THE INFLUENCE OF USING REALIA IN TEACHING CONCRETE NOUNS (A Quasi-experimental Study at the Second Grade Students of MTs Masyariqul Anwar Caringin)
By : M. Iskak Saqofi 1111014000129
DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016
ABSTRACT M. ISKAK SAQOFI, 2016, The Influence of Using Realia in Teaching Concrete Nouns (A Quasi-experimental Study at Second Grade Student of MTs Masyariqul Anwar Caringin), Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta , 2016 Key Words: Realia, Concrete Nouns The aim of this study was to obtained empirical evidence about the influence of using realia in teaching concrete noun which was observed and analysed at the second grade students of MTs Masyariqul Anwar Caringin. The method of this study is quantitative by taking 60 students as the sample from all of 130 students as populations. The sample of students was divided into two classes; 30 students for experimental class and other 30 students for controlled class. Before giving the treatment, the writer gave pre-test to both experimental and controlled class. Then the writer taught concrete noun in the experimental class by using realia and in controlled class without using realia as media of learning. After four meetings, the writer gave post-test to both classes. The score of pre-test and post-test were collected from twenty multiple-choice questions, then, it was analysed by using t-test. The finding of this study shows that realia has significant influence in teaching concrete noun. It is proved by tobservation (3.75) which is higher than ttable in significant degree of 5% (1.672). It is considered that the null hypothesis (H0) in this study is rejected and the alternative hypothesis (Ha) which states that there is significant different between students’ score taught by using realia and without using realia is accepted. It means that the using realia has significant influence in teaching concrete noun.
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ABSTRAK
M. ISKAK SAQOFI, 2016, Pengaruh Penggunaan Realia pada Pengajaran Concrete Nouns (Suatu Penelitian Semu pada Siswa Kelas dua MTs Masyariqul Anwar Caringin), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016 Kata Kunci: Realia, Concrete Noun. Penelitian ini bertujuan untuk memeroleh bukti empiris tentang pengaruh penggunaan realia dalam pengajaran conceret nouns yang dilaksanankan dan dianalisa pada siswa kelas dua MTs Masyariqul Anwar Caringin. Metode yang digunakan pada penelitian ini adalah metode quantitatif dengan mengambil 60 siswa sebagai sample dari total 130 siswa yang dibagi menjadi dua kelas: 30 siswa sebagai kelas experimen dan 30 siswa lainnya sebagai kelas kontrol. Sebelum memberikan pengajaran menggunakan realia, peneliti memberikan pra-tes pada kelas experimen dan juga pada kelas control. Kemudian peneliti mengajarkan concrete noun pada kelas experimen dengan menggunakan realia dan pada kelas kontrol denga tidak menggunakan realia sebagai media pengajaran. Setelah empat kali pertemuan, peneliti memberikan purna-tes menggunakan dua puluh pertanyaan pilihan ganda pada setiap tesnya, selanjutnya data dianalisa menggunakan rumus t-test Temuan dari penelitian ini menunjukan bahwa realia memiliki pengaruh yang sinignifikan dalam pengajaran concrete noun. Terbukti dari besarnya tobserfasi 3.75 > ttabel pada signifikan 5% yaitu 1.672. hasil ini dianggap bahwa hipotesi null (H0) pada penelitian ini dinyatakan ditolak dan hipotesis alternatif (Ha) yang menyatakan bahwa terdapat perbedaan hasil antara siswa yang diajar dengan media realia dengan yang tidak menggunakan realia sebagai media. Oleh karena itu, dalam penelitian ini disimpulkan bahwa penggunaan realia dalam pengajaran concrete noun memiliki pengaruh yang signifikan.
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ACKNOWLEDGMENT
In the name of Allah, the Beneficent and the Merciful All praised is due to Allah, Lord of the worlds, who has given him love and blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation be upon to the prophet Muhammad, his family, his companion and his adherence. It is a pleasure to acknowledge the help and contributions to all of lecturers, institutions, family especially to my beloved parents, brothers, sisters 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 Tarbiyah and Teachers’ Training in partial fulfillment of the requirements for the degree of S. Pd. in English Languge Education. The first, he would like to give thanks to his advisors Drs. Nasrun Mahmud, M.Pd, and Devi Yusnita, M.Pd, who have given his precious help, guidance and advices patiently during the completion and the development of the study. The second, he also his greatest gratitude and honor to Dr. Ratna Sari Dewi, M.Pd, as his academic advisor who always gives support and advice during his study. He also realizes that he will never able to finish this “Skripsi” without help and support from people around him. Therefore, he would like to give his gratitude and appreciations to: 1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and Teachers’ Traning Islamic State University Syarif Hidayatullah Jakarta. 2. Dr. Alek, M.Pd., as the Head of Department of English Education 3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education 4. All lecturers of Department of English Education who always give motivation and valuable knowledge during his study. 5. His parents, Mr. Hasni and Mrs. Asiah, his beloved brothers, Asytari Kanjeng and Aliyudin, and aslo his beloved sister, Tuti Alawiyah, Eti Kusnaeti and Mimin Saleh who always support him.
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6. Aaf Afiah, S.Pd., as the headmaster of Nusantara Plus Junior High School. 7. Herman El-Cariem, S.Pd., as the English teacher of Nusantara Plus Junior High School. 8. To his father, mother, my beloved sister and brother, and all his family that always support him. 9. All friends from Class C in Academic Year 2011 who always support him. 10. The eight year students of Nusantara Plus Junior High School in Academic Year 2014/2015, as the participant of this research. The words are not enough to say any appreciation for their help and contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover, the writer also realized that this “Skripsi” is far from perfect. It is a pleasure for him to get critiques and suggestion to make this “Skripsi” better. Jakarta, October 13th 2016
The Writer
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TABLE OF CONTENT ABSTRAC.............................................................................................................. i ABSTRAK ............................................................................................................. ii AKNOWLEGEMENT .......................................................................................... iii TABLE OF CONTENT ........................................................................................ v LIST OF TABLES ................................................................................................ viii LIST OF DIAGRAMS .......................................................................................... ix LIST OF APPENDICES ...................................................................................... x CHAPTER I. INTRODUCTION......................................................................... 1 A. Background of the Study..................................................... 1 B. Limitation of the Problem ................................................... 4 C. Formulation of the Problem ................................................ 4 D. Objective of the Research ................................................... 4 E. Significant of the Research ................................................. 5 CHAPTER II. THEORETICAL FRAMEWORK ............................................ 6 A. Noun .................................................................................... 6 1. Definition of Noun ........................................................ 6 2. Type of Nouns ............................................................... 7 a. Proper and Common Noun ..................................... 7 b. Abstract and Concrete Noun ................................... 7 c. Countable and Uncountable Noun .......................... 8 d. Singular and Plural Noun ........................................ 8 e. Animate and Inanimate Noun ................................. 8 B. Realia................................................................................... 9 1. Definition of Realia ....................................................... 9 2. Kind of Realia ............................................................... 10 3. The Characteristic of Realia .......................................... 11 v
4. The Use of Realia .......................................................... 11 5. The Advantages of Using Realia................................... 12 6. The Disadvantages of Using Realia .............................. 13 C. Previous Related Study ....................................................... 14 D. Theoretical Framework ....................................................... 15 E. Theoretical Hypothesis........................................................ 16 CHAPTER III. RESEARCH METHODOLOGY ............................................. 17 A. Place and Time of the Research .......................................... 17 B. Population and Sample........................................................ 17 C. Research Methodology and Design .................................... 17 D. Research Instrument ............................................................ 19 1. Pilot Study of the Instrument ........................................ 19 E. Trustworthy of the Study .................................................... 19 1. Validity and Reliability of the Instrument .................... 19 F. Technique of Data Collection ............................................. 20 1. Pre-test........................................................................... 20 2. Post-test ......................................................................... 20 G. Technique of Data Analysis ................................................ 21 1. Normality Test of the Data ............................................ 21 2. Homogeneity Test of the Data ...................................... 22 3. T-test of the Data........................................................... 22 H. Statistical Hypothesis .......................................................... 24 CHAPTER IV. RESEARCH FINDING ............................................................. 26 A. Data Description.................................................................. 26 1. Data of Experimental Class ........................................... 26 2. Data of Controlled Class ............................................... 32 B. Data Analysis ...................................................................... 38 1. Normality Test .............................................................. 38 a) Pre-test Normality Test ........................................... 38
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b) Post-test Normality Test .......................................... 39 2. Homogeneity Test ......................................................... 40 a) Pre-test Homogeneity Test ...................................... 40 b) Post-test Homogeneity Test .................................... 40 3. Hypothesis Test ............................................................. 41 C. Data Interpretation .............................................................. 45 CHAPTER V. CONCLUSION AND SUGGESTION ....................................... 48 A. Conclusion .......................................................................... 48 B. Suggestion ........................................................................... 48 BIBLIOGRAPHY ................................................................................................. 50 APENDICES.......................................................................................................... 53
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LIST OFTABLES Table 3.1
Pre-test and Post-test Design
Table 4.1
Students’ Score of Experimental Class
Table 4.2
Data description of Pre-test Result of Experimental Class
Table 4.3
Frequency Distribution of Pre-test Result of Experimental Class
Table 4.4
Data Description of Post-test Result of Experimental Class
Table 4.5
Frequency Distribution of Post-test Result of Experimental Class
Table 4.6
Students’ Score of Controlled Class
Table 4.7
Data description of Pre-test Result of Controlled Class
Table 4.8
Frequency Distribution of Pre-test Result of Controlled Class
Table 4.9
Data Description of Post-test Result of Controlled Class
Table 4.10
Frequency Distribution of Post-test Result of Controlled Class
Table 4.11
Normality Pre-test Result between Experimental and Controlled Class
Table 4.12
Normality Post-test Result between Experimental and Controlled Class
Table 4.13
Homogeneity Pre-test Result between Experimental and Controlled Class
Table 4.14
Homogeneity Post-test Controlled Class
Table 4.15
The Statistical Calculation of the Gained Score of Both Experimental and Controlled Class
Result
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between
Experimental
and
LIST OF DIAGRAMS Diagram 4.1
Diagram of Pre-test Result of Experimental Class
Diagram 4.2
Diagram of Post-test Result of Experimental Class
Diagram 4.3
Diagram of Pre-test Result of Controlled Class
Diagram 4.4
Diagram of Post-test Result of Controlled Class
Diagram 4.5
The Comparison Result between Experimental Class and Controlled Class
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LIST OF APPENDCES Appendix1
Profil Sekolah
Appendix2
Silabus Pembelajaran
Appendix3
Rencana Pelaksanaan Pembelajaran (RPP) Experimental Class
Appendix4
Rencana Pelaksanaan Pembelajaran (RPP) Controlled Class
Appendix5
Pre-test Question
Appendix6
Post-test Question
Appendix7
Validity of the Test
Appendix8
Surat Bimbingan Skripsi
Appendix9
Surat Permohonan Izin Penelitian
Appendix10
Surat Keterangan Telah Melaksanakan Penelitian
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CHAPTER I INTRODUCTION A. Background of Study Nowadays, English becomes more important to people because of the emergence of globalization era which has no borders between countries in the world. The globalization era made people had to adapt for future social order of life. Considering that Indonesia had encountered AFTA 2015, it caused people from another countries vied to each other to dominate vocation or others jobs and English was used to almost all of equipment and technology in globalization era.1 Besides, English is accepted and used as an international medium of communication, it is also used in various aspect of life such as in culture, economic, politic, science etc. According to 5 Minute English, Saturday (2/5/2015) the importance of learning English were; first English is a common language which was used by people whole the world, second English becomes an adaptation language because each countries that were colonialized influence by English, third English is a scientific language because many information written by using English etc.2 Therefore, for most people knowing and studying English is a necessary both of to communicate and to get information around the world. In many non-English speaking countries, English becomes a foreign language or second language. In Indonesia, English became one of the most popular foreign languages which is taught in Indonesia from elementary up to higher education level. It stated in the act of republic of Indonesia number 20, year 2003 on national education system, article 37 verse 1 and 2 which contain language as one of the compulsory subjects in elementary, secondary and higher education curriculums.3 Moreover, in the article 37 verse 1 explained
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m.kompasiana.com/ninditawm/pentingnya-bahasa-inggris_54f8be42a333115c378b4624 m.okezone.com/read/2015/05/01/65/1143161/sepuluh-alasan-pentingnya-belajarbahasa-inggris 3 Act of Republic of Indonesia on National Education System, (National Education System: Jakarta, 2003), p. 22. 2
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that the learning material for language focuses three languages, those are Bahasa Indonesia, local language and English as foreign language. 4 It means that English as one of the language which should be taught in Indonesian school. In addition, Nasrun Mahmud, the write’s Teaching English as Foreign Language lecturer (TEFL), said in his lecturing that English is even taught from elementary school up to university level.5 Learning about language means learning about skills and components of the language itself. There are four basics English language skill called listening, speaking, reading and writing, and English components such as grammar, vocabulary, Pronunciation etc. Mastering both of language skills and language components are important in language learning. Yet, we have to consider which one should be taught first and then what should be taught latter. In a learning foreign language, children are easy to remember the words which they can see the things (concrete). Therefore, the learning of foreign language is better if we start from the acquisition of the concrete thing. “Children may begin their lexical development by using features that very along perceptual dimensions (e.g., texture, shape, sound).”6 Moreover, according to Scott and Ytreberg, “most activities for the young learner should include movement and involve the sense, you will need a plenty of objects and picture to work with”.7 It is clear that the children acquire some nouns earlier that another word class, such as verb, adjective or adverb. It is because nous is one of the concrete object that can be understood by students in their foreign language learning. Rodger found that nouns are easiest to learn, following by adjectives; on the other hand, verbs and adverbs were most difficult. The 4
Act of Republic of Indonesia, op. cit., p. 50. Nasrun Mahmud, “The Uniqueness and Main Function of English in Indonesia Formal Education and English in the View of Act of Republic of Indonesia on National Education System”, in Lecturing Seminar in TEFL Syarif Hidayatullah State Islamic University, Jakarta, March 17th 2014. 6 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language Education, (Cambridge university press, 1998), p. 218. 7 Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children, (London, New York: Longman), p. 5. 5
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opinion is also supported by Ellis and Beaton. They confirmed that nouns are easier than verbs because learner can form mental images of them more readily.8 Even nouns are easiy, most of student in MTs Maysariqul Anwar Caringin face difficulties in remembering the words which have been explained by their teacher. Based on direct observation, the writer found that the problems are; first, the students are bored to learn. Second, the teacher’s way of teaching which emphasize to teacher centre and students’ worksheet. Third, lack of learning media. .However, using media in language learning is important. It helps teacher explain the material to students and makes students easy to understand. According to Arsyad, there are two important factors related to each other. They are method of teaching and media of learning.9 Furthermore, Munadi Stated that media of learning can convey planned message from the source then create the conductive learning condition when the receiver can do the learning process efficiently.10 In addition, Hamalik in Arsyad Said That using media in teaching and learning process can excite the students’ will and interest, motivate and stimulate learning activity and give the students psychological effect.11 Although media of learning is important and give advantages in teaching and learning process, MTs Masyariqul Anwar Caringin still lack of media in learning. This condition makes the teacher teach his students by using students’ worksheet only. Of course, it makes student feel bored to learn. If they feel bored to learn then how they can understand and remember the materials and words that have been explained. To help the students overcome their problems, the writer proposed media to teach nouns in order to increase their will, interest, and motivation to learn. The learning media is realia which give a way to students to understand
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40.
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John Read, Assessing Vocabulary, (Cambridge: Cambridge University Press, 2000), p.
Azhar Arsyad, Media Pembelajaran, (Jakarta: Rajawali Pers, 2004), p. 15. Yudhi Munadi, Media Pembelajaran, (Jakarta: Gaung Persada Press, 2010), pp. 7-8. 11 Azhar Arsyad, loc. cit. 10
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and master the material delivered in teaching and learning process. This media facilitate student to understand and remember the material that has been taught. Because, these media give opportunity to students to see, touch, feel and smell the object of the study. Learning language by using realia as media make students understand and memorize the word longer because they experience by all of their sense. In addition, according to Gower et al said when presenting new vocabulary, realia often illustrate meaning more directly and quickly than through verbal explanation. Moreover, Hunt and Belgar stated that realia can help learners because they not only hear the word but also receive visual reinforcement.12 Because of those reasons, the writer is interested in conducting a research about “The Influence of Using Realia in Teaching Concrete Nouns. (A Quasi-experimental Study at the Second Grade Students of MTs Masyariqul Anwar Caringin)” B. Limitation of the Problem To avoid misunderstanding and to clarify the problem, the writer limits the problem of the research on the influence of using realia in teaching concrete nouns at the second grade students of Mts Maysariqul Anwar Caringin. C. Formulation of the Problem Based on the background above, the writer states the problem of this research as follow: is there any significant influence of using realia in teaching concrete nouns at the second grade students of MTs Masyariqul Anwar? D. The objective of the Research Based on the formulation above, the research is conducted to get empirical evidence that using realia has a significant influence in teaching concrete nouns at the second grade students of MTs Masyariqul Anwar Caringin.
12
Adolfo Segundo Parades Oyarzo, “Realia and Vocabulary Learning Among Young Learner”, A thesis of Universidad De Magallanes, Punta Arenas, 2008.
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E. The significant of the Research The result of this study is expected to be useful firstly for the teacher, this research is expected to be useful information and positive contribution, especially in teaching concrete noun, mainly for teacher and students’ at MTs Masyariqul Anwar Caringin. Teachers are expected to apply realia around the school in teaching concrete noun. Secondly for the student, it is hoped can help students in learning and remembering new word that has been taught. Finally for future research, the research hopefully also can be used as the reference for those who want to conduct a research in English teaching learning process especially about the use of media realia in teaching concrete noun.
CHAPTER II THEORETICAL FRAMEWORK A. Noun 1. Definition of Noun A noun is word describing who or what in a sentence, it can be person, place or thing. A “thing” can be anything, an animal, a device, a point, an object, an event, and so on. It is in line with Hill that noun is a word names person, place or thing.1 According to Frank, the noun is one of the most important part of speech.2 Because in making any basic sentence, a noun has essential role that work together with pronoun, verb, adjective, adverb, and article to make up a good sentence. In addition, Frank Said noun may function as the chief word in many structures of modification.3 Just as a car is not a functioning car without all of synchronized parts working together, a sentence is not a functioning sentence without the correct usage and combination of all its essential parts of speech. In a learning foreign language, children are easy to remember the words which they can see the things (concrete). Therefore, the learning of foreign language is better if we start from the acquisition of the concrete thing. “Children may begin their lexical development by using features that very along perceptual dimensions (e.g., texture, shape, sound).”4 Moreover, Allen stated that the success in learning often depends on number of senses which are used in the learning process. When students can touch something in addition to hearing or seeing the word that names
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McGraw-Hill, Grammar: Practice Book Grade 2, (New York: McGraw-Hill Companies), p. 26. 2 Marcella Frank, Modern English; A Partial Reference Guide, (Englewood Cliffs, New Jersey: Prentice-Hall, Inc, 1972), p. 6. 3 Ibid. 4 Evelyn Hatch and Cheryl Brown, op cit, p. 218.
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it, there is a stronger chance that the word will be learned.5 It is clear that the children acquire some nouns earlier that another word class, such as verb, adjective or adverb. Based on the explanation above, the writer has an intention to discuss more about noun. It is because nous is one of the concrete object that can be understood by students in their foreign language learning. Rodger found that nouns are easiest to learn, following by adjectives; on the other hand, verbs and adverbs were most difficult. The opinion is also supported by Ellis and Beaton in Read’s book; they confirmed that nouns are easier than verbs because learner can form mental images of them more readily.6 Thus, the writer wants to identify the noun itself and kind of nouns itself. 2. Types of Nouns In grammar class people may have learned about noun which commonly defined as word that refer to a person, place, thing or idea. It is in line with Hatch and Brown that a noun refers to a person, place or thing.7 Noun can be divided into subclasses: a. Proper noun and Common noun Proper noun is noun names a special person, place or thing. 8 For example like (Jakarta, Bandung, and Surabaya). While common noun is word uses to name general items rather than specific ones, like (city, state, and woman). b. Abstract noun and Concrete nouns Abstract noun is word for concept.9 Means the word referring to ideas, concepts, emotions, and other “things” you
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Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press, 1983), p. 8. 6 John Read, op. cit. p. 40. 7 Evelyn Hatch and Cheryl Brown, op cit, p. 219. 8 McGraw-Hill, Grammar: Practice Book Grade 3, (New York: McGraw-Hill Companies), p. 34. 9 Marcella Frank, op. cit., pp. 6-7.
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cannot physically interact with. Those are ideas that exist in our mind only. You cannot see, smell, taste, touch, or hear something named abstract noun, like (hope, understanding, beauty and love). While Concrete noun is word for psychical object that can be perceived by the sense. We can see, touch, and smell the object.10 Means that is used for actual thing you can touch, see, smell, taste, feel, and hear – things you interact with every day, like (table and chair). c. Countable and uncountable nouns Countable noun refers to thing that can be counted whether singular or plural. Frank cited that countable noun usually made plural by the addition of –s.11 For example, like (books, birds and pianos). While uncountable noun is anything that cannot be counted. Frank stated mass (uncountable) nouns is word for concrete objects stated in an undivided quantity. For example like (coffee, iron, and water). 12 d. Singular and plural nouns Singular noun refers to one thing or according to Hill noun singular noun names one person, place, or thing.13 For example, like (book, bird, and piano). While plural noun represents more than one thing. Hill cited that plural noun names more than one person, place, or thing.
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For example, like (books, bird and
people). e. Animate and inanimate noun Animate noun is noun that refers to the living thing, person, animal, and other creature. For example like (cat, bird, and dog).
10
Marcella Frank, op. cit. p. 7. ibid. 12 ibid. 13 McGraw-Hill, op. cit. p. 31. 14 ibid. 11
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While inanimate noun is noun that refers to a material object or non-living thing. For example, like (letter, postcard and pen).15 B. Realia 1. Definition of Realia Realia is a term for any real, concrete object in used in or out the classroom to create connection with vocabulary words, stimulate conversation, and build a background knowledge. It is used by teacher to demonstrate real life (particularly of people situated). Objects that are intrinsically interesting can provide a good starting point for a variety of language work and communication activities. Realia also make learning process more enjoyable. It gives students opportunity to use all of their sense to learn about a given subject, and it is appropriately for any grade or skill level. Realia is real life objects that enable students to make connections to their own lives. In language teaching, realia are actual objects, which have a purpose outside the classroom and can be used in the classroom. Realia consists of actual objects or items, which is used in the classroom to illustrate and teach vocabulary or to serve as an aid to facilitate language acquisition and production.16 In education, realia are objects from real life used in the classroom instruction by educator to improve students’ understanding of their cultures and real life situations. A teacher of a foreign language often employs realia to strengthen students’ association between words for everyday objects and the objects themselves. In many cases, these objects are part of an instructional kit which includes manual and is thus considered as being part of a documentary whole by librarians.17 15
www.myenglishpage.com/site_php_files/grammar-lesson-noun.php accessed on september 28th 2016 16 http://www.usingenglish.com/weblog/archive/000228.html/ accessed on February 10th 2016. 17 http://en.wikipedia.org/wiki/Realia_(education) accessed on February 10th 2016.
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Based on the definition above the writer conclude that realia is one of the visual media which can be touched and seen to serve and to facilitate language teaching to understand real life situations. For example, if students learn about “apple”, they will remember them much higher after they see, touch, smell the object. Moreover, realia enhance meaning and make vocabulary more concrete and, therefore, more comprehensible.18 Bringing realia into English lesson is a great icebreaker, and serve as a useful tool for explaining students about material. Many students have had monotonous experiences of learning English at school as the writer found in MTs Masyariqul Anwar Caringin. Using realia and other visual aids like pictures will interest and help to create a conducive atmosphere to learning. If you are going to teach young learner English, realia is a must. Young learner are at the perfect age to learn a language by using their senses to see, to touch, to hear, to smell, and to taste the learning object. Bring fruits, vegetables and toys then ask them to play those realia whether on the table or under the table and make the simple story using realia and or pictures, and the students will enjoy their English lesson. 2. Kinds of Realia A teacher of a foreign language often employs realia to strengthen students’ association between word for everyday object and the object themselves. According to Argawati, there are several kinds of realia that can be used by the teacher. They are: a. The real object being learnt and it can possibly show the student, such as stationaries, (Book, pencil, eraser, bag, pan, ruler, etc.), thing in the classroom (Table, chair, black/white board, picture, chalk, etc.), parts of the body (hand, hair, eyes, nose, ears, mouth, foot, etc.) etc. 18
Hyru Gau, Realia make language Real, (Berkeley: Primary Concept, 2010), p. 5.
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b. The replica of the object if the real object are not possible to bring to the classroom, such as, animal (cow, goat, frog, cat, lion, dog, etc.), vehicle (bus, train, plane, motorcycle, etc.), occupations (doctor, soldier, steward, police officer, fisherman, etc.), etc.19 3. The Characteristic of Realia Here some characteristic of realia that has been listed by Bierbaum.20 They are: a. They are related to the real world. b. They are usually more portable and accessible that the whole environment they present. c. They can be touched, manipulated and observed. d. They are often inexpensive readily obtained. e. They are almost infinitely various. f. They are versatile, and may fill several learning objective or educational recreational needs. g. They are often meaningful without language. h. They combine elements of instructional and appeal to the cognitive domains. i. They may lead from the general to the particular, or reserve. 4. Use of Realia Here some reason why realia should be used in teaching and learning process: a. Kinaesthetic learning is the type of learning that students will most effectively acquire, mostly because they will have handson experience. The use of realia brings a welcome change in the class, a break from typical class activities.
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Ningtyas Orilina Argawati, “The Effectiveness of Using Realia in Teaching English Vocabulary on the 3rd Grade of Elementary School Student in SD Bentakan I Bakti Sukoharjo” skripsi of Sebelas Maret University, Surakarta, 2009. 20 http://palimsest.standford.edu/ accessed on September 9th 2016.
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b. The unexpectedness of having to suddenly interact with real objects will keep students on their toes. It will create excitement, and they will have fun. c. Student have chance to practice real life situation like asking for something to other person in a foreign language. 21 It can be much more affective for students if they can touch, smell and see the object at the same time as hearing the new word, with young learner, classroom management can become trickier if you bring in real objects as excitement levels tend to rise. In addition, using realia in the EFL classroom serve to foster a more creative and active teaching-learning environment and promotes cultural understanding. 5. The Advantages of Using Realia The main advantage of using realia into the classroom is to make learning experience more memorable for the learner. To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more affective for student if they can touch, smell and see the object at the same time as hearing the new word. This would appeal to wider range learner style than a simple flashcard picture of the piece of fruit or vegetables. (With very young learner, classroom management can become trickier if you bring in real object as excitement tend to rise).22 As English teacher, the use of realia is only limited by your imagination. It is possible to use realia to teach almost any subject. Using realia stimulate the mind, and is one way of encouraging creativity by involving the senses.23
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http://usingenglish.com/archives/000228html/ accessed on February 10th 2016. http://www.teachingenglish.org.uk/article/realia-0, accessed on February 10th 2016. 23 www.teflsurvival.com/teaching-aids.html, accessed on February 10th 2016. 22
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Realia breathes life into new vocabulary, and the chances of students remembering the new words you have taught them increases. The probability of remembering it become much higher after experiencing the taste, touch, and smell of the object. Realia does not have to be limited to food or drink. Time tables, tickets, newspapers, clothes. In fact any object you can think of can be used as a teaching aid. 6. The Disadvantage of Using Realia Realia also has some disadvantages in teaching vocabulary, thore are: a. Realia would be used only concrete nouns for example: car, bag, window, etc. It is only able to describe concrete thing and impossible to describe abstract object using realia for example abstract noun (poor, need), adjective (nice, angry), verb (work), adverb (next week, tomorrow) those things can only be expressed by action or expression not real object. b. The limitation on the object which were brought to class are the size, portability, and safety. 1) Sizes The teacher could not bring the reaia in the class because the size is too large, too long, or too wide. So, it I impossible for the teacher to provide them. 2) Portability Portability is the accessibility to bring objects to the class. Not all of realia can be brought to the class. 3) Safety In choosing the realia teacher should be concern whether or not it is safe. For example dangerous object like animal cannot be brought to the class. From the description above, it can be concluded that using relia was only limited by your imagination. In other way, there were some
14
objects that cannot be presented in the class. In this case, the teacher was able to use stationary, parts of body, furniture, clock etc. C. Previous Related Studies There are several previous studies which are carried out by several researchers regarding on using realia and pictures in teaching language. The first is conducted by Dwi Wantini that entitled “Improving Students’ Vocabulary Mastery Using Realia”. She carried out the research at fourth grade students of SD Negeri Kalimacan Sragen. To investigate the use of realia, the researcher used Classroom Action Research (CAR) as the method of research. To indicate the improvement of the students’ vocabulary mastery, she conducted two cycle in which each of the cycle consist of planning, action, observation and reflection. She concluded that the result of her research showed that teaching English using realia can improve the students’ achievement especially mastering vocabulary and also giving a positive changes to students’ attitude in learning.24 The second is conducted by Muhammad Nugroho which entitle “The Use of Realia in Teaching Speaking”. In this experiment study, the researcher use realia in teaching speaking to the first grade students of senior high school PGRI 3. He gave pre-test and post-test. After getting the data, he analysed and processed by using statistical calculation of t-test formula with significant degree 5% and 1%. The result is to (t observation) is higher than tt (t table). It means that there are any significant influences in learning by using realia and without realia.25 The third was taken from Ningtyas Orilina Argawat which entitled “The Effectiveness of Using Realia in Teaching English Vocabulary to the 3rd Grade of Elementary School Student in SD Bentakan I Baki Sukoharjo”. In this study, the researcher used realia in teaching English 24
Dwi Wantini, “Improving Students’ Vocabulary Mastery Using Realia”, A Thesis, in Universitas Sebelas Maret Surakarta. Tidak Dipublikasikan. 25 Muhammad Nugroho, “The Use of Realia in Teaching Speaking”, A Thesis, in UIN Syarif Hidayatullah Jakarta. Tidak Dipblikasikan.
15
vocabulary. He drawn some conclusions those are: First is the process of using realia in teaching English vocabularies consist of five steps. They are greeting, motivation strategies, presentation strategies, skill practice and assessment. Second is that using realia in teaching English vocabularies to third grade students faced some difficulties. The difficulties lie in the fact; not all of realia related to the topic could be brought into the classroom and that the students made disturbance due to the realia. Third is even there were some difficulties in teaching English vocabulary, it can be solved by several solutions. They are; replacing realia with their replica such dolls and toys and applying the resolute regulation to the students during the lesson. Overall, she said that using realia in teaching English vocabulary is effective. D. Theoretical framework There are three variable in this study, they are “Concrete noun” as dependent variable and “realia” as dependent variable. The research is focused on experimental research because the writer want to know whether or not realia has any significant influence in teaching concrete noun. Besides that, the writer want to know whether if learning concrete noun by using realia better or not at the second grade of MTs Masyariqul Anwar. Noun is an important the part of speech, because it function as the chief word in constructing sentence. Noun (concrete things) become important part in learning foreign language because children are easy to remember the word which they can see, touch and smell. Media is a mediator between teacher and students in teaching and learning process. Media are needed to help students stimulating and motivating them in teaching and learning process. It is also needed to make material easier to be accepted by students. As we have discussed about, realia has many advantages. Provided realia into the class will excite students’ will, interest and motivation to learn the language. Using realia also make student more enjoying their
16
learning because they can see, touch, smell the object of the learning material. As the reason above, it is expected that realia can be useful media and be applied in teaching and learning process. Because, by providing a pleasurable experience, they will be relaxed and their inhibitions about acquiring a foreign language are lessened. E. Theoretical Hypothesis Based on the theoretical and conceptual framework above, the writer formulated the hypothesis of tis research: there is a significant influence between using realia and teaching concrete noun. The theoretical hypothesises were formulated as follow: 1. Alternative Hypothesis (Ha): There is a significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar caringin. 2. Null Hypothesis (H0): There is no significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar caringin.
17
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research The study was conducted at MTs Masyariqul Anwar Caringin. It located at Jl. Perintis Kemerdekaan Km2.5 Labuan-Banten. The study was conducted about one month. It was begun by observation on the school and interviewing the English teacher on April 2nd 2016. Then continued by doing pilot study of the instrument on April 4th 2016. After that, the instruments were analysed and the significant items were selected for pretest and post-test. The students were given pre-test on April 9th April 2016, and then they were given treatment. During the treatment, the experimental study was consistent held by applying realia and without it in teaching concrete noun. And on 30th April 2016 in the last meeting, the students were given post-test to get the data to be analysed. B. Population and Sample The population were the all of 130 students at second grade students of MTs Masyariqul Anwar are four classes. The classes namely class 2.A, 2.B, 2.C, and 2.D. For the research, the writer took two classes as sample of the research. They are class 2.A (30 students) as the controlled class and 2.B (30 students) as the experimental class. The sample was taken based on the purposive sampling. It was used because the writer only take the sample whish was suitable with the purpose of the research.1 C. Research Methodology and Design The method of this research was quantitative because the objective of quantitative research is to develop and employ mathematical models, theories and or hypothesis pertaining to phenomena.2 The design of the 1
Syofian siregar, Metode Penelitian Quantitatif: Dilengkapi Perbandingan Perhitungan Manual dan SPSS Edisi Pertama, (Jakarta: Kencana Prenadamedia Group, 2013), p.33. 2 https://en.m.wikipedia.org/wiki/quantitative_research
17
18
research was experimental research. Because experimental research as the description and analysis of what or will occur, under carefully controlled condition.3 In conducting this research, the writer used the quasi experimental design. Quasi-experimental design was applied because the writer was able to control at least one of most dominant variable of the research,4 and he chose this design because the experimental design is used to determine influences an outcome or dependent variable.5 This research used two groups as the object of the research; those were experimental class and controlled class. In this research, the experimental class received some treatment that is using realia in learning concrete nouns and controlled class did not. The quasi-experimental design was described in the following table. Table 3.1 Pre-test and Post-test Design Group
Pre-test
Treatment
Post-test
Experimental
Q1
Learning concrete noun by using Q2 realia.
Controlled
Q1
Learning concrete noun without realia.
Q2
Based on the table above, the writer took two classes, experimental class and controlled class. The writer gave the pre-test to both of experiment and controlled class before he gave the treatment. He taught the students in experimental class by using realia and in controlled class without using it. After four meeting, the writer gave the post-test to the both of students in experimental and controlled class. It was given to know 3
Yogesh Kumar Singh, Fundamental of Research Methodology and Statistic, (New Delhi, New Age International Publisher, 2006), p. 134. 4 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Bandung: PT Remaja Rosda Karya, 2012), p.220. 5 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Fourth Edition, (Boston: Pearson Education, 2002), p. 295.
19
the influence of realia in teaching concrete nouns to the second grade students of MTs Masyariqul Anwar Caringin. D. Research instrument 1. Pilot Study of the Instrument The pilot study was held in order to check validity and reliability of the instrument. It was conducted before doing pre-test and post-test. There were 50 items in the pilot study of instrument which given to respondents to be answered. Each questions have four possible answers. E. Trustworthy of the Study 1. Validity and Reliability of Instrument As it has been told previously that the instrument used in this research is test. Before the instrument is given to the sample of the research, it has to be tasted to see the validity and reliability of the instrument. After conducting the pilot study, validity and reliability test is applied. Validity test is conducted to check whether the test measures what is needed to be measured.6 Meanwhile reliability test is conducted to know how representative, how consistent, and how replicable the measurement. The writer made the instrument for pre-test which is consist of 50 number of questions in the type of multiple choice test. The test firstly being tested to 2.A students of MTs Masyariqul Anwar Caringin on April 4th 2016. After being tested, the instruments were analysed by using ANATES software to see the validity and reliability if the test. The result showed that the reliability of the test is 0.82 which means that the reliability of the test is high. For the validity, it can be see the table from the result of the calculation of df with the formula df = (n-2) and see the tables for the significant value of p=0.05. From the formula, it result that the df = 6
Arthur, Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge University Press, 2003) p. 26.
20
0.273. It means that every item which has coefficient-correlation ≥ 0.273 is significant or valid. Yet, every item that has coefficientcorrelation ≤ 0.273 is not significant or not valid. After the writer analysed the calculation of the test, there were 33 items valid to be used as the pre-test of the research. In order to make easier to calculate the data, the writer used 20 of valid items as pre-test of this research. For the post-test items, the writer used 13 valid items left because they has been analysed by ANATES software and they are significant of valid. However, to make easier to calculate the data, the writer still need 7 others valid items. Thus, the writer reused seven items of pre-test. So, the final item used in post-test of the research consisted of 20 number of questions. F. Technique of Data Collection Collecting data is an important thing, in this research the technique of data collection which is used by the writer. 1. Pre-test The pre-test was given in the beginning of attending class (pre-test was given before doing the experiment) in order to know students’ knowledge and achievement of the concrete nouns material. The instrument consist of 20 multiple choice items test and each items was scored 5 point so total score of this test was 100. 2. Post-test The post-test was given in the end of the treatment, in order to know the students’ ability and students’ achievement in mastering the material about concrete nouns. The instrument consist of 20 multiple choice items test and each items was scored 5 point so the total score of this test was 100. G. Technique of Data Analysis
21
The data analysis technique is an activity to process and analyse the data that have been gathered. While, in analysing the data, the writer used t-test. However, before the t-test was employed, the writer tested the data whether they were distributed normally and homogeneous. 1. The Data Normality Test The test of data normality is used to know whether the data that have been gathered from the sample came from the normal distributed population. To test the data normality, the writer used the SPSS version 22.0 for window. Shapiro-Wilk formula with the steps as follow: a) Formulate the hypothesis for the normality test of the data as follow: H0: The data is normally distributed. H1: The data is not normally distributed. b) Test the normality of the data is analysed using SPSS. c) The criteria of the decision making is: If the degree of significance is ≤ 0.05, H0 is accepted If the degree of significance is > 0.05, H0 is rejected And the steps to do normality test of the data as below: a) From the menu at the top of the screen click on Analyze then Descriptive then Explore. b) Move all of the data into the Dependent list. c) Under display ensure that there is only a ticks next to Plots. d) Click on the Plots tab to open the plots dialogue box. e) Under Boxplot click None, then remove any ticks under Descriptive Place. Place a tick on normality plot with test. f) Click Continue, the OK
22
2. Homogeneity Test of the Data The homogeneity test of the data is used to test whether the data come from the homogeneous or heterogeneous population. This test was conducted after normality test of the data. To analyse the homogeneity of the data, the criteria of the test are as follow: α = 0.05 is accepted if is rejected if
(
)<
)(
(
F<
(
)(
)
)
The formula used can be seen as follows:
F=
or F=
The writer used SPSS version 22.0 for Windows to calculate homogeneity test. The steps to do homogeneity test as below: a) From the menu at the top of the screen click on Analyze the Compare Means then One-Way ANOVA. b) Move the data from experimental class into Dependent list and the data from controlled class into Factor. c) Under Contrast and Post-Hoc ensure that there is a tick to Options. d) Click on the Options tab to open the options dialogue box.
23
e) Place a tick in Homogeneity of variance test. f) Click Continue, and then OK. 3.
T-test of the data The writer conducted T-test formula to prove the hypothesis. This is the last test that was purposed to find out the different of significant degree between increasing of pre-test and post-test result and the achievement in both experimental and class controlled class. The writer has sought the formula as follows:7
M₁
= Mean of experimental group (Variable X)
M₂
= Mean of controlled group (Variable Y)
SEM₁ = Standard error of mean Variable X SEM₂ = Standard error of mean Variable Y Afterwards, the calculation goes to several processes as follows:8 1. Determining Mean of Variable X
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X
√
4. Determining Standard of Deviation Score of Variable Y
7
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2014), p. 315. 8 Ibid., pp. 325--326
24
√
5. Determining Standard Error of Mean of Variable X
√ 6. Determining Standard Error of Mean of Variable Y
√ 7. Determining Standard Error of Difference of Mean of Variable X and Mean of Variable Y SEM₁-M₂ =√
8. Determining
9. Determining ttable in the significance degree of 5%, with df ( degree of freedom) df = (N₁ + N₂) – 2
H. Statistical Hypothesis The data obtains from experimental class and controlled class that had been calculated by using t-test formula are tested the assumption as follows9:
9
Budi Susetyo, Statistika untuk Analisa Data Penelitian Dilengkapi Cara Perhitungan dengan SPSS dan MS Office Excel, (Bandung: PT. Refika Aditama, 2010), pp. 208-209.
25
H0: µ1 = µ2
: There is no significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar Caringin.
Ha: µ1 ≠ µ2
: There is a significant influence of using realia in teaching concrete noun at the second grade student of MTs Masyariqul Anwar Caringin.
In which H0
= Null
hypothesis
Ha
= Alternative hypothesis
The criteria for the hypothesis testing as follow: 1. If tobservation (to)
ttable (tt) in significant degree of 0.05, H0 (the
null hypothesis) is rejected and Ha is accepted. This mean that there is a significant influence of using realia in teaching concrete noun at the second grade students of MTs Masyariqul Anwar Caringin. 2. If tobservation (to)
ttable (tt) in significant degree of 0.05, H0 (the
null hypothesis) is accepted and Ha is rejected. This mean that there is no significant influence of using realia in teaching concrete noun at the second grade students of MTs Masyariqul Anwar Caringin.
CHAPTER IV RESEACH FINDING A. Data Description After presenting the material, the writer collected the data from both experimental class and controlled class. The data that he got were from pre-test and post-test which gave to students of MTs Masyariqul Anwar. The test used was objective test or multiple choice form of the experimental class and controlled class. The test consisted of 20 test items and the accumulation of the correct items was multiplied by 5. So, if the students got 20 correct answer, they got 100 points. 1. The Data of Experimental class In the following table is the score of pre-test and post-test in experimental class. Table 4.1 The Students’ Score of experimental class Experimental Class
Students’ Number
Pre-test
Post-test
Gained Score
1
60
80
20
2
70
75
15
3
75
90
15
4
75
90
15
5
55
65
10
6
75
85
10
7
60
65
5
8
70
70
0
9
50
60
10
10
85
80
-5
11
50
65
15
26
27
12
65
85
20
13
80
80
0
14
75
80
5
15
85
90
5
16
70
75
5
17
60
70
10
18
60
70
10
19
60
80
20
20
65
80
15
21
65
75
10
22
80
85
5
23
70
75
5
24
60
70
10
25
80
85
5
26
55
70
15
27
65
75
10
28
50
60
10
29
70
75
5
30
60
85
25
Total
2000
2290
300
Average
66,66
76,33
10
Based on the table 4.1 above, the result of the pre-test and post-test of the experimental class showed that the highest score on pre-test was 85 and the lowest was 50 with average was 66.6. Thus, the researcher gave the treatment to the students of experimental class by using realia to teach concrete noun. Then the result showed there a significant differences, the highest score on post-test was 90 and the lowest was 60 with average was 76.3.
28
It can be seen that the average of gained score of the experimental class was about 10 points. Before analysing the hypothesis, the writer has to analyse the result of the data. The analysis was done by using SPSS v.22 for windows. The result of pre-test and post-test on experimental class were reached by the steps as follow: Analyze – Description Statistic – Frequencies Statistics. They are resented as bellow: Table 4.2 Data Description of Pre-test Experimental Class Statistics Class N
Valid
Score 30
30
0
0
Mean
1,00
66,67
Median
1,00
65,00
1
60
Std. Deviation
,000
10,114
Variance
,000
102,299
Minimum
1
50
Maximum
1
85
30
2000
25
1,00
60,00
50
1,00
65,00
75
1,00
75,00
Missing
Mode
Sum Percentiles
The table 4.2 shows the mean of 30 students is 66.67. The media is the centre of value which separated the data from the lowest up to highest value. The median score based on the table is 65.00. The mode is defined as the value that appears most frequently. The mode score is 60. The set of scores constitute a population determine as variance score is 102.229. Standard deviation is a quantity calculated to indicate the extent of deviation
29
for a group as a whole and it is 10.114. Then the sum of gained sore is 2000. According to the table above, it can be made a table of frequency distribution that is presented as follow: F
Cumulative Frequency
r
Valid Percent
Percent
50
3
10,0
10,0
10,0
55
2
6,7
6,7
16,7
60
7
23,3
23,3
40,0
65
4
13,3
13,3
53,3
e
70
5
16,7
16,7
70,0
n
75
4
13,3
13,3
83,3
c
80
3
10,0
10,0
93,3
85
2
6,7
6,7
100,0
30
100,0
100,0
e q u
y
Valid
Percent
Total
Distribution of Pre-test Result of Experimental Class Table 4.3
The table above is a tool of presentation consisting of columns and row and there numbers which describe the division and percentage of frequency distribution. It also can be described by diagram as follow:
30
Diagram 4.1 Diagram of Pre-test Result of Experimental Class The result of post-test in second grade as experimental class in this research are presented as table below: Table 4.4 Data Description of Post-test Experimental Class
Statistics Class N
Valid
Score 30
30
0
0
Mean
1,00
76,33
Median
1,00
75,00
Missing
Mode
1
75
a
Std. Deviation
,000
8,604
Variance
,000
74,023
Minimum
1
60
Maximum
1
90
30
2290
25
1,00
70,00
50
1,00
75,00
75
1,00
85,00
Sum Percentiles
a. Multiple modes exist. The smallest value is shown
31
Based on table 4.4 above shows the mean of 30 students is 76.33. The median score from the table is 75. And the mode score is 75. The set of score constitute a population determine as variance score is 74.02. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 8.604. Then the sum gained from the total score is 2290. According to the table above, it can be made a table frequency distribution which is presented as follow. Table 4.5 Frequency Distribution of Post-test Result of Experimental Class Cumulative Frequency Valid
Percent
Valid Percent
Percent
60
2
6,7
6,7
6,7
65
3
10,0
10,0
16,7
70
5
16,7
16,7
33,3
75
6
20,0
20,0
53,3
80
6
20,0
20,0
73,3
85
5
16,7
16,7
90,0
90
3
10,0
10,0
100,0
30
100,0
100,0
Total
The table above is a tool of presentation consisting of columns and rows and there numbers which describe the division and percentage of frequency distribution. It also can be describe by the diagram as follow:
32
Diagram 4.2 Diagram post-test Result of Experimental Class 2. The Data of Controlled Class
Table 4.6 The Students’ Score of Controlled class Controlled Class
Students’ Number
Pre-test
Post-test
Gained Score
1
65
75
10
2
55
60
5
3
65
60
-5
4
75
70
-5
5
60
65
5
6
80
85
5
7
60
70
10
8
75
80
5
9
65
70
5
33
Total Average
10
60
65
5
11
55
60
5
12
80
85
5
13
75
75
0
14
55
65
10
15
70
75
5
16
70
75
5
17
75
80
5
18
65
75
10
19
65
65
0
20
70
70
0
21
60
75
15
22
65
70
5
23
70
80
10
24
65
70
5
25
60
65
5
26
70
80
10
27
60
65
5
28
60
70
10
29
50
65
5
30
70
65
-5
1950
2060
150
65
68,66
5
Based on the table 4.6 above, the result of the pre-test of the controlled class shows that the highest score on pre-test was 80 and the lowest was 50 with average was 65. The writer do not give treatment to the controlled class. The student of the controlled class taught by giving some list of vocabulary and they were asked to
34
memorize and to find the meaning of the word using dictionary. Then, the result of the controlled class showed that the highest score on post-test was 85 and the lowest was 60 with average was 68.66. It can be seen that the average of the gained score of the controlled class was about 5 points. The writer had to analyse the result of the data of controlled class. The data was analysed using SPSS v.22 for windows by steps as follow: Analyze – Description – Statistic – Frequency Statistic. The table is below: Table 4.7 Data Description of Pre-test Result of Controlled Class Statistics Class N
Valid
Score
30
30
0
0
Mean
2,00
65,67
Median
2,00
65,00
Missing
Mode
2
60
a
Std. Deviation
,000
7,626
Variance
,000
58,161
Minimum
2
50
Maximum
2
80
60
1970
25
2,00
60,00
50
2,00
65,00
75
2,00
70,00
Sum Percentiles
a. Multiple modes exist. The smallest value is shown
The table 4.7 shows that the mean of the 30 students is 65.67. The median score from the table is 65. The mode score is 60. The set of the score constitute a population determine as variance score is 58.161. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 7.626. Then the sum gained from the total score is 1970.
35
According to the table above, the table frequency distribution which is presented as follow: Table 4.8 F r
Score
e Frequency Percent Valid Percent Cumulative Percent
q Valid
u e n c y
D
50
1
3,3
3,3
3,3
55
3
10,0
10,0
13,3
60
7
23,3
23,3
36,7
65
7
23,3
23,3
60,0
70
6
20,0
20,0
80,0
75
4
13,3
13,3
93,3
80
2
6,7
6,7
100,0
30
100,0
100,0
Total
i stribution of Pre-test Result of Controlled Class
The table above is a tool of presentation consisting of columns and rows and there numbers which describe the division and percentage of frequency distribution. It also can be described by diagram as follow:
36
Diagram 4.3 The result achieved from the post-test in controlled class of this research are presented in table below: Table 4.9 Data Description of Post-test of Controlled Class
Statistics Class N
Valid
Score 30
30
0
0
Mean
2,00
71,00
Median
2,00
70,00
2
65
Std. Deviation
,000
7,120
Variance
,000
50,690
Minimum
2
60
Maximum
2
85
60
2130
25
2,00
65,00
50
2,00
70,00
75
2,00
75,00
Missing
Mode
Sum Percentiles
37
The table 4.9 shows that the mean of the 30 students is 71. The median score from the table is 70. The mode score is 65. The set of the score constitute a population determine as variance score is 50.690. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole and it is 7.1206. Then the sum gained from the total score is 2130. The table of frequency distribution which reached based on the table above is presented as follow: Table 4.10 Frequency Distribution of Post-test Result of Controlled Class Score Frequency Percent Valid Percent Valid
h e
Cumulative Percent
60
3
10,0
10,0
10,0
65
8
26,7
26,7
36,7
T70
7
23,3
23,3
60,0
75
6
20,0
20,0
80,0
80
4
13,3
13,3
93,3
85
2
6,7
6,7
100,0
30
100,0
100,0
Total
table above is a tool of presentation consisting of columns and rows and there numbers which describe the division and percentage of frequency distribution. It can be described by diagram as follow:
38
Diagram 4.4 B. Data Analysis 1. Normality test a) Pre-test Normality test The normality test in this research use Saphiro Wilk because the participant
50. The data was analysed by using SPSS v.22 for
windows with the criteria
0.05. The result of normality test of
the data are presented as follow: Table 4.11 Normality Pre-test between Experimental and Controlled Class Tests of Normality a
Class
Kolmogorov-Smirnov Statistic
Score
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
experimental class
,145
30
,108
,953
30
,207
controlled class
,138
30
,150
,958
30
,270
a. Lilliefors Significance Correction
39
From the table 4.11 above, it can be seen that the significance of the normality pre-test score in experimental class is 0.207. It can be calculated that the data are normally distributed because 0.207 0.05. Then, the significance of pre-test score in controlled class is 0.270. Therefore, the data are normally distributed because 0.270 0.05. So the writer can conclude that the result in both of experimental and controlled class are normally distributed. b) Post-test Normality test The normality in this test used Saphiro Wilk. The data was analysed by using SPSS v.22 for windows. Then the result of normality test of the data are presented as follow: Table 4.12 Normality Post-test result Between Experimental and Tests of Normality a
Class
Kolmogorov-Smirnov Statistic
Score
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
experimental class
,132
30
,195
,951
30
,175
controlled class
,167
30
,032
,933
30
,057
a. Lilliefors Significance Correction
Controlled Class
From the table 4.12 above, shows that the significance of the normality post-test score in experimental class is 0.175. It means that the data are normally distributed because 0.207
0.05.
Moreover, the significance of post-test score in controlled class is 0.057. By meaning the data are normally distributed because 0.057 0.05. Then the writer conclude that the result in both of experimental and controlled class are normally distributed.
40
2. Homogeneity test a) Pre-test Homogeneity test Based on calculation of the normality test, the write reached to the point that all data in pre-test and post-test both of experimental class and controlled class had been normally distributed. The next step is the calculation to find the pre-test and post-test homogeneity of the data by using SPSS v.22 for windows. The result of pre-test homogeneity test of the data is presented as follow: Table 4.13 Homogeneity Pre-test between Experimental and Controlled Class Test of Homogeneity of Variances Score Levene Statistic
df1
3,354
df2 1
Sig. 58
,072
The table 4.13 above shows that the significance of pre-test homogeneity result between experimental and controlled class is 0.072. Thus, it can be concluded that the data of pre-test is homogeneous because 0.072
0.05.
b) Post-test Homogeneity test The data of post-test homogeneity test was analysed by using SPSS v.22 for windows and the result is as follow: Table 4.14 Homogeneity Post-test between Experimental and Controlled Class
Test of Homogeneity of Variances Score Levene Statistic 1,207
df1
df2 1
Sig. 58
,276
41
According to the table above shows that the significance of posttest between experimental and controlled class is 0.276. Therefore, is can be concluded that the data of post-test is homogeneous because 0.276
0.05. So, it shows both of groups are
homogenous. 3. Hypothesis test The next calculation was testing the hypothesis. The data was analysed by using t-test formula. This technique is useful to prove statistically whether there is a significant influence between using realia and pictures in experimental and controlled class. The experimental class was X variable and the controlled class was Y variable. Before analysing the data, the following table is statistical calculation of the gained score from both of experimental class using realia and pictures and controlled class without using realia and pictures. Table 4.15 The Statistical Calculation of the Gained score of both Experimental and Controlled Class No
(X)
(Y)
X2
Y2
1
20
10
400
100
2
15
5
225
25
3
15
-5
225
25
4
15
-5
225
25
5
10
5
100
25
6
10
5
100
25
7
5
10
25
100
8
0
5
0
25
9
10
5
10
25
42
10
-5
5
25
25
11
15
5
225
25
12
20
5
400
25
13
0
0
0
0
14
5
10
25
100
15
5
5
25
25
16
5
5
25
25
17
10
5
100
25
18
10
10
100
100
19
20
0
400
0
20
15
0
225
0
21
10
15
100
225
22
5
5
25
25
23
5
10
25
100
24
10
5
100
25
25
5
5
25
25
26
15
10
225
100
27
10
5
100
25
28
10
10
100
100
29
5
5
25
25
30
25
-5
625
25
300
150
4210
1400
𝚺
From the table above, the writer calculated the data based on the step of t-test formula. The calculation can be seen as follow; 1. Determining Mean of Variable X
43
2. Determining Mean of Variable Y
3. Determining Standard of Deviation Score of Variable X √
√
= 11.84
4. Determining Standard of Deviation Score of Variable Y √
√
= 6.83
5. Determining Standard Error of Mean of Variable X
√
√
√
6. Determining Standard Error of Mean of Variable Y
√
√
√
44
7. Determining Standard Error of Difference of Mean of Variable X and Mean of Variable Y SEM₁-M₂ =√ SEM₁-M₂ =√ =√ =√ =√ = 2.53 8. Determining
9. Determining ttable in the significance degree of 5%, with df ( degree of freedom) df = (N₁ + N₂) – 2 df = (N₁ + N₂) – 2 = (30 + 30) – 2 = 60 – 2 = 58 Df value is 58 of the degree significant value 0.05 or ttable is 1.672. The statistic hypothesis of this research can be seen as: (H0)
: Means there is no significant influence after using realia in
teaching concrete noun at second grade students of MTs Masyariqul Anwar Caringin. (Ha)
: Means there is a significant influence after using realia in
teaching concrete noun at second grade students of MTs Masyariqul Anwar Caringin.
45
The criteria used as follow: 1. If tobservation (to)
ttable (tt) in significant degree of 0.05, H0 (the null
hypothesis) is rejected and Ha is accepted. 2. If tobservation (to)
ttable (tt) in significant degree of 0.05, H0 (the null
hypothesis) is accepted and Ha is rejected. Based on the description of the data calculation, it can be inferred that: 1. The value of to is 3.75. 2. The degree of freedom (df) is 58, so the value of ttable in significant 5% is 1.672. It shows that to
ttable, 3.75
1.672. It means that the null hypothesis
(H0) is rejected and the alternative hypothesis (Ha) is accepted. C. Data Interpretation Based on analysis of the data, it was found that there was a significant influence between students in experimental class taught by using realia and controlled class which was not taught by using realia. It can be seen from the students’ score of pre-test and post-test. The students’ average of pre-test score in experimental class was 66.66, and the students’ average of post-test score in experimental class was 76.33. Meanwhile, the students’ average of pre-test score in controlled class was 65. And the students’ average of post-test score in controlled class was 68.66. It can be seen on the diagram below:
46
80 70 60 50 40 30 20 10 0 pre-test
post-test experimental class
gained score control class
Diagram 4.5 The Comparison Result between Experimental Class and Controlled Class Therefore, it can be concluded that using realia and pictures in teaching concrete noun had a significant influence. It was showed by the students’ score after using realia in class was better than the students’ before they were given the treatment. Before testing the hypothesis, the writer analysed the normality and homogeneity of the data. The purpose of analysing the normality was to see whether or not the data has been normally distributed. Meanwhile, the purpose of analysing the homogeneity was to see whether or not the data in both of experimental and controlled class was homogenous. In analysing the normality, the data showed that of pre-test was (0.207) and post-test was (175) in experimental class was higher than 0.05. Furthermore, the pre-test score (0.270) and post-test score (0.57) in controlled class was higher than 0.05. In conclusion, both of pre-test and post-test score in experimental class and controlled class were normally
47
distributed. The next homogeneity test calculation showed that significant score were 0.072 for pre-test and 0.276 for post-test were higher than 0.05 as the The final calculation was testing the hypothesis. The writer used ttest formula in the significant degree ttest (to)
ttable (tt) or (3.75
of 5%. The result showed that
1.672). It means that ttest was higher than ttable
and the null hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. Means that there is a significant influence of using realia in teaching concrete noun at the second grade students of MTs Masyariqul Anwar Caringin.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion This research investigates the influence of using realia in teaching concrete noun. The study used quasi-experimental study to describe data which obtained from test that was given to the students. Based on the data above which was analysed by using SPSS software, it showed that teaching concrete noun using realia has a significant influence and appropriate implemented in the classroom. It proved toward second grade students of MTs Masyariqul Anwar. From five meetings that had been conducted to both of experimental class and control class in which experimental class was given realia and pictures in teaching concrete noun and control class did not. The result that the average of gained score of experimental class was 10. Meanwhile, the average of gained score of control class was 5. It means that the average gained score of experimental class was higher than average gained score of controlled class. In conclusion, from the findings above realia has significant influence in teaching concrete noun. Hence, the finding of this research answers the research question, “is there any significant influence of using realia in teaching concrete noun at second grade students of MTs Masyariqul Anwar Caringin?” B. Suggestion After doing this research, here are some suggestion that hopefully useful for reader in general and other people involved in education. The suggestion are follow: The English teacher should realize that there are many ways to get students’ attention in teaching and learning process, and should be creative in developing teaching and learning activities in classroom. Using media
48
49
in teaching will make the class more active. Using media that student can interact directly with will make them more enjoy their activities in classroom and increase their will, interest and motivation also. Realia is appropriate media in teaching because providing real things will give different experience to students. The student should be active in learning English not just depending on the material given by the teacher in the class but also out of the class. Use any media of learning in order to excite will, interest, and motivation. Realia can be one of the appropriate media and implemented both of inside and outside the classroom. It is suggested to enrich their noun word using realia. Because, if the students learn new word and they experience themselves by touching, seeing, smelling, and feeling they will remember the word longer. For future research, it is suggested to another researchers, (if they conduct the same method) to do some improvements, such as typo of test, number of sample, previous study, etc. moreover, the writer may suggest the next researcher to conduct further study that can enhance this research because this research actually can be broaden and extended to other subject and also in different setting. Finally, the writer realizes that this paper is far from being perfect, because of that, constructive critic and advice are really expected for the perfection of this research. Hopefully, this research will be useful and helpful for us and give positive contribution to English language learning context. Amin.
BIBLIOGRAPHY Act of Republic of Indonesia on National Education System 2002.
Allen, Virginia French. Technique in Teaching Vocabulary. New York: Oxford University Press. 1983. Argawati,”The Effectiveness of Using Realia in Teaching English Vocabulary on the 3rd Grade of Elementary School Students of SD Bentakan I Baki Sukoharjo”. Skripsi on Sebelas Maret University: Surakarta 2009. Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. 2010. Arsyad, Azhar. Media Pembelajaran. Jakarta: Rajawali Press. 2004. Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Fourth Edition. Boston: Pearson Education. 2002. Cristensen, Larry B. et al, Research Method, Design, and Analysis. New Jersey: Pearson Education, Inc. 2014. Frank, Marcella. Modern English A Partial Reference Guide. New Jersey: Prentice-Hall, Inc. 1972. Gau, Hyru. Realia Make Language Real. Berkeley: Primary Concept, Inc. 2010. Hacth, Evelyn and Brown, Cheryl. Vocabulary, Semantic and Language Education. Cambridge: Cambridge University Press. 1998. Hill, McGraw. Grammar Practice Book Guide 2. New York: Mcgraw-Hill Companies. Hill, McGraw. Grammar Practice Book Guide 3. New York: Mcgraw-Hill Companies.
50
Hughes, Arthur. Testing for Language Teacher Second Edition. Cambridge: Cambridge University Press. 2010. Munadi, Yudhi. Media Pembelajaran. Jakarta: Gaung Persada Press. 2010. Oyarzo, “Realia and Vocabulary Learning Among Young Learner”. A thesis of Universidad
De
Magallanes:
Punta
Arenas.
2008.
www.umag.cl/biblioteca/tesis/paredes_oyarzo_2008.pdf Read, John. Assessing Vocabulary. Cambridge: Cambridge University Press. 2010. Scott, Wendy A., and Ytreberg, Lisbeth. Teaching English to Children. London: Longman. Singh, Yogesh Kumar. Fundamental of Research Methodology and Statistic. New Delhi: New Age International Publisher. 2006. Siregar, Syofian. Metode Penelitian Quantitatif Delengkapi Perbandingan Manual dan SPSS Edisi Pertama. Jakarta: Kenca Prenada Media Group. 2013. Sudjiono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Grafindo Persada. 2014. Sukmadinata, Nana Syaodih. Metode Penelitian Pendidikan. Bandung: PT Remaja Rosda Karya, 2012. Susetyo, Budi. Statistika untuk Analisa Data Penelitian Dilengkapi Cara Perhitungan dengan SPSS dan MS Office Excel. Bandung: PT. Refika Aditama. 2010. http://en.wikipedia.org/wiki/Realia_(education) http://palimsest.standford.edu/ http://usingenglish.com/archives/000228html/ http://www.teachingenglish.org.uk/article/realia-0. http://www.usingenglish.com/weblog/archive/000228.html/
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m.kompasiana.com/ninditawm/pentingnya-bahasainggris_54f8be42a333115c378b4624 m.okezone.com/read/2015/05/01/65/1143161/sepuluh-alasan-pentingnya-belajarbahasa-inggris www.myenglishpage.com/site_php_files/grammar-lesson-noun.php www.teflsurvival.com/teaching-aids.html
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Profil Madrasah Nama Madrasah
: MTs Masyariqul Anwar Caringin
Status
: Terakreditasi B
No. Statistik
: 121236010006
Alamat
: Jl. Perintis Kemerdekaan KM. 2.5 Labuan
Desa
: Caringin
Kecamatan
: Labuan
Kabupaten
: Pandeglang
Provinsi
: Banten
Kode Pos
: 42264
Madrasah Masyariql Anwar Caringin didirikan pada Tanggal 17 Agustus 1953 dengan Nomor Registrasi 02/10/02/09/26 SK. DEPAG Provinsi Jawa Barat Nomor: W.I/HK.008/362/1989. Pada tahun 1999 Madrasa Tsanawiyah Masyariqul Anwar Caringin mendapatkan piagam akreditasi dari DEPAG Jawa Barat dengan Nomor: W.I/PP.032.2/209/1999. Pada tanggal 17 Oktober 2009 Madrasah Tsanawiyah Masyariqul Anwar kembali mendapatkan jenjang akreditasi dengan peringkat B (Baik) dari Badan Akreditasi
Nasional
Sekolah/Madrasah
(BAN
–
S/M)
Nomor:
28.00.SMP/MTS.044-09. Nomor Statistik: 12.2360.0006 berdasarkan keputusan kepala kantor Kementrian Agama Kabupaten Pandeglang. No: kd.28.02.4/PP.00/1316/2012 pada tanggal 20 Juni 2012.
VISI dan MISI MTs Masyariqul Anwar Caringin
VISI Terciptanya lulusan MTs Masyariqul Anwar Caringin yang ber-Iman, berTaqwa, ber-Ilmu Amaliyah dan ber-Amal Ilmiah, Unggul dalam Prestasi. Terampil, Kreatif, Mandiri, Cerdas, Intelektual Emosional dan Spiritual yang ber-Akhlaqul Karimah.
MISI Menciptakan lingkungan Madrasah yang Islami. Mencetak generasi yang tekun dan bertanggung jawab. Menyiapkan pemimpin masa depan yang kreatif dan aplikatif. Melahirkan generasi yang cakap dan amanah. Meningkatkan kwalitas sumber daya manusia yang unggul, berilmu pengetahuan yang luas.
SILABUS Sekolah Kelas Mata Pelajaran Semester
: SMP : VIII ( Delapan ) : BAHASA INGGRIS : 1 (Satu)
Standar Kompetensi : Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar 1.1 Merespon makna yang terdapat dalam percakapan transaksional (to getthings done ) daninterpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta,memberi, barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat 1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan
Materi Pokok/Pembelajaran Percakapan singkatan memuat ungkapan – ungkapan: A : Let me help you. B : Thank you so much. A: Can I have a bit? B: Sure. Here you are. A: Did you break the glass? B: Yes I did / No, it wasn’t me. A: What do you think of this? B: Not bad. Percakapan singkatan memuat ungkapan – ungkapan: A: Would you come to my party? B: I’d love to / I want to, but ........ A; I do agree B; Thanks for the support. A; No way .... B: It’s O.K. No problem A: You have beautiful hair. B: Thank you.
Kegiatan Pembelajaran 1. Brainstorming bertanya dan menjawab tentang berbagai hal terkait tema topik yang akan dibicarakan. 2. Membahas kosakata ( noun phrase, verb phrase, adverb phrase) tata bahasa (kalimat sederhana tentang tawaran jasa, meminta sesuatu, informasi faktual, pendapat terkait materi percakapan 3. Mendengarkan percakapan yang memuat ungkapan ungkapan dalam materi dengan cermat 4. Menjawab pertanyaan tentang isi percakapan. 5. Memberi respon lisan dan tulis terhadap ungkapan yang didengar. 1. Memberi respons lisan Curah pendapat tentang hal-hal terkait
Indikator • Merespon ungkapan meminta, memberi, menolak jasa • Merespon ungkapan meminta, memberi, menolak barang • Mengakui, mengingkari fakta • Merespon ungkapan meminta dan memberi Pendapat
• Merespon ungkapan mengundang,menerima, dan menolak ajakan • Merespon ungkapan menyetujui / tidak menyetujui • Merespon ungkapan memuji • Merespon ungkapan memberi selamat
Teknik Tes lisan
Penilaian Bentuk Instrumen Merespon secara lisan
Tes lisan
Pertanyaan lisan
Tes lisan
Pilihan ganda
Tes lisan
Pertanyaan lisan
Tes lisan
Isian
Contoh Instrumen Respond the following statement Q: Let me help you A:....... Q: Can I have a bit? A: ........... Choose the right response Q: Did you break the glass? a. Yes, I did b. I don’t know c. I’m not sure d. All right Q: What do you think of my new dress A:............ Write your response to the following statements: 1. Would you go with me to the movie? 2. I do agree with you to join the speech contest 3. You have beautiful hair. 4. You passed your exams. Congratulations.
Alokasi Waktu 2 x 40 menit
Sumber Belajar
Karakter
1. Script percakapan 2. Rekaman Percakapan: - Cassette - Tape Recorder - CD - CD Player - TV 3. Gambargamba r/ benda terkait
Bersahabat, komunikatif
1 Script percakapan 2 Rekaman percakapan 3 Tape recorder 4 Gambar yang relevan Buku teks yang relevan
Toleransi
Cermat. Percaya diri. Kreatif. Kerja sama. Ulet. Rasa ingin tahu.
berterima untuk berinteraksi dengan lingkungan sekitar yangmelibatkan tindak tutur: mengundang,meneri ma dan menolak ajakan, menyetujui/ tidak menyetujui, memuji, dan memberi selamat
A: Happy birthday. B: Thank you.
topik/ungkapan yang akan dibahas 2. Membahas kosakata dan tata bahasa terkait topik/ ungkapan yangdibahas 3. Mendengarkan percakapan memuat ungkapan terkait marteri 4. Tanya jawab tentang isi percakapan 5. Tanya jawab tentang fungsi dan makna ungkapan dalam percakapan
Standar Kompetensi : Mendengarkan 2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
2.1 Merespon makna yangterdapat dalam teks lisan fungsional pendek sederh ana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar. 2.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentukdescriptive dan recount
• Teks fungsioanl pendek berupa : Undangan Contoh: Dear Rio, I want you to come to my house forlunch on Sunday at 12 a.m. Thanks. Mona • Ciri kebahasaan teks fungsional pendek • Langkah retorika teks: - descriptive (identification – descriptions) - recount ( orientation events) - reorientation Teks lisan berbentuk
1. Tanya jawab tentang berbagai hal terkait topik/tema yang akan dibahas dengan rasa ingin tahu 2. Membahas kosakata yang terkai tema/topik/undang an (noun phrase, verb phrase) 3. membahas ungkapanungkapan yang sering muncul dalam undangan: - I want you to come to....... - Please come to ... - Don’t forget to Come to...... 4. Mendengarkan teks fungsional pendek (undangan) 5. menjawab pertanyaan
Indikator • Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berupa undangan. • Mengidentifikasi ciri kebahasaan dalam teks fungsional pendek berupa Undangan.
Teknik Tes
Melengkapi rumpang
tertulis
Pertanyaan lisan
Tes lisan
Tes tulis • Mengidentifikasi Informasi/makna yang terdapat dalam teks Berbentuk descriptive dan recount • Mengidentifikasi fungsional dan langkah retorika teks deskriptif dan recount.
Penilaian Bentuk Instrumen
PG
Contoh Instrumen Complete the following sentences based on the text you hear Answer the questions orally based on the text you listen to Choose the best option based on the text you have listened to
Alokasi Waktu 2 x 40 menit
2 x 40 menit
Sumber Belajar 1. Script teks undangan 2. Rekaman undangan - cassette - tape recorder - CD - CD Player - TV 3. Gambar/ realia terkait tema/topik/ jenis teks
1 Buku teks yang relevan 2 Gambar terkait tema / topik Script teks:
Karakter Rasa Ingin tahu
Kreatif, mandiri
• descriptive • recount Langkah retorika teks : • descriptive (identification – descriptions) • recount (orientation events – reorientation)
tentang berbagai informasi yang terdapat dalam teks fungsional, undangan. 6. Mendengarkan contoh-contoh undangan lainnya dari teman dengan cermat 7. Mengidentifikasi ciri kebahasaan teks fungsional pendek : undangan - invite - occasion - time - place - Invitor 1 Eliciting kosakata terkait tema/topik/ jenis teks 2 Membahas tata bahasa terkait jenis teks yang akan dibahas 3 Mendengarkan teks Monolog descriptive / recount dengan topik tertentu dengan ingin tahu 4 Menjawab pertanyaan tentang berbagai informasi terkait teks yang didengar 5 Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar
descriptive / recount 4 Rekaman teks 5 Tape recorder 6 OHP 7 Lingkungan sekitar
Standar Kompetensi : Berbicara 3. Mengungkap kan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta,memberi,menolak jasa meminta, memberi, menolak barang, mengakui,mengingkari fakta, dan meminta dan memberi pendapat
Percakapan singkatan memuat ungkapan – ungkapan. A; Let me help you. B: Thank you so much. A: Can I have a bit. B: Sure. Here you are. A: Did you break the glass? B: Yes, I did / No, it wasn’t me. A: What do you think of this? B: Not bad.
1. Review kosakata dan ungkapanungkapan terkait materi dan tema 2. Tanya jawab Menggunakan ungkapan ungkapan tersebut 3. Bermain peran melakukan percakapan yang disediakan guru dengan percaya diri 4. Bermain peran Melakukan percakapan Berdasarkan situasi /gambar yang disediakan percaya diri 5. Menggunakan ungkapan yang telah dipelajari dalam real life situation dengan mandiri
3.2 Memahami dan merespon percakapan transaksional (to get things done) dan Interpersona l(bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat
A: Would you come to party? B: I’d love to / I wan’t to, but ......... A: I do agree. B: Thanks for the Support. A: No, way, ... B: It’s O.K. I understand. A: You have beautiful hair. B: Thank you. A: Happy birthday. B; Thank you.
1. Review kosakata terkait tema, topik sebelumnya 2. Memperkenalkan kosakata baru / ungkapanungkapan yang akan dibahas 3. Tanya jawab menggunakan ungkapanungkapan terkait materi dengan bersahabat 4. Menirukan percakapan yang diucapkan guru 5. Melakukan percakapan yang diberikan
Indikator
Teknik
Penilaian Bentuk Instrumen
Contoh Instrumen
Tes lisan
Bermain peran
Create a dialogue based on the role cards and perform it in front of the class.
Tes lisan
Bermain peran
Create a dialogue based on the role cards and perform it in front of the class.
tentang meminta , memberi, menolak jasa menjawab tentang meminta,memberi, menolak barag menjawab tentang mengakui, mengingkari fakta
Alokasi Waktu 2 x 40menit
Sumber Belajar 1. Buku teks yang relevan 2. Gambargambar terkait tema 3. Realia Benda sekitar
Karakter Kreatif, toleransi, bersahabat, komunikatif Percaya diri
pendapat
tentang mengundang, menerima, menolak ajakan
tentang menyetujui.tidak menyetujui tentangmemuji tentang memberi selamat
Kreatif, toleransi, bersahabat, komunikatif
6. Melakukan tanya Jawab menggunakan Ungkapan tersebut
Standar Kompetensi : Berbicara 4. Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 4.1 .Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan 4.2. Mengungkapkan makna dalam monolog pendek sederhanadengan menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
Materi Pokok/Pembelajaran Teks fungsional pendek berupa :Undangan
1. Teks pendek berbentuk recount 2. – informasi faktualinformasi rinci - gagasan utama - gagasan pendukung dalam teks pendek berbentuk recount 3. Ciri kebahasaan teks recount
Kegiatan Pembelajaran 1. Mendengarkan teks fungsional pendek: undangan dengan cermat 2. Tanya jawab tentang isi teks“undangan” 3. Tanya jawab tentang struktur teks 4. Membuat kalimat sederhana terkait jenis teks bentuk undangan - I want to come to.... - Please come to........ 5. Berlatih mengundang seseorang secara lisan menggunakan gambit-gambit tertentu dengan kreatif dan komunikatif Contoh: A: Hi Guys, I want you all to come to my birthday party. B: We’d love to! When? A: Tomorrow, at 4.00 6. Secara berpasangan atau dalam kelompok mengungkapkan undangan berdasarkan konteks / situasi yang diberikan 7. Secara mandiri Mengungkapkan undangan lisan 1. Tanya jawab berbagai hal terkait topik tertentu (
Indikator • Mengungkapan secara lisan teks fungsional pendek berbentuk undangan. Contoh: Dear Rio, I want you to come to my house for lunch on Sunday at 12 a.m. Thanks. Mona • Bertanya dan menjawab secara lisan berbagai Informasi tentang teks fungsional pendek berbentuk undangan 1. Bertanya dan menjawab berbagai infmasi secara lisan dalam teks pendek berbentuk : - Recount 2. Melakukan monolog pendek dalam bentuk recount
Teknik Tes lisan
Penilaian Bentuk Contoh Instrumen Instrumen Performance Invite your friend to come to your bithday party orally! Think of an activity or event that happened to you yesterday and tell us about it.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevan 2. Gambar terkait tema/topik 3. Benda-benda sekitar
Karakter Cermat Kreatif, Bersahabat
4 x 40 menit 1. Buku teks yang Relevan 2. Koran/majala h 3. Gambar peristiwa Kreatif, komunikatif
peristiwa, kejadian, pengalaman ) 2. Mengembangkan kosakata, tata bahasa terkait topik / jenis teks recount 3. Mengidentifikasi kejadian, peristiwa, pengalaman yang pernah dialami melalui tanya jawab 4. Melakukan monolog dalam bentuk recount
Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar Kompetensi Dasar 5.1. Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar 5.2. Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang berkaitan dengan lingungan sekitar 5.3. Merespon makna dan langkah retorika dalam esei pendek
Materi Pokok/Pembelajaran Teks fungsional pendek berupa: Undangan
descriptive dan recount dan recount descriptive dan recount descriptive dan recount
Kegiatan Pembelajaran 1. Brain storming tentang berbagai hal terkait teks fungsional pendek berbentuk “undangan” 2. Mendengarkan undangan yang dibacakan oleh guru/ teman dengan cermat 3. membaca nyaring teks fungsioanl pendek tentang undangan dengan percaya diri 4. menjawab pertanyaan tentang isi teks fungsional pendek “undangan” 5. Menyebutkan tujuan komunikatif teks fungsional pendek “undangan” 6. Menjwab pertanyaan tentang ciri kebahasaan teks fungsional pendek “undangan” 1. Tanya jawab berbagai hal terkait tema/topik bacaan
Indikator
nyaring dan bermakna teks fungsional pendek berbentuk undangan
Teknik
Penilaian Bentuk Instrumen
Tes lisan
Membaca nyaring
Tes tertulis
Uraian
berbagai informasi dalam teks fungsional pendek berbentuk undangan
Contoh Instrumen
Read the the text aloud and clearly. Answer the following questions based on the text Choose the best option based on the text. Read the text aloud.
Alokasi Waktu 2x 40menit
Sumber Belajar 1. Buku teks yangrelevan 2. Gambar terkait tema/topik 3. Benda-benda sekitar
Karakter Percaya diri Kreatif, cermat, komunikatif mandiri
PG fungsi sosial teks fungsional pendek berbentuk undangan asi ciri kebahasaan teks fungsional pendek berbentuk undangan
teks descriptive dan recount descriptive dan recount
Tes tulis Membaca nyaring
Tes lisan 4x 40menit
Rasa ingin tahu antusias 1. Buku teks
sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
2. Review kosakata dan tatabahasa terkait jenis teks descriptive/recount 3. Membaca teks descriptive/recount dengan rasa ingin tahu 4. Menjawab pertanyaan tentang informasi yang terdapat dalam teks 5. Menjawab pertanyaan tentang tujuan komunikatif dan langkah retorika teks descriptive/recout 6. Menyebutkan ciriciri Kebahasaan teks yang dibaca dengan antusias
yang relevan teks descriptive dan recount
2. Koran/majal ah 3. Gambar peristiwa/te mp at 4. Lingkungan sekitar
descriptive dan recount
Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 6.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
6.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan
Materi Pokok/Pembelajaran Teks fungsional pendek berupa : - Undangan - Pengumuman - Pesan Singkat
Teks rumpang berbentuk - descriptive - recount Kalimat acak
Kegiatan Pembelajaran 1. Tanya jawab berbagai hal terkait tema/topik teks fungsional yang akan dibahas 2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional 3. Menulis kalimat sederhana terkait jenis teks 4. Menulis teks fungsional pendek berdasarkan konteks dengan kreatif dan komunikatif 1. Review Ungkapan ungkapan yang mendeskripsikan benda, orang atau tempat. 2. Menulis kalimat yang Mendeskripsikan benda, tempat, orang atau binatang
Indikator
Teknik
• Melengkapi rumpang teks fungsional pendek • Meyusun kata menjadi teks fungsional yang bermakna • Menulis teks fungsional pendek
Tes tulis
• Melengkapi rumpang teks essai pendek berbentuk descriptive • Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive
Tes tulis
Tes tulis
Penilaian Bentuk Instrumen Essay Completion Jumbled sentences Essay
Contoh Instrumen
1. Write simple sentences based on the situation given. 2. Write an invitation/ an announcement / message based on the situation given. • Complete the paragraph using the suitable words. • Rearrange the following sentences correctly. • Write an essay describing something or a certain place.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevanCont oh undangan, pengumuma n, SMS 2. Gambar yang relevan
4 x 40 menit
1. Buku teks yang relevan 2. Gambar terkait tema/topik 3. Bendabenda
Karakter Kreatif Cermat Komunikatif
Kreatif Cermat Komunikatif Percaya diri Mandiri
lingkungan sekitar dalam teks berbentuk descriptive dan recount
berdasarkan gambar/realia. 3. Melengkapi rumpang dalam teks deskriptif dengan kata yang tepat. 4. Menyusun kalimat acak menjadi teks deskriptif yangterpadu. 5. Membuat draft teks deskriptive secara mandiri. 6. Mengekspos teks descriptive yang ditulis di kelas dengan mandiri dan percaya diri
• Menulis teks essai dalam bentuk descriptive .
Tes tulis
sekitar
SILABUS Sekolah : SMP Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
7.1 Merespon makna yang terdapat dalam percakapan transaksional (to getthings done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu 7.2 Merespon makna yang terdapat dalam percakapan
Percakapan yang memuat ungkapanungkapan berikut: A: Do you mind lending me some money? B: No Problem / I want to, but ... A: Can I have a bit B: Sure, here you are A:Here’s some money for you B: I can’t take this, sorry A: Do you like it? B: Yes I do A: Have you done it? B: Sorry, I haven’t A: Do you think it’s good? B: I think so / Sorry, I can’t say anything A: Would you like some... B: Yes, please / No, thanks Percakapan yang memuat ungkapan ungkapan berikut: A: What if it I do it again. B: Fine, with me. A: I have to go now. B: Do you have to? A: .......... B: Right / I see / Hm...m. Hello, excuse me ..... Did you? / Were you? Thanks/ Bye.../ See you. Could I speak to ....please? Well, I’m calling to....
1. Eliciting kosakata terkait topik yangakan dibahas (noun, verb, adjective, adverb) 2. Menentukan makna kata dan menggunakannya dalam kalimat 3. Mendengarkan guru dan menirukan ungkapan-ungkapan terkait materi dengan cermat 4. Mendengarkan percakapan tentang materi terkait 5. Menjawab berbagai informasi yang terdapat dalam percakapan 6. Merespon ungkapan-ungkapan yang terkait materi dengan bersahabat dan komunikatif
Indikator erespon ungkapan meminta,memberi, menolak jasa
Teknik Tes tertulis
Penilaian Bentuk Instrumen
Tes lisan
Jawaban Singkat
Listen to the expression and write your response to it. Listen to the expression and give your response to it.
Tes tulis
Merespon ungkapan
Listen to the expressions and give
meminta,memberi, menolak barang
Isian singkat
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Script percakapan uku teks 2. Rekaman percakapan 3. Tape recorder 4. CD 5. CD player 6. gambar 7. Benda sekitar 8. model benda
2 x 40 menit
meminta, memberi, mengingkari informasi meminta,memberi, menolak pendapat
Karakter Bersahabat, komunikatif Cermat. Percaya diri. Kreatif. Kerja sama. Ulet. Rasa ingin tahu.
ungkapan meminta, menerima, menolak tawaran meminta,memberi persetujuan Pernyataan memberi perhatian terhadap pembicara Memperpanjang dan menutup percakapan
1. Tanya jawab berbagai hal terkait tema/topik yang
mengawali, memperpanjang dan menutup percakapan telepon
1 Buku teks yang
Percaya diri
transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, telepon
akan dibahas 2. Mendaftar kosakata yang digunakan dalam percakapan 3. Menentukan makna kosakata dalam daftar 4. Menggunakan kosakata dalam kalimat 5. Tanya jawab menggunakan ungkapan – ungkapan terkait dengan santun 6. Menirukan ungkapan yang diucapkan guru dengan antusias 7. Mendengarkan percakapan 8. Menjawab pertanyaan tentang percakapan dengan bekerja sama
your response to them. Listen to the dialogue and complete the text
Tes lisan
relevan 2 Script percakapan 3 Rekaman percakapan 4 Tape recorder 5 Gambar yang relevan
Melengkapi percakapan
Antusias Kerja sama
Standar Kompetensi : Mendengarkan 8. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 8.1 Merespon makna yangterdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar 8.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative
Materi Pokok/Pembelajaran • Teks fungsional pendek : - undangan, - pengumuman, - pesan singkat • Tujuan komunikatif teks fungsional pendek : - undangan, - pengumuman, - pesan singkat • Teks monolog berbentuk : - narrative - recount • Tujuan komunikatif teks berbentuk : - narrative - recount
Kegiatan Pembelajaran
Indikator
1. Tanya jawab tentang berbagai hal menggunakan kosakata dan ungkapan yang telah dipelajari 2. Review berbagai jenis teks fungsional pendek yang sering dijumpai 3. Mendengarkan teks fungsional pendek terkait tema/topik tertentu dengan cermat 4. Menjawab berbagai pertanyaan terkait informasi dalam taeks fungsional yang didengar 5. Menentukan tujuan komunikatif dari teks yang didengar
• Mengidentifikasi berbagai informasi dalam teks fungsional pendek undangan,pengumu man,pesan singkat • Mengidentifikasi tujuan komunikatif teks fungsional pendek • Mengidentifikasi berbagai informasi dalam teks monolog narative • Mengidentifikasi tujuan komunikatif teks
Teknik
Penilaian Bentuk Instrumen
Contoh Instrumen
Tes tulis
Melengkapi rumpang
Listen to the dialogue and complete the following text.
Tes tulis
Pilihan ganda
Listen to the t and choose th right answer
Alokasi Waktu
Sumber Belajar
2x 40 menit
1 Buku teks yang relevan 2 Script teks fungsional 3 Rekaman percakapan 4 Tape recorder 5 Gambar yang relevan
Karakter Cermat Rasa ingin tahu
dan recount
1. Tanya jawab berbagai hal ter kait tema/topik/jenis teks 2. Eliciting cerita yang dikenal siswa 3. Tanya jawab tentang salah satu cerita yang dikenal siswa - tokoh, tempat kejadian - problem, solusi, akhir cerita 4. Mendengarkan cerita terkait tema/topik dari guru/teman dengan rasa ingin tahu 5. Tanya jawab tentang informasi dalam cerita yang di dengar 6. Tanya jawab tentang tujuan komunikati dari teks yang di dengar
naratif
Standar Kompetensi : Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 9.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi
Materi Pokok/Pembelajaran Percakapan singkat memuat ungkapan – ungkapan : A: Do you mind lending me some money? B: No, problems A: Can I have a bit? B: Sure, here you are. A: Here is some money fo you. B: Sorry, I can’t take this. A: Do you like it ? B: Yes, I do. A: Have you done it? B:No, I haven’t. A: Do you think it’s good? B: I think it is / Sorry I can’t say any thing A: Would you like some .....? B: Yes, please / No, Thanks Teks percakapan memuat ungkapan berikut: A: what if I do it again?
Kegiatan Pembelajaran 1. Mengembangkan kosakata terkait dengan jenis ungkapan dan tema/topik yang terkait 2. Tanya jawab tentang berbagai hal menggunakan ungkapan terkait materi/topik.tema yang di pillih dengan santun 3. Menirukan ungkapanungkapan terkait materi yang diucapkan guru dengan cermat 4. Latihan bertanya dan menjawab menggunakan ungkapan yang telah dipelajari secara
Indikator • Bertanya dan menjawab tentang meminta,memberi, menolak jasa • Bertanya dan menjawabtentang meminta,memberi, menolak barang • Bertanya dan menjawab tentang meminta, memberi danmengingkari informasi • Bertanya dan menjawabtentang meminta,memberi danmenolak pendapat • Bertanya dan menjawab tentang menawarkan,
Teknik Tes lisan
Penilaian Bentuk Instrumen Bermain peran
Contoh Instrumen Create a dialogue based on the role cards and perform it in front of the class
Alokasi Waktu 2 x 40 menit
Sumber Belajar 1. Buku teks yang relevan 2. Gambar yang relevan 3. Benda sekitar
Karakter Santun Cermat Percaya diri Semangat
dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu 9.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam akurat, lancar, dan berterima untuk berinteraksi denganlingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, serta mengawali, memperpanjang, dan menutup percakapan telepon
B: Fine with me. A: I Must go now B: Do you have to? • Right. • I see. • Hm...m yeah • Hello,excuse me • Did you? / Were you? • Thanks/ Bye / see you • Could I speak to ..? • Well,I’m calling to ...? • Nice talking to you.
berpasangan 5. Bermain peran melakukan percakapan berdasarkan situasi yang diberikan 1. Tanya jawab menggunakan berbagai kosakata dan ungkapan yang telah dipelajari 2. Mendengarkan percakapan yang memuat ungkapanungkapan yang telah dipelajari 3. Menjawab pertanyaan tentang isi percakapan 4. Menjawab pertanyaan tentang makna dan fungsi ungkapan terkait 5. Menggunakan ungkapan – ungkapan terkait berdasarkan konteks dengan percaya diri 6. Bermain peran mengunakan ungkapan yang telah dipelajari dengan semangat
menerima, menolak sesuatu • Bertanya dan menjawab tentang meminta, memberi persetujuan • Bertanya dan menjawab tentang merespon pernyataan • Bertanya dan menjawab tentang memberi perhatian terhadap lawan bicara • Mengawali, memperpanjang menutup percakapan • Mengawali, memperpanjang menutup percakapan telepon
Bermain peran Tes lisan
Create a dialogue based on the role cards and perform it in front of the class.
2 x 40 menit
1. Buku teks yang relevan 2. Gambar yang relevan 3. Benda sekitar 4. Kartu peran
Standar Kompetensi : Berbicara 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 10.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan
Materi Pokok/Pembelajaran • Teks fungsional pendek : - Undangan - Pengumuman - Pesan singkat
Kegiatan Pembelajaran 1. Review kosakata dan ungkapan yang digunakan dalam teks fungsional pendek terkait materi 2. Membuat kalimat sederhana untuk: - mengundang- mengumumkan
Indikator • Mengungkapkan secara lisan teks fungsional : - Pengumuman - Undangan
Teknik Tes lisan
Penilaian Bentuk Instrumen Performance
Contoh Instrumen 1. Invite your friend orally to join a discussion on the danger of drugs. 2. Give announcement
Alokasi Waktu
Sumber Belajar
Karakter
2 x 40 menit
1. Buku teks yang relevan 2. Gambar terkait
Aantun Percaya diri Komunikatif Cermat Semangat
ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
10.2 Mengungkap kan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative
• Teks monolog berbentuk narrative
- memberi pesan 3. Membahas gambitgambit yang sering muncul dalam teks fungsional terkait 4. Mengungkapkan secara lisan: - undangan - pengumuman - pesan singkat dengan santun dan komunikatif 1. Review kosakata dan tata bahasa terkait jenis teks narrative dan tema yang dipilih 2. Membuat kalimat sederhana secara lisan terkait ciri-ciri kebahasaan teks narrative - simple past - past continuous - temporal conjunctions - connective words - adverbs - adjectives 3. Menceritakan kembali cerita populer di kotanya menggunakan gambit-gambit yang sesuai. Contoh: Really? That’s terrible!, How then?, First,...., then....,finally... dengan percaya diri dan komunikatif 4. Menceritakan kembali teks narative yang pernah didengar dengan semangat
- Pesan singkat
orally about the plan of the trip to Borobudur Temple. 3. Tell your friend to wait for you after school.
• Bertanya dan menjawab secara lisan berbagai info dalam teks pengumuman, undangan, pesan singkat
Tes lisan
Performance
• Melakukan monolog pendek sederhana dalam bentuk narrative dan recount
1. Retell a stor that you know very well. 2. Tell a story based on theseries of a pictures given.
materi dan topik 3. Benda sekitar 4. Teks bentuk khusus: - undangan, pengumuman pesan singkat
4 x 40 menit
1.Buku teks yang relevan 2.Gambar yang relevan 3.Benda sekitar 4. Buku cerita dalam bahasa Inggris
.
Standar Kompetensi : Membaca 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan
Materi Pokok/Pembelajaran • Teks Essai berbentuk narrative / recount • Ciri kebahasaan Teks Essai berbentuk narrative / recount • Tujuan komunikatif teks essai narratif / recount • Langkah retorika narrative / recount
Kegiatan Pembelajaran 1. Tanya jawab mengembangkan kosakata berdasarkan gambar cerita popular 2. Tanya jawab menggali informasi dalam cerita berdasarkan gambar 3. Mendengarkan teks narrative / recount yang dibaca guru dengan rasa ingin tahu 4. Membaca nyaring teks narrative /
Indikator • Membaca nyaring danbermakna teks fungsional/ essai berbentuk narrative / recount • Mengidentifikasi berbagai makna teks narrative /
Teknik Tes lisan
Penilaian Bentuk Instrumen Membaca nyaring
Contoh Instrumen Read the story aloud.
Alokasi Waktu 4 x 40 menit
Sumber Belajar 1.Buku teksyang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait
Karakter Rasa ingin tahu Percaya diri Teliti Cermat
lingkungan sekitar
11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secaraakurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative
• Teks fungsional : - undangan - pengumuman - pesan
• Tujuan komunikatif Teks narrative/ recount • Ciri kebahasaan teks narrative/ recount
recount dengan ucapan dan intonasi yang benar dengan percaya diri 5. Menjawab berbagai pertanyaan tentang informasi dalam teks yang di baca dengan teliti
recount .Mengidentifikasi rujukan kata dalam teks narrative/ recount yang dibaca
1. Menentukan tujuan komunikatif teks fungsional yang dibaca 2. Menentukan langkah retorika dari teks fungsional yang dibaca 3. Menentukan ciri kebahasaan teks fungsional yang di baca 4.. Membaca teks fungsional undangan, pengumuman dan pesan dengan teliti
• Mengidentifikasi berbagai informasi dalam teks fungsional yang dibaca • Mengidentifikasi tujuan komunikatif teks fungsional • Mengindentifikasi ciri kebahasaan teks fungsional
1. Mencermati teks monolog terkait materi 2. Menyebutkan jenis teks monologl yang dicermati 3. Menjawab pertanyaan tentang informasi yang terdapat dalam teks monolog dengan cermat 4. Menyebutkan ciri-ciri teks fungsional yang dibaca
Pilihan ganda
Choose the right answer based on the text.
Pertanyaan tertulis
Answer the following questions based on the text.
Tes tulisan
Tes tulis
. Mengidentifikasi tujuan komunikatif teks narrative / recount • Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative / recount
cerita 4. Rekaman cerita 5. Tape recorder 6. CD 7. VCD player
2 x 40 menit 1. Buku teks yang relevan 2. Contoh teks fungsional 3. Gambar terkait materi dan topik 4. Benda sekitar
Standar Kompetensi : Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
Materi Pokok/Pembelajaran Teks fungsional : - undangan - pengumuman - pesan singkat
Kegiatan Pembelajaran 1. Review tujuan komunikatif dan ciriciri kebahasaan teks fungsional pendek terkait materi 2. Menulis kalimat sederhana untuk mengundang, mengumumkan, pesan singkat dengan sopan 3. Melengkapi taeks fungsional pendek
Indikator Menulis teks fungsional pendek berbentuk : Pengumuman Undangan pesan singkat
Teknik Tes tulis
Penilaian Bentuk Instrumen Essay
Contoh Instrumen
1. Write sentences based on the situation given. 2. Complete the text using suitable word/words. 3. Write a text of invitation on your farewell party.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevan 2. Contoh teks fungsional 3. Gambar terkait materi dan topik
Karakter Sopan Cermat Teliti Kerja sama Mandiri Percaya diri
4. Menulis teks fungsional pendek dengan cerman dan teliti
12.2. Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
• Teks Essai narrative / recount • Ciri kebahasaan teks narrative / recount • Langkah retorika teks narrative / recount
1. Review ciri kebahasaan teks narrative 2. Membuat kalimat sederhana terkait teks narrative 3. Mengembangkan langkah retorika teks recount dan narrative dengan kerja sama 4. Membuat draft teks recount dan narrative dengan mandiri 5. Menulis teks recount dan narrative berdasarkan draft yang dibuat 6. Memajang hasil tulisan di dinding percaya diri
4. Benda sekitar
Menulis teks pendek dan sederhana dalam bentuk narrative dengan langkah retorika yang benar
Tes tertulis
Uraian
Write a short narrative text based on: a. The story you have ever read. b. Series of pictures given.
4 x 40 menit
1.Buku teks yang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait
LEMBAR PENGESAHAN
Kepala MTs Masyariqul Anwar Caringin
Pandeglang, 30 Juli 2016 Guru Mata Pelajaran
AAF AFIAH, S.Pd.I.
ASKA ANDIAWAN, S.Pd.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS
SMP/MTS Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis teks Tema Aspek/Skill Alokasi Waktu
: MTs Masyariqul Anwar Caringin : VIII (Delapan) : 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar. : 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat : transactional/interpersonal : Things around us : Berbicara : 4 x 40 menit (2x pertemuan)
1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: a. Tanya jawab tentang benda yang terlihat disekitar b. Memberikan tanggapan atas suatu pernyataan dengan menggunakan alat bantu realia. c. Tanya jawab tentang keberadaan suatu benda d. Bermain peran dalam dialog e. Mengungkapkan saran-saran atas pernyataan yang ada Karakter siswa yang diharapkan :
Dapat dipercaya ( Trustworthiness) Rasa hormat dan perhatian (respect) Tekun (diligence)
2. ateri Pembelajaran a. Realia: Making Language Real (halaman 3, 4, 5, 6) b. Developing Skills (halaman 24) Penjelasan kegiatan Replica (toys and dolls) yang relevan dengan materi 3. Metode Pembelajaran: three-phase technique 4. Langkah-langkah Kegiatan
Pertemuan pertama, dan dua. A.Kegiatan Pendahuluan Apersepsi :
Warming-up activity: find five friends who were born in five different months. The fastest is the winner Tanya jawab tentang hal-hal yang berhubungan makanan, minuman dan olahraga yang disukai Menyebutkan benda-benda yang terdapat dalam ruang kelas Motivasi : Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru: Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dengan menerapkan prinsip alam takambang jadi guru dan belajar dari aneka sumber; Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain; Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya; Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran; dan Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan. Elaborasi Dalam kegiatan elaborasi, guru: Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna; Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lainlain untuk memunculkan gagasan baru baik secara lisan maupun tertulis; Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut; Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif; Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar; Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok; Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok; Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan;
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik. Konfirmasi Dalam kegiatan konfirmasi, guru: Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik, Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber, Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan, Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar: Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar; Membantu menyelesaikan masalah; Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi; Memberi informasi untuk bereksplorasi lebih jauh; Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif. Guru bertanya jawab tentang hal-hal yang belum diktahui siswa Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan C. Kegiatan Penutup Dalam kegiatan penutup, guru: bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran; melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; memberikan umpan balik terhadap proses dan hasil pembelajaran; merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik; menyampaikan rencana pembelajaran pada pertemuan berikutnya. 5. Sumber belajar a. Buku teks yang relevan. b. Benda-benda nyata (real object). c. Replika (toys and dolls).
6. Penilaian Indikator Pencapaian Kompetensi
Teknik Penilaian
1. Bertanya dan menjawab tentang benda-benda disekitar. 2. Bertanya dan menjawab dan memberi pendapat tentangsuatu benda.
Unjuk kerja
Bentuk Instrumen
Instrumen/ Soal
Uji Petik Berbicara Bermain peran
Create a dialogue based on things you found!
a. Instrumen: Make up a short dialogue with your partner based on each topic. Perform the dialogues in front of the class. Topics: 1. School 2. Things around 3. Things in my roomthings in my room b. Pedoman Penilaian\ Jumlah skor maksimal keseluruhan 100 Nilai maksimal masing-masing dialog 25 c. Rubrik Penilaian Dialogue 1
Dialogue 2
Dialogue 3
Dialogue 4
Pronunciation
5
5
5
5
Delivery
10
10
10
10
Performance
10
10
10
10
Standard of Pronunciation: Excellent
10
Very good
9
Good
8
Average
7
Poor
≤6
Standard of Delivery and Performance: Excellent
5
Very good
4
Good
3
Average
2
Poor
1
Mengetahui; Kepala Sekolah MTs Masyariqul Anwar
Caringin, 17 April 2016 Guru Mapel Bahasa Inggris,
( Aaf Afiah, S.Pd.I. )
( Aska Andiawan, S.Pd. )
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS
SMP/MTS Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis teks Tema Aspek/Skill Alokasi Waktu
: MTs Masyariqul Anwar Caringin : VIII (Delapan) : 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar. : 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat : transactional/interpersonal : Things around us : Berbicara : 4 x 40 menit (2x pertemuan)
1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: a. Tanya jawab tentang benda yang terlihat disekitar b. Memberikan tanggapan atas suatu pernyataan c. Tanya jawab tentang keberadaan suatu benda d. Bermain peran dalam dialog e. Mengungkapkan saran-saran atas pernyataan yang ada Karakter siswa yang diharapkan :
Dapat dipercaya ( Trustworthiness) Rasa hormat dan perhatian (respect) Tekun (diligence)
2. ateri Pembelajaran a. Communication Practice (halaman 6, 29, 14) b. Grammar Practice (halaman 8 dan 9) c. Developing Skills (halaman 24) Penjelasan kegiatan 3. Metode Pembelajaran: three-phase technique
4. Langkah-langkah Kegiatan Pertemuan pertama, dan dua. A.Kegiatan Pendahuluan Apersepsi :
Warming-up activity: find five friends who were born in five different months. The fastest is the winner Tanya jawab tentang hal-hal yang berhubungan makanan, minuman dan olahraga yang disukai Menyebutkan benda-benda yang terdapat dalam ruang kelas Motivasi : Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru: Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dengan menerapkan prinsip alam takambang jadi guru dan belajar dari aneka sumber; Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain; Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya; Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran; dan Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan. Elaborasi Dalam kegiatan elaborasi, guru: Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna; Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lainlain untuk memunculkan gagasan baru baik secara lisan maupun tertulis; Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut; Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif; Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar; Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok; Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok; Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan;
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik. Konfirmasi Dalam kegiatan konfirmasi, guru: Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik, Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber, Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan, Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar: Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar; Membantu menyelesaikan masalah; Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi; Memberi informasi untuk bereksplorasi lebih jauh; Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif. Guru bertanya jawab tentang hal-hal yang belum diktahui siswa Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan C. Kegiatan Penutup Dalam kegiatan penutup, guru: bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran; melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; memberikan umpan balik terhadap proses dan hasil pembelajaran; merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik; menyampaikan rencana pembelajaran pada pertemuan berikutnya. 5. Sumber belajar a. Buku teks yang relevan. b. Lembar Kerja Siswa/Buku Latihan Soal
6. Penilaian Indikator Pencapaian Kompetensi
Teknik Penilaian
1. Bertanya dan menjawab tentang benda-benda disekitar. 2. Bertanya dan menjawab dan memberi pendapat tentangsuatu benda.
Unjuk kerja
Bentuk Instrumen
Instrumen/ Soal
Uji Petik Berbicara Bermain peran
Create a dialogue based on things you found!
a. Instrumen: Make up a short dialogue with your partner based on each topic. Perform the dialogues in front of the class. Topics: 1. School 2. Things around 3. Things in my roomthings in my room b. Pedoman Penilaian\ Jumlah skor maksimal keseluruhan 100 Nilai maksimal masing-masing dialog 25 c. Rubrik Penilaian Dialogue 1
Dialogue 2
Dialogue 3
Dialogue 4
Pronunciation
5
5
5
5
Delivery
10
10
10
10
Performance
10
10
10
10
Standard of Pronunciation: Excellent
10
Very good
9
Good
8
Average
7
Poor
≤6
Standard of Delivery and Performance: Excellent
5
Very good
4
Good
3
Average
2
Poor
1
Mengetahui; Kepala Sekolah MTs Masyariqul Anwar
Caringin, 17 April 2016 Guru Mapel Bahasa Inggris,
( Aaf Afiah, S.Pd.I. )
( Aska Andiawan, S.Pd. )
Pre-test Questions Name :______________________ Class :______________________ Choose the correct answer by crossing (x) a, b, c, or d. Text for question 1-5 Rini usually pinch her sister’s face with her hand. She also like to help her mother cutting vegetable by using knife in the kitchen. Sometimes she smells something with her nose, and she also uses hand to point something. Based on the text above which one is the concrete noun? 1. a. Hand c. Usually 7. We write letter with our… b. Rini d. Her a. Feeling c. Love 2. a. Mouth c. With b. Hand d. Soul b. Sister d. She 8. He watches TV with his… 3. a. Also c. Cutting a. View c. Nose b. Help d. Knife b. See d. Eyes 4. a. Using c. Nose 9. I kick the ball with my… b. Kitchen d. She a. Foot c. Energy 5. a. Smells c. Face b. Hand d. Power b. Something d. Sometimes 10. You use…to listen the music. 6. Jane touches something with her… a. Eyes c. Ear a. Soul c. Passion b. Noise d. Sound b. Felling d. Hand Text for question 11- 14 I’m used to having pets at home because my family is pet lover. I have kept two turtles since February 2003. I put them all in one tank in my room. The name of the turtles are Donatello and Rafael. It is quite easy to keep them. The can survive without food for about one month. However they need a comfortable place to live. Based on text above which one is the concrete noun? 11. a. Used b. Having 12. a. Pets b. My 13. a. Have b. Kept 14. a. Name b. Food
c. I d. Home c. Because d. Love c. Turtle d. Two c. Donatello d. Rafael
15. Raisa went to dentist to check her… a. Taste c. Feet b. Feeling d. Teeth 16. Rudy taste the soup with his… a. Taste c. Love b. Tongue d. Feeling 17. I brush my…every morning. a. Soul c. Taste b. Teeth d. Eyes
Text for question 18-20 Last summer I got holiday. I visited some great place. I went to an airport and was going to fly to Cleveland. I was spending there two days. I like to see some Cleveland Cavaliers Basketball Matches. After that, I went to New York City. I visited the statue of Liberty. I went from the bottom of Manhattan to the top of crown. That was very amazing. The place made me feel at home but I have to go home. Next time I would return. Based on text above which one is the concrete noun? 18. a. Basketball b. Summer 19. a. New York b. Statue 20. a. Cleveland b. New York
c. Holyday d. Matches c. Liberty d. Cleveland c. Home d. Manhattan
Post-test Questions Name :______________________ Class :______________________ Choose the correct answer by crossing (x) a, b, c, or d. Text for questions 1-11 The terrifying head master Mr Trucker is the headmaster of my school. He doesn’t wear glasses. His eyes always frighten me even when I refuse to face them. They are sharp, hard, and cold, and he use them like a whip. He always washes his hand in an enamel basin in the corner of the room. After he has washed them, he will walk over to his desk and stand behind is looking at the pupils while he dries his hand on a small, white towel. He dries each finger separately, beginning with the first finger. His fingers are long and white. No one moves while he dries his hand, no one speak. When he finishes, he will fold the towel and put it in the desk drawer. Then, he will awkwardly smile at us. He really terrifies me. Based on text above which one is concrete noun. 1. a. Headmaster c. Wear b. Trucker d. Frighten 2. a. My c. Frighten b. School d. Always 3. a. Glasses c. His b. Wear d. Always 4. a. Sharp c. Eyes b. Hard d. Cold 5. a. He c. Like b. Uses d. Whip 6. a. Hand c. Corner b. Washes d. Always 7. a. Uses c. Corner b. Washes d. Basin 8. a. Behind c. Desk b. Looking d. Over 9. a. Stand c. Looking b. Behind d. Pupils
10. a. Small c. White b. Towel d. Hard 11. a. Finger c. Small b. Long d. White 12. We write letter with our… a. Feeling c. Love b. Hand d. Soul 13. He watches TV with his… a. View c. Nose b. See d. Eyes 14. I kick the ball with my… a. Foot c. Energy b. Hand d. Power 15. You use…to listen the music. a. Eyes c. Ear b. Noise d. Sound Text for question 16-20 Mousedeer One day while a mousedeer was walking in the forest, he saw a big black snack sleeping under the tree. When he saw the snack, the mousedeer was frightened. When he want to run away from the snack, he suddenly on top of tiger which has slept not far from the snack. The tiger woke up and took hold of the mousedeer. He told the mousedeer that he was going to eat him for lunch. “Please don’t eat me now,” said the mousedeer. “I have something important to do.” “Look” said the mousedeer. “That is the king’s belt. He asked me to here and watch it while he was away from the forest.” The tiger looked at the snack and said, “That is a beautiful belt. I need a belt like that. Can I wear it?” he asked the mousedeer.
“Oh all right,” said mousedeer. So he picked up the snack and winded it around the tiger. Then the snack woke up and saw and he twisted the tiger. Then the mousedeer run away from the forest. 16. Who was walking in the forest? a. Snack c. Snack b. Big d. Black 17. What did the mousedeer see in the forest? a. Tree c. Snack b. Big d. Black 18. Who was sleeping not far from the snack? a. Black c. Snack b. Big d. Tiger 19. What did the tiger want to eat? a. Tiger c. Lunch b. Me d. Snack 20. What did the tiger want to wear? a. Beautiful c. Snack b. Belt d. Lunch
p'ilot study fix
SKOR DATA D]BOBOT ====
===
=
== == == = = =
:umlah subyek = 44 :umlah butir = 50 sobot jwb benar = 2 sobot jwb salah = 0 Nama berkas: D:\DATA rKAK\SKRrpsr\prLor sruDy Frx.ANA
No t
5
RELIABILITAS
sal ah 13 30
Kosong skr asl i
03774 11938 03060 0 1 22856 03060 03468 02856 02856 L2958 2 03!02 037a2 03264 032aq 0 02856 0 01530 11428 03876 23366 13876 0 0 02958 0 02754 02L42 0 1 0 02856 o2652 01632 02346 02346 22856 72448 23366 02L42 02856 02754
20 L7 18
20 20 16 22 22
20 32
19 19 18 l-B
28 22 13 35 35 L2 15
11 T4 1B
7t 15 23 29
!4 16 L7 22
24 34 27 27
20 25
t5 29 22 23
skr
aobot
33 3L
66
1,6
32
62
22 37
44 74
36 32 35
'72 64 70
36 33 33
72
66 66
TES
Rata2= 28,48 Simpang Baku= 6,32 Korelasixy= 0,69 Reliabilitas Tes= 0,82 Nama berkas: D:\DATA rKAK\sKRIpsr\prLor sruDy Frx.ANA
No.Urut 1
Kode/ruama
aas
Subyek Skor canji1 -
munj i
ah
Skor Genap
18
eage
18 1
Skor
total 36
pilot
2 abduh hilman 3 agis hafitullah 4 alin nasuha 5 andini shofila 6 asep suhendi 7 astri rahmawati 8 at'i kah 9 ega. ai syah 1-0 eneng siti mu... 11 farid hermawan 12 fathurozi 13 i kna mubarok 14 i na nurfadi "lah 15 i ta rohai ta 16 I usi natasari 17 m. saeful 18 m. rahmatul lah 19 maesa septi ani 20 masdar 2L m. far.i dhan 22 m. nasrullah a.a 23 m. shal mahfudz 24 m. yusuf 25 neng fauziah 26 r'i nki rahmawati 27 ri sma agusti n 28 iodi ah 29 romi roiuli 30 safitri 31 saraswati 32 si ta sul i st'ia. . 33 siti nur arivah 34 si ti roh'i i ah 35 suci yati I es. . 36 tb. ahmd az'i zi 37 tedi supri yadi 38 umuhami dah 39 r.rahab sabililah yusuf 40 4L khomarul 'ikhsan 42 si ska popy jumaeni 43 44 dede komarudi n
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9 15
10
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28
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::l=::93:l=1=_T:: tcel ompok unggul
Nama beTKas: D:\DATA IKAK\SKRIPSI\PILoT STUDY FIx.ANA
No.Urut t2 3
4 5
6
Kode/Nama subyek
m. nasru-llah a.a m. yusuf aas munj i ah maesa sept'iani neng fauzi ah sa raswati
rodi ah
7
ati kah n nasuha 10 m. shal mahfudz 11 si ta sul'isti a. . . t2 siti nur ariyah B
9
al i
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Sko r 38
1
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76 1111
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11
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No.
Urut 2 3
24
saraswat'i rodi ah
1
aas munjiah maesa septi ani neng fauzi ah
4 5
6
sa
7
I
raswati rodi ah
al i
9
10 l_ 1-
12
No.Urut
m. nasrul I ah a. a m. yusuf aas munjiah maesa septi ani neng fauzi ah
t_
2 3
4 5
6 7
8 9
10
11 L2
Urut 1 2 3
4 5
6 7 B
9
10
11 12
No.
rode/tlama subyek
m. nasrullah a.a m. yusuf
1
No.
ati kah n nasuha m. shal mahfudz sita sulistia... siti nur ariyah :ml lwb Benar
pilot study fix t2 13 L4 15 1_6 L7 18 19 20 27 22 23 1 l- 11 1 1 l- 1 1 1 _-1 1-1-11-1-11,11_i 11111-11_l_11_i 111111_11_11-t -111111__11_1 l-111-l-11111_: 11111_1-1-_11_ 111-l-1-111-1 11-11_1--111_1 1-111-1_l-l_l__1111-111 11 -11111-111_1 10 11 11 72 11 t-09972L208
rode/ruama Subyek
Urut 1 2 3
4 5
6 7
al i
n
ati
kah
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m. nasrullah a.a m. yusuf aas munjiah maesa septt ant neng fauzi ah saraswat'i rodi ah
ati
kah nasuha m. shal mahfudz si ta sul'i sti a. . . si t'i nur ari yah lml lwb Benar
al'in
Kode/llama Subyek
m. nasrullah a.a m. yusuf aas munji ah maesa septt ant
neng fauz'iah sa raswati rodi ah
B
ati
kah
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al i
1 2
36
i 1
2
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48 49 111 1,. 111 111 111 1111-1 1l1-1 111 111 1-1 72811
50 1
Kelompok Rsor Nama beTKas: D:\DATA IKAK\SKR]PSI\PILoT STUDY FIX.ANA
rage
3
35
10 47
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No.
Urut 1 2 3
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4
9 l_1
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No.Urut 1 2 3
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t2
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4 5
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8
9
10
11 72
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m. faridhan :ml lwb Benar
t4 12
yusuf
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saeful safi t ri
s'i ska
ahmd az'izi masdar
1
m. faridhan :m-l lwb Benar
2
rcode/t'tama subyek
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24
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m. faridhan
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rode/tlama Subyek
suci yati les...
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tedi supriyadi
umuhami dah
m. saeful safi t ri
si ska abduh hilman fathu rozi tb. ahmd azi zi
masdar
m. faridhan :ml lwb Benar
4
0
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l_
safitri si ska abduh h'i I man fathu rozi tb. ahmd azi zi
15
ii-1
;
abduh hilman fathu rozi
tb.
1ot study fi x L2345678 1*.-t11_1 1-l_1111_ -1 11 11-1_11-11_1-1_ 11-l__1" -L11 -1 1r l-r,-l-1_1* 1--11-1_ l_111 1--11-1_ 84310108s1
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7
10
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masdar
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si ska abduh hi lman fathu rozi tb. ahmd azi zi
6
No.
23 23 22
m. saeful safi tri
tedi
p'i
24
umuhami dah
6
r
26
yusuf ted'i supri yadi
5
No.
Sko
2
36 37 38 39 -11_ -1 11 -1 -1 -1
1:
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40
i 4L 42
20 21, 22 1_11-l11-1 -11-11-1 1111l-1-1 156824
urut rode/rtama subyek 48 49 1 suci yati l es. . 12 yusuf 3 ted'i supri yadi 1.1
76 50
.
Rage 4
11-1-1
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-1
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r
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STUDY FIX.ANA
tndeks op
(%)
25,00 0,00
!6,67
0,00 L6,67 33,33 0,00 16,67 25,00 83,33 50,00 66,67 33,33 33,33 83,33 50,00 33,33 58,33 33,33 50,00 33,33 -L6,67 33,33 -L6,67 8,33 8,33
2
1_0
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47 48
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L6,67 33,33 4L,67 75,00
lti:51I=I::5i:1: :umlah subyek= 44 Buti r Soal= 50 Nama berkas: D:\DATA rKAK\sKRrpsr\prLor sruDy Frx.ANA No But'i
r :ml setul rkt . 1 35 2 :-i" j-9 3
4
5 6 7 8 9 10
i.1 L2 1"3 L4 t_s
16 L7 18 1e z0 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3s 36 37 38 39 40 4L 42 43 44 45 46 47 48 4e 50
37
39 38 L8 B 11 26
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30 31 ZO 24 33
39 Z ZZ L2 4 43 10 26 L2 3 43 41" 3Z 34 2s 4 15 27 37 35 13 L2 11 29 35 36 38 36 22 24
(%) 79,55 2s;00 43 ; 18
tafsi
t<esukaran
ran
r,,tudih
sukti
B4',O9
sedano
Mtai6
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el 18;18 25,00 19; q9
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q?
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eage
6
K'RELAST sKoR BUTrR DG sKoR TorALpilot = == == = == ====== === = === ==== ========
:umlah Subyek= 44 suti r soal= 50 Nama berkas: o:\oarR
study fix
rrnr\srnresr\erlor
No Buti r
sruDy Ffx.ANA
Korel asi 0,273 0, 040 0,193 0, 013 0,131 0, 509
l2 3
4 5
6
Si gni
-0, 034
7
8
fi
kansi
si gni
fi
kan
sangat si gni
fi
kan
0, 162
0,225
9
l-0 11
0, 656 0,285
t2
0,462 0 ,442 0, 319 0, 5gg 0, 302 0, 305 0,442
13 L4 1-5
16 L7 1_B
19 20 2L
sangat
0, 194 0,523 0,499
22 23
-0,
24
-0,
Sangat sangat
349
0, 290
26 27 29 30 31
sangat
0, 329 0,367
32 33 34 35
Sangat
0,342 0, 511 0, 544 -0,037 0,029
36 37 38 39
Sangat
sangat
42 43
44 45
46 47 48
49 50
kan
fi si qni fi
kan
fi Si gni fi Si gni fi Si gni fi Si gni fi
kan kan kan kan kan
Si gni
: kan
-
sangat Si gni fi kan Sangat Si gni fi kan Sangat Si gn'ifi kan
,457 0, 561 0,499 0, 391 0, 2gB 0,099 0,577 0, 562 0,357 0,317 0, 263 0, 346 0, 567 0
40 47
fi
s'i gn'i
-0,015 0, 509 0,043 0,037
28
Signifikan si gni
129 0, 102 0, 329
25
fi kan fi kan fi kan fi kan fi kan fi kan fi kan signifikan Si gni fi kan Sj gni fi kan
Sangat Si qni Si gni sangat S'igni sangat Si gni Si gni sangat Si gni si gni
Sangat
Signifikan si gni fi kan
sangat si gni fi sangat si gni fi Sangat Si gni fi si gni fi
kan kan kan kan
Si gni fi kan sangat Signifikan
catatanr Batas signifikansi koefis-ien korelasi sebagaai berikut: df (ru-2) P=0,05 P=0,01 df (N-2) p=0,05 p=0,01 10 1_5
20
0, 576 0 ,482 0 ,423
0, 708 0, 606 0, 549
Page
qq 7g 80
7
0,250 0,233 0
,2L7
0,325 0,302 0; 283
25
30
40 50
pilot 0,496 0,449 0,393 0,354
0, 391 0, 349 0, 304 o,273
studv
go
l_00
L25 >150
fix
205 0,195 o,L74 0,159 0,
0
,267
0,254 0, 228
0,209
aiIa koefis'ien = 0,000 berarti tidak dapat dihitung.
5:i::_t::=:::::::: :umlah Subyek=
Buttr soal= 50
Nama
No
44
berkas: D:\DATA rKAK\SKRIpsr\prLor sruDy Frx.ANA
sutir a b c d I 4+ 3 5r,* 14+ 2 1-5+ 9++ 7+ 11r.t( 3 l_4- 19r.rr 9++ Z-4 37"ux 1- 6___ 0__ 5 1+ 1+ 3-- 39rrY. 6 4__ 36r.11 0__ Z++ 7 18*", L4++ 5+ g 1_6+ 10++ grrrr g+ 9 l-1** 515+ L2++ 10 4+ 7++ 26** 7++ 11 3+ 27 * t. 3+ 1l-- L2 22*r, 15___ 4+ 2_ j-- 36r,* 13 2+ 5-t4 g___ 341.r< 1_ 1_ 15 27*1, 4+ 4+ B+ l-6 30** 83+ 3+ a7 10--l__2_ I]**r 1_B 2L__ _ 3_ 20r.* 0_ _ 19 4+ 7++ Z4** 9+ 20 33**' 163++ 2L 1+ 1+ 3g** 3-22 2l+ L7++ 2t.+. 4_ 23 10+ 2Z** 7++ 4+ 24 12*?. 15+ 13++ 425 55- 30-__ 4-k* 26 Ql*t< 0-0__ l-___ 27 11++ 10rr rr + 16+ 28 26** 9+ 6++ Z29 4- lftt.tc l_g__ g++ g+ 30 L7++ 16++ 3** 31 {J*;, 0-- l-___ 0__ 32 l-++ 4L*i. 0__ Z__ 33 l-_ 0__ 5___ 37*rt 34 4++ 34** 5+ 135 6++ 0- - LZ-- Zslir. 36 27 --3-4r'* 10+ 37 1- 5+ ZZ- - - lJ:r 38 6++ Z7't* 6++ 5++ 39 J-/*t< 14Z++ '40 3 5J.Jr 6- 2+ i-_ 4L 8++ 13 ir ri L4+ 9++ 42 6+ 18_ Lzr.r. 7+ 43 9++ 6+ L7 - f l*rr 44 29*r. 1- - 11- - 3+ 45 52+ l!i,;, Z+ 46 2+ 5-- 36** l-47 38*r, 13+ 148 lg*r; 5-Z+ 149 13-- 22ttr. 7++ 1__ 50 3- 7++ fl.tttt 10+ 7
7
*r
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 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Rage 8
Kete rangan: ++ +
pilot
study
Kunci lawaban Sangat aai k aai k
Kurang eai k guruk Sangat Buruk
eage
9
fix
KEMENTERIAN AGAMA UIN JAKARTA FITK Jl. lr.
11.
No. Tgl. No.
FORM (FR)
Juanda No 95 Cipulat 15412 lndonesia
: Terbit :
Dokumen
Revisi: :
FITK-FR-AKD-081 1 Maret 2010 01
1t1
Hal
SURAT BIMBINGAN SKRIPSI Nomor
: Un.O 1/F.
Lamp.
:.............."
Hal
:
llKM
"01
"3
Jakarta, 24 Maret 2015
1......../........
Bimbingan Skripsi
KepadaYth. Drs" Nasrun Mahmud, M.Pd.
Dqvi Yusnita, M.Pd. Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. A s s alamu'
alaikum wr.w b.
ini
diharapkan kesediaan Saudara untuk menjadi pembimbing (materi/teknis) penulisan skipsi mahasiswa:
Dengan
Nama
M.Iskak Saqofi
NIM
111
Jurusan
Pendidikan Bahasa Inggris
Semester
8
Judul Skipsi
The lnfluence of Using Realia in Teaching Concrete Nouns (A
1014000129
Qusi-experimental Study at the Second Grade Students
of MTs
Masyariqul Anwar Caringin) Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 26 Februari 2015, abstraksiloutline terlampir. Saudara dapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu.
Bimbingan skripsi
ini
diharapkan selesai dalam waktu
6
(enam) bulan, dan dapat
diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Was
s
alamu' alaihtm wr.w b. a.n.
Inggris
M.Pd.
t;,\96909t2 200901 Tembusan:
l. 2.
DekanFITK Mahasiswa ybs.
I 008
KEMENTERIAN AGAMA UIN JAKARTA FITK Jt- lr. H. Juanda
FORM (FR)
No. Tgl. No.
: : Terbit Revisi: :
Dokumen
01
1t1
Hal
No 95 Ciputat 15412 lndonesia
FITK-FR-AKD-082 1 Maret 2010
SI.JRAT PERMOHONAN IZIN PENELITIAN Jakarta, 29 Maret 2016
Nomor : Un.01/F. 1/KM.01 .31........12016 Lamp. : OutlinerProposal : Permohonan lzin Penelitian
Hal
Kepada Yth"
Kepala MTs Masyariqul Anwar Caringin di
Tempat Assal am u' al aiku m wr.wb.
Dengan hormat kami sampaikan bahwa, Nama
M. lskak Saqofi
NIM
1111014000129
Jurusan
Pendidikan Bahasa lnggris
Semester
10
Judul Skripsi
r
The lnfluence of Using Realia in Teaching Concrete Nouns (A Quasi-experimental StudY at the Second Grade Students of MTs JYlasYariqulAnwar Caringin)
yang adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta
sedang menyusun skripsi, dan akan mengadakan penelitian (riset)
di
instanii/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat mengizinkan
mahasiswa tersebut
melaksanakan penelitian dimaksud' Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalam u' al aikum wr.wb.
a.n. Dekan lnggris
NlP. 19690912 200901 1 008 Tembusan:
1. 2. 3.
Dekan FITK Pembantu Dekan Bidang Akademik Mahasiswa Yang bersangkutan
'AJ
glilt y l$Ut*,tr;tfif 1_uU hF
MADBASA}I TSAI{AWIYA}I MASYARIQUI, ANWAR TERAKREDITASI DENGAN PERINGKAT B SK. KANWIL DEP. AGAMA PROP. BANTEN NO. Krv.28/I/Dam.05130212006 Jalan Perintis Kemerdekaan Km. 2,5 Telp. (0253) 804693 Caringin Labuan Pandeglang - Kode Pos 42264
SURAT KETERANGAN
Nomor : MMA/Ts
.1PP.01.2106512016.
Yang bertanda tangan dibawah ini Kepala Madrasah Tsanawiyah Masyariqul Anwar
Caringin Labuan Kabupaten Pandeglang dengan ini menerangkan bahwa
Nama
M. rsKAK SAQOFT
NIM
1
Jurusan
Pendidukan Bahasa Inggris
Semester
X (sepuluh)
Tahun Akademik
2AtU2012
:
I I 1014000129
Benar bahwa nama tersebut diatas telah melaksanakan Tugas Penelitian (riset) di MTs.
Masyariqul Anwar Caringin, sesuai dengan Judul Skripsi yang di ajukan.
Demikian surat keterangan ini kami buat dengan sebenar-benarnyq kepadapihak yang berkepentingan semoga maklum adarrya.
30
April 2016.
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NrP. I 983 I 0222009t22002
