education Limited, 2003), p. 20 5 Kementerian Pendidikan dan Kebudayaan, When English Rings the Bell: Buku Guru, (Jakarta: Kementerian Pendidikan dan Kebudayaan), p. 30
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English, many teachers have used different methods and techniques for the same purpose, to understand, to learn, and to remember vocabulary more easily. But, sometimes the technique that used by the teachers such substitution drill and memorizing words make the students tend to be passive in developing sentences. In this case, according to the students whom the writer has ever taught about English, they encounter problems in mastering vocabulary. This case also happened to the students at the seventh grade of RUHAMA Islamic Junior High School at South Tangerang. They encounter the problem in reminding vocabulary. They only remember vocabulary at that time when they do the substitution drill or memorizing, after that they forget it. So the students are not motivated to master their vocabulary. Besides, it is supported by the result of interview to the English teacher and students in preliminary study that the students’ difficulties come from the weaknesses of the student ability in memorizing the words; therefore they did not have ideas about what a word mean and when they use it. Secondly, the students often have difficulty when they do the task because the teacher gives them limited vocabulary. Furthermore, it can be assumed that there is poor vocabulary competence among the students where the study is conducted. Because of the problem above, the students also could not get higher score of English subject, even their scores were below of the Minimum Material Criterion- Kriteria Ketuntasan Minimal (KKM) of the school which is about 7,6. Furthermore, the problem that students faced in mastering vocabulary is about their interest in mastering vocabulary. The students consider that learning vocabulary is a tedious job. They are also not interested in mastering vocabulary because the teacher seldom creates any instructional media. As a result, most students dislike learning English; and although they attend English lesson, they are not interested in mastering vocabulary. Based on this condition, the teaching learning process becomes boring and not effective. In this case, the teacher should really know how to teach vocabulary well, not only to make the students understand but also to make them enjoy the study, because studying in enjoyable situation will give the positive effect for the students.
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From the description above, the creative way in vocabulary mastery is needed. Those findings have serious consequences for students in English learning, especially vocabulary mastery and student’s achievement in English. The teaching of vocabulary for junior high school needs creative, appropriate and different strategy from ordinary way, in other that the students can feel enjoyable and become active in the classroom. The teacher also should stimulate them to use the words which they have already known and brainstorm them about the new words around the topic, even though it appears in their native language. One of the strategies which can fulfill these requirements is by using song from YouTube. Using song from YouTube in students’ vocabulary mastery is considered to be able to make the students easier to master vocabulary without pressure but fun. Song is considered as one of alternative ways to improve English especially on vocabulary; like what Wrenshall said; “there is also plenty of evidence that song help memorization, and the rhythm and rhyme of the lyrics can certainly help vocabulary as well.”6 Moreover, songs are fun and familiar to students’ ears, because songs are easy to find in the television, cassette, radio, and mp3 player. In addition, using songs from YouTube also would instantly motivate students to learn the language as they are able to listen the songs as well as read the lyrics projected on the screen. Based on the Curriculum 2013, song has contribution in learning process as bellow: “Core Competency: Understanding knowledge (factual, conceptual, and procedural) based on their curiosity about science, technology, art, culture relevant with phenomena and occurrence that happened” Basis Competency: Comprehend the message within song” 7
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John Wrenshall, Using song to Improve Communication Competence. (Bangkok: November. AUA Language Center, 2002), p .43. 7 Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Pertama (SMP) Madrasah Tsanawiyah (MTs), (Jakarta: Kementerian Kependidikan dan Kebudayaan, 2013) pp. 66-67
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From the statement above, Song is considered to be one of the resources that can be utilized in the teaching and learning of English. Through the appropriate songs which are chosen from YouTube, the students can comprehend the knowledge factually, conceptually, and procedurally. In relating to master vocabulary, it means at once we practice our listening; we catch new words we never heard before. In other words, while singing, the students are able to read the lyrics and this indirectly encourages them to learn new words. This research is important to be done, because most of students at RUHAMA Islamic Junior High School are still unwilling to master their vocabulary. The writer thought that using songs from YouTube as a supplementary aid can affect students’ willingness to master vocabulary. This research is hoped to provide useful information about English song for teacher and students. The teacher is hoped that they can take advantages from the information about English song from YouTube and he or she can evaluate it whether this strategy is better to be applied in the classroom. Based on the explanation above, the writer wants to propose the English songs from YouTube towards students’ vocabulary mastery. She wants to know whether English song from YouTube is effective to improve students’ vocabulary mastery. Thus, the writer will focus on the effectiveness of the English songs from YouTube towards students’ vocabulary mastery.
C. Identification of the Problem Based on the background mentioned above, the problems can be identified as follows: 1. Most teachers have not been able to create the atmosphere of learning interesting and fun. 2. Low achievement in English subject may be caused by lack of teacher’s effort to provide the appropriate strategies for the students to master vocabulary. 3. The students are lack of interest in mastering vocabulary
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4. The students consider that English is difficult; they get the difficulties to differentiate vocabulary.
D. Limitation of the Study Based on the problem identification, the writer focuses on the effectiveness of the selected English songs from YouTube towards students’ vocabulary mastery. It will be conducted to the students at the seventh grade of RUHAMA Islamic Junior High School at South Tangerang.
E. Formulation of the Problem Dealing with limitation of the problem, the researcher would like to formulate the problem as follow “Are the English songs from YouTube effective towards students’ vocabulary mastery at the seventh grade of RUHAMA Islamic Junior High School at South Tangerang?
F. Objective of the Study The objective of the study is to know whether English song from YouTube is effective towards students’ vocabulary mastery at the seventh grade of RUHAMA Islamic Junior High School at South Tangerang.
G. Significance of the Study This study will provide useful information for teacher, students, and other researchers. The teacher can take advantages from the information about English song strategy in mastering vocabulary and she or he can evaluate whether this strategy better or not to be applied in the classroom. For the students, hopefully, they will have better improvement on their vocabulary mastery. And for other researchers, this study is expected to be a reference for who are interested in conducting similar studies.
CHAPTER II THEORETICAL FRAMEWORK
This chapter presents the description of the theoretical framework used in the study. It includes definition of vocabulary, types of vocabulary, what need to be taught, techniques, problems in teaching vocabulary, definition of song, function of song, advantages of song, YouTube and songs, teaching vocabulary through song, relevant study, thinking framework, and hypothesis of study.
A.
Vocabulary 1. Definition of Vocabulary The word of vocabulary has many meanings. Many definitions can be found about vocabulary from some experts, but the writer only chooses several of them which are important to be discussed. Vocabulary is one of the language aspects that is supposed to be learnt when people are learning a language. It is considered to be the main focus of learning a foreign language since there is a belief that learning a foreign language is similar to learn its vocabulary. Vocabulary is also very important in English teaching and learning. Ghazal said that words are perceived as the building blocks upon which knowledge of the second language can be built.1 It means that if the learners do not know the meaning of words, they will have difficulty in understanding what they see, read, and learn. They cannot practice or build the language if they are lack of vocabulary. Hatch and Brown said, “vocabulary refers to a list or set of words for a particular language or a list or a set of words that individual speakers of a language might use.”2 According to Richard and Renandya, they assert that “vocabulary is a core component of language proficiency and 1
Lotfi Ghazal, Learning Vocabulary in EFL Context through Vocabulary Learning Strategies, (Novitas Royal. Vol. 1, no. 2., 2007), p. 84. 2 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education, (New York: Cambridge University Press, 1998), p.1.
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provides much of the basis for how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential.”3 Penny Ur also asserts that “vocabulary can be defined, roughly, as the word we teach in the foreign language.”4 The term of vocabulary also stated on Walch’s book, “Vocabulary is collection words that you hear and read throughout your life. Your own vocabulary will never stop growing. The larger your vocabulary is, the more you will understand what you hear and read. Your writing and speaking will improve too.”5 This statement is supported with the reality that songs are fun and familiar to students’ ears, because songs are easy to find in the television, cassette, radio, and mp3 player; the students can always improve their vocabulary. From the statements above, it shows that vocabulary is the basic of language. It is words that can be used by individual speaker and is a very important tool to master a language. The vocabulary of a person is defined either as the set of all words that are understood by that person of the set of all words likely to be used by that person when constructing new sentences.
2. Types of Vocabulary In language area, there are numerous kinds of vocabulary based on several experts. First, dealing with the characteristic of the words, vocabulary is divided into two kinds. a. Active vocabulary: it refers to language items which the learners can use appropriately in speaking and writing. Active vocabulary also called as productive vocabulary. 3
Jack C Richards and Willy A Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 255. 4 Penny Ur, A Course in Language Teaching, (USA: Cambridge University Press, 1996), p. 60. 5 Walch Publishing, Content-Area Vocabulary Strategies for Social Studies, (Portland: J. Weston Walch Publisher, 2003), p.1.
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b. Passive vocabulary: it refers to language items that can be recognize and understood in the context of reading and listening. It is the vocabulary that readers have a general sense of a word’s meaning but are not sure of its many meanings or nuances of meaning. It is also called as receptive vocabulary.6 Second, dealing with frequency and range vocabulary often occur in the language, it can be divided into four levels as follow: a. High frequency words High frequency words are the 2000-3000 most frequent word families. The first priority is in vocabulary learning because these words in account for 80% or more of the running words in any written or spoken text. b. Low frequency words All the rest of the word families which of these words are known or are worth learning depend on leaner’s personal interest, educational background or current studies, area of employment; social, cultural natural environment and so on. The words just occur rarely c. Academic words Words families occur much more frequently in academic texts (textbook, lectures, handouts, journal article, reference manual, seminar presentation) than in non-academic usage, across of different disciplines. d. Technical words Low frequency word families which are used in particular discipline, profession, sport, culture or other special field. They are normally known only by people with an interest or expertise in relevant area. 7 6
Jo Ann Aebersold and Mary Lee, From Reader to Reading Teacher (New York: Cambridge University Press, 1997), p. 139. 7 I. S. P. Nation, Teaching Vocabulary: Strategies and Techniques, ((Boston: Heinle and Heinle Publishers, 2008), pp. 7-11.
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In addition, Nation also identifies the categories of knowledge about vocabulary: a. Form: Readers recognize the word in print and distinguish its various grammatical forms (noun, verb, adjective, adverb). b. Position: Readers know the grammar patterns and structures in which a word can occur and the words that frequently appear before or after it, the collocations. c. Function: Readers know how common or rare the word is and what types of situations and texts it would most likely occur. d. Meaning: Readers know the various meanings and nuances of a word as well as its synonyms.8 Based on the references above, we can know the classification of vocabulary that it has its own utility when it is used. Furthermore, words are a part of people’s way of living or tools to communicate in language which is used by a person for showing and telling their opinion and ideas based on their need. In other words, the richness of person’s vocabulary is popularly thought to be a reflection of level education.
3. What Need to be Taught Vocabulary acquisition is needed to learn a foreign language by language learner especially young learner. So, it’s important to know the aspects to be taught to learn vocabulary at the basic level by knowing a word such as its form and its meaning. a. Word formation Word formation is how the word is constructed. Vocabulary item, whether one-word or multi-word, can often be broken down into their component. Exactly how these components are put together is another piece of useful information such as sub-, un- and –able, this will help students guess the meaning of words like ungrateful, unhappy, and unsure. 8
Aebersold and Lee, op.cit., pp. 139-140.
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Another way vocabulary items are built is by combining two words (two nouns, or a gerund and a noun, or a noun and a verb) to make on item, such as swimming pool, book store, and follow-up. b. Aspects of meaning How the meaning of one item relates to the meaning of others can also be useful in teaching. There are various such relationships with meaning: 1) Synonyms: items that mean the same, or nearly the same; for example, clever and smart may serve as synonym of intelligent. 2) Antonyms: items that mean the opposite; rich is an antonym of poor. 3) Hyponyms: items that serve as specific examples of general concept; dog, lion, mouse are hyponyms of animal. 4) Super-ordinates: general concepts that cover specific items; animal is the super-ordinate of dog, lion mouse. 5) Translations: words or expressions in the learners’ mother tongue those are (more or less) equivalent in meaning to the item being taught. 9 As mention before, vocabulary is a set of word include word family. There are so many to be taught to master vocabulary because knowing vocabulary form and its meaning is required to basic level. Vocabulary formation is how the vocabulary is constructed and vocabulary meaning is how vocabulary reflects to its vocabulary. In addition there are several relationships with vocabulary meaning, such as synonym, antonym, hyponym, super-ordinates and translation.
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Scoot Thornburry, How to Teach Vocabulary, (Edinburgh: Pearson Educated Limited, 2002), p. 15.
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4. Technique in Teaching Vocabulary In teaching vocabulary, the teachers should have some techniques in order to make students familiar with the vocabulary, so that they understand new word easily. The technique functions not only to help the students grasp the meaning of the words quite easily, but also to vary the teaching activity in order to avoid the boredom on the part of students. According to Allen, there are three techniques of teaching vocabulary: a. Alphabetical order: Even for a list of new words on the textbook page, alphabetizing way is appropriate in helping students to find a word b. Showing the meaning of the words through pictures, explanation in mother tongue, and definition in simple English c. Drawing attention to meaning before drilling words. 10
When teach a word, we teach three things as follows: a. Teach the shape or form of the word b. Teach the meaning of the word c. Teach both the form and the meaning of the word together.11
There are also varied ways a new word can be presented to learners, as follow: a. Ideas for presenting specific items Select an item from vocabulary taught in foreign language textbook you know. Think how the meaning of this item would best be presented to learners who are encountering it for the first time and write down some ideas. b. Studying further techniques Put your practical suggestions aside for the moment, study list of different techniques of presenting the meaning of new vocabulary. 10
Virginia Freanch Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press, 1983), pp. 10-13. 11 Paul Nation, Teaching Vocabulary, (Asian EFL Journal, t.t).
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c. Application and comparison Identify which one or more of the techniques were used in your own idea for presentation. 12 In presenting vocabulary, based on the statement above, the teacher is also supposed to transfer the meanings of the words. Then the students are taught to use the words properly in full sentences. There are several references which are offered as follows: a. The vocabulary items should be centered about one topic b. Whenever a familiar word is met in a new context or situation, it should be taught a practice. c. Vocabulary items are taught in the same way we teach everything else; we give our students an understanding of the meaning in many ways: we dramatize, we paraphrase, we give the equivalent if necessary, and we use only appropriate technique. d. We practice vocabulary as we practice structure. In substitution drills, transformation drills, questions, and answers, etc. e. Reintroduce the same vocabulary items many times with all the structures, in all the situations in which they can logically be used.13
Based on the references above, it shows that vocabulary teaching is how the teachers teach a list of a word with their meanings, especially in a book for learning a foreign language to the students. Vocabulary teaching includes some of the most complex problem in the field of education. It is influenced by ideas on the nature of language in general, by ideas on the particular language being taught, and by ideas on how the language learned.
12
Penny Ur, op.cit., pp. 63-64. Ruth Gairns & Stuart Redman, Working With Word, A Guide to Teaching and Learning Vocabulary, (New York: Cambridge University Press, 1998), pp. 17-18. 13
14
5. Decisions about Content in Teaching Vocabulary In teaching vocabulary, the teacher should know how vocabulary reaches the classroom. In other words, the teacher should prepare the content beforehand about what the teacher select from. Here, Gairns and Redman identify four main sources: a. The course book. This will include the written and spoken texts, activities for the presentation and practice of grammatical structures, testing exercises, and so on. Even the instructions for classroom activities can form a source of new vocabulary. b. Supplementary materials (not designed specifically for vocabulary development) provided by the educational institution or selected by the teacher himself. This may include texts, drills, narratives, role plays, exercises, video, songs, etc. c. The students. A wide range of unanticipated and unpredictable items will inevitably surface from student enquiries, queries, and errors. d. Specific vocabulary activities designed by the teacher for his particular group of students.14 After knowing what we select from in order to get the content in teaching vocabulary. We also should know the criteria for selection, because the items of content should be useful. Gairns and Redman explain the various criteria for selecting the content are based on several things below: a. Frequency: the contents of frequency should not be accepted uncritically or used dogmatically to dictate. Their value must be judged against the source of the data and criteria governing inclusion of the data, as this may greatly affect their relevance to students. b. Cultural Factors: based on the utterances of native speakers the students will obviously reflect the cultural interest of speakers. 14
Ibid., p. 54.
15
c. Need and Level: the students who are required to read technical reports in English in their native country will have different lexical needs to those learners. d. Expediency: the classroom will often dictate the need for certain vocabulary, without which the students may fail to understand their teacher, fellow students or the activity they are supposedly engaged in.15
6. Problems in Teaching Vocabulary Correlating with our culture and its rules, English as a foreign language has many differences. Furthermore, English as one of the subjects in our school has many difficulties and problems either in teaching or learning process. That’s why we have to learn deeply and properly. In teaching vocabulary, there are several problems found. The factors have various kinds. It can be related to the words or used to call intra-lexical factors, or they can involve how well the learners of first language matches the second language or it is called as cross linguistic factors.16 Another fact is also found when students attempt to translate a passage by looking up too many words. When they meet a word that they don’t know, they take the dictionary and look up the meaning. The problem arises when they select the right words to know the meaning of sentence but use the improper words grammatically. Many problems that we met related to teaching vocabulary also refer to the students and teacher. Coady and Huckin consider some of the typical meta-cognitive attitudes that both teachers and students can hold toward teaching and learning of vocabulary in a second or foreign language as follows:
15
Ibid., pp. 57-61. Nobert Schmitt, Vocabulary and Language Teaching, (Cambridge University Press, 2000), pp. 146-147. 16
16
Vocabulary is typically neglected in foreign or second language instruction
In general, students feel that word are very important and are eager to learn them
In contrast, teacher tend to feel that words are easy to learn and grammar is a challenge
Many teachers and students feel that teaching vocabulary is a low level intellectual activity unworthy of their full attention
Consequently, many teachers seem to conclude that words are going to be learned naturally from reading and do not need to be taught.17
B.
Song 1. Definition of Song Songs are one of the most captivating and culturally rich resources that can be easily used in language classrooms. As Griffee say that “the word song refers to pieces of music that have words, especially popular songs such as those one hears on the radio.”18 In the same field, Griffee also states that: Songs have elements in common with speech and poetry, they are a unique form. Both songs and speech are vocally produced, are linguistically meaningful and have melody. Both songs and poetry use words to convey meaning, both are usually written down before publication, both can be put to music and both can be listened to.19 Finally, it shows that a song is a piece of musical composition of words, verse, or poem which is sung or uttered with modulation of the voice which expresses the thought and feeling. Song is powerful. Many 17
James Coady and Thomas Huckin, Second Language Vocabulary Acquisition, (New York: Cambrigde University Press, 1997), p. 74. 18 Dale T. Griffe, Songs in Action, (New York: Prentice Hall International, 1992), p. 3 19 Ibid., p. 3.
17
people can be moved to tears or other strong emotions by music, and song can acquire strong emotional associations with people, events, and places. Song has personal quality that makes the listener react as if the songs were being sung for the listener personally. Hence, the writer assumes that listening to English songs can be one of alternative media in concerning junior school students’ enhancement to their learning English ability.
2. Function of Song The functions of song according to Lo and Li, “songs are invaluable tools to develop students’ abilities in listening, speaking, reading and writing, and can be used to teach variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjective, and adverbs.”20 Furthermore, Weda claim that the teaching of English to young learners by using songs has many benefits. One of those benefits is the students will feel comfort and relax because of its good atmosphere which will enhance their proficiency.21 In the same field, Lo and Li also explain that the activities through songs offer a great deal of advantages in promoting of English, they therefore state that the advantage of songs is stimulating students’ interest and enhancing their involvement.22 From the explanation above, there are many functions of songs in the view of linguistic, psychology, cognitive, social and culture. It is used not only for fun but also for education as in teaching English especially in improving students’ vocabulary. It also can be considered that songs with easy text would help the students develop English proficiency, especially vocabulary.
20
R. Lo & H.C. Li, Songs Enhance Learner Involvement, (English Teaching Forum, volume 36, no. 21, 1998), pp. 8-11. 21 Sukardi Weda, Songs Enhance Young Learners’ involvement in Learning English, (Jakarta: Atmajaya University, Center for Studies on Language and Culture, 2009), 102 22 Ibid.
18
3. Advantage and Effectiveness of Song in Teaching and Learning Process There are many advantages in using songs in the language classroom as follows: a. Songs and music can be used to relax students and provide an enjoyable classroom atmosphere b. Songs contain examples of colloquial speech. The natural language of songs as opposed to the artificial language in many textbooks, so it takes language input. c. Every song is a culture capsule containing within itself a significant piece of social information, of it has much cultural input. d. Songs can be used as texts in the same way that a poem, short story or novel or any other piece of authentic material can be used. e. Songs and music as supplements; can be used to supplement a textbook or can serves as the text itself. f. Songs have much related to students’ interest g. Other advantages related to teaching which has several correlation with teaching in many aspects as follows -
Song can be used as a launching pad for conversation
-
Songs are especially good at introducing vocabulary because it provide a meaningful context for the vocabulary
-
It provides a natural context for the most common structures such as verb, tenses, and prepositions.
-
Songs can be provided for some languages with a suitable way to teach and practice the several skills.
-
23
It can be used for pattern practice and memory retention.23
Griffee, op. cit., pp. 4-6.
19
Based on the statements above, it shows that song or music is a manifestation of culture and has been used in classes in many ways and for different reasons, through music which creates a relaxed learning environment for students. In general, songs and music affect our emotions; many people can be moved to tears or other strong emotions by music, song can acquire strong emotional associations with people, events and places.
4. YouTube and Songs YouTube is a free video-hosting website that permits people who are the member of YouTube to upload and download video content freely.24 This uses Adobe Flash Video technology to display a wide variety of user-generated content such as video blogging and short original videos. Unregistered users can watch the videos for free, while registered users are permitted to upload an unlimited number of videos.
The title of Video
Figure 2.1: The overview of YouTube Website
24
Margaret Rouse, YouTube, t.t.,(www.techtarget.com).
20
YouTube is also famously known as the largest video sharing site on the web.25 It is because most of the videos found on YouTube are created by professional film maker until amateurs. They use YouTube to share their work. Virtually all types and genres of video content such as songs, homemade music, tutorials, films, CCTV records, and many more are posted on the site. In this case, songs provided in YouTube have a good place because when you search songs in YouTube and find it in different case, you can choose one, two, or three of them according to what you need; official video of songs with or without lyrics, video of songs with lyrics on the screen, etc. From the discussion above, YouTube and songs have a relationship each other. YouTube serves songs in much kind of case. Hence, we can choose the appropriate songs which we need from YouTube.
5. Teaching Vocabulary Through Song Using songs in the classroom is a special thing. Songs provide the material in English that students want to understand. They want to be able to sing the song and understand them. It is become teacher’s responsibility to provide an appropriate song. In choosing the appropriate song, Griffee lists four categories: 1. The class, it is including the total number of the students and their age, the time of the day, the language level of the students, and their musical interest 2. The teacher, it is including the teacher’s age and musical interest, the classroom support to convey the songs, and teacher’s purpose. 3. Classroom opportunities, it is including the teacher’s level of independence in determining the material of curriculum, free class time, and lesson supplement. 25
Cory Janssen, What does YouTube mean?, t.t., (www.techopedia.com).
21
4. The music, the kind of music interest, the song that requires support to the lesson, and lesson plan.26 After deciding the criterion of appropriate songs, we can find the song in YouTube. Then, we can use one of many ways to introduce the songs and to improve vocabulary in the classroom as follows: 1. Vocabulary songs - Play the song with no reparation and no hand-outs. - Tell the students to listen to the songs that you will give them the words in a minute. - Give the students the lyrics face down. - When every student has a copy, tell them to turn the lyrics over and play the song again. - Tell them to listen to the song and circle any word or phrase they do not understand. - Discuss the circled word.27 There are so many ways in serving vocabulary in classroom by using songs. We need to be well-prepared in teaching vocabulary by using songs. We need to concern about the class, the students, the teacher in order to choose an appropriate songs. After that, decide the suitable ways in conveying the song to the students.
C. Relevant Study The first previous study was conducted by Suzanne Medina in 1993 “Acquiring Vocabulary through Story-Songs”. It is an experiment on elementary school learners. There were four experimental groups. The first one listened to the spoken version of the story with the pictures used to illustrate the main ideas of the story; the second group also listened to the spoken version of the story but without illustrations. The third group listened to the sung version of the story with the illustrations shown and the fourth group listened to the sung version of 26 27
Griffee., op.cit., pp. 6-8. Griffee, op.cit., p. 26.
22
the story without pictures. There were some pre-tests and two posttests to measure the amount of vocabulary acquired by the learners. The results of this study support the idea that songs can be beneficial in terms of vocabulary acquisition and retrieval. The combination of the sung version and the pictures was the most effective one.28 The second previous study was conducted by Shaheen Ara in 2009. “Use Songs, Rhymes, and Games in Teaching English to Young Learners in Bangladesh”.This study is about how to improve the educational system in learning second language (English) for children through songs, rhymes, and games. This study used qualitative method that set out to convey the complete understanding of how fun activities can improve learning process. As the result, this research showed that the high motivation of students resulting from enjoyable lessons in the primary schools where learning takes place through songs, rhymes, and games or other interesting activities which is retained throughout their academic life.29 The third previous study was conducted by ChunxuanShen 2009 “Using English Song: an Enjoyable and Effective Approach to ELT” This research explain about the application of song in English Language Teaching. This research also provides the arguments and practical support for using English song in ELT. The result of the research shows that using English song will not weaken but reinforce the effect of teaching.30 These three previous studies above give many benefit for the writer related to her topic. The first study showed that songs can be beneficial in terms of vocabulary acquisition and retrieval. The combination of the sung version and the pictures was the most effective one. The second previous study also gives the benefit for this research, by conveying the complete understanding of how fun activities, song can improve learning process. This research also showed the 28
Suzanne L. Medina, The Effect of Music on Second Language Vocabulary Acquisition, (National Network For Early Language Learning, Volume 6 no. 3, 1993), pp. 1-8. 29 ShaheenAra,Use Songs, Rhymes, and Games in Teaching English to Young Learners in Bangladesh, (The Dhaka University Journal of Linguistics, volume2, no. 3, 2009), pp. 161-172. 30 ChunxuanShen, Using English Song: an Enjoyable and Effective Approach to ELT, (English Language Teaching, volume 2, no. 1, 2009).
23
high motivation of students resulting from enjoyable lessons in the primary schools where learning takes place through songs. The last previous study proved using English song will not weaken but reinforce the effect of teaching. Thus, these studies give input for this research that song can improve students’ vocabulary mastery which can be proved by the writer to the samples of this research.
D. Thinking Framework There are two variables in this study; they are “English songs” from YouTube as independent variable and “students’ vocabulary mastery” as depedent variable. The research focuses on experimental research because the writer intends to know whether English song from YouTube is effective toward students’ vocabulary mastery. Besides that, the writer intends to know whether mastering vocabulary using English songs from YouTube along is better than mastering vocabulary without using English songs from YouTube along with it at seventh grade of Islamic Junior High School RUHAMA. As has been discussed about songs from YouTube previously, songs being a source of motivation, interest, and enjoyment, it is much easier for students to imitate and remember language than words which are just spoken. It is because songs contain words, expressions of high frequency, repetition, the stress, and intonation pattern of the language. Moreover, YouTube website provides a wide variety of content which is suitable for English teaching especially in learning the language. In this case, while singing, students are able to read the lyrics and this indirectly encourages them to learn new words as they are able to view the video clips as well as read the lyrics projected on the screen. Therefore, using songs from YouTube provides a break from the normal class routine and develops a non-threatening classroom atmosphere in which vocabulary can be enhanced. Vocabulary is the most important element of language beside grammar. People can express many ideas with vocabulary. Using successful techniques and appealing tools especially songs to teach new vocabulary items make students find words easier to remember and become
24
more motivated in class. By engaging in a pleasurable experience, they are relaxed and their inhibitions about acquiring a second language are lessened. Those who are taught in a fun and creative way, love attending the lessons and this in turn becomes a great way for teachers to achieve success with their students. Moreover, the use of internet technologies like the YouTube website to teach vocabulary is one of these experiences. Thus, it is suitable with the purpose of this strategy is to allow student do the retention about the new word that they find, so the new word will stay along in their mind through the songs from YouTube.
E. Research Hypothesis This research is to know whether using the selected songs from YouTube in teaching vocabulary is effective for the students to master vocabulary and learn English. To find the answer of the problem, the writer should propose research hypothesis as below: Teaching vocabulary by using the selected English songs from YouTube is effective for seventh grade students of RUHAMA Islamic Junior High School.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the research design, the place and time of the study, the population and sample, the research instrument, the technique of data collecting, the technique of data analysis, and statistic hypothesis.
A. The Research Design The research design of this study is quasi-experimental study, using comparison or control group to investigate research question (without random assignment) 1 , which aims to know whether English songs from YouTube is effective towards students‟ vocabulary mastery. The quasi-experimental design describes in the following table:2 Table 3.1 Pre- and Post-test Design Select Control Group
Pre-test
No Treatment
Post-test
Select Experimental
Pre-test
Experimental
Post-test
Group
Treatment
Based on the table above, the writer takes two classes, the experiment class and control class. Before giving treatment, the writer gives pre-test to both of classes. Then the writer teaches the students in experimental class by using English songs from YouTube and in controlled class without using English songs from YouTube. After four meetings, the writer gives the post-test to the both classes. It is given to know the effectiveness of English songs from YouTube towards students‟ vocabulary mastery.
1
Alison Mackey and Susan M. Gass, Second Language Research: Methodology and Design, (New York: Lawrence Erlbaum Associates, 2005), p. 146 2 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Third Edition, (New Jersey: Pearson Education, Inc, 2008), p. 313.
25
26
B. The Place and Time of the Study The research is held at the seventh grade students of Islamic Junior High School RUHAMA which is located at South Tangerang, from January 5th until 30th, 2015
C. The Population and Sample Population is the universe of people to which the study could be generalized, and a sample is the subset of people from the population who will participate in the current study. 3 In this research, the population is the whole students of the seventh grade at Islamic Junior High School RUHAMA, they are 96 students that are divided into three classes namely class VII 1, VII 2, and VII 3. For the research, the writer determines the sample by using purposive sampling; the sample is taken on the basis of their judgment of their typicality or possession of the particular characteristics being sought.4 Here, the writer takes the sample based on teacher‟s judgment that she judged. The two classes that the writer takes had almost same average value. Therefore, the writer takes two classes namely class VII 2 (30 students) as the control class and class VII 3 (30 students) as the experimental class, this is because according to the English teacher‟s view in the school; those classes are appropriate to be the object of this research.
D. The Research Instrument The writer uses pre-test and post-test as the research instruments to collect the data. The test is used in order to know the different achievement between the experimental class and control class after the treatment. Before the test is given to the students, the writer has already measured the validity and reliability of the test. Validity is “the individual‟s scores from an instrument make sense are meaningful, and enable you, as the writer, to draw good conclusions from the
3
Scott W. Vanderstoep and Deirde D. Johnston, Research Methods for Everyday Life, (San Fransisco: Jossey-bass, A Wiley Imprint, 2009), p. 26. 4 Louis Cohen, Lawrence Manion and Keith Morrison, Research Method in Education, Sixth edition, (New York: Madison Avenue, 2007), p. 114
27
sample you are studying.”5 Validation in language testing is needed to ensure the defensibility and fairness of interpretations based on test performance. According to Jones, “reliability in testing denotes dependability, in the sense that a reliable test can be depended on to produce very similar results in repeated uses.”6 In this research, the writer measures the validity and reliability of the research instrument by using ANATES V.4. For the ANATES result, it can be seen on the appendices. The secondary data is gotten from students‟ interview. Interview allows a wider channel of communication and deeper exploration of issues.7 It is conducted to strengthen the data which are gotten from the test, to know the students‟ perception about English songs from YouTube, and to make sure whether the techniques is successful to prove students‟ vocabulary mastery which is applied in experimental class or not. The interview is done to the 10 students. In this case, the writer uses simple random sampling technique to get data from students‟ interview. “Simple random sampling involves picking a certain number of participants out of the total number of possible participants in the sampling frame. In simple random sampling, a fixed percentage of the total sampling frame is selected for participation.”8
E. The Technique of Data Collecting In this research, the writer uses test to collect the data. The test is used in order to know the effectiveness of English songs from YouTube toward students‟ vocabulary mastery at seventh grade students of Islamic Junior High School RUHAMA. The test technique is the main technique in collecting the data. The pre-test and post-test will be given to both experimental class and controlled class to find out their achievement in vocabulary mastery.
5
John W. Creswell, op.cit., p 169 Cyril J. Weir, Language Testing and Validation, (New York: Palgrave MacMillan, 2005), p. 22. 7 Vanderstoep and Deirde., Op.cit., p. 88 8 Vanderstoep and Deirde., Ibid., p. 29 6
28
1. Pre-test The pre-test for the students is carried out to get their score. The students are given a multiple choice test about vocabulary. This test does to know students‟ ability about vocabulary mastery. (See Appendix 1)
2. Post-test The post-test is given in multiple choices also. This test is conducted to know the improvement of students‟ ability in vocabulary mastery after the writer gives treatment to students. (See Appendix 3)
3.
Interview The interview consists of seven questions to be answered. This is conducted to strengthen the data through knowing the students‟ perception after the treatment. (See Appendix 6)
F. The Technique of Data Analysis Test is used by the writer in collecting the data. The data from the test is gained to find out the result of students‟ vocabulary mastery by using English song from YouTube which is applied in the experimental class, then without English song from YouTube in the control class. It is obtained from VII 3 as an experimental class and VII 2 as a controlled class of Islamic Junior High School RUHAMA. In this study, the writer uses T-test to find out the differences between students‟ score which are taken from pre-test and post-test in experimental class and control class. Before calculating the T-test, the writer first measures normality and homogeneity test. Moreover, the writer uses SPSS v.18 for Windows software to analyze normality test and homogeneity test. In addition, the writer also uses the simple random sampling in conducting the interview to the students.
29
1. Testing Requirement a) Normality Test Normality test is done on two classes; those are experimental class and control class. Normality test is used to know whether the data from both sample groups which is examined comes from the population of normal distribution or not.9 The writer uses SPSS v.18 for Windows to do normality test which is Analyze-Descriptive Statistic-Explore-Plots-Normality Plots with Tests, the steps as follows:10 1) From the menu at the top of the screen click on Analyze then Descriptive then Explore. 2) Move all of the data into the Dependent list 3) Under Display ensure that there is only a tick next to Plots. 4) Click on the Plots tab to open the plots dialogue box. 5) Under Boxplots click None, and remove any ticks under Descriptive. Place a tick in Normality plots with tests. Under Spread vs. Level tick none. 6) Click Continue, and then OK.
b) Homogeneity Test After normality test gives indication that data is distributed normally, so it needs to do homogeneity test. It is used to know the similarity of the two conditions or population. If the significant value ρ > 0.05, it means that the population has similarity.11 The writer uses SPSS v.18 for Windows to do homogeneity test which is AnalyzeCompare Means- One Way ANOVA- Option- Homogeneity of Variance, the steps as follows:
9
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 271. 10 Andrew Garth, Analysis Data Using SPSS (A practical guide for those unfortunate enough to have to actually do it), (USA: Sheffield Hallam University, 2008), p. 73 11 Budi Susetyo, op.cit., p. 298.
30
1) From the menu at the top of the screen click on Analyze then Compare Means then One-Way ANOVA 2) Move the data from experimental class into the Dependent list and the data from control class into the Factor 3) Under Contrast and Post-Hoc ensure that there is a tick next to Options. 4) Click on the Options tab to open the options dialogue box. 5) Place a tick in Homogeneity of variance tests. 6) Click Continue, and then OK. 12
c) Specification of Interview After conducting the research and getting the result. The writer does the interview to the selected students from the technique of simple random sampling. This interview questions are related to what question that is needed to be asked, how to arrange the question, how long the interview will be done, and how to formulate the questions.13 Moreover, Patton explains the six kinds of question that can be an orientation in formulating the interview questions as follows: 1. The question which is related to the experience 2. The question which is related to the opinion or value 3. The question which is related to the feeling 4. The question about knowledge 5. The question which is related to the sensory perception 6. The question which is related to background or demography14
G. Hypothesis Test For hypothesis test, the writer uses t-test to find out whether there is significant difference between experimental class and control class in this study. 12
Budi Susetyo, op. cit., pp. 71-72 Lexy J. Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja Rosdakarya, 2001), p. 140 14 Ibid., pp. 140-141 13
31
The writer uses t-test which is adapted by Anas Sudijono to find the result. There are several steps before applying the t-test formula.15 The formula of t-test which is used in this research is:
Note: t0
= The value of „t‟ count
M
= Mean variable of experimental class
M2
= Mean variable of controlled class
SEM 1
= Standard Error of experimental class
SEM 2
= Standard Error of controlled class
The procedures of calculation are as follows: 1. Determining Mean of Variable X ∑ 2. Determining Mean of Variable Y ∑ 3. Determining Deviation Standard of Score of Variable X √
∑
4. Determining Deviation Standard of Score of Variable Y ∑ √ 5. Determining Standard Error of Mean of Variable X √
15
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2004), pp. 314-316.
32
6. Determining Standard Error of Mean of Variable Y √ 7. Determining Standard Error of different of Mean of Variable X and Variable Y √ 8. Determining to with formula:
9. Determining Degrees of Freedom (df) in significance level 1%:
Note: N1
= The total number of experimental class
N2
= The total number of controlled class
SD1
= Standard deviation of experimental class
SD2
= Standard deviation of controlled class
H. Statistical Hypothesis After gaining the t-test, the writer compares T-test and T-table. Testing hypothesis uses criteria with significant degree 0.01. The conclusion is gained as follows: H0 is accepted if (to) < (tt) in significant degree 0.01. Ha is accepted if (to) > (tt) in significant degree 0.01. Ha
: There is a significant difference between students‟ achievement in vocabulary mastery which is taught by using English songs from YouTube and without English songs
H0
: There is no significant difference between students‟ achievement in vocabulary mastery which is taught by using English songs from YouTube and without English songs
CHAPTER IV RESEARCH FINDINGS
A. The Description of Data After presenting the materials to both experimental class and control class, the writer measured students’ vocabulary mastery by using a test. The testing was done in two classes; those are VII-3 as an experimental class and VII-2 as a control class. The writer got the data from objective test which was multiple choice forms of the control class and experimental class. The test consisted of 20 test items. The accumulation of the correct item was multiplied by 5. So, it would be accumulated to 100 points of the test. 1. The Data of Control Class In the following table is the score of pre-test and post-test in control class. Table 4.1 The Students’ Score of Pre-test and Post-test of Control Class Students’
Control Class Gained Score
Number
Pre-test
Post-test
1
60
65
5
2
55
60
5
3
40
65
25
4
60
60
0
5
60
75
15
6
65
65
0
7
50
60
10
8
60
70
10
9
65
65
0
10
65
75
10
11
60
70
10
33
34
12
40
60
30
13
45
60
25
14
60
70
10
15
70
75
5
16
70
65
-5
17
60
75
15
18
80
75
-5
19
55
65
10
20
65
65
0
21
65
80
15
22
60
75
15
23
60
85
25
24
80
80
0
25
65
75
10
26
70
80
10
27
65
80
15
28
65
65
0
29
75
85
10
30
55
75
20
∑ n = 30
∑ X0 = 1845
∑ X1 = 2120
∑ X2 = 295
Average
61.5
70.66
9.83
Max
80
85
Min
40
60
Based on the table 4.2 above, the score of pre-test and post-test of control class showed that the highest score on the pre-test was 80 and the lowest score was 40 with the average at 61.5. Then, the average of the posttest was 70.66. The highest score of post-test was 85 while the lowest score was 60. It can be seen that the controlled class only gained score about 9.83 points.
35
2. The Data of Experimental Class In the following table is the score of pre-test and post-test in experimental class. Table 4.2 The Students’ Score of Pre-test and Post-test of Experimental Class Students’
Experimental Class
Gain Score
Number
Pre-test
Post-test
1
50
75
25
2
60
70
10
3
45
75
30
4
55
70
15
5
50
65
15
6
60
75
15
7
45
70
25
8
75
90
15
9
40
65
25
10
55
85
30
11
50
70
20
12
70
85
15
13
50
70
20
14
50
65
15
15
65
75
10
16
50
70
20
17
65
80
15
18
65
70
5
19
60
60
0
20
55
75
20
21
45
65
20
22
55
80
25
36
23
50
75
25
24
70
90
20
25
75
95
20
26
50
65
15
27
60
70
10
28
60
85
25
29
60
90
30
30
75
85
10
∑ n = 30
∑ X0 = 1715
∑ X1 = 2260
∑ X2 = 545
Average
57.16
75.33
18.16
Max
75
95
Min
40
60
From the table 4.1 above, the score of pre-test and post-test of experimental class showed that the highest score on the pre-test was 75 and the lowest score was 40 with the average at 57.2. Then, the average of the pre-test increased on the post-test up to 75.3. The highest score of post-test was 95 while the lowest score was 60. It can be seen that the experiment class gained score about 18.1 points. Another data gained in experimental class was from students’ interview to get information about students’ perception in applying English songs from YouTube towards students’ vocabulary mastery. The writer chose 15 students to be interviewed by using the technique of simple random sampling. The aim of the interview was strengthening students’ data gained from post-test. Here are the interview specifications with the learners’ responses in table as follows:
37
Table 4.3 Interview Specification and the Students’ Responses
No 1
Interview
Students’ Response
Specification Mengetahui persepsi siswa tentang pentingnya
- All of them strongly agreed that using strategy in building vocabulary were very important. - The twelve of them strongly agreed that teacher
penggunaan
should use English songs from YouTube to facilitate
strategi English
student in mastering vocabulary in the classroom.
songs from
- Meanwhile three students in lower score were still
YouTube dalam
uncertain if other teachers need to use it as learning
pengajaran
strategy.
penguasaan vocabulary.
- After building vocabulary using English songs from YouTube, the thirteen of them state that it influenced their vocabulary mastery.
2
Mengetahui
From fifteen students interviewed, they stated:
persepsi siswa
- English songs from YouTube were needed to support
tentang penggunaan strategi English songs dalam pengajaran penguasaan vocabulary
and facilitate them in mastering vocabulary - English songs could make them easier in reminding vocabulary. - They were happy to learn vocabulary by using songs from YouTube. - They were really sure that English songs from YouTube could help them to master the vocabulary. They said that they could use English songs everywhere freely.
From the data of interview above, the students presumed that strategy in learning were the essential things to make the teaching and learning process more interesting and easier to understand.
38
B. The Analysis of Data 1. Normality Test Testing normality test in this research used Kolmogorov-Smirnov methods in SPSS v.18 to count the normality of each test. The test would be normal distribution if the result of calculation from SPSS Statistic 18, the number showed less than the result in Kolmogorov-Smirnov table with the number of sample (n) is 30. The results of normality test of the data are presented as follows: Table 4.4 Normality Pre-test Results between Experimental Class and Control Class One-Sample Kolmogorov-Smirnov Test Experiment Class N
Control Class 30
30
Mean
57.1667
61.5000
Std. Deviation
9.62068
9.57277
Absolute
.172
.204
Positive
.172
.157
Negative
-.095
-.204
Kolmogorov-Smirnov Z
.941
1.120
Asymp. Sig. (2-tailed)
.338
.163
Normal Parameters
a,b
Most Extreme Differences
a. Test distribution is Normal. b. Calculated from data.
The normality calculation above used One-Sample KolmogorovSmirnov Test. From the table 4.03, it can be seen that the absolute difference (D) of Experiment Class data is 0.172. It is much less than absolute difference in Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical points of 30 = 0.242. It means that the pre-test of experiment class data is normal. Meanwhile, the absolute difference of Controlled Class data is 0.204. It is also much less than D-table with the closest Kolmogorov-Smirnov critical points. In other words, the pre-test of control class data is normal. Therefore,
39
Table 4.5 Normality of Pre-test Using Lilliefors Kolmogorov-Smirnova Statistic
df
Shapiro-Wilk Sig.
Statistic
df
Sig.
Experiment Class
.172
30
.024
.939
30
.087
Control Class
.204
30
.003
.931
30
.053
a.
Lilliefors Significance Correction
Besides using the normality test calculation of Kolmogorov-Smirnov Test, the writer also used Lilliefors Test. It shows that the normality is significant too. It is shown by the significance in Lilliefors table of Experiment Class data is 0.024. Meanwhile, the significance in Lilliefors table of Controlled Class data is 0.003. Both significances of Experiment class data and Controlled class data are much less than the calculation KolmogorovSmirnov table with critical points of 30 = 0.242. In other words, the pre-test results in both experimental class and control class are normally distributed.
Table 4.6 Normality Post-test Result between Experimental Class and Control Class One-Sample Kolmogorov-Smirnov Test Experiment Class N Normal Parametersa,b
Most Extreme Differences
Kolmogorov-Smirnov Z Asymp. Sig. (2-tailed)
Control Class 30
30
Mean
75.3333
70.6667
Std. Deviation
9.18520
7.73854
Absolute
.186
.201
Positive
.186
.201
Negative
-.120
-.179
1.018
1.103
.251
.176
a. Test distribution is Normal. b.
Calculated from data.
From the table 4.6, it can be seen that the absolute difference (D) of Experiment Class data is 0.186. It is much less than absolute difference in Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical
40
points of 30 = 0.242. It means that the post-test of experiment class data is normal. Meanwhile, the absolute difference of Controlled Class data is 0.201. It is also much less than D-table with the closest Kolmogorov-Smirnov critical points. So, it can be conclude that the post-test of control class data is normal.
Table 4.7 Normality of Post-Test Using Lilliefors Kolmogorov-Smirnova Statistic
df
Shapiro-Wilk Sig.
Statistic
df
Sig.
Experiment Class
.186
30
.010
.928
30
.044
Control Class
.201
30
.003
.913
30
.018
a.
Lilliefors Significance Correction
The writer also used the Lilliefors test for normality of post-test. It shows that the normality is significant too. It is shown by the significance in Lilliefors table of Experiment Class data is 0.010. Meanwhile, the significance in Lilliefors table of Controlled Class data is 0.003. Both significances of Experiment class data and Controlled class data are much less than the calculation Kolmogorov-Smirnov table with critical points of 30 at the degree significance 0.05% = 0.242. Hence, the post-test results in both experiment class and controlled class are normally distributed.
2. Homogeneity Test Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experimental class and control class have been distributed normally. The next step of the calculation was to find the pre-test and post-test homogeneity of the data by using SPSS v.18 for Windows. The test would be homogeneous if the calculation of the result is higher than Kolmogorov-Smirnov table with the critical points of 30 = 0.242. The results of homogeneity test of the data are presented as follows:
41
Table 4.8 Homogeneity Pre-test and Post-test Result between Experimental Class and Control Class Pre-Test of Homogeneity of Variance Levene Statistic Value
df1
df2
Sig.
Based on Mean
.477
1
58
.493
Based on Median
.377
1
58
.542
Based on Median and with
.377
1
56.768
.542
.459
1
58
.501
adjusted df Based on trimmed mean
The table 4.8 shows that the significance of pre-test result between experimental class and control class are 0.493, 0.542, 0.542, and 0.501. Therefore, it can be concluded that the data of pre-test are homogeneous because all of the data result > 0.05.
Table 4.9 Post-Test of Homogeneity of Variance Levene Statistic Value
df1
df2
Sig.
Based on Mean
.400
1
58
.530
Based on Median
.309
1
58
.581
Based on Median and with
.309
1
52.144
.581
.319
1
58
.575
adjusted df Based on trimmed mean
The table 4.9 shows that the significance of post-test result between experimental class and control class are 0.530, 0.581, 0.581, and 0.575. Therefore, it can be concluded that the data of post-test are homogeneous because all of the data result are higher than 0.05. So, it shows that both of the groups are homogeneous. Based on the pre-requisite test statistical analysis, found that the data normally distributed and homogeneous. Therefore, next, the data was analyzed by using T-test formula. This technique is useful to prove statistically whether there
42
is any significant difference between students’ vocabulary mastery achievement in experimental and control class. The experimental class was X variable and the control class was Y variable. Before analyzing the data, the following table is the recapitulation of the data which describes the comparison between the experimental class and control class:
Table 4.10 The Comparison Score between Experimental Class and Control Class x2
y2
-4.8
47.61
23.04
-8.1
-4.8
65.61
23.04
25
11.9
15.2
141.61
231.04
15
0
-3.1
-9.8
9.61
96.04
5
15
15
-3.1
5.2
9.61
27.04
6
15
0
-3.1
-9.8
9.61
96.04
7
25
10
6.9
0.2
47.61
0.04
8
15
10
-3.1
0.2
9.61
0.04
9
25
0
6.9
-9.8
47.61
96.04
10
30
10
11.9
0.2
141.61
0.04
11
20
10
1.9
0.2
3.61
0.04
12
15
30
-3.1
20.2
9.61
408.04
13
20
25
1.9
15.2
3.61
231.04
14
15
10
-3.1
0.2
9.61
0.04
15
10
5
-8.1
-4.8
65.61
23.04
16
20
-5
1.9
-14.8
3.61
219.04
17
15
15
-3.1
5.2
9.61
27.04
18
5
-5
-13.1
-14.8
171.61
219.04
19
0
10
-13.1
0.2
171.61
0.04
20
20
0
1.9
-9.8
3.61
96.04
Students’
Experimental
Control
x
y
Number
Class (X)
Class (Y)
(X – MX)
(Y – MY)
1
25
5
6.9
2
10
5
3
30
4
43
21
20
15
1.9
5.2
3.61
27.04
22
25
15
6.9
5.2
47.61
27.04
23
25
25
6.9
15.2
47.61
231.04
24
20
0
1.9
-9.8
3.61
96.04
25
20
10
1.9
0.2
3.61
0.04
26
15
10
-3.1
0.2
9.61
0.04
27
10
15
-8.1
5.2
65.61
27.04
28
25
0
6.9
-9.8
47.61
96.04
29
30
10
11.9
0.2
141.61
0.04
30
10
20
-8.1
10.2
65.61
104.04
Total
545
295
7
1
1418.3
2424.2
In order to get the calculation of T-test, there are several steps to be taken; determining Mean, Standard Deviation and Standard Error from each variable. The following steps describe as follows: 1.
Determining Mean of Variable X: ∑
2.
Determining Mean of Variable Y: ∑
3.
Determining Deviation Standard of Score of Variable X: ∑ √
4.
√
Determining Deviation Standard of Score of Variable Y: √
5.
√
∑
√
√
Determining Standard Error of Mean of Variable X: √
√
√
44
6.
Determining Standard Error of Mean of Variable Y: √
√ 7.
√
Determining Standard Error of different of Mean of Variable X and Variable Y: √ √
√
√
8.
Determining to with formula:
9.
Determining Degrees of Freedom (df), with formula:
The value of df 58 at the degrees of significance 1% or ttable is 2.392. From the result of statistical calculation above, it can be seen that the value of t0 or ttest is 4.01 and the degree of freedom (df) was 58. The value of t in the degree of freedom of 58 and at the degree of significance 1% or ttable of df 58 with ɑ =1% is 2.392.
3. Interview Result Regarding to the students’ perception toward English songs from YouTube, all of students felt motivated while mastering vocabulary used English songs from YouTube because it helped them easier to master vocabulary. They agreed when they easily could remember the vocabulary.
45
As the result, most students who were interviewed about their vocabulary mastery achievement satisfied and stated that English songs from YouTube were improving their vocabulary mastery because they could answer the vocabulary questions.
4. Hypothesis Test This research was conducted in order to answer the research question: “Is English song from YouTube effective towards students’ vocabulary mastery at the seventh grade of SMP Islam RUHAMA at South Tangerang?” The statistical hypothesis of this research can be seen as follow: Ha : There is a significant difference between students’ achievement in vocabulary mastery which is taught using English songs from YouTube and without English songs from YouTube. H0 : There is no significant difference between students’ achievement in vocabulary mastery which is taught using English songs from YouTube and without English songs from YouTube. And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is rejected. 2. If t-test (to) < t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is accepted.
From the result of the statistical calculation, it shows that the value of tt with df 58 in the significance 1% is 2.392, while the value of the to is 4.01. Since score is higher than alternative hypothesis (
score obtain from the result of calculating, so the ) is accepted and the null hypothesis (
) is rejected.
C. Interpretation of Data Based on the analysis of the data, it was found that there was a significant difference between students’ achievement on vocabulary mastery in experimental class which used English songs from YouTube and the control class which did
46
not. It can be seen from the students’ pre-test and post-test score. The pre-test average score of students in experimental class was 57.16, and the post-test average score of students in experimental class was 75.33. Meanwhile, the pre-test score in control class was 61.5, and the post-test average score in control class was 70.66 Therefore, it can be concluded that English songs from YouTube is effective towards students’ vocabulary mastery. It was showed by the students’ vocabulary mastery after they used English songs from YouTube in class were better than the students’ vocabulary mastery before they were given the treatment. In teaching and learning process, it is important for teachers to make students familiar with vocabulary before they are actually reading, listening, writing, or speaking. The teachers can use English songs to stimulate students’ thinking in using their English skills. Moreover, teaching vocabulary using English songs can help students easier to remember the vocabulary, because they were stimulated by the songs. In other words, English songs are found to be helpful and effective to improve students’ achievement on vocabulary mastery, especially for the students of RUHAMA Islamic Junior High School at South Tangerang.
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusions From the data analysis using SPSS software, it is shown that teaching vocabulary through song is appropriate to be implemented in the classroom. In this research, the students’ mean score of post-test in experimental class (75.33) was higher than pre-test (57.16) with gained score was 18.16. From the data analysis, the test hypothesis was determined by t-test (to) > t-table (ttable) in significance 0.01 or 1%. Thus, the value of the to was 4.01, while the value of tt with df 58 in the significance 1% was 2.392. Therefore, to score was higher than ttable score obtain from the result of calculating, so the alternative hypothesis (Ha) was accepted. It means that there was significant difference between students’ achievement in mastering vocabulary which was taught by English song from YouTube and without English song from YouTube. Furthermore, the secondary data which was collected by using interview also showed that the student who went through the method of using song from YouTube experienced more significant improvement in their vocabulary competence. They felt more motivated in improving their vocabulary mastery. Therefore, English song from YouTube is effective to improve students’ vocabulary mastery achievement at seventh grade students of RUHAMA Islamic Junior High School.
B. Suggestions Here are suggestions the researcher delivers for future studies. Hopefully, the suggestions are useful for readers in general, and researchers and other people involved in education specially. The suggestions are as follow:
47
48
1.
For Teachers Based on the result of this research, English teachers of Junior High School are suggested to use English song from YouTube to facilitate teaching vocabulary since it has been proven that English song is effective to improve students’ vocabulary mastery. Therefore, the teacher should be well prepared. It means that they should prepare materials which will appropriate that will be taught to the students before they enter the classroom.
2.
For Students For students, it is suggested to enrich their vocabulary size through English song from YouTube if they want to improve their vocabulary mastery. Vocabulary can be applied to make students has their own dictionary with vocabulary that make them interested. English song also can make students to be an autonomous learner. Students will have good habit if they are comfort when finding new word while listening to music.
3. For Other Researcher In view of the limitations the researchers have come across, there is a need for a further research to be conducted with bigger sample size. It will help to obtain more data, confirm the findings and enable the drawing of a more concrete conclusion with regard to the effects of using song to improve vocabulary competence. Furthermore, a longer experimental period is needed to enable the researcher to draw a more valid conclusion and to see whether the improvements are consistent.
49
REFERENCES
Aebersold, Jo Ann., and Lee, Mary. From Reader to Reading Teacher. New York: Cambridge University Press, 1997. Allen, Virginia Freanch. Techniques in Teaching Vocabulary. Oxford: Oxford University Press, 1983. Ara, Shaheen. Use Songs, Rhymes, and Games in Teaching English to Young Learners in Bangladesh. The Dhaka University Journal of Linguistics. 2, 2009. Coady, James., and Hucky, Thomas. Second Language Vocabulary Acquisition. Cambrigde University Press, 1997. Cohen, Louis., et al., Research Method in Education, Sixth edition. New York: Madison Avenue, 2007. Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Third Edition. New Jersey: Pearson Education, Inc, 2008. Gairns, Ruth., and Redman, Stuart. Working With Word, A Guide to Teaching and Learning Vocabulary. New York: Cambridge University Press, 1998. Garth, Andrew. Analysis Data Using SPSS (A practical guide for those unfortunate enough to have to actually do it). USA: Sheffield Hallam University, 2008. Ghazal, Lotfi. Learning Vocabulary in EFL Context through Vocabulary Learning Strategies, Novitas Royal. 1, 2. 2007. Griffe, Dale T. Songs in Action. England: Phoenix ELT, 1992. Hatch, Evelyn., and Brown, Cheryl. Vocabulary, Semantics, and Language Education. New York: Cambridge University Press, 1998. Janssen, Cory., What does YouTube mean?, t.t., (www.techopedia.com). Kementerian Pendidikan dan Kebudayaan. When English Rings the Bell: Buku Guru. Jakarta: Kementerian Pendidikan dan Kebudayaan, 2013.
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Kementerian Kependidikan dan Kebudayaan. Kurikulum 2013: Kompetensi Dasar Sekolah Menengah Pertama (SMP) Madrasah Tsanawiyah (MTs). Jakarta: Kementerian Kependidikan dan Kebudayaan, 2013. Kelsey,
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Social
Networking
Spaces.
New
York:
Apress.
http:dx.doi.org/10.1007/978-1-4302-2597-3, 2010. Lo, R., and Li, H.C. Songs Enhance Learner Involvement. English Teaching Forum. 36, 1998. Mackey, Alison., and Gass, Susan M. Second Language Research: Methodology and Design. USA: Lawrence Erlbaum Associates, 2005. Medina, Suzanne L. The Effect of Music on Second Language Vocabulary Acquisition. National Network For Early Language Learning. 6, 1993. Moleong, Lexy J. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya, 2001. Nation, I. S. P. Teaching Vocabulary: Strategies and Techniques. USA: Heinle and Heinle Publishers, 2008. Nation, Paul. Teaching Vocabulary. Asian EFL Journal. 38, 2000. Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 46 Tahun 2010 tentang Pelaksanaan Ujian Sekolah/Madrasah dan Ujian Nasional, Pasal 9. Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 372 tentang Pengajaran Bahasa Inggris di Indonesia. Richards, Jack C., and Renandya, Willy A. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002. Rouse, Margaret. YouTube, t.t.,(www.techtarget.com). Schmitt, Nobert. Vocabulary in Language Teaching. Cambridge University Press, 2000. Schmitt, Nobert and Mc. Charthey, Michael. Vocabulary. Australia: Cambridge University Press, 1997. Shen, Chunxuan. Using English Song: an Enjoyable and Effective Approach to ELT. English Language Teaching. 2, 2009.
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Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada, 2004. Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT Refika Aditama, 2010. Thornbury, Scoot. How to Teach Vocabulary. Edinburgh: Pearson Educated Limited, 2002. Ur, Penny. A Course in Language Teaching. USA: Cambridge University Press, 1996. Vanderstoep, Scott W., and Johnston, Deirde D. Research Methods for Everyday Life. San Fransisco: Jossey-bass, A Wiley Imprint, 2009. Walch Publishing. Content-Area Vocabulary Strategies for Social Studies. Portland: J. Weston Walch Publisher, 2003. Weda, Sukardi. Songs Enhance Young Learners’ involvement in Learning English. Jakarta: Atmajaya University, Center for Studies on Language and Culture. 2009. Weir, Cyril J. Language Testing and Validation. New York: Palgrave MacMillan, 2005. Wrenshall, John. Using song to Improve Communication Competence. Bangkok: November. AUA Language Center. 2002.
52
Appendix 1
Kisi-Kisi Soal Vocabulary (Pre-Test) Kompetensi
Kompetensi Dasar
Indikator
Inti Mengidentifikasi kata
Memahami
Memahami fungsi
pengetahuan
sosial, struktur
sifat (adjective) yang
(faktual,
teks, dan unsur
menggambarkan sifat
konseptual, dan
kebahasaan pada
ciri fisik hewan, dan
teks untuk
benda secara lisan
menyatakan dan
dan tertulis dengan
menanyakan
akurat dan lancar
prosedural) berdasarkan rasa ingin tahunya
Jenis
Nomor
Soal
Soal
PG
1, 2, 3, 8, 13
tingkah laku /
tentang ilmu
tindakan / fungsi
Mempolakan bentuk
pengetahuan,
hewan, benda,
kalimat nominal dan
teknologi, seni,
yang dekat dengan
verbal untuk
budaya terkait
kehidupan Peserta
menanyakan dan
fenomena dan
didik sehari-hari
merespon ciri fisik
kejadian tampak
sesuai dengan
dan sifat hewan dan
mata
konteks
benda secara
penggunaannya.
bertanggung jawab
.
Mengungkapkan dan merespon tentang cirri fisik dan sifat hewan dan benda dengan santun
PG
7, 10, 15, 11,
PG
4, 5, 6, 11
53
Tanya jawab berbagai
PG
16, 14
PG
18, 20,
PG
6, 9, 17,
hal terkait tema/topic bacaan Mengidentifikasi makna kosakata dengan menebak arti kosakata melalui konteks bacaan Melengkapi kalimat dengan kosakata yang sesuai dengan konteks bacaan
19
55
PRE-TEST ANSWER SHEET
1. C
11. A
2. D
12. D
3. A
13. C
4. C
14. B
5. B
15. B
6. A
16. D
7. A
17. C
8. B
18. A
9. B
19. A
10. B
20. A
56
Appendix 3
Kisi-Kisi Soal Vocabulary (Post-Test) Kompetensi Inti
Kompetensi Dasar
Indikator Mengidentifikasi kata
Memahami
Memahami fungsi
pengetahuan
sosial, struktur
sifat (adjective) yang
(faktual,
teks, dan unsur
menggambarkan sifat
konseptual, dan
kebahasaan pada
ciri fisik hewan, dan
teks untuk
benda secara lisan dan
menyatakan dan
tertulis dengan akurat
menanyakan
dan lancar
prosedural) berdasarkan rasa ingin tahunya
Jenis
Nomor
Soal
Soal
PG
1, 6, 15,
PG
8, 10,
tingkah laku /
tentang ilmu
tindakan / fungsi
Mempolakan bentuk
pengetahuan,
hewan, benda,
kalimat nominal dan
teknologi, seni,
yang dekat
verbal untuk
budaya terkait
dengan kehidupan
menanyakan dan
fenomena dan
Peserta didik
merespon ciri fisik dan
kejadian tampak
sehari-hari sesuai
sifat hewan dan benda
mata
dengan konteks
secara bertanggung
penggunaannya.
jawab
.
Mengungkapkan dan
13, 20
PG
4, 5, 7, 16
merespon tentang cirri fisik dan sifat hewan dan benda dengan santun Tanya jawab berbagai
PG
2, 5, 14
57
hal terkait tema/topic bacaan Mengidentifikasi
PG
3, 11, 12,
makna kosakata dengan menebak arti kosakata melalui konteks bacaan Melengkapi kalimat dengan kosakata yang sesuai dengan konteks bacaan
PG
9, 17, 18, 19
59
b. Emporium
d. Bakery
14. We need a _____ to cross the street a. Bridge
c. Train
b. Ship
d. Plane
15. You need to wear your most beautiful _____ to come to my birthday party. a. Bag
c. Dress
b. Mirror
d. Car
16. What are in the garden? a. Two bathrooms b. Plants and flowers c. A kitchen and a garage d. A living room and a dining room 17. Gayatri wants to buy carrots, tomatoes, chillies, and cabbage in the market. So she must go to the ____ a. Drugstore
c. Green grocer
b. Library
d. Butcher
18. The students want to know the date. They look at __________ a. Television
c. Calendar
b. Window
d. Radio
19. The students sit on their _______ nicely. a. Tables
c. Cupboards
b. Walls
d. Chairs
20. Yomi: “Hey Tias, it is raining. Do you bring your _____ ?” Tias: “yes, I bring it. I will wear it now.” a. Coat
c. Bag
b. Shoes
d. Dress
60
POST-TEST ANSWER SHEET
1. D 2. A 3. C 4. C 5. C 6. C 7. C 8. B 9. C 10. B 11. A 12. C 13. D 14. A 15. C 16. B 17. C 18. C 19. D 20. A
61
Appendix 5 Vocabulary Test Choose the right answer by crossing (X) A, B, C or D!
1. Indonesia has 2 _______
8. _________ has beak to eat
a. Climates
a. Lion
c. Bear
b. Weathers
b. Bird
d. Mousedeer
c. Comfortable
9. Kangaroo has _____ to bring its
d. Ministers
child
2. Owl is a kind of _______ a. Fish
c. Bird
b. Monkey
d. Horse
3. Elephant has an ________ a. Trunk
c. Fur
b. Feather
d. Ivory
4. A _______ is a kind of sly animal a. Fox
c. Cow
b. Goat
d. Rabbit
5. At home, we can put the bird in the ________
a. Pouch
c. Tail
b. Claw
d. Wing
10. Giraffe have ______ Feet a. Two
c. Four
b. Three
d. Six
11. Ox is a kind of ___________ a. Fruit
c. Animal
b. Vegetable d. Human Being 12. An animal which is big, brave and has feather in its whole of body is _________
a. Cage
c. Bag
a. Bear
b. Desk
d. Pencil
b. Crocodile d. Bee
sharpener
13. ________ is not an animal
6. You can put a _______ on your wrist a. Ring
c. Elephant
c. Bracelet
b. Necklace d. Belt 7. If you want to cook Rendang, you need a ________
a. Owl
c. Bush
b. Bee
d. Wolf
14. The antonym of tall is _________ a. Long
c. Short
b. Sophisticated
d. Wonderful
15. Lion is wild, but Rabbit is -
a. Prescription
c. Recipe
_________
b. Receipt
d. Bill
a. Tall
c. Tame
63
This is __________
experiments. They are in the
a. Fox
c. Hare
_____
b. Glider
d. Bird
a. Library
c. Canteen
b. Laboratory
d. Classroom
27. There ____ so many things in my
33. we need a _____ to cross the street
room. a. Are
c. Have
a. bridge
c. Train
b. Is
d. Had
b. ship
d. Plane
28. There are many traditional farmers
34. Your need to wear your most
in Indonesia usually plow the land
beautiful _____ to come to my
by using animal such as
birthday party
__________
a. Bag
c. Dress
b. Mirror
d. Ruler
a. Hare
c. Buffaloes
b. Elephants
d. Camel
29. The Arman’s families are going to
35. The people took the patient to the hospital by ____________
Surabaya by train. They are now
a. Truck
at ____
b. Car
a. Airport
c. Ambulance
b. Harbor
d. Plane
c. Bus Station
36. I send my letters in ________.
d. Railway Station 30. Hare are animals that are _______ a. wild
c. Fast
b. slow
d. big
31. “Where’s your mother, Tika?”
a. Hospital
c. Market
b. Post Office
d. School
37. What are in the garden? a. Two bathrooms b. Plants and flowers
“Oh, she’s just gone to the ______
c. A kitchen and a garage
to get some cakes and buns for our
d. A living room and a dining
afternoon tea, dad.”
room
a. Granary
c. Cafe
b. Emporium
d. Bakery
32. The students are having a biology lesson. They are doing some
38. Gayatri wants to buy carrots, tomatoes, chillies, and cabbage in the market. So she must go to ___ a. Drugstore
65
The Answer Key
1. B
16. B
31.
B
2. C
17. C
32.
D
3. D
18. C
33.
B
4. A
19. B
34.
A
5. A
20. C
35.
C
6. C
21. B
36.
C
7. C
22. C
37.
B
8. B
23. D
38.
B
9. A
24. A
39.
C
10. C
25. C
40.
C
11. C
26. B
41.
C
12. D
27. D
42.
C
13. C
28. C
43.
B
14. C
29. D
44.
D
15. C
30. C
45.
C
66
Appendix 6 Interview Result
Interviewee
: Sony Prastiyo
S
: Student
Interviewer
: Febria Afia Rahmah
R
: Researcher
Day/Date
: Monday / February 2nd, 2015
Time
: 10.00 WIB – 10.15 WIB
Place
: Islamic Junior High School RUHAMA
R
: Apakah kamu pernah mempelajari kosakata dengan menggunakan media lagu berbahasa Inggris dari YouTube sebelumnya?
S
: Selama saya mempelajari bahasa Inggris di sekolah, saya belum pernah mempelajari bahasa Inggris menggunakan media lagu dari YouTube. Tetapi pernah diajarkan dengan media gambar.
R
: Bagaimana perasaanmu ketika mempelajari kosakata melalui lagu dari YouTube?
S
: Saya merasa senang, karena saya juga suka musik.
R
: Apa pendapatmu mengenai penggunaan lagu dalam proses pembelajaran, khususnya mempelajari kosakata?
S
: Menurut saya bagus menggunakan lagu, apalagi saya menyukai musik. Jadi merasa gak tertekan kalau belajar menggunakan lagu.
R
: Apakah kamu mengetahui bagaimana cara mempelajari kosakata menggunakan media lagu dari YouTube?
S
: Iya saya tahu. Buka YouTube di internet, lalu ketik judul lagu yang kita mau. Pilih yang ada liriknya biar mudah mendengarkan sambil membaca liriknya. Lalu cari tau artinya.
R
: Apa pendapatmu setelah mengetahui dan mendapatkan hasil belajar menggunakan media lagu dari YouTube?
S
: Menggunakan lagu dari YouTube lebih asik karena ada liriknya jadi mudah ingat juga. Senang dapat nilai bagus.
67
R
: Pentingkah menggunakan lagu dari YouTube untuk menambah penguasaan kosakata?
S
: Menurut saya penting
R
: Manfaat apa saja yang kamu rasakan selama menggunakan lagu dari YouTube dalam proses pembelajaran kosakata?
S
: Belajarnya jadi lebih semangat, jadi kepo apa arti liriknya, jadi saya mau cari tau apa arti liriknya.
Tangerang Selatan, 2 Februari 2015 Interviewer
Interviewee
Febria Afia Rahmah
Sony Prastiyo
68
Interview Result
Interviewee
: Gede Permana Aji
S
: Student
Interviewer
: Febria Afia Rahmah
R
: Researcher
Day/Date
: Monday / February 2nd, 2015
Time
: 10.30 WIB – 10.32 WIB
Place
: Islamic Junior High School RUHAMA
R
: Apakah kamu pernah mempelajari kosakata dengan menggunakan media lagu berbahasa Inggris dari YouTube sebelumnya?
S
: Saya belum pernah belajar bahasa Inggris menggunakan media lagu dari YouTube. Tetapi Miss Mila pernah mengajarkan menggunakan media gambar.
R
: Bagaimana perasaanmu ketika mempelajari kosakata melalui lagu dari YouTube?
S
: Saya merasa senang dan tidak boring.
R
: Apa pendapatmu mengenai penggunaan lagu dalam proses pembelajaran, khususnya mempelajari kosakata?
S
: Menurut saya cukup bagus menggunakan lagu, suasana belajarnya jadi asik dan terus berusaha fokus dengarkan lagu dan baca liriknya.
R
: Apakah kamu mengetahui bagaimana cara mempelajari kosakata menggunakan media lagu dari YouTube?
S
: Iya saya tahu. Buka YouTube di internet, lalu ketik judul lagu yang kita mau. Pilih yang ada liriknya karena akan lebih mudah belajarnya kalau ada liriknya.
R
: Apa pendapatmu setelah mengetahui dan mendapatkan hasil belajar menggunakan media lagu dari YouTube?
S
: Saya senang, baru kali ini saya tidak menyontek, hehe. Karena saya tau artinya.
R
: Pentingkah menggunakan lagu dari YouTube untuk menambah penguasaan kosakata?
69
S
: Penting, andai saja semua pelajaran bisa menggunakan media lagu.
R
: Manfaat apa saja yang kamu rasakan selama menggunakan lagu dari YouTube dalam proses pembelajaran kosakata?
S
: Belajarnya jadi lebih semangat.
Tangerang Selatan, 2 Februari 2015 Interviewer
Interviewee
Febria Afia Rahmah
Gede Permana Aji
Appendix 7 Output Instrument Anates SKOR DATA DIBOBOT ================= Jumlah Subyek = 31 Butir soal = 45 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No Urt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
No Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Kode/Nama Student 1 Student 2 Student 3 Student 4 Studen... Student 6 Student 7 Stude... Student 9 Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen... Studen...
Benar 21 26 20 39 40 38 21 21 20 26 22 24 24 21 26 27 12 34 24 34 35 21 31 23 29 11 23 19 19 22 26
Salah 24 19 25 6 5 7 24 24 25 19 23 21 21 24 19 18 33 11 21 11 10 24 14 22 16 34 22 26 26 23 19
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 21 26 20 39 40 38 21 21 20 26 22 24 24 21 26 27 12 34 24 34 35 21 31 23 29 11 23 19 19 22 26
Skr Bobot 21 26 20 39 40 38 21 21 20 26 22 24 24 21 26 27 12 34 24 34 35 21 31 23 29 11 23 19 19 22 26
RELIABILITAS TES ================ Rata2= 25.13 Simpang Baku= 7.09 KorelasiXY= 0.77 Reliabilitas Tes= 0.87 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No.Urut 1 2 3 4 5 6 7 8 9 10 11 12
No. Subyek 1 2 3 4 5 6 7 8 9 10 11 12
Kode/Nama Subyek Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12
Skor Ganjil 12 13 11 20 18 20 10 11 11 15 10 16
Skor Genap 9 13 9 19 22 18 11 10 9 11 12 8
Skor Total 21 26 20 39 40 38 21 21 20 26 22 24
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
11 12 13 13 8 18 14 18 20 14 15 14 15 7 13 11 11 13 15
13 9 13 14 4 16 10 16 15 7 16 9 14 4 10 8 8 9 11
24 21 26 27 12 34 24 34 35 21 31 23 29 11 23 19 19 22 26
KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No.Urut 1 2 3 4 5 6 7 8
No Subyek 5 4 6 21 18 20 23 25 Jml Jwb Benar
Kode/Nama Subyek Student 5 Student 4 Student 6 Student 21 Student 18 Student 20 Student 23 Student 25
Skor 40 39 38 35 34 34 31 29
1 1 1 1 1 1 1 5
2 2 1 1 1 1 1 1 1 1 8
3 3 1 1
4 4 1 1 1 1 1 1 6
5 5 1 1 1 1 1 1 6
6 6 1 1 1 1 1 1 1 1 8
7 7 1 1 1 1 1 1 6
No.Urut 1 2 3 4 5 6 7 8
No Subyek 5 4 6 21 18 20 23 25 Jml Jwb Benar
Kode/Nama Subyek Student 5 Student 4 Student 6 Student 21 Student 18 Student 20 Student 23 Student 25
Skor 40 39 38 35 34 34 31 29
8 8 1 1 2
9 9 1 1 1 1 1 1 1 7
10 10 1 1 1 3
11 11 1 1 1 1 1 1 6
12 12 1 1 1 1 1 1 1 1 8
13 13 1 1 1 1 1 1 1 7
14 14 1 1 1 1 1 1 1 1 8
No.Urut 1 2 3 4 5 6 7 8
No Subyek 5 4 6 21 18 20 23 25 Jml Jwb Benar
Kode/Nama Subyek Student 5 Student 4 Student 6 Student 21 Student 18 Student 20 Student 23 Student 25
Skor 40 39 38 35 34 34 31 29
15 15 1 1 1 1 1 1 1 7
16 16 1 1 1 1 1 5
17 17 1 1 1 1 4
18 18 1 1 1 1 4
19 19 1 1 1 1 1 5
20 20 1 1 1 1 1 5
21 21 1 1 1 1 1 1 1 1 8
No.Urut 1
No Subyek 5
Kode/Nama Subyek Student 5
Skor 40
22 22 1
23 23 1
24 24 1
25 25 1
26 26 1
27 27 -
28 28 1
2 3 4 5 6 7 8
4 6 21 18 20 23 25 Jml Jwb Benar
Student Student Student Student Student Student Student
4 6 21 18 20 23 25
No.Urut 1 2 3 4 5 6 7 8
No Subyek 5 4 6 21 18 20 23 25 Jml Jwb Benar
Kode/Nama Subyek Student 5 Student 4 Student 6 Student 21 Student 18 Student 20 Student 23 Student 25
No.Urut 1 2 3 4 5 6 7 8
No Subyek 5 4 6 21 18 20 23 25 Jml Jwb Benar
No.Urut 1 2 3 4 5 6 7 8
No Subyek 5 4 6 21 18 20 23 25 Jml Jwb Benar
39 38 35 34 34 31 29
1 1 1 1 1 1 7
1
1 1 1 1 1 1 7
1 1 1 1 1 1 1 8
1 1 1 1 1 6
1 1 1 1 4
1
Skor 40 39 38 35 34 34 31 29
29 29 1 1 1 1 1 1 1 1 8
30 30 1 1 1 1 1 1 1 1 8
31 31 1 1 1 1 1 1 1 1 8
32 32 1 1 1 1 1 1 1 1 8
33 33 1 1 1 1 1 1 1 1 8
34 34 1 1 1 1 1 1 1 1 8
35 35 1 1 1 1 1 1 1 1 8
Kode/Nama Subyek Student 5 Student 4 Student 6 Student 21 Student 18 Student 20 Student 23 Student 25
Skor 40 39 38 35 34 34 31 29
36 36 1 1 1 1 1 1 1 7
37 37 1 1 1 1 1 1 1 1 8
38 38 1 1 1 1 1 1 1 7
39 39 1 1 1 1 1 1 1 1 8
40 40 1 1 1 1 1 1 6
41 41 1 1 1 1 1 1 1 1 8
42 42 1 1 1 1 1 1 6
Kode/Nama Subyek Student 5 Student 4 Student 6 Student 21 Student 18 Student 20 Student 23 Student 25
Skor 40 39 38 35 34 34 31 29
43 43 1 1 1 1 1 5
44 44 1 1 1 1 1 1 1 1 8
45 45 1 1 1 1 1 1 1 1 8
Kelompok Asor Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No.Urut 1 2 3 4 5 6 7 8
No Subyek 14 22 3 9 28 29 17 26 Jml Jwb Benar
Kode/Nama Subyek Student 14 Student 22 Student 3 Student 9 Student 28 Student 29 Student 17 Student 26
Skor 21 21 20 20 19 19 12 11
No.Urut 1 2
No Subyek 14 22
Kode/Nama Subyek Student 14 Student 22
Skor 21 21
1 1 1 1 2
2 2 1 1 1 1 1 5
3 3 0
4 4 0
5 5 0
6 6 0
7 7 1 1 2
8 8 -
9 9 1 1
10 10 1 -
11 11 1
12 12 1 -
13 13 -
14 14 -
3 4 5 6 7 8
3 9 28 29 17 26 Jml Jwb Benar
Student Student Student Student Student Student
3 9 28 29 17 26
No.Urut 1 2 3 4 5 6 7 8
No Subyek 14 22 3 9 28 29 17 26 Jml Jwb Benar
Kode/Nama Subyek Student 14 Student 22 Student 3 Student 9 Student 28 Student 29 Student 17 Student 26
No.Urut 1 2 3 4 5 6 7 8
No Subyek 14 22 3 9 28 29 17 26 Jml Jwb Benar
No.Urut 1 2 3 4 5 6 7 8
20 20 19 19 12 11
0
1 1 1 5
1 1 1 1 5
1 1 3
1 2
1 1 2
0
Skor 21 21 20 20 19 19 12 11
15 15 1 1 1 1 1 5
16 16 1 1
17 17 1 1
18 18 1 1 2
19 19 1 1 1 1 1 1 1 7
20 20 1 1
21 21 1 1 1 1 1 5
Kode/Nama Subyek Student 14 Student 22 Student 3 Student 9 Student 28 Student 29 Student 17 Student 26
Skor 21 21 20 20 19 19 12 11
22 22 1 1 1 1 1 1 6
23 23 0
24 24 1 1 1 1 1 1 6
25 25 1 1 1 1 1 1 1 7
26 26 1 1
27 27 1 1 1 1 4
28 28 0
No Subyek 14 22 3 9 28 29 17 26 Jml Jwb Benar
Kode/Nama Subyek Student 14 Student 22 Student 3 Student 9 Student 28 Student 29 Student 17 Student 26
Skor 21 21 20 20 19 19 12 11
29 29 0
30 30 1 1 1 1 4
31 31 1 1 2
32 32 1 1 1 1 1 1 6
33 33 1 1 1 1 1 1 6
34 34 1 1 2
35 35 1 1 1 1 1 1 1 1 8
No.Urut 1 2 3 4 5 6 7 8
No Subyek 14 22 3 9 28 29 17 26 Jml Jwb Benar
Kode/Nama Subyek Student 14 Student 22 Student 3 Student 9 Student 28 Student 29 Student 17 Student 26
Skor 21 21 20 20 19 19 12 11
36 36 1 1 1 3
37 37 1 1 1 1 1 5
38 38 1 1 1 3
39 39 1 1 1 1 1 1 6
40 40 1 1 1 3
41 41 1 1 1 1 1 1 1 7
42 42 1 1 2
No.Urut 1 2 3 4 5 6 7
No Subyek 14 22 3 9 28 29 17
Kode/Nama Subyek Student 14 Student 22 Student 3 Student 9 Student 28 Student 29 Student 17
Skor 21 21 20 20 19 19 12
43 43 1 -
44 44 1 1 1 1 1 1 -
45 45 1 1 1 1 1 1 -
8
26 Jml Jwb Benar
Student 26
11
1
6
1 7
DAYA PEMBEDA ============ Jumlah Subyek= 31 Klp atas/bawah(n)= 8 Butir Soal= 45 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Kel. Atas 5 8 1 6 6 8 6 2 7 3 6 8 7 8 7 5 4 4 5 5 8 7 1 7 8 6 4 1 8 8 8 8 8 8 8 7 8 7 8 6 8 6 5 8 8
Kel. Bawah 2 5 0 0 0 0 2 0 5 5 3 2 2 0 5 1 1 2 7 1 5 6 0 6 7 1 4 0 0 4 2 6 6 2 8 3 5 3 6 3 7 2 1 6 7
Beda 3 3 1 6 6 8 4 2 2 -2 3 6 5 8 2 4 3 2 -2 4 3 1 1 1 1 5 0 1 8 4 6 2 2 6 0 4 3 4 2 3 1 4 4 2 1
Indeks DP (%) 37.50 37.50 12.50 75.00 75.00 100.00 50.00 25.00 25.00 -25.00 37.50 75.00 62.50 100.00 25.00 50.00 37.50 25.00 -25.00 50.00 37.50 12.50 12.50 12.50 12.50 62.50 0.00 12.50 100.00 50.00 75.00 25.00 25.00 75.00 0.00 50.00 37.50 50.00 25.00 37.50 12.50 50.00 50.00 25.00 12.50
TINGKAT KESUKARAN ================= Jumlah Subyek= 31 Butir Soal= 45 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No Butir Baru
No Butir Asli
Jml Betul
Tkt. Kesukaran(%)
Tafsiran
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
18 27 1 11 11 11 16 6 19 12 20 21 15 11 17 8 7 12 21 8 23 27 1 24 30 12 11 1 20 22 18 21 29 18 30 21 25 21 24 21 29 14 8 28 29
58.06 87.10 3.23 35.48 35.48 35.48 51.61 19.35 61.29 38.71 64.52 67.74 48.39 35.48 54.84 25.81 22.58 38.71 67.74 25.81 74.19 87.10 3.23 77.42 96.77 38.71 35.48 3.23 64.52 70.97 58.06 67.74 93.55 58.06 96.77 67.74 80.65 67.74 77.42 67.74 93.55 45.16 25.81 90.32 93.55
Sedang Sangat Sangat Sedang Sedang Sedang Sedang Sukar Sedang Sedang Sedang Sedang Sedang Sedang Sedang Sukar Sukar Sedang Sedang Sukar Mudah Sangat Sangat Mudah Sangat Sedang Sedang Sangat Sedang Sangat Sedang Sedang Sangat Sedang Sangat Sedang Mudah Sedang Mudah Sedang Sangat Sedang Sukar Sangat Sangat
KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 31 Butir Soal= 45 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Korelasi 0.175 0.338 0.389 0.586 0.586 0.731 0.388 0.155 0.404 0.033 0.284 0.508 0.325 0.731
Signifikansi Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan
Mudah Sukar
Mudah Sukar Mudah Sukar Mudah Mudah Mudah
Mudah Mudah Mudah
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
0.324 0.528 0.388 0.194 -0.096 0.528 0.391 0.159 0.389 0.220 0.344 0.460 0.054 0.389 0.623 0.369 0.569 0.310 0.363 0.494 0.082 0.488 0.360 0.488 0.342 0.250 0.325 0.429 0.528 0.475 0.325
Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) 10 15 20 25 30 40 50
P=0,05 0,576 0,482 0,423 0,381 0,349 0,304 0,273
P=0,01 0,708 0,606 0,549 0,496 0,449 0,393 0,354
Bila koefisien = 0,000
df (N-2) 60 70 80 90 100 125 >150
P=0,05 0,250 0,233 0,217 0,205 0,195 0,174 0,159
P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208
berarti tidak dapat dihitung.
KUALITAS PENGECOH ================= Jumlah Subyek= 31 Butir Soal= 45 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14
a 12--4--12++ 11** 11** 8++ 4++ 16-19** 8+ 19--6++ 9+
b 18** 0-15+ 3310+ 3+ 6** 4++ 102+ 0-7+ 9+
c 1-27** 33311** 16** 8++ 712** 20** 115** 11**
d 0-0-1** 14--14--281-1-1-8--21** 3+ 2-
* 0 0 0 0 0 0 0 0 0 0 0 0 0 0
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
814-15-7++ 0-14-2+ 2+ 12++ 24** 1--14--1-12++ 7-511--2+ 2--18** 0-1113+ 3++ 0-16--14-1++ 0--
4++ 8** 7** 6++ 21** 8** 23** 1+ 15+ 5--0-12** 17--15+ 12+ 18** 129** 21--21** 25** 21** 0-21** 1+ 1-8** 0-1+
17** 4+ 412** 5+ 4+ 6--27** 3130** 2233++ 22** 27--0-10--30** 0-4-0-24** 6-29** 14** 4+ 2-29**
25+ 5+ 6++ 5+ 5+ 0-1+ 1** 10-311** 1** 20** 2+ 0-21** 0-1-0-9--19--411+ 0-5+ 28** 1+
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR ===================== Rata2= 25.13 Simpang Baku= 7.09 KorelasiXY= 0.77 Reliabilitas Tes= 0.87 Butir Soal= 45 Jumlah Subyek= 31 Nama berkas: D:\A SKRIPSI\FEBRIA AFIA\INSTRUMENT ANATES.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
D.Pembeda(%) 37.50 37.50 12.50 75.00 75.00 100.00 50.00 25.00 25.00 -25.00 37.50 75.00 62.50 100.00 25.00 50.00
T. Kesukaran Sedang Sangat Mudah Sangat Sukar Sedang Sedang Sedang Sedang Sukar Sedang Sedang Sedang Sedang Sedang Sedang Sedang Sukar
Korelasi 0.175 0.338 0.389 0.586 0.586 0.731 0.388 0.155 0.404 0.033 0.284 0.508 0.325 0.731 0.324 0.528
Sign. Korelasi Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
37.50 25.00 -25.00 50.00 37.50 12.50 12.50 12.50 12.50 62.50 0.00 12.50 100.00 50.00 75.00 25.00 25.00 75.00 0.00 50.00 37.50 50.00 25.00 37.50 12.50 50.00 50.00 25.00 12.50
Sukar Sedang Sedang Sukar Mudah Sangat Sangat Mudah Sangat Sedang Sedang Sangat Sedang Sangat Sedang Sedang Sangat Sedang Sangat Sedang Mudah Sedang Mudah Sedang Sangat Sedang Sukar Sangat Sangat
Mudah Sukar Mudah Sukar Mudah Mudah Mudah
Mudah Mudah Mudah
0.388 0.194 -0.096 0.528 0.391 0.159 0.389 0.220 0.344 0.460 0.054 0.389 0.623 0.369 0.569 0.310 0.363 0.494 0.082 0.488 0.360 0.488 0.342 0.250 0.325 0.429 0.528 0.475 0.325
Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan
80
Appendix 8 RENCANA PROSES PEMBELAJARAN (RPP)
SMP
: SMP Islam RUHAMA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII / 2 (Control Class)
Tahun Ajaran
: 2014/2015
Materi Pokok
: Menyatakan dan menanyakan nama, sifat dan ciri fisik hewan
Alokasi Waktu
: 2 x 40 menit
I. Kompetensi Inti KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3
: Memahami pengetahuan (faktual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4
:
Mencoba,
mengolah
dan
menyaji
dalam
ranah
konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar KD 1
: Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
KD 2
:
81
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta damai dalam melaksanakan komunikasi fungsional
KD 3
:
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan tingkah laku / tindakan / fungsi hewan yang dekat dengan kehidupan peserta didik sehari-hari sesuai dengan konteks penggunaannya.
KD 4
:
4.1.
Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan menanyakan tingkah laku / tindakan / fungsi hewan yang dekat dengan kehidupan peserta didik sehari-hari, dengan memperhatikan fungsi sosial, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator KD 3: -
Mengidentifikasi kata sifat (adjective) yang menggambarkan hewan.
-
Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan merespon ciri fisik dan sifat hewan secara bertanggung jawab
-
Mengungkapkan dan merespon tentang cirri fisik dan sifat hewan dengan santun
-
Menanyakan sifat dan ciri fisik hewan secara lisan dan tertulis dengan akurat dan lancar
-
Menyatakan sifat dan ciri fisik hewan secara lisan dan tertulis dengan akurat dan lancar
82
KD 4: 1. Menjelaskan
hewan
berdasarkan
sifat
dan
ciri
fisik
yang
dideskripsikan secara lisan dan tertulis dengan percaya diri dan bertanggung jawab 2. Mengklasifikasi secara tertulis untuk menggambarkan sifat hewan dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran 1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks tentang sifat dan ciri fisik hewan. 2. Peserta didik dapat mendeskripsikan sifat dan cirri- cirri hewan tersebut dengan benar bila diberikan kesempatan untuk mengamati beberapa gambar hewan. 3. Peserta didik dapat menuliskan jenis hewan dan ciri fisiknya dalam sebuah tabel bila diberikan kesempatan untuk mengamati hewan. 4. Peserta didik dapat mempresentasikan jenis hewan dengan ciri fisik yang berbeda dengan akurat, lancar dan berterima bila diberikan kesempatan untuk mempertanyakan atau merespon tentang ungkapan, pola dan unsur kebahasaan yang relevan.
VI. Materi Pembelajaran Hewan-hewan yang berada di sekitar dan relevan dengan kehidupan
83
Materi fakta
: Kinds of animals can you find around you.
Materi konsep
: karakteristik macam-macam hewan
Materi prinsip
: Menuliskan jenis hewan dan ciri fisiknya
VII. Metode dan Model Pembelajaran 1. Model pengajaran : Pendekatan kontekstual 2. Metode pengajaran: PPP (Presentation, Practice, Production), Question and answer session
VIII. Alat dan Bahan Ajar 1. Laptop 2. LCD 3. Lembar kerja siswa dan buku paket bahasa Inggris
VIII. Proses Belajar Mengajar Pendahuluan (± 15 menit) Kegiatan 1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa bersama, menulis daftar hadir peserta didik). 2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran 3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional. 4. Guru membangun pemahaman peserta didik dengan diberikan beberapa pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang dibicarakan. 5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai 6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
84
Kegiatan inti (± 55 menit) Eksplorasi 1. Guru memberikan informasi agar siswa dapat memahami pengertian tentang macam-macam hewan di sekitar 2. Guru memberikan informasi agar siswa dapat memahami maksud dan tujuan menyebutkan dan merespons macam-macam hewan. 3. Guru menjelaskan tentang macam-macam hewan secara kontekstual. 4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara bekerja sama, disiplin, percaya diri, dan toleran Elaborasi 1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian tentang nama dan macam-macam hewan 2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud dan tujuan menyebutkan dan merespons nama dan macam-macam hewan beserta ciri fisik dan psikis hewan secara lisan. 3. Dengan praktik, siswa membuat klasifikasi tentang macam-macam hewan. 4. Siswa mengerjakan tugas latihan soal-soal tentang nama dan macammacam hewan pada buku Bahasa Inggris When English Bell Rings. Konfirmasi 1.
Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan terhadap keberhasilan siswa.
2.
Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
3.
Guru memotivasi siswa yang belum berperan aktif dalam kegiatan pembelajaran dikelas.
Penutup (± 10 menit) 1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon
85
nama, sifat, dan ciri fisik hewan 2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas ditutup. 3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Workbook
Teacher book ‘When English Rings Bell” for Grade VII Junior High School
X.
Penilaian 1.
Jenis
: Kuis dan tugas individu
2.
Bentuk
: Pertanyaan lisan dan tertulis Table 1 Indikator Pencapaian dan Penilaian Penilaian
Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi tentang sifat dan ciri
Teknik
Bentuk
Penilaian
Instrumen
Tes Lisan
Jawaban
(Kuis)
Singkat
tentang nama, sifat dan ciri-
Mention the classification of animal based on its
fisik hewan Merespon berbagai informasi
Instrumen Soal
characteristics!
Tes Tulis
Completion
Fill in the blank!
the words
fisik macam-macam hewan
Tangerang Sel, 12 Januari 2015 Mengetahui, Guru Mapel Bahasa Inggris
Peneliti
Siti Romlah, S.Pd
Febria Afia Rahmah
86
Materi Pokok Vocabulary: Animals
Kinds of Animals 1. Hare
10. Bird
19. Bee
2. Horse
11. Fish
20. Giraffe
3. Hen
12. Duck
21. Kangaroo
4. Buffaloes
13. Cat
22. Whale
5. Tiger
14. Snake
23. Sheep
6. Elephant
15. Butterfly
24. Mousedeer
7. Monkey
16. Glider
25. Ox
8. Fox
17. Owl
9. Zebra
18. Bear
Kinds of Tasks: 1. Questions
What does a bird look like?
Why do you think a buffaloes is strong?
Please, describe the animal!
What kind of animal do you find at school?
What kind of animal do you find on backyard?
87
Appendix 9 RENCANA PROSES PEMBELAJARAN (RPP)
SMP
: SMP Islam RUHAMA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII / 2 (Experimental Class)
Tahun Ajaran
: 2014/2015
Materi Pokok
: Menyatakan dan menanyakan nama, jumlah, dan sifat macam-macam hewan
Alokasi Waktu
I.
: 2 x 40 menit
Kompetensi Inti KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3
: Memahami pengetahuan (faktual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4
: Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori.
II.
Kompetensi dasar KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa
pengantar
komunikasi
diwujudkan dalam semangat belajar KD 2 :
internasional
yang
88
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta damai dalam melaksanakan komunikasi fungsional
KD 3 : Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan nama, jumlah, dan sifat macammacam hewan yang dekat dengan kehidupan peserta didik sehari-hari sesuai dengan konteks penggunaannya.
KD 4 : 4.1.
Mengklasifikasi secara lisan dan tulis untuk menyatakan dan menanyakan nama, jumlah, dan sifat macam-macam hewan yang dekat dengan kehidupan peserta didik sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.2.
III.
Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
Indikator KD 3: -
Mengidentifikasi kata sifat (adjective) yang menggambarkan nama, jumlah, dan sifat macam-macam hewan
-
Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan merespon nama, jumlah, dan sifat macam-macam hewan secara bertanggung jawab
-
Mengungkapkan dan merespon tentang nama, jumlah, dan sifat macam-macam hewan dengan santun
89
-
Menanyakan nama, jumlah, dan sifat macam-macam hewan secara lisan dan tertulis dengan akurat dan lancar
-
Menyatakan nama, jumlah, dan sifat macam-macam hewan secara lisan dan tertulis dengan akurat dan lancar
KD 4: 1. Menjelaskan hewan berdasarkan nama, jumlah, ciri fisik dan sifat yang dideskripsikan secara lisan dan tertulis dengan percaya diri dan bertanggung jawab 2. Mengklasifikasi secara tertulis untuk menggambarkan nama, jumlah, dan sifat macam-macam hewan dengan jujur dan bertanggung jawab
IV.
Karakter Peserta didik yang Diharapkan Bekerja sama, disiplin, percaya diri, dan toleran
V.
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Tujuan Pengajaran 1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks tentang nama, jumlah, ciri fisik, dan sifat macammacam hewan 2. Peserta didik dapat mendeskripsikan nama, jumlah, ciri fisik dan sifat macam-macam
hewan
tersebut
dengan
benar
bila
diberikan
kesempatan untuk mengamati beberapa gambar hewan. 3. Peserta didik dapat menuliskan nama, jumlah, ciri fisik dan sifat dalam sebuah tabel bila diberikan kesempatan untuk mengamati hewan. 4. Peserta didik dapat mempresentasikan nama, jumlah, ciri fisik dan sifat macam-macam hewan yang berbeda dengan akurat, lancar dan
90
berterima bila diberikan kesempatan untuk mempertanyakan atau merespon tentang ungkapan, pola dan unsur kebahasaan yang relevan. 5. Peserta didik dapat memahami makna dalam lagu
VI.
Materi Pembelajaran Hewan-hewan yang berada di sekitar dan relevan dengan kehidupan Materi fakta
: Kinds of animals can you find around you.
Materi konsep : karakteristik macam-macam hewan Materi prinsip : Menuliskan jenis hewan dan ciri fisiknya
VII.
Metode dan Model Pembelajaran 1. Model pengajaran : Pendekatan kontekstual 2. Metode pengajaran: PPP (Presentation, Practice, Production), Question and answer session
VIII. Alat dan Bahan Ajar 1. Laptop 2. Speaker 3. Lagu berbahasa Inggris dari YouTube 4. LCD 5. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
VIII. Proses Belajar Mengajar Pendahuluan (± 15 menit) Kegiatan 1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa bersama, menulis daftar hadir peserta didik). 2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran 3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai
91
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan K memberikan contoh dan perbandingan lokal, nasional dan internasional. 4. Guru membangun pemahaman peserta didik dengan diberikan beberapa pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang dibicarakan. 5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai 6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus. K Kegiatan inti (± 55 menit) Eksplorasi 1. Guru memberikan informasi agar siswa dapat memahami pengertian tentang macam-macam hewan di sekitar 2. Guru memberikan informasi agar siswa dapat memahami maksud dan tujuan menyebutkan dan merespons macam-macam hewan. 3. Guru memperdengarkan sebuah lagu berbahasa Inggris dengan tema hewan. 4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara bekerja sama, disiplin, percaya diri, dan toleran Elaborasi 1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan tentang nama, jumlah, ciri fisik dan sifat macam-macam hewan 2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud dan tujuan menyebutkan dan merespons nama, jumlah, ciri fisik dan sifat macam-macam hewan secara lisan. 3. Dengan praktik, siswa membuat klasifikasi nama, jumlah, ciri fisik dan sifat macam-macam hewan
92
4. Siswa mengerjakan tugas latihan soal nama, jumlah, ciri fisik dan sifat macam-macam hewan pada buku Bahasa Inggris When English Bell Rings. Konfirmasi 1.
Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan terhadap keberhasilan siswa.
2.
Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
3.
Guru memotivasi siswa yang belum berperan aktif dalam kegiatan pembelajaran dikelas.
Penutup (± 10 menit) 1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon nama, jumlah, ciri fisik dan sifat macam-macam hewan. 2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas ditutup. 3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Songs from YouTube
Teacher book ‘When English Rings Bell” for Grade VII Junior High School
X.
Penilaian 1.
Jenis
: Kuis dan tugas individu
2.
Bentuk
: Pertanyaan lisan dan tertulis
93
Table 1 Indikator Pencapaian dan Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi tentang nama, jumlah,
Teknik
Bentuk
Penilaian
Instrumen
Tes Lisan Jawaban (Kuis)
Singkat
Instrumen Soal Mention the classification of
ciri fisik dan sifat macam-macam
things based on its
hewan
function!
Merespon berbagai informasi tentang nama, jumlah, ciri fisik
Tes Tulis
Completion Fill in the blank! the words
dan sifat macam-macam hewan
Tangerang Sel, 12 Januari 2015 Mengetahui, Guru Mapel Bahasa Inggris
Peneliti
Siti Romlah, S.Pd
Febria Afia Rahmah
94
“Everything at Once” By, Lenka
As sly as a fox, as strong as an ox
As hard as nails, as grand as a whale
As fast as a hare, as brave as a bear
All I wanna be oh, all I wanna be, oh
As free as a bird, as neat as a word
All I wanna be is everything
As quiet as a mouse, as big as a house
Everything at once
All I wanna be, all I wanna be, oh As warm as the sun, as silly as fun
All I wanna be is everything
As cool as a tree, as scary as the sea As mean as a wolf, as sharp as a tooth
As hot as fire, cold as ice
As deep as a bite, as dark as the night
Sweet as sugar and everything nice
As sweet as a song, as right as a wrong
As old as time, as straight as a line
As long as a road, as ugly as a toad
As royal as a queen, as buzzed as a bee
As pretty as a picture hanging from a
As stealth as a tiger, smooth as a glider
fixture Strong like a family, strong as I
Pure as a melody, pure as I wanna be
wanna be Bright as day, as light as play
Tampilan pada layar YouTube
97
Appendix 10 RENCANA PROSES PEMBELAJARAN (RPP)
SMP
: SMP Islam RUHAMA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII / 2 (Control Class)
Tahun Ajaran
: 2014/2015
Materi Pokok
: Menyatakan dan menanyakan nama, jumlah, dan fungsi macam-macam benda
Alokasi Waktu
: 2 x 40 menit
I. Kompetensi Inti KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3
: Memahami pengetahuan (faktual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4
:
Mencoba,
mengolah
dan
menyaji
dalam
ranah
konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar KD 1
: Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
KD 2
:
98
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta damai dalam melaksanakan komunikasi fungsional
KD 3
:
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan nama, jumlah, dan fungsi macammacam benda yang berhubungan dengan kehidupan peserta didik seharihari sesuai dengan konteks penggunaannya.
KD 4
:
4.1.
Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan menanyakan tentang nama, jumlah, dan fungsi macam-macam benda yang dekat dengan kehidupan peserta didik sehari-hari, dengan memperhatikan fungsi sosial, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator KD 3: -
Mengidentifikasi kata nama, jumlah, dan fungsi yang menggambarkan macam-macam benda.
-
Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan merespon nama, jumlah, dan fungsi macam-macam benda secara bertanggung jawab
-
Mengungkapkan dan merespon tentang nama, jumlah, dan fungsi macam-macam benda dengan santun
99
-
Menanyakan nama, jumlah, dan fungsi macam-macam benda secara lisan dan tertulis dengan akurat dan lancar
-
Menyatakan nama, jumlah, dan fungsi macam-macam benda secara lisan dan tertulis dengan akurat dan lancar
KD 4: 1. Menjelaskan macam-macam benda berdasarkan nama, jumlah, dan fungsi yang dideskripsikan secara lisan dan tertulis dengan percaya diri dan bertanggung jawab 2. Mengklasifikasi secara tertulis untuk menggambarkan nama, jumlah, dan fungsi macam-macam benda dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran 1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks tentang nama, jumlah, dan fungsi macam-macam benda. 2. Peserta didik dapat mendeskripsikan nama, jumlah, dan fungsi macammacam benda tersebut dengan benar bila diberikan kesempatan untuk mengamati beberapa gambar macam-macam benda. 3. Peserta didik dapat menuliskan nama, jumlah, dan fungsi macam-macam benda dalam sebuah tabel bila diberikan kesempatan untuk mengamati macam-macam benda. 4. Peserta didik dapat mempresentasikan nama, jumlah, dan fungsi macammacam benda yang berbeda dengan akurat, lancar dan berterima bila
100
diberikan kesempatan untuk mempertanyakan atau merespon tentang ungkapan, pola dan unsur kebahasaan yang relevan.
VI. Materi Pembelajaran Nama, jumlah, dan fungsi macam-macam benda yang berada di sekitar dan relevan dengan kehidupan
VII. Metode dan Model Pembelajaran 1. Model pengajaran : Pendekatan kontekstual 2. Metode pengajaran: PPP (Presentation, Practice, Production), Question and answer session
VIII. Alat dan Bahan Ajar 1. Laptop 2. LCD 3. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
VIII. Proses Belajar Mengajar Pendahuluan (± 15 menit) Kegiatan 1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa bersama, menulis daftar hadir peserta didik). 2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran 3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional. 4. Guru membangun pemahaman peserta didik dengan diberikan beberapa pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang dibicarakan.
101
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai 6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (± 55 menit) Eksplorasi 1. Guru memberikan informasi agar siswa dapat memahami pengertian tentang macam-macam benda di sekitar 2. Guru memberikan informasi agar siswa dapat memahami maksud dan tujuan menyebutkan dan merespons macam-macam benda. 3. Guru menjelaskan tentang nama, jumlah, dan fungsi macam-macam benda secara kontekstual. 4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara bekerja sama, disiplin, percaya diri, dan toleran Elaborasi 1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian tentang nama, jumlah, dan fungsi macam-macam benda 2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud dan tujuan menyebutkan dan merespons nama, jumlah, dan fungsi macam-macam benda secara lisan. 3. Dengan praktik, siswa membuat klasifikasi tentang nama, jumlah, dan fungsi macam-macam benda. 4. Siswa mengerjakan tugas latihan soal-soal tentang nama, jumlah, dan fungsi macam-macam benda pada buku Bahasa Inggris When English Bell Rings. Konfirmasi 1.
Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan terhadap keberhasilan siswa.
2.
Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
102
memberikan penguatan dan penyimpulan 3.
Guru memotivasi siswa yang belum berperan aktif dalam kegiatan pembelajaran dikelas.
Penutup (± 10 menit) 1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon isi bacaan. 2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas ditutup. 3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Workbook
Teacher book ‘When English Rings Bell” for Grade VII Junior High School
X.
Penilaian 1.
Jenis
: Kuis dan tugas individu
2.
Bentuk
: Pertanyaan lisan dan tertulis Table 1 Indikator Pencapaian dan Penilaian Penilaian
Indikator Pencapaian Kompetensi
Teknik
Bentuk
Penilaian
Instrumen
Mengidentifikasi berbagai
Tes Lisan
Jawaban
informasi tentang nama,
(Kuis)
Singkat
Instrumen Soal Mention the classification of
jumlah, dan fungsi macam-
things based on its
macam benda
function!
103
Merespon berbagai informasi tentang nama, jumlah, dan
Tes Tulis
Completion the words
Fill in the blank!
fungsi macam-macam benda
Tangerang Selatan, 12 Januari 2015 Mengetahui, Guru Mapel Bahasa Inggris
Peneliti
Siti Romlah, S.Pd
Febria Afia Rahmah
101
Appendix 8 RENCANA PROSES PEMBELAJARAN (RPP)
SMP
: SMP Islam RUHAMA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII / 2 (Control Class)
Tahun Ajaran
: 2014/2015
Materi Pokok
: Menyatakan dan menanyakan nama, jumlah, dan fungsi macam-macam benda
Alokasi Waktu
: 2 x 40 menit
I. Kompetensi Inti KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3
: Memahami pengetahuan (faktual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4
:
Mencoba,
mengolah
dan
menyaji
dalam
ranah
konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori.
II. Kompetensi dasar KD 1
: Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
KD 2
:
102
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta damai dalam melaksanakan komunikasi fungsional
KD 3
:
Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan nama, jumlah, dan fungsi macammacam benda yang berhubungan dengan kehidupan peserta didik seharihari sesuai dengan konteks penggunaannya.
KD 4
:
4.1.
Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan menanyakan tentang nama, jumlah, dan fungsi macam-macam benda yang dekat dengan kehidupan peserta didik sehari-hari, dengan memperhatikan fungsi sosial, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator KD 3: -
Mengidentifikasi kata nama, jumlah, dan fungsi yang menggambarkan macam-macam benda.
-
Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan merespon nama, jumlah, dan fungsi macam-macam benda secara bertanggung jawab
-
Mengungkapkan dan merespon tentang nama, jumlah, dan fungsi macam-macam benda dengan santun
103
-
Menanyakan nama, jumlah, dan fungsi macam-macam benda secara lisan dan tertulis dengan akurat dan lancar
-
Menyatakan nama, jumlah, dan fungsi macam-macam benda secara lisan dan tertulis dengan akurat dan lancar
KD 4: 1. Menjelaskan macam-macam benda berdasarkan nama, jumlah, dan fungsi yang dideskripsikan secara lisan dan tertulis dengan percaya diri dan bertanggung jawab 2. Mengklasifikasi secara tertulis untuk menggambarkan nama, jumlah, dan fungsi macam-macam benda dengan jujur dan bertanggung jawab
IV. Karakter Peserta didik yang Diharapkan Bekerja sama, disiplin, percaya diri, dan toleran
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
V. Tujuan Pengajaran 1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks tentang nama, jumlah, dan fungsi macam-macam benda. 2. Peserta didik dapat mendeskripsikan nama, jumlah, dan fungsi macammacam benda tersebut dengan benar bila diberikan kesempatan untuk mengamati beberapa gambar macam-macam benda. 3. Peserta didik dapat menuliskan nama, jumlah, dan fungsi macam-macam benda dalam sebuah tabel bila diberikan kesempatan untuk mengamati macam-macam benda. 4. Peserta didik dapat mempresentasikan nama, jumlah, dan fungsi macammacam benda yang berbeda dengan akurat, lancar dan berterima bila
104
diberikan kesempatan untuk mempertanyakan atau merespon tentang ungkapan, pola dan unsur kebahasaan yang relevan.
VI. Materi Pembelajaran Nama, jumlah, dan fungsi macam-macam benda yang berada di sekitar dan relevan dengan kehidupan
VII. Metode dan Model Pembelajaran 1. Model pengajaran : Pendekatan kontekstual 2. Metode pengajaran: PPP (Presentation, Practice, Production), Question and answer session
VIII. Alat dan Bahan Ajar 1. Laptop 2. LCD 3. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
VIII. Proses Belajar Mengajar Pendahuluan (± 15 menit) Kegiatan 1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa bersama, menulis daftar hadir peserta didik). 2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran 3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional. 4. Guru membangun pemahaman peserta didik dengan diberikan beberapa pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang dibicarakan.
105
5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai 6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (± 55 menit) Eksplorasi 1. Guru memberikan informasi agar siswa dapat memahami pengertian tentang macam-macam benda di sekitar 2. Guru memberikan informasi agar siswa dapat memahami maksud dan tujuan menyebutkan dan merespons macam-macam benda. 3. Guru menjelaskan tentang nama, jumlah, dan fungsi macam-macam benda secara kontekstual. 4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya secara bekerja sama, disiplin, percaya diri, dan toleran Elaborasi 1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian tentang nama, jumlah, dan fungsi macam-macam benda 2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud dan tujuan menyebutkan dan merespons nama, jumlah, dan fungsi macam-macam benda secara lisan. 3. Dengan praktik, siswa membuat klasifikasi tentang nama, jumlah, dan fungsi macam-macam benda. 4. Siswa mengerjakan tugas latihan soal-soal tentang nama, jumlah, dan fungsi macam-macam benda pada buku Bahasa Inggris When English Bell Rings. Konfirmasi 1.
Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan terhadap keberhasilan siswa.
2.
Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
106
memberikan penguatan dan penyimpulan 3.
Guru memotivasi siswa yang belum berperan aktif dalam kegiatan pembelajaran dikelas.
Penutup (± 10 menit) 1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon isi bacaan. 2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas ditutup. 3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Workbook
Teacher book ‘When English Rings Bell” for Grade VII Junior High School
X.
Penilaian 1.
Jenis
: Kuis dan tugas individu
2.
Bentuk
: Pertanyaan lisan dan tertulis Table 1 Indikator Pencapaian dan Penilaian Penilaian
Indikator Pencapaian Kompetensi
Teknik
Bentuk
Penilaian
Instrumen
Mengidentifikasi berbagai
Tes Lisan
Jawaban
informasi tentang nama,
(Kuis)
Singkat
Instrumen Soal Mention the classification of
jumlah, dan fungsi macam-
things based on its
macam benda
function!
107
Merespon berbagai informasi tentang nama, jumlah, dan
Tes Tulis
Completion the words
Fill in the blank!
fungsi macam-macam benda
Tangerang Selatan, 12 Januari 2015 Mengetahui, Guru Mapel Bahasa Inggris
Peneliti
Siti Romlah, S.Pd
Febria Afia Rahmah
108
Appendix 11 RENCANA PROSES PEMBELAJARAN (RPP)
SMP
: SMP Islam RUHAMA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII / 2 (Experimental Class)
Tahun Ajaran
: 2014/2015
Materi Pokok
: Menyatakan dan menanyakan nama, jumlah, dan fungsi macam-macam benda
Alokasi Waktu I.
: 2 x 40 menit
Kompetensi Inti KI 1
: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3
: Memahami pengetahuan (faktual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4
:
Mencoba,
mengolah
dan
menyaji
dalam
ranah
konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori.
II.
Kompetensi dasar
109
KD 1 : Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar KD 2 : 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama dan cinta damai dalam melaksanakan komunikasi fungsional
KD 3 : Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan nama, jumlah, dan fungsi macam-macam benda yang dekat dengan kehidupan peserta didik sehari-hari sesuai dengan konteks penggunaannya.
KD 4 : 4.1.
Mengklasifikasi secara lisan dan tulisan untuk menyatakan dan menanyakan nama, jumlah, dan fungsi macam-macam benda yang dekat
dengan
kehidupan
peserta
didik
sehari-hari,
dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.2.
III.
Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
Indikator KD 3:
110
-
Mengidentifikasi kata sifat (adjective) yang menggambarkan nama, jumlah, dan fungsi macam-macam benda
-
Mempolakan bentuk kalimat nominal dan verbal untuk menanyakan dan merespon nama, jumlah, dan fungsi macam-macam benda secara bertanggung jawab
-
Mengungkapkan dan merespon tentang nama, jumlah, dan fungsi macammacam benda dengan santun
-
Menanyakan nama, jumlah, dan fungsi macam-macam benda secara lisan dan tertulis dengan akurat dan lancar
-
Menyatakan nama, jumlah, dan fungsi macam-macam benda secara lisan dan tertulis dengan akurat dan lancar
KD 4: 1. Menjelaskan benda berdasarkan nama, jumlah, dan fungsi yang dideskripsikan secara lisan dan tertulis dengan percaya diri dan bertanggung jawab 2. Menyusun teks tertulis untuk menggambarkan nama, jumlah, dan fungsi macam-macam benda dengan jujur dan bertanggung jawab
IV.
Karakter Peserta didik yang Diharapkan Bekerja sama, disiplin, percaya diri, dan toleran
V.
Dapat dipercaya (trustworthiness)
Rasa hormat dan perhatian (respect)
Tekun (diligence)
Tanggung jawab (responsibility)
Tujuan Pengajaran
111
1. Setelah guru menjelaskan, Peserta didik dapat mengidentifikasi berbagai informasi, fungsi komunikatif, langkah retorika, dan ciri kebahasaan teks tentang nama, jumlah, dan fungsi macam-macam benda. 2. Peserta didik dapat mendeskripsikan nama, jumlah, dan fungsi macammacam benda tersebut dengan benar bila diberikan kesempatan untuk mengamati lagu tentang benda-benda. 3. Peserta didik dapat menuliskan nama, jumlah, dan fungsi macam-macam benda dalam sebuah tabel bila diberikan kesempatan untuk mengamati benda. 4. Peserta didik dapat mempresentasikan nama, jumlah, dan fungsi macammacam benda yang berbeda dengan akurat, lancar dan berterima bila diberikan kesempatan untuk mempertanyakan atau merespon tentang ungkapan, pola dan unsur kebahasaan yang relevan. 5. Peserta didik dapat memahami makna dalam lagu
VI.
Materi Pembelajaran Benda-benda yang berada di sekitar dan relevan dengan kehidupan
VII.
Metode dan Model Pembelajaran 1. Model pengajaran : Pendekatan kontekstual 2. Metode pengajaran: PPP (Presentation, Practice, Production), Question and answer session
VIII. Alat dan Bahan Ajar 1. Laptop 2. Speaker 3. Lagu berbahasa Inggris dari YouTube 4. LCD 5. Lembar kerja Peserta didik dan Buku Paket Bahasa Inggris
112
VIII. Proses Belajar Mengajar Pendahuluan (± 15 menit) Kegiatan 1. Mengatur kelas (mempersilahkan Peserta didik duduk, greeting, berdoa bersama, menulis daftar hadir peserta didik). 2. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran 3. Guru memberi motivasi belajar peserta didik secara kontekstual sesuai manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional. 4. Guru membangun pemahaman peserta didik dengan diberikan beberapa pertanyaan untuk menarik perhatian mereka terhadap topik yang sedang dibicarakan. 5. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai 6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti (± 55 menit) Eksplorasi 1. Guru memberikan informasi agar siswa dapat memahami pengertian tentang macam-macam benda di sekitar 2. Guru memberikan informasi agar siswa dapat memahami maksud dan tujuan menyebutkan dan merespons macam-macam benda. 3. Guru memperdengarkan sebuah lagu berbahasa Inggris dengan tema benda. 4. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya
113
secara bekerja sama, disiplin, percaya diri, dan toleran Elaborasi 1. Dengan berdiskusi dan tanya jawab, siswa diajak menjelaskan pengertian tentang nama, jumlah, dan fungsi macam-macam benda 2. Dengan metode inkuiri, melalui contoh siswa diajak menjelaskan maksud dan tujuan menyebutkan dan merespons nama, jumlah, dan fungsi macam-macam benda secara lisan. 3. Dengan praktik, siswa membuat klasifikasi tentang nama, jumlah, dan fungsi macam-macam benda 4. Siswa mengerjakan tugas latihan soal nama, jumlah, dan fungsi macammacam benda pada buku Bahasa Inggris When English Bell Rings. Konfirmasi 1.
Memberikan umpan balik positif dan penguatan bentuk lisan dan tulisan terhadap keberhasilan siswa.
2.
Guru
bersama
siswa
bertanya
jawab
meluruskan
kesalahan
pemahaman, memberikan penguatan dan penyimpulan 3.
Guru memotivasi siswa yang belum berperan aktif dalam kegiatan pembelajaran dikelas.
Penutup (± 10 menit) 1. Guru memberikan penjelasan berdasarkan kesalahan siswa dalam merespon nama, jumlah, dan fungsi benda 2. Guru memberikan kesempatan kepada siswa yang ingin bertanya sebelum kelas ditutup. 3. Guru memberikan kesimpulan berkaitan tentang materi yang diajarkan.
114
IX. Sumber
Slide yang berkaitan dengan materi (guru yang membuat)
Songs from YouTube
Teacher book ‘When English Rings Bell” for Grade VII Junior High School
X.
Penilaian 1.
Jenis
: Kuis dan tugas individu
2.
Bentuk
: Pertanyaan lisan dan tertulis Table 1 Indikator Pencapaian dan Penilaian Penilaian
Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi tentang nama, jumlah,
Teknik
Bentuk
Penilaian
Instrumen
Tes Lisan Jawaban (Kuis)
Singkat
tentang nama, jumlah, dan fungsi
Mention the classification of things based on its function!
dan fungsi macam-macam benda Merespon berbagai informasi
Instrumen Soal
Tes Tulis
Completion
Fill in the blank!
the words
macam-macam benda
Tangerang Sel, 12 Januari 2015 Mengetahui, Guru Mapel Bahasa Inggris
Peneliti
Siti Romlah, S.Pd
Febria Afia Rahmah
115
Tampilan pada layar YouTube
You Can Leave Your Hat On" By, Joe Cocker
Baby, take on your coat...real slow
Raise your arms up in to the air...
Baby, take on your shoes...here,
You give me a reason to live
I'll take your shoes
You give me a reason to live
Baby, take on your dress
You give me a reason to live
Yes, yes, yes
Suspicious minds are talking
You can leave your hat on
Trying to tear us apart
You can leave your hat on You can leave your hat on
They say that my love is wrong They don't know what love is
Go on over there and turn on the light...
They don't know what love is
no, all the lights
They don't know what love is
Now come back here and stand on this
They don't know what love is
chair... that's right
I know what love is
