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THE EFFECTIVENESS OF USING FLASH CARD
IN TEACHING VOCABULARY
( A Quasi Experimental Study in the Seventh Grade of MTs N 13 Jakarta)
By:
Neneng Suhaimi
109014000019
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
THE EFFECTIVENESS OF USING FLASH CARI)
IN TEACHING VOCABULARY( A Quasi Experimental study in the seventh Grade of MTs N t 3 Jakarta)
A "Skripsi"
Presented to the faculty of Tarbiyah and reachers' Training in a partial
Fulfillment of the Requirements of the Degree of Strata I (Bachelor of Art) in
English Language Education
By:
Neneng Suhaimi
109014000019
Approved by
Advisor I Advisor II
SUAdr fartowisastro. Ol
NrP. 1s022779
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2014
VErtin. rlr\rroI-
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers'
Training certified that the skripsi (Scientific Paper) entitled THB
EFFECTIVENESS OF USING FLASH CARD IN TEACHING
VOCABULARY (A Quasi- Experimental Study in the Seventh Grade of MTs
N l3 Jakarta ), written by Neneng Suhaimi (109014000019). It was examined by
the committee on December 24tt', 2014. The skripsi has been accepted and
declared to fulfill one of the requirements for the degree of "S.pd" (Bachelor ofAfts) in English Language Education at the English Education Department.
Jakarta, December 24th, 201 4
BXAMINATION COMMITTEB
CHAIRMAN
SECRETARY
EXAMINER I
EXAMINER II
Drs. Svauki. M.Pd
NIP. 19641212199103 1 002
Zaharil Anasv. M.Hum
NrP. 19761 007 200710 1
Drs. A.M.Zaenuri, M.Pd
NrP. 19530304 197903 I 001
Ismalianing Eviyuliwati. M.Hum
NrP. 19740723 200003 2 001
Acknowledged by
,.un or rry^or rarbiyah a"ylyaining
lll
NIP. 19591020 198603 2 00t
KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia
FORM (FR)
No. Dokumen : FITK-FR-AKD
Tgl. Terbit : 1 Maret 2010
No. Revisi: 01
Hal 1tlSURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama :Neneng Suhaimi
TernnatlTol T ahir Tqnoerano .4. r)ecpmhar I QQO. 2 a),dq) ar)E- + uc>€ttzu€l I 77u
NIM
Jurusan / Prodi
Judul Skripsi Flash Card in Teaching
Dosen Pembimbing : 1. Sunardi Kartowisastro, Dipl. Ed.
2.Ertrn, MA. TE,SOL
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat Wisuda
Jakarta,8 Januari 2015
: 109014000019
: Pendidikan Bahasa Inggris
: The Effectiveness of Using
Vocabulary
iv
ACKNOWLEDGEMENT
In the name of Allah The Beneficent and The Merciful. All praises be to
Allah, the Lord of the Universe, who gives the writer guidance and strength in
completing this “skripsi”. Then peace and blessing be upon the Prophet
Muhammad shalallahu ‘alaihiwassalam, the man who had brought us from the
darkness into enlightment, to his family, his relatives, and his followers.
First, the writer would like to give her gratitude and thanks to Drs. Sunardi
Kartowisastro., Dip.Ed. and Ertin, MA. TESOL, as her advisors, for their time,
guidance, kindness, contributions and patience in correcting and helping her
during completing this “skripsi”. Then, the writer would like to give thanks and
appreciation to:
1. All lecturers, especially those of the English Education Department,
who have taught and given knowledge to the writer, whose names
cannot be mentioned one by one.
2. Drs. Syauki, M.Pd., the Head of English Education Department and
Zaharil Anasy, M.Hum., as the secretary of English Education
Department.
3. Nurlena Rifa‟I, Ph.D., the Dean of Faculty of Tarbiyah and Teachers
Training, Syarif Hidayatullah State Islamic University, Jakarta.
4. Hj. Retno Dewi Utami, M.Pd., as the headmistress, Junaidi, S.Pd., as
the English teacher, and the administration staffs of MTs Negeri 13
Jakarta, who have given the writer an opportunity to do the research in
the school. Special thanks are for seven grade students in academic
year 2013-2014 for their cooperation as the respondents of this
research.
5. My beloved parents, Nahrudin and Mahwiyah, for their irreplaceable
encouragement, unbreakable patience with have eased the writer to
finish her study. Throughout her life, they have been and still are ever
ready to assist her in her various endeavors.
v
6. All her friends in PBI 2009, special thanks to all her best friends who
have supported her, shared their ideas with her, and built many magic
moments together: Nurbaity Rahayu, Hery Fitrianto, Isti Farhata,
Salsabila, Siti Ulfa R. and others that are too numerous to name.
May Allah SubhanallahuwaTa’ala bless them. Finally, the writer realizes
that this „skripsi‟ is still far for being perfect. Therefore, the writer would like to
accept some suggestions to make this “skripsi” better. Then she hopes this
“skripsi” could be a valuable writing. Aamiin.
Jakarta, December 2014
The Writer
vi
ABSTRACT
Neneng Suhaimi, 109014000019. “ The Effectiveness of Using Flash Card in
Teaching Vocabulary ( A Quasi Experimental Study in the Seventh Grade of MTs
N 13 Jakarta)”. Skripsi, Department of English Education, Faculty of Tarbiyah
and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta,
2014.
Keywords: Flash Card, Grouping, Vocabulary
This research investigated the use of Flash Card in teaching vocabulary. It
is conducted because Flash Card is considered could solve the problem that is
students’ low achievement in vocabulary and high imbalance in achievement
between students upper and lower level. The use of Flash Card gives students an
opportunity to work in group with other students and helps each other in teaching
learning process in order to improve their vocabulary. The objective of this
research is to find out the effectiveness of using visual media, Flash Cards, in
improving students’ vocabulary. The method used in this study is a quasi-
experimental research. The population of this research is students of seventh grade
of MTs N 13 Petukangan, South Jakarta. The subject of the study is 7 A and 7 D,
7 A is chosen as the controlled class and 7 D as the experiment class.
The result of data analysis using t-test showed, the value of to is 2.43 with
degree of freedom 60 in the significance degree (α) of 50%, tt is 1.671. It means
that to>tt (to is higher than tt). Therefore, the null hypothesis (Ho) is rejected. Then,
the alternative hypothesis (Ha) is accepted that there is a significant difference of
students’ achievement in vocabulary between students who are taught by using
Flash Card and students who are taught without Flash Card media. The Mean
score of students’ post-test in experimental class is higher than in controlled class.
It means that the use of Flash Card is effective in improving students’ vocabulary.
vii
ABSTRAK
Neneng Suhaimi, 109014000019. “The Effectiveness of Using Flash Card in
Teaching Vocabulary (A Quasi Experimental Study in the Seventh Grade of MTs
N 13 Jakarta)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2014.
Keywords: Flash Card, Grouping, Vocabulary
Penelitian ini meneliti kegunaan Flash Card dalam pembelajaran kosakata
(Vocabulary). Penelitian ini dilakukan karena Flash Card dipertimbangkan
mampu memecahkan permasalahan seperti rendahnya prestasi siswa dalam
kosakata dan adanya perbedaan yang signifikan antara siswa yang berkemampuan
tinggi dan yang berkemampuan rendah. Penggunaan Flash Card sebagai media
pembelajaran memberikan siswa kesempatan untuk bekerjasama dalam kelompok
dan saling membantu dalam proses pembelajaran dengan tujuan untuk
meningkatkan kemampuan kosakata mereka. Tujuan penelitian ini adalah untuk
mengetahui apakah Flash Card efektif untuk meningkatkan kemampuan siswa
dalam pembelajaran kosakata. Penelitian ini menggunakan metode Kuasi
Eksperimen. Populasi penelitian ini adalah siswa kelas VII MTs N 13 Petukangan,
Jakarta Selatan. Subjek penelitian ini adalah kelas 7 A dan 7 D. Dimana 7 A
sebagai kelas kontrol dan 7 D sebagai kelas eksperimen.
Hasil analisis data menggunakan uji-t menunjukkan bahwa nilai t hitung
sebesar 2.43 dengan t table pada taraf signifikan 5% sebesar 1.671. Itu artinya t
hitung lebih besar daripada t table. Oleh karena itu hipotesis nol ditolak dan
hipotesis alternatif diterima bahwa ada perbedaan prestasi siswa yang signifikan
dalam mempelajari kosakata antara siswa yang diajarkan dengan menggunakan
Flash Card dan siswa yang diajarkan tidak menggunakan Flash Card. Dengan
nilai post-test rata-rata di kelas eksperimen lebih tinggi dari kelas control. Itu
artinya penggunaan Flash Card dalam pembelajaran kosakata efektif untuk
meningkatkan prestasi siswa.
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, English has an important role in the world. Almost people
use it to communicate each other. They communicate by chatting, advertising,
televising, and traveling using English. Therefore, it is needed by them as a
medium to achieve their goals in life, indeed in education. In Indonesia,
English becomes a foreign language. In daily activities, Indonesian uses
English only in a certain area such as in school, office and another place
which has an opportunity to use it. In education, it is one of the compulsory
subjects that has been introduced from elementary to university level. English
is also one of the subjects which will be examined in UN (National
Examination) where the test almost all consists of about paragraphs that
compiled of the words. Moreover, student has to be able to get scoring above
the average of scoring standard. In addition, in educational worlds Indonesian
Government has also shown its attention in the English curriculum as stated
in (KTSP 2006) Unit Lesson Grade Curriculum 2006 that English Teaching in
Indonesia is to develop students’ ability in the four language skills – listening,
reading, speaking, and writing.1 To master those four skills, students also
have to learn the language elements such as structure, sound, especially
vocabulary. Without vocabulary the students can have the difficulties in
learning them. They cannot read, write, speak even listen because all the
lessons they have consist of vocabulary.
Learning Vocabulary is one of the important factors in all language
teaching, students must keep learning words as they learn structure and as
they practice sound system. Moreover, those words have a vital role in
conveying students’ expression, ideas, and their thought in learning process.
On the contrary, many students have lack of vocabulary. They get difficulties
1 Depdiknas. Kurikulum Tingkat Satuan Pendidikan (KTSP) (Jakarta, 2006)
2
in understanding a sentence or in producing expression. They often keep
passive when teacher teaches in the class. All of these problems can come
from students themselves or from the teacher. In teaching way, commonly
teachers teach the way they learned. They think that their ways are easy and
right to apply to their students.2 They do the same manner to the students
without thinking about students need.
In this writing, the writer focuses on vocabulary especially for noun,
adjective, verb and word meaning. In the second semester, some of objectives
of learning English in the seventh grade of MTs are to master possessive
adjective, tenses and descriptive adjective. To master those basic
competences, students have to know about noun, adjective and verb.
Commonly, they get difficulties to differentiate them. To overcome this
problem, the teacher tries to teach based on the students ability and make the
students easy to understand the vocabulary by using creative and interesting
ways.
The rapid development of technology can help teacher in teaching
English especially in teaching vocabulary. One of the ways that teacher can
use in improving vocabulary is by using Instructional Media. Instructional
media is all types of educational tools which are used as intermediates in the
teaching and learning process to improve the effectiveness and efficiency of
achievement of instructional objectives.3
There are many media or instructional media that the teachers can
choose properly in their classes. According to Celce-Murcia as quoted by
Brinton, media can be classified into “non-technical” and “technical” media.
Non-technical media consist of blackboards, flashcards, posters, newspapers,
maps, realia , etc. while, technical media typically include audiotapes, TV,
film, computer, language lab, etc.4 Generally, there are three categories of
2 Rita S. Dunn and Kenneth J. Dunn, Learning Styles/ Teaching Styles : Should They.. Can They..
be Matched?, Educational Leadership Journal, January 1979, p. 241 3 Ahmad Rohani, Media Instruksional Edukatif, (Jakarta: Rineka Cipta, 1997), p.3
4 Marianne Celce-Murcia, (ed), Teaching English as a Second Language, 2
nd Edition, (USA:
Heinle and Heinle Publisher, 1995), p.457
3
instructional media, named audio, visual, and audio-visual media. But in
discussing this writing, the writer will take the visual media. However, based
on Dunn and Dunn, 40 % Young students use visual style in language
learning.5 Therefore, the writer proposes Flash Card as a tool to teach
vocabulary at Islamic Junior High School. On the other side, student can get
and understand the materials easily and it can be an interesting way in
learning English especially vocabulary.
The chosen school as population in this research is MTs N 13 Jakarta,
as the writer know some teachers in there. Therefore, she could get extra
support then the research can be well carried out.
Starting from those above phenomena the writer in this particular
writing intends to investigate The Effectiveness of Using Flash Card in
Teaching Vocabulary in the seventh grade of MTs Negeri 13 Jakarta.
B. Identification of the Problem
Based on the background above, the writer identifies some problems:
1. Many students are lack of vocabulary.
2. Teachers teach English by using the way they learnt without
thinking students’ need.
3. Students get difficulties to differentiate noun, adjective and verb
C. Limitation of the Problem
The writer limits the study on the use of Flash Card as one of the visual
media in term of teaching vocabulary. The writer limits the study on the use
of noun, adjective, verb and word meaning in the seventh grade of Islamic
Junior High School in Semester II in the academic year of 2013-2014.
5 Rita S. Dunn, op. cit., p.240
4
D. Formulation of the Problem
In this section, the writer plans to conduct a research of using flash card
in teaching vocabulary in the seventh grade of MTS N 13 Jakarta. The main
problems of this research can be formulated:
Is the use of Flash Card effective in teaching vocabulary?
E. Objective of the Study
The objective of this research is to find out whether or not the use of Flash
Card is effective in teaching vocabulary.
F. Significance of the Study
The result of the study is to give an alternative technique to the teaching
of English Vocabulary in Junior High School and to make teaching
vocabulary easier and more enjoyable for the students. Then, it is expected to
be a reference to conduct further research about this study.
5
CHAPTER II
LITERATURE REVIEW
A. Vocabulary
A verbal language is one of things which differentiate human being
from animal. Human beings can communicate with others by using verbal
language, they can share and get the ideas or information but animal cannot
(do). To communicate well, one thing which human has to have is sufficient
words. Without the words, message will not be sent clearly because the
content of that message consists of combination of words. Yang Zhihong
stated that to communicate and express the ideas effectively, human must
have sufficient words. Word itself is the important basic of the language
form. Students who have limited vocabulary will face the obstacle in
learning a foreign language1. More students who have a lot of words is
easier for them to learn a language.
1. Definition of Vocabulary
Talking about vocabulary, the writer advises a lot of definitions to
define. First of all, vocabulary is a number of words which have a
meaning. It is also one of the most important elements or aspects in
learning a language. However, vocabulary is more complex than its
definition suggests. According to Djalinus Syah and Azimar Enong,
vocabulary is the treasury of the words, that is a list and a number of
words which we have known. 2Next, Dan Douglas states that
knowledge of vocabulary is one of the most important aspects that
includes in language knowledge,3 that means vocabulary is very
important thing for everybody who learn languages, it is obvious that
1 Yang Zhihong, Learning World, ( English Teaching Forum, vol. 38, No.3, July 2000 ), p. 18
2 Djalinus Syah and Azimar Enong, Tata Bahasa Inggeris Modern ( Dalam Bentuk Tanya Jawab),
(Jakarta: CV. Miswar, 1982), p.1 3 Dan Douglas, Assessing for Specific Purpose, (Cambridge: Cambridge University Press, 2000),
p. 35
6
vocabulary is one of the most important aspects of foreign language
learning.4 Penny Ur stated that vocabulary is as the words we teach in
the foreign language.5 Based on the definitions above, it shows that
vocabulary is a meaningful word where a language cannot have a
function in communication without its existence. For that reason,
vocabulary is important in learning a language especially as a foreign
language for students.
2. Kinds of Vocabulary
There are many classifications made by the experts in language
area about the types of vocabulary. Djalinus Syah and Azimar Enong
divided vocabulary into two parts, namely: general vocabulary and
special vocabulary. The general vocabulary is the words used in
general; there is no limit of field or user, general in meaning and use.
Whereas special vocabulary, is the words used in the certain field or
job, profession or special science and technology. For example:
politicians, journalist and lawyers.
Aeborsold and Field also classified vocabulary into: active and
passive vocabulary.
a. Active vocabulary, refers to put items which the learner can
use appropriately in speaking or writing and it is also called as
productive vocabulary, although, in fact, it is more difficult to
put into practice. It means that to use the productive
vocabulary, the students are supposed to know how to
pronounce it well, they must know and be able to use grammar
of the target language, they are also hoped to be familiar with
4 Jack C. Richards and Theodore S. Rodger, Approach and Method in Language Teaching,
(Cambridge, Cambridge University Press, 2001), p. 31 5 Penny Ur, A Course in Language Teaching,(Cambridge: Cambridge University Press, 1991), p.
60
7
the collocation and understand the connotation meaning of the
words, this type is often used in speaking and writing.
b. Passive vocabulary, refers to language items that can be
recognized and understood in the context of reading or
listening, and also called as receptive vocabulary.6
Fries says vocabulary is of two, namely: Function and content
words. The function words are a closed class. We cannot add to the
prepositions or auxiliaries or modals or any structure words of the
language. The content words, on the other hand, can be added to at any
times as new scientific advances make new words and communication
about new inventions necessary.7
The content words can be divided into three general classes:
a. Words naming things, ideas, entitles, that we might call
them nouns
b. Words naming actions called verb
c. Words used to describe the qualities of those things or
action called adjectives and adverbs.8
Usually, students in the class learn new vocabulary based on the
topic which teacher gives from the source book.
3. Technique of Teaching Vocabulary
There are many techniques in teaching new vocabulary. Teacher
and students should cooperate to make their class live. According to
6 Jo Ann Aeborsold and mary Lee Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), P. 139 7 Finnochiaro Mary and Bonomo Michael, The Foreign Language Learner: A Guide for
Teacher,(New York:Regent Publishing Company inc, 1973), p.86 8 Charles C. Fries, Teaching & Learning English as a Foreign Languge, (USA: The University of
Michigan, 1945), p. 47
8
Allen, the techniques which can encourage students to use new
vocabulary through such activities as the following:9
a. Guessing games in which members of the class are identified by
location and by clothing
b. Actions that are performed in response to commands
c. Drawing of pictures by students to match English description
d. Discussions of pictures drawn by member of the class
In teaching vocabulary, teacher has to have an interesting and
enjoyable way in which the students can easily learn new vocabulary
without forcing to remember them. By using games, pictures, discussion,
commands, and the other interesting ways, the goal of teaching and
learning process can be achieved.
B. Media
1. Definition of Instructional Media
The term media is derived from the Latin word “Medium” which means
“between”. It refers to anything which can bring the information between
sender (teacher) and receiver (students) to achieve their understanding.
Heinech states that media convey the instructional purpose, for instance to
facilitate communication, considered as the instructional media.10
Example
of media are film, television, diagrams, printed materials, computers and
instructors.
Based on the definition above, it shows that instructional media are the
tools used by the teachers to their students to convey the instructional
purpose in learning process. It is expected to suitable to improve students’
interest in learning the subjects.
9Virginia French Allen, Techniques in Teaching Vocabulary, (New York: Oxford University Press,
1983), p. 21-30 10
Heinech, Instructional Media and The New Technologies of Instruction, (Canada: John Willy
and Sons, Inc, 1993), p.6
9
2. Kinds of Instructional Media
Media is used to make teaching and learning process is going to be
well, for students and teacher can achieve the educational objective. In
the real situation, many factors that can influence their activities in the
class, one of them is fell bored that students have because the boring
methods that teacher used. Therefore, teacher has to use the interactive
way in teaching vocabulary.
Based on the channel information, media can classify into three,
namely audio, visual, and audio-visual media. Audio media are the
media that can be listened (audible media), visual media refers to media
that can be seen (visible media), and the audio-visual media are the
media that can be listened and seen.11
In this research, the writer only takes visual media as one of many
kinds of instructional media. The writer will use Flash Card in teaching
vocabulary.
3. Definition of Visual Media
The word “visual” it means focus on activities using the eyes.
Students can learn something by using their eyes more than their ears.
In Oxford Learner’s Dictionary, visual media described as “picture,
film-strips, cinema film, map, etc. which are used as teaching aids.12
It
can be defined as a thing which can be seen and used as a visual
teaching learning.
From the definition above, the visual media can be seen by students
when they learn something and it can help them in getting the
understanding easily by using their eyes such as using picture, table,
real object, etc.
11
Amir Hamzah Sulaiman, Media Audio-Visual untuk Pengajaran, Penerangan dan Penyuluhan,
(Jakarta: PT Gramedia, 1981), p.11 12
AS Hornby, Oxford Learner’s Dictionary, ( New York: Oxford University Press,1987), p. 959
10
4. Kinds of Visual Media
a. Pictures
Pictures have been used for centuries to help students
understand several foreign languages. It can motivate the students
in learning, make the materials to be understood clearly, and has
attraction more than the others because it is an interesting thing
with the powerful color. There are many definitions about pictures
that have been given by the author. According to Andrew Wright,
pictures are not just aspect of method but through their
representative of places, objects, and people they are an essential
part of the overall experiences.13
Vernon S. Gerlach points out that
pictures are a two dimensional visual representative of a person,
places or things. Pictures may not only be worth a thousand words,
it may also be worth years or thousand miles.14
From the definition above, it shows that a picture is common
media that have been used by the teacher in teaching vocabulary. It
is used because it representative place, people, scene, or something
that far outside. It can improve and motivate students in learning
vocabulary.
b. Real Object
The real object, (it) means that the teachers use the objects that
have directly connection with their own lives. Allen states that real
objects are better than pictures whenever we have them in the
classroom.15
For example: windows, doors, walls, floors, desks,
and clocks.
c. Flash Card
1). Definition of Flash Card
13
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press,
1989), p.2 14
Vernon S. Gerlach, “Teaching and Media” a Systematic Approach, ( New Jersey: 1980), p. 273 15
Virginia French Allen, op. cit., p. 24
11
Other example of visual media is flash card. It is card on which the
words and/or pictures are printed or drawn. They should be a big
enough to seen by students in the class.16
According Robert Lado,
Flash Cards are sets of cards with a word or phrase on one side and
its meaning- usually in translation- on the other.17
Adrian Doff
states Flashcards are cards with single pictures which can be held
up by the teacher.18
In this research, the writer will take flashcard as a visual
media in teaching vocabulary
2). How to make a good Flash Card
Based on Ilyin and Tragardh, there are some steps to make a
flash card. They are:
a). Cut manila folder in half
b).Trim of tab, unless you wish to leave it for labeling
purposes if flashcard is to be stored vertically
c). Draw a single large picture on each card, leaving a wide
margin for fingers on the sides and bottom
d). Label the card in the upper lefthand corner of the back
e). Flash cards back to front so that labels come up before card
is shown19
In this research, the writer made flash card by using
different ways. They are:
a). First, the writer picked up the colorful pictures from the
internet.20
Pictures based on the topic which will be learnt
by students.
16
John Hycraft, An Introduction to English Language Teaching, (London: Longman, 1978), p.100 17
Robert Lado, Language Teaching (A Scientific Approach), ( New York: McGraw- Hill, Inc,
1964), p.197 18
Adrian Doff, Teach English ( A Training Course for Teachers), (Cambridge : Cambridge
University Press. 1988), p.82 19
Donna Ilyin and Thomas Tragardh, A Classroom Practices in Adult ESL, (TESOL: Washington
DC, 1980), p. 57
12
b). Second, all those pictures were printed
c). Then, printed pictures were covered by using plastic glue
for the back and front side
d). Flash card had already used
3). Advantages and Disadvantages of Flash Card
a). Advantages of Flash Card
1. It is simple and effective
2. Easy to make and to find the picture21
3. Easy to handle and to store 22
b) Disadvantages of Flash Card
1. Not all materials can be conveyed by Flash Card
2. Need require thought and preparation in advance
C. Previous Study
Some students of university had conducted the similar research about
improving students’ vocabulary by using flashcard. First, Fadilah had
conducted the research by the title “Increasing Students’ Vocabulary Mastery
of Concrete Noun through Flashcard”. The purpose of the research is to find
out whether teaching vocabulary using flashcard could increase students’
vocabulary mastery of concrete noun or not. The sample of this research was
class IVA in academic year 2012/2013. In collecting the data the writer
administered the pretest, treatment, and posttest. Vocabulary test in multiple
choices form was that used as the instrument of the research. The data were
analyzed by using repeated measure t- test. The result showed that teaching
vocabulary using flashcard could increase students’ vocabulary mastery of
concrete noun at the fourth grade of SDN 1 Jati Mulyo Lampung Selatan.
20
www.google.com 21
John Haycraft, op. cit., p. 100 22
Andrew Wright, Visual Materials for the Language Teacher, ( London: Longman, 1976), p. 73
13
Another study was conducted by Maryam Eslahchar Komachali with the
title “The Effect of Using Vocabulary Flash Card on Iranian Pre-University
Students’ Vocabulary Knowledge”. The aim of the study is to investigate the
effect of using vocabulary flash card on Iranian pre-university students’
vocabulary knowledge. The participants of the study comprised 50 female
learners. They were randomly assigned into two homogenous groups each
consisting of 25 learners. The control group received the traditional treatment
while the experiment group received the vocabulary flash card treatment.
Before starting the treatment, two similar test were prepared as the
pretest/posttest which revealed significant differences between the two
groups. The result showed that the students in the experimental group
outperformed the students in the control group in their vocabulary knowledge.
The last of previous study that the researcher found is “The Impact of
Using Flash Cards on Promoting University Students’ Knowledge of
Vocabulary” conducted by Nima Sakhouri and Kamran Mehrgan. The main
purpose of this study is to find out whether the use of flash cards promotes
students’ knowledge of vocabulary or not. To this aim, 80 college freshmen
(39 males and 41 females) at Roudbar Islamic Azad University were selected
and then were randomly assigned to two groups of forty: an experiment and a
control group. Having investigated the performance of students in both
experimental and control groups, the researchers found out that the
experimental group showed no significant difference from the control group
on the post-testing. Astonishing as it might be, the result of the analysis has
indicated quite clearly that using flash cards plays no significant role in
promoting the vocabulary knowledge of college freshmen.
According to the three of studies above, the studies concern on teaching
vocabulary. They are similar to this study which concerns on teaching
vocabulary by using flash card. The studies above were using experimental
method. The differences between the three studies above and this study are
the place to conduct it and the kinds of vocabulary that will be taught. In this
research, the writer will teach noun, adjective, verb and word meaning as the
14
materials. This study will be conducted using Flash card as visual media in
teaching vocabulary in the seventh grade of MTs N 13 Jakarta.
D. Conceptual Framework
Vocabulary is one of elements to learn a foreign language. By mastering
vocabulary, students are expected to be able to produce good sentences and
share their ideas correctly. Learning vocabulary is not easy for students of
foreign language. There is too much new vocabulary which has different form
and sound from their mother tongue. Therefore, as the teachers, they need to
use an interesting and enjoyable way in order to solve this problem. One of
the ways is using visual media in teaching vocabulary.
One of visual media which teacher can use is Flash Card. Flash Card is a
card on which words and/or picture printed or drown. It is colorful color to
interest students’ attention in learning new vocabulary. Using Flash Card can
make students active in producing the new words and sharing their thought by
grouping in the class. It is hoped in order the objective of teaching and
learning process can be achieved.
From the explanation above, the writer believes that the use Flash Card
could improve student’s achievement in learning vocabulary. Therefore, the
writer would like to do a study by using Visual Media in improving students’
vocabulary.
E. Research Hypotheses
Research hypotheses are expressed as follow:
Ho : The use of Using Flash Card is not effective in teaching vocabulary
in the seventh grade of MTs N 13 Jakarta
Ha : The use of Using Flash Card is effective in teaching vocabulary in
the seventh grade of MTs N 13 Jakarta
15
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Research
This research was conducted to 7th
grade students of MTs N 13 South
Jakarta which located in Jl. H. Mochtar Raya G. H. Doel Petukangan, South
Jakarta since 28th
of January 2014 until 7th
of March 2014.
The research was done for 6 meetings in each class (experiment and
controlled class). One meeting for pre-test in both classes, four meetings for
giving treatment (using Flash Card) in experiment class and ( using audio
media) in controlled class, and one last meeting for post-test in both classes. It
started from 28th
of January 2014 until 7t of March 2014.
Table 3.1
The Schedule of the Research
No. Date Time Activity
1 January 28th
2014 13:00 Asking for permission to do a
research in MTs N 13 Jakarta
2 January 30th
2014 09:00 Disposition from administration
office, to the headmistress.
Setting up the schedule with
curriculum responsible person
Setting up the plan of the
research with an English
Teacher in MTs N 13 Jakarta
3 February 12th
2014
06:30 – 07:50 Pre-test in Controlled Class
4 February 12th
2014
08:30-09:50 Pre-test in Experiment Class
16
5 February 19th
2014
10:40-12:00 1st treatment in Controlled Class
6 February 20th
2014
10:40-12:00 1st treatment in Experiment
Class
7 February 26th
2014
12:30-13:50 2nd
treatment in controlled Class
8 February 26th
2014
10:40-12:00 2nd
treatment in Experiment
Class
9 February 27th
2014
12:30-13:50 3rd
treatment in controlled Class
10 February 27th
2014
10:40-12:00 3rd
treatment in Experiment
Class
11 February 28th
2014
12:30-13:50 4th
treatment in controlled Class
12 February 28th
2014
10:40-12:00 4th
treatment in Experiment
Class
13 March 6th
2014 12:30-13:50 Post-test in Controlled Class
14 March 6th
2014 12:30-13:50 Post-test in Experiment Class
15 March 7th
2014 09:00 Closing ceremony with
headmistress and her vices, also
with teachers.
B. Method of Research
In this research, the writer uses a quantitative research because the writer
wants to know the effectiveness of using flash card in teaching vocabulary.
C. Population and Sample
1. Population
The population in this research is of the students of MTs N 13 Jakarta in
the seventh grade academic year 2013/2014.
17
2. Sample
Sample of this research are class VII A and VII D. The writer used VII
A as a controlled class and VII D as an experimental class. There are 33
students of VII A and 32 students of VII D. During the research, 2 students
from VII A were sick and 1 student from VII D was absent. Therefore, there
were 31 students in each class.
D. Technique of Data Collecting
The writer took pre-test and post-test in this research. The pre-test was
conducted to know that the students in both classes have the homogenous skill
in English and to know their earlier knowledge of vocabulary before the
treatment. After the treatment finish, the writer gave post-test to both classes
and compared their vocabulary achievement.
Before the test was given for pre-test, the writer did the validity of test to
seventh grade of MTs N 13 Jakarta class VII C based on the random. The
chosen class as controlled and experiment class is based on the purposing
sampling. Then, the writer examined the validity, reliability, index of
difficulty, and discriminating power using ANATES software.
In this research, both class (experiment and controlled class) were given
two test about vocabulary based on their source books: Pre-test and Post-test
1. Pre-test
There are 40 items of multiple choices. The score per item is 2.5 for correct
answer. Students will get 100 point if they can answer all the questions
correctly. The same test was given for both classes. The purposes of pre-test
are to know the homogenous skill in English of the students and to know
their earlier knowledge of vocabulary before the treatment.
2. Post-Test
As same as the pre-test, there are 40 items of multiple choices. The score per
item is 2.5 for correct answer. Students will get 100 point if they can answer
all the questions correctly. The purpose of post-test is to know the
18
improvement of students in their vocabulary achievement after the
treatment.
E. Technique of Data Analysis
The technique of data analysis will use the t-test formula that is adapted
from Suharsimi Arikunto.1 The t-test is used to compare the score in pre-test
and posttest. After getting the score from pre-test and post-test, the writer
analyzes it by using statistic calculation of T-Test formula with the degree of
significance 5%.
The t-test formula can be formulated as follow:
t0 =
= Mean of the Gained Score of Experiment Class
= Mean of the Gained Score of Controlled Class
= Standard Deviation of Experiment Class
= Standard Deviation of Controlled Class
= Number of students in Experiment Class
= Number of students in Controlled Class
In order to get the calculation of T-test, there are several steps to be
taken:
The following steps describe as follows:
1. Determining mean of gained score of experiment class:
=
1 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, Sixth edition, (Jakarta: Asdi
Mahasatya, 2006), p. 311
19
Mean of score in Experiment Class
= Gained score of Experiment Class
= Number of students in Experiment Class
2. Determining standard deviation of Experiment Class
= Standard deviation
= Squared of gained score in Experiment Class
= Gained score of Experiment Class
= Number of students in Experiment Class
3. Determining mean of gained score in Controlled Class
=
= Mean of score in Controlled Class
= Gained score of Controlled Class
= Number of students in Controlled Class
4. Determining standard deviation of Controlled Class
= Standard deviation
= Squared of gained score in Controlled Class
= Gained score of Controlled Class
= Number of students in Controlled Class
20
5. Determining value of hypotheses testing
t0 =
= Mean of the Gained Score of Experiment Class
= Mean of the Gained Score of Controlled Class
= Standard Deviation of Experiment Class
= Standard Deviation of Controlled Class
= Number of students in Experiment Class
= Number of students in Controlled Class
6. Determining Degree of Freedom
df = degrees of freedom
= number of students of experiment class
= number of students of control class
F. Statistical Hypotheses
Statistically, the hypotheses are expressed as follow:
Ho : μA μB
Ha : μA μB
In which:
Ho : Null Hypothesis
Ha : Alternative Hypothesis
21
μA : Students’ score in learning vocabulary by using flash card
μB : Students’ score in learning vocabulary by using audio media
And then, the criteria used as follows:
If t-test (to) t-table (tt) in significant degree of 0.05 (5%), it means that
Ha is rejected and Ho is accepted. In other word, the use of using Flash Card is
not effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
If t-test (to) t-table (tt) in significant degree of 0.05 (5%), it means that
Ha is accepted and Ho is rejected. In other word, the use of using Flash Card is
effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta
22
CHAPTER IV
RESEARCH FINDING
A. Description of Data
The writer held field research by teaching and learning process. It was
done into two classes; they are 7A as controlled class and 7D as experiment
class. By doing pre-test and post-test the data was gotten by the writer. Pre-test
was given before the treatment began and post-test was given after the
treatment finished.
The data is described into two tables. The achievements of students in the
first class were presented in table 4.1 and the achievements of students in the
second class were presented in table 4.2.
1. Experiment Class
Table 4.1
The Score of the Individual Students of the Experiment Class
( By Using Flash Card )
Students Pre-Test Post-Test
Gained Score
(Post-Test – Pre
Test)
1 90 75 -15
2 70 95 25
3 62.5 60 -2.5
4 92.5 97.5 5
5 82.5 87.5 5
6 70 57.5 -12.5
7 77.5 90 12.5
8 80 87.5 7.5
9 90 87.5 -2.5
10 62.5 70 7.5
11 60 65 5
23
12 65 77.5 12.5
13 80 90 10
14 92.5 97.5 5
15 82.5 77.5 -5
16 92.5 90 -2.5
17 85 92.5 7.5
18 85 90 5
19 75 80 5
20 90 95 5
21 75 72.5 -2.5
22 90 97.5 7.5
23 70 82.5 12.5
24 62.5 62.5 0
25 80 77.5 -2.5
26 72.5 67.5 -5
27 85 82.5 -2.5
28 72.5 75 2.5
29 72.5 62.5 -10
30 75 70 -5
31 57.5 70 12.5
Σ 2397.5 2482.5 85
Mean 77.33870968 80.08064516 2.741935484
Table 4.1 above describes the lowest score in the post-test is as same as
score in the pre-test, it is 57.5. The highest score in the post-test is higher than
in the pre-test, it is 97.5.
To know more detail about frequency distribution of experiment class
students, the data can be seen on the table of class interval below:
24
a). Pre-Test of Experiment Class
Range Pre-test of experiment class
= H – L
= 92.5 – 57.5
= 35
Class
= 1 + 3.3 log n
= 1 + 3.3 log 31
= 5.92
Interval Pre-Test
= R / C
= 35 / 5.92
= 5.9
= 6
Percentage
P = x 100 %
Explanation:
H : Highest Score
L : Lowest Score
R : Range of the score
F : Frequency of the score
N : Number of Students
25
Table 4.1.a
Frequency Distribution of Experiment Class Pre-Test
No. Class Interval Frequency Percentage
1 57.5 - 62.5 5 16.12
2 63.5 - 68.5 1 3.22
3 69.5 - 74.5 6 19.35
4 75.5 - 80.5 7 22.58
5 81.5 - 86.5 5 16.12
6 87.5 - 92.5 7 22.58
Σf 31 100
From the table above, 22.58% students got score about 75.5 - 80.5 and
87.5 - 92.5 with the frequency 7 students, 3.22% student got score about 63.5 –
68.5, 16.12% students got score 57.5 – 62.5, and only 16.12% students got
score about 81.5 – 86.5 and 19.35 % students got score about 69.5 – 74.5.
Data frequency distribution can be described on the chart below :
0
1
2
3
4
5
6
7
57.5 - 62.5 63.5 - 68.5 69.5 - 74.5 75.5 - 80.5 81.5 - 86.5 87.5 - 92.5
Diagram 4.1.a
Frequency Distribution of Experiment Class Pretest
26
b). Post-Test of Experiment Class
Range Post-test of experiment class
= H – L
= 97.5 – 57.5
= 40
Class
= 1 + 3.3 log n
= 1 + 3.3 log 31
= 5.92
Interval Post-Test
= R / C
= 40 / 5.92
= 6.75
= 7
Percentage
P = x 100 %
Table 4.1.b
Frequency Distribution of Experiment Class Post-Test
No. Class
Interval Frequency Percentage
1 57.5 - 63.5 4 12.90
2 64.5 - 70.5 5 16.12
3 71.5 - 77.5 6 19.35
4 78.5 - 84.5 3 9.67
5 85.5 - 91.5 7 22.58
6 92.5 - 98.5 6 19.35
Σf 31 100
27
From the table above, 22.58% students got score about 85.5 - 91.5 with
the frequency 7 students, 9.67% students got score about 78.5 – 84.5, 12.9%
students got score about 57.5 – 63.5, 16.12% students got score about 64.5 –
70.5, and only 19.35 % students got score about 71.5 – 77.5 and 19.35 %
students got score about 92.5 – 98.5.
Data frequency distribution can be described on the chart below:
Diagram 4.1.b
Frequency Distribution of Experiment Class Post-Test
28
2. Controlled Class
Table 4.2
The Score of the Individual Students of the Controlled Class
( By Using Audio Media )
Students Pre-Test Post-Test
Gained Score
(Post-Test – Pre
Test)
1 80 72.5 -7.5
2 85 77.5 -7.5
3 87.5 87.5 0
4 82.5 80 -2.5
5 95 100 5
6 82.5 87.5 5
7 75 70 -5
8 82.5 82.5 0
9 90 90 0
10 80 72.5 -7.5
11 60 70 10
12 85 87.5 2.5
13 85 85 0
14 75 70 -5
15 62.5 72.5 10
16 95 90 -5
17 65 57.5 -7.5
18 72.5 75 2.5
19 80 85 5
20 80 82.5 2.5
21 77.5 77.5 0
22 82.5 87.5 5
23 72.5 77.5 5
29
24 75 55 -20
25 77.5 72.5 -5
26 87.5 72.5 -15
27 70 62.5 -7.5
28 80 80 0
29 82.5 82.5 0
30 90 85 -5
31 92.5 85 -7.5
Σ 2487.5 2432.5 -55
Mean 80.24193548 78.46774194 -1.774193548
Table 4.4 above describes the lowest score in the post-test is lower than in
the pre-test, it is 55. The highest score in the post-test is higher than in the pre-
test, it is 100.
a). Pre-Test of Controlled Class
Range Pre-test of controlled class
= H – L
= 95 – 60
= 35
Class
= 1 + 3.3 log n
= 1 + 3.3 log 31
= 5.92
Interval Pre-Test
= R / C
= 35 / 5.92
= 5.9
Percentage
P = x 100 %
30
Table 4.2.a
Frequency Distribution of Controlled Class Pre-Test
From the table above, 38.7% students got score about 78 - 83 with the
frequency 12 students, 3.22% student got score about 66 – 71, 9.67% students
got score about 60 – 65, 16.12% students got score about 72 – 77, and only
16.12% students got score about 84 – 89 and 16.12 % students got score about
90 – 95.
Data frequency distribution can be described on the chart below :
Diagram 4.2.a
Frequency Distribution of Controlled Class Pre-Test
No. Class
Interval Frequency Percentage
1 60 - 65 3 9.67
2 66 - 71 1 3.22
3 72 - 77 5 16.12
4 78- 83 12 38.70
5 84 - 89 5 16.12
6 90 - 95 5 16.12
Σf 31 100
31
b). Post-Test of Controlled Class
Range Post-test of controlled class
= H – L
= 100 – 55
= 45
Class
= 1 + 3.3 log n
= 1 + 3.3 log 31
= 5.92
Interval Pre-Test
= R / C
= 45 / 5.92
= 7.6
= 8
Percentage
P = x 100 %
Table 4.2.b
Frequency Distribution of Controlled Class Post-
Test
From the table above, 29.03% students got score about 71 - 78 and 79 -
86 with the frequency 9 students, 3.22% student got score about 95 - 100,
No Class
Interval Frequency Percentage
55-62 2 6.45
63-70 4 12.90
71-78 9 29.03
79-86 9 29.03
87-94 6 19.35
95-100 1 3.22
Σf 31 100
32
6.45% students got score about 55 – 62, and only 12.9% students got score
about 63 – 70 and 19.35 % students got score about 87 – 94.
Data frequency distribution can be described on the chart below:
Diagram 4.2.b
Frequency Distribution of Controlled Class Post-Test
From the result of the research, the comparison between experiment and
controlled class based on the pretest and post test score can be described on the
chart below:
33
75
76
77
78
79
80
81
Pretest Posttest
Experiment Class
Control Class
Diagram 4.3
Pretest and Posttest score in Experiment and Controlled Class
B. Data Analysis
Before the writer analyzed the data, she had calculated the data into the
statistic calculation. The writer used ttest formula to find the empirical evidence
statistically and to make the testing of hypothesis easier. The Experiment Class
was X variable and the Control Class was Y variable.
The ttest formula as follow:
t0 =
1. The writer determines means of score in Experiment Class
=
34
=
= 2.7
2. The writer determines means of score in Controlled Class
=
=
= - 1.8
3. Determining standard deviation of Experiment Class
= 2116.94
4. Determining standard deviation of Controlled Class
= 1339.92
35
5. Determining value of hypotheses testing
t0 =
t0 =
t0 =
t0 =
t0 =
t0 =
t0 = 2.43
6. Determining Degree of Freedom
The value of Degree of Freedom (df) is 60 at the degree of significance
5% = 1.671
36
C. Hypotheses Testing
In the research, the writer proposes null hypothesis (Ho) and alternative
hypothesis (Ha):
Ho : The use of Flash Card is not effective in teaching vocabulary in the
seventh grade of MTs N 13 Jakarta
Ha : The use of Flash Card is effective in teaching vocabulary in the
seventh grade of MTs N 13 Jakarta
The assumption of this hypotheses as follows:
If to t table, the null hypothesis (Ho) is rejected and alternative hypothesis
(Ha) is accepted. It means the use of Flash Card is effective in teaching
vocabulary in the seventh grade of MTs N 13 Jakarta
If to t table ,the null hypothesis (Ho) is accepted and alternative
hypothesis (Ha) is rejected. It means the use of Flash Card is not effective in
teaching vocabulary in the seventh grade of MTs N 13 Jakarta
Based on the description of data calculation, it can be inferred that:
1. The value of to is 2.43
2. The degree of freedom (df) is 60, so the value of t table in the
significance 5% = 1.671
It shows that to t table, it means that the null hypothesis (Ho ) is rejected
and the alternative hypothesis (Ha) is accepted
D. Interpretation of Data
Flash Card is a card where the words and/or pictures are printed or
drawn. It can be used to combine vocabulary and picture. It is considered
could effective to improve students’ vocabulary and make teaching and
37
learning process fun and enjoyable. Students can study new vocabulary by
making small group or pair using this card to understand the meaning.
Therefore, this card can minimize the high imbalance between students upper
and lower level.
The result of data analysis using t-test showed, the value of to is 2.43 with
degree of freedom 60 in the significance degree (α) of 5%, t table is 1.671. It
means that to > ttable (to is higher than ttable). Therefore, the null hypothesis
(Ho) is rejected. Then, the alternative hypothesis (Ha) is accepted that the use
of Flash Card is effective in teaching vocabulary in the seventh grade of MTs
N 13 Jakarta. The research results showed that there is different score in both
classes. The experiment class got increasing score in the posttest and the
controlled class got decreasing score in the posttest. It could be seen from the
mean of students’ pretest and posttest from both classes. The mean of pretest
in controlled class is 80.24 and the mean of posttest is 78.47. On the other
side, the mean of pretest in experiment class is 77.34 and the mean of posttest
is 80.08. From the result of the research, it can be concluded that the use of
Flash Card is effective in teaching vocabulary in the seventh grade of MTs N
13 Jakarta
When the writer did the research, there were some problems in the
research field. There had been UCUN (uji coba ujian nasional) for 2 weeks
which disturbed the research schedule. Therefore, schedule in experiment and
controlled class should follow the time remaining. Then, there was PENSI
(Pentas Seni) in MAN 19 that located beside MTs N 13 Jakarta which makes a
noisy condition when the writer did research in the class. It made students
didn’t focus on the research.
Moreover, the research schedule of experiment class and controlled class
is not same in learning time. For experiment class, the writer did the research
before noon. On the contrary, the writer did the research after noon in the
controlled class. It influenced students’ thought and students’ mood in teaching
and learning process. The other reason is because the sound system in the class
was not function. The writer used a small sound system to give dialog
38
recording to students in controlled class. Therefore, the score posttest in the
controlled class got decreasing score.
40
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the finding of research data, the collected data have been
analyzed by T-test to find out whether or not the use of Flash Card is effective
in teaching vocabulary. The writer obtained that Ttable is lower than to in
significant level 5% (1.671).
The writer states that the null hypothesis (Ho) is rejected and the
alternative hypothesis (Ha) is accepted. In other words, the use of Flash Card is
effective in teaching vocabulary in the seventh grade of MTs N 13 Jakarta.
B. Suggestion
From the result of research above, the writer would like to give some
suggestions as the following:
1. For the students
Students should repeat the word meaning in flash card again and
again to avoid forgetfulness. It often happened when the teacher
asked them to mentions the word meaning that had been learnt
before, students could not answer the questions.
2. For the teacher
Teacher should use flash card to teach vocabulary especially for
concrete noun, such as colors, fruits, vegetables, seasons, animals,
and others. It is better than the others because it can be bright and
colorful and make a real impact on visual learners. Therefore, it
makes students easier to remember the word meaning. Then, flash
card need a lot of teachers’ time, so teachers should work together
with their students to collect picture from selected topic. Last, there
are some activities of teaching by using flash card to avoid students’
41
boring. Some of them such as memory activity, drilling,
identification, and TPR activity
3. For further researcher
Hopefully this research can be advanced by the further researcher.
Not always to teach word meaning, flash card can also be used to
teach speaking by making sentence or story based on the picture
shown on the flashcard, teaching grammar by making language rules
on the side of flash card. It is also used to teach pronunciation and
listening skill.
41
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https://www.google.com/search?q=tools+in+the+bedroom&hl=id&gbv=2&tbm=i
sch&spell=1&oq=&gs_l=
https://www.google.com/search?q=tools+in+the+bathroom&hl=id&gbv=2&tbm=
isch&spell=1&oq=&gs_l=
https://www.google.com/search?q=adjective&hl=id&gbv=2&tbm=isch&spell=1
&oq=&gs_l=
43
APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Experimental Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Membaca dan Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : I
I. Standar Kompetensi
Memahami makna dalam teks tulis fungsional sangat sederhana
berbentuk descriptive yang berkaitan dengan lingkungan terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan terdekat.
III. Indikator
Siswa mampu mengartikan kata-kata yang ada pada Flash
Cards
Siswa mampu menebak kata berdasarkan gambar yang terdapat
di dalam flash cards
Siswa mampu mengartikan kalimat yang ada di dalam dialog
Siswa mampu mengerti isi dari dialog
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
Kosa kata di dalam flash cards
44
V I E W / S C E N E R Y
T H I N K
L O V E
B E A C H
N I C E
C O M E
M E E T
S W I M M I N G
S U R F I N G
P A R A S A I L I N G
W A T E R
S P O R T
45
V. Metode Pembelajaran
(Grouping)
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
E N J O Y
B E A U T I F U L R I G H T
B L U E O C E A N
W H I T E S A N D
B R E E Z E
C O N T I N U E
G O
W A I T
S E E
46
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru meminta siswa membentuk kelompok-kelompok
kecil.
Guru membagikan flash cards yang berisi kosa-kata
mengenai dialog yang akan mereka pelajari.
Murid secara kelompok memahami setiap kosa-kata yang
berada pada flash card.
Guru menanyakan beberapa kosa-kata yang ada pada flash
card ke tiap-tiap kelompok.
Siswa menjawab pertanyaan guru.
Guru meminta tiap perwakilan kelompok maju ke depan
kelas untuk “tebak kata” menggunakan gesture (bahasa
tubuh), kata-kata yang ada pada flashcard.
Siswa menjawab setiap kata yang diberikan oleh temannya
lewat gesture secara kelompok.
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Flash Card
VIII. Penilaian
47
Teknik : Tes Tulis
Tes Lisan
Translate the dialogue below!
TASK 1:
Agus : Lovely view, don’t you think?
Irwan : Yeah, I think so. I love the beach scenery very much.
Agus : I am Agus, by the way. Nice to meet you.
Irwan : Nice to meet you. I am Irwan.
Agus : Well, have you been at this beach before, Irwan?
Irwan : Yes, I have been here for several times. I usually came
here when it was on semester holiday.
Agus : What did usually you do here then?
Irwan : I came here for swimming, surfing, parasailing, and other
water sport. However, this time I prefer to just enjoy the
view of the beach. It is very beautiful, isn’t it?
Agus : Yes, you are absolutely right, especially the blue ocean,
the white sand and the breeze. Well, it would be nice to
continue our conversation, but I’m sorry I have to go now.
My mother is waiting for me in the hotel. Let’s continue
this another time. See you.
Irwan : OK, see you
Jakarta, 20 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
48
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Experimental Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Membaca dan Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : II
I. Standar Kompetensi
Memahami makna dalam teks tulis fungsional pendek sangat
sederhana berbentuk descriptive yang berkaitan dengan lingkungan
terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan terdekat.
III. Indikator
Siswa mampu mengartikan kata-kata yang ada pada Flash
Cards
Siswa mampu menebak kata berdasarkan gambar yang terdapat
dalam flash cards
Siswa mampu mengartikan kalimat yang ada di dalam dialog
Siswa mampu mengerti isi dari dialog
Siswa mampu membedakan kata benda (noun), kata sifat
(adjective), dan kata kerja (verb)
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
a. Kosa kata di dalam flash cards
49
M O V E
H E L P
R E M E M B E R
I N V I T E
L A T E
F R I E N D
G L A D
T E L L
D E C I D E
F A M I L Y
A S S I G N E
O L D – N E W
50
H I S TO R I C A L
B U I L D I N G
V A R I O U S
C U L I N A R Y I D E A
M I S S
C O O L
S U M M E R
H O U S E
C A L L
A P L A N E
L O N G – S H O R T
T A S K
51
S T U D Y Junior High School T A K E
Senior High School
V I S I T
S H O P P I N G B A G
T R A V E L
C A R R Y
H O T
S U P E R M A R K E T
T O U R I S M
O B J E C T
T I M E
C O N V E R S A T I O N
52
b. Noun, Adjective and Verb.
Noun ( Kata Benda)
a). Pengertian Noun
Noun adalah kata benda. Contoh kata benda diantaranya, chair,
lamp, book, window, dll.
b).Fungsi Noun:
1. Subjek dari kata kerja.
Contoh:
-John eats the rice
2. Objek dari kata kerja.
Contoh :
John eats the rice
c).Letak Noun :
1. Subjective (setelah kata kerja seperti “be”
Contoh : John is the president
2. Setelah kata sifat ( adjective)
Contoh : John draws a great mountain
Adjective (Kata Sifat)
a). Pengertian Adjective.
Adjective adalah kata sifat. Contoh dari kata sifat antara lain:
clever, dilligent, beautiful, big, small, dll.
b). Fungsi Adjective
1. Memodifikasi (memperjelas) kata benda.
Contoh : Beautiful girl
2.Memodifikasi (memperjelas) kata ganti (pronoun)
Contoh : They are diligent
c) Letak Adjective
1. Sebelum kata benda
Contoh : I have beautiful hair
2.Setelah kata kerja tobe.
Contoh : She is clever
Verb ( Kata Kerja)
a). Pengertian Verb
Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch,
play, cook, dll.
b). Fungsi Verb
Dilihat dari sudut bahasa merupakan pusat dari kalimat.
c). Letak Verb
Setelah subjek
Contoh: John learn English
V. Metode Pembelajaran
(Grouping)
53
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru meminta siswa membentuk kelompok-kelompok
kecil.
Siswa membentuk kelompok
Guru menjelaskan mengenai noun, adjective dan verb
kepada siswa
Siswa menyimak penjelasan guru dengan seksama
Guru membagikan flash cards yang berisi kosa-kata
mengenai dialog yang akan mereka pelajari.
Siswa secara kelompok memahami setiap kosa-kata yang
berada pada flash card.
Guru menanyakan beberapa kosa-kata yang ada pada flash
card ke tiap-tiap kelompok.
Siswa menjawab pertanyaan guru.
Guru meminta siswa bermain cepat ucap kata berdasarkan
kata yang berada dalam flash cards.
Siswa mengikuti permainan yang diberikan oleh guru.
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Flash Card
VIII. Penilaian
Teknik : Tes Tulis
54
Find out Noun, Adjective and Verb based on dialogue below!
TASK 2:
Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time?
Anna : Hi, Laras. I’m glad to meet you here.
Laras : I’m too. I miss you so much.
Anna : Yeah, I miss you too. Have you gone abroad?
Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday.
Anna : Really? Tell me about it.
Laras : Hhm. I went there to continue my study and this month is summer
holiday, so I decided to come back.
Anna : Cool! By the way, would you mind coming to my house this afternoon?
Laras : Yes, it sounds great! I’ll be there 4 p.m.
Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to
go now. See you later laras.
Laras : Bye. Take care Anna!
Jakarta, 26 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
55
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Experimental Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Membaca dan Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : III
I. Standar Kompetensi
Memahami makna dalam teks tulis fungsional pendek sangat
sederhana berbentuk descriptive yang berkaitan dengan lingkungan
terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan terdekat.
III. Indikator
Siswa mampu mengartikan kata-kata yang ada pada Flash
Cards
Siswa mampu menebak kata berdasarkan gambar yang terdapat
dalam flash cards
Siswa mampu mengartikan kalimat yang ada di dalam SMS
Siswa mampu mengerti isi dari SMS
Siswa mampu membedakan kata benda (noun), kata sifat
(adjective), dan kata kerja (verb)
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
Kosa kata di dalam Flash Cards
56
M O B I L E P H O N E
S E N D
H O S P I T A L
P A S S E D A W A Y
B U Y D I S T R I B U T E
B A D
A G R E E
S H O W
B O O K F A I R
M I N D
57
Noun, Adjective, and Verb.
Sentence :
Aji has a beautiful hair with a short neck. He wears a white
uniform.
Dari kalimat diatas, maka:
Noun: Aji, a, hair, neck, uniform.
Adjective: beautiful, short, white.
Verb: has, wears.
V. Metode Pembelajaran
(Grouping)
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru meminta siswa membentuk kelompok-kelompok
kecil.
Guru menjelaskan kepada siswa mengenai kalimat yang
berisi noun, adjective dan verb
Siswa menyimak penjelasan guru dengan seksama
Guru membagikan flash cards yang berisi kosa-kata
mengenai dialog yang akan mereka pelajari.
Siswa secara kelompok memahami setiap kosa-kata yang
berada pada flash card.
A S K G E T S H O P P I N G
C U T
58
Guru menanyakan beberapa kosa-kata yang ada pada flash
card ke tiap-tiap kelompok.
Siswa menjawab pertanyaan guru secara bergantian.
Guru meminta setiap perwakilan kelompok untuk maju ke
depan kelas, lalu memberikan tebakan kalimat untuk
kelompok lainnya melalui gesture (bahasa tubuh).
Siswa menebak kalimat dari teman mereka.
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Flash Card
VIII. Penilaian
Teknik : Tes Tulis SHORT MESSAGE SERVICE (SMS)
SMS 1
When A Short Message Becomes Shorter Nelly is 13 years old and she lives in Bandung. It is Sunday and she is going to get shopping in Paris Van Java Mall. She wants to ask her friend, Prita to go there together. So, she takes her mobile phone and sends a text message to Prita. This is what actually wants to say: Hi Prita! Are you okay? I’m great. Please call me before tomorrow. Thanks. See you!
SMS 2
From : Jack (081899734670)
Bram, I just got a bad news. As you know that Nita’s father is being hospitalized. He passed
59
away last night. Please forward to other friends.
SMS 3
From : Andri (081321858009)
Hi, Intan. Are you feeling better now?
There’s good news from school today. Pusat
Ilmu will hold a book fair in our school next
Saturday. There will be some interesting
books to buy. The list of books had been
already distributed. I’ll show you tomorrow
if you come. All prices will be cut off until
75%. It’s fantastic, isn’t it? I’ll buy some.
What do you think of it?
SMS 4
Rika’s message to Vera
From: Rika (085620083244)
Hi, Vera. I want to tell you something. I
have an idea. What do you think about
taking a computer course this semester?
Would you like to? I’ll be very happy if we
can take course together. Reply me soon,
please. Thanks.
Vera’s reply to Rika
From : Vera (087823482123) I have made up my mind. I agree to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we meet and talk about where we will take the course.
BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then, TRANSLATE their meaning!
Noun ( Kata Benda) Adjective (Kata Sifat) Verb (Kata Kerja)
Jakarta, 27 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
60
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Experimental Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Membaca dan Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : IV
I. Standar Kompetensi
Memahami makna dalam teks tulis fungsional pendek sangat
sederhana berbentuk descriptive yang berkaitan dengan lingkungan
terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks tulis fungsional pendek
sangat sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan terdekat.
III. Indikator
Siswa mampu mengartikan kata-kata yang ada pada Flash
Cards
Siswa mampu menebak kata berdasarkan gambar yang terdapat
dalam flash cards
Siswa mampu mengartikan kalimat yang ada di dalam dialog
dan di dalam paragrap
Siswa mampu mengerti isi dari dialog dan paragrap
Siswa mampu membedakan kata benda (noun), kata sifat
(adjective), dan kata kerja (verb)
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
Kosa kata di dalam Flash Cards
61
H A P P Y K N O W
B L A N K E T
G I V E
S O U P
S H A M P O O
T O O T H P A S T E
B A T H T U B
D I R T Y E G G- C L E A N E G G
U N T I D Y – T I D Y / N E A T
B A L C O N Y
G A R D E N
62
F L O W E R S
W H I T E EGG – B R O W N EGG
G A R A G E
C O L O U R
L I V I N G R O O M
B R U S H
T E L E V I S I O N
T R E E
S O F A
B E D R O O M
K I T C H E N
63
Noun, Adjective, and Verb.
Sentence :
I love my room. It is clean and neat
Dari kalimat diatas, maka:
Noun: I, my room
Adjective: clean, neat
Verb: love, is
V. Metode Pembelajaran
(Pairs and Group)
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru menempelkan setiap flash cards di bawah bangku
setiap siswa dan artinya secara acak.
Setiap siswa menerima flash card berbeda-beda.
S W E E P
D I N I N G R O O M
B E D S H E E T
J A C K E T
F U L L – E M P T Y
M O D E R N – T R A D I T IONAL
H O U S E
D E S K
64
Guru meminta siswa mencari teman sebagai pasangannya
dengan cara mencari arti kata pada flashcard yang siswa
miliki.
Siswa mencari pasangannya.
Guru meminta siswa membentuk kelompok-kelompok kecil
kemudian menjelaskan kalimat yang berisi noun, adjective
dan kata kerja
Siswa membentuk kelompok dan menyimak penjelasan
guru dengan seksama
Guru membagikan flash cards yang berisi kosa-kata
mengenai dialog/ paragraph yang akan mereka pelajari.
Siswa secara kelompok memahami setiap kosa-kata yang
berada pada flash card.
Guru menanyakan beberapa kosa-kata yang ada pada flash
card ke tiap-tiap kelompok.
Siswa menjawab pertanyaan guru secara bergantian.
Guru meminta setiap perwakilan kelompok untuk maju ke
depan kelas, lalu memberikan tebakan kalimat untuk
kelompok lainnya melalui gesture (bahasa tubuh).
Siswa menebak kalimat dari teman mereka.
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Flash Card
VIII. Penilaian
Teknik : Tes Tulis
Dialogue 1
Anita : Morning, Andita
65
Andita : Morning, Anita. How are you?
Anita : I am fine, thank you. And you?
Andita : I am fine, too. Thank you.
Anita : Let’s go to my bedroom. What do you think of it?
Andita : Wow.. it is a nice bedroom.
Anita : Thank you.
Andita : What is your favourite thing in your bedroom?
Anita : This blanket. My mother gave it to me. What do you think of it?
Andita : It is lovely.
Anita : thanks
Dialogue 2
Dian : This is my bedroom, Sani. It’s my favourite room in my house.
Sani : O…really?
Dian : Yes. What do you think of my bedroom.
Sani : I think it is a nice bedroom.
Dian : Do you think so, Sani?
Sani : I think so. Your room is clean and neat. How many times a week do you
clean it?
Dian : I sweep it everyday. I change the bedsheets once a week.
Paragraph
My House
I live in a beautiful modern house. The house has three bedrooms. The
bedrooms are in upstairs. The living room, the kitchen, and the dining room are in
downstairs. My house has a balcony. The garden is full of flowers and trees. The
colour of the house is white and brown. There is a garage for our car. We like
living here because it’s very nice.
Group of words. Fine Thank Let Gave Bedroom Think
Nice Favourite Thing Blanket Go Lovely
Room House Clean Neat Sweep Change
Bedsheet Live Beautiful Modern Mother Has
Living
Room
Kitchen Dining
Room
Balcony Garden Full
Flowers Trees Colour Garage Car Like
66
Making group the words above into kind of words below. Then, translate their
meaning!
Noun
(kt.benda)
Adjective
(kt. Sifat)
Verb
(kt.kerja)
Jakarta, 28 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
67
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Control Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Listening and Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : I
I. Standar Kompetensi
Memahami makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan
lingkungan terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat.
III. Indikator
Siswa mampu menulis kata yang mereka dengar berdasarkan
dialog yang diberikan
Siswa mampu menyusun kalimat menjadi sebuah dialog
Siswa mampu mengartikan kalimat yang ada di dalam dialog
Siswa mampu mengerti isi dari dialog
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
Percakapan melalui audio media
V. Metode Pembelajaran
(Grouping)
68
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru meminta siswa membentuk kelompok kecil.
Siswa membentuk kelompok belajar mereka
Guru memperdengarkan siswa sebuah dialog yang
mendiskusikan tentang pantai
Siswa mendengarkan dialog dari guru dengan seksama
Guru meminta siswa menulis setiap kosa kata yang mereka
dengar dari dialog
Siswa menulis kosa kata secara kelompok
Guru meminta perwakilan kelompok untuk menuliskan
kosa-kata yang mereka peroleh dari dialog yang diberikan
di papan tulis
Setiap perwakilan kelompok menulis kosa kata yang
mereka peroleh
Guru meminta anggota kelompok lainnya menyusun kosa
kata tersebut menjadi sebuah kalimat dan dialog sesuai
dengan dialog yang mereka dengar
Siswa menyusun dialog yang mereka dapati
Guru menjelaskan arti dan pengucapan kosa kata yang
siswa tulis di papan tulis
Siswa menirukan pengucapan guru
Guru membagikan tiap kelompok kertas berisi dialog yang
diperdengarkan untuk mereka terjemahkan ke dalam bahasa
Indonesia
Siswa melaksanakan tugas secara kelompok
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
69
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Audio media (rekaman)
VIII. Penilaian
Teknik : Tes Tulis
Tes Lisan
TASK 1:
Agus : Lovely view, don’t you think?
Irwan : Yeah, I think so. I love the beach scenery very much.
Agus : I am Agus, by the way. Nice to meet you.
Irwan : Nice to meet you. I am Irwan.
Agus : Well, have you been at this beach before, Irwan?
Irwan : Yes, I have been here for several times. I usually came here when it was
on semester holiday.
Agus : What did usually you do here then?
Irwan : I came here for swimming, surfing, parasailing, and other water sport.
However, this time I prefer to just enjoy the view of the beach. It is very
beautiful, isn’t it?
Agus : Yes, you are absolutely right, especially the blue ocean, the white sand
and the breeze. Well, it would be nice to continue our conversation, but
I’m sorry I have to go now. My mother is waiting for me in the hotel.
Let’s continue this another time. See you.
Irwan : OK, see you
Translation dialogue above into bahasa!
Jakarta, 19 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
70
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Control Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Listening and Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : II
I. Standar Kompetensi
Memahami makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan
lingkungan terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat.
III. Indikator
Siswa mampu menulis kosa kata yang mereka dengar
berdasarkan dialog yang diberikan
Siswa mampu menyusun kalimat menjadi sebuah dialog
Siswa mampu mengartikan kalimat yang ada di dalam dialog
Siswa mampu mengerti isi dari dialog
Siswa mampu membedakan kata benda (noun), kata sifat
(adjective), dan kata kerja (verb)
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
1. Dialog melalui audio media
2. Noun, Adjective and Verb.
Noun ( Kata Benda)
a). Pengertian Noun
Noun adalah kata benda. Contoh kata benda diantaranya, chair,
lamp, book, window, dll.
b).Fungsi Noun:
71
1. Subjek dari kata kerja.
Contoh:
-John eats the rice
2. Objek dari kata kerja.
Contoh :
John eats the rice
c).Letak Noun :
1. Subjective (setelah kata kerja seperti “be”
Contoh : John is the president
2. Setelah kata sifat ( adjective)
Contoh : John draws a great mountain
Adjective (Kata Sifat)
a). Pengertian Adjective.
Adjective adalah kata sifat. Contoh dari kata sifat antara lain:
clever, dilligent, beautiful, big, small, dll.
b). Fungsi Adjective
1. Memodifikasi (memperjelas) kata benda.
Contoh : Beautiful girl
2.Memodifikasi (memperjelas) kata ganti (pronoun)
Contoh : They are diligent
c) Letak Adjective
1. Sebelum kata benda
Contoh : I have beautiful hair
2.Setelah kata kerja tobe.
Contoh : She is clever
Verb ( Kata Kerja)
a). Pengertian Verb
Verb adalah Kata Kerja. Contoh dari kata kerja: study, watch,
play, cook, dll.
b). Fungsi Verb
Dilihat dari sudut bahasa merupakan pusat dari kalimat.
c). Letak Verb
Setelah subjek
Contoh: John learn English
V. Metode Pembelajaran
(Grouping)
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
72
Guru meminta siswa membentuk kelompok kecil.
Siswa membentuk kelompok belajar mereka
Guru menjelaskan siswa mengenai noun, adjective dan kata
kerja
Siswa menyimak penjelasan guru dengan seksama
Guru memperdengarkan siswa sebuah dialog yang
mendiskusikan tentang”go to abroad”
Siswa mendengarkan dialog dari guru dengan seksama
Guru meminta siswa menulis setiap kosa kata yang mereka
dengar dari dialog
Siswa menulis kosa kata secara kelompok
Guru meminta perwakilan kelompok untuk menuliskan
kosa-kata yang mereka peroleh dari dialog yang diberikan
di papan tulis
Setiap perwakilan kelompok menulis kosa kata yang
mereka peroleh
Guru meminta anggota kelompok lainnya menyusun kosa
kata tersebut menjadi sebuah kalimat dan dialog sesuai
dengan dialog yang mereka dengar
Siswa menyusun dialog yang mereka dapati
Guru menjelaskan arti dan pengucapan kosa kata yang
siswa tulis di papan tulis
Siswa menirukan pengucapan guru
Guru membagikan tiap kelompok kertas berisi dialog yang
diperdengarkan lalu meminta murid membedakan noun,
adjective dan verb
Siswa melaksanakan tugas secara kelompok
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
73
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Audio Media (rekaman)
VIII. Penilaian
Teknik : Tes Tulis
TASK 2:
Laras : Hi, Anna. Where have you been? I haven’t seen you for a long time?
Anna : Hi, Laras. I’m glad to meet you here.
Laras : I’m too. I miss you so much.
Anna : Yeah, I miss you too. Have you gone abroad?
Laras : Yes, I went to Sydney last year, and I came back to Bandung yesterday.
Anna : Really? Tell me about it.
Laras : Hhm. I went there to continue my study and this month is summer
holiday, so I decided to come back.
Anna : Cool! By the way, would you mind coming to my house this afternoon?
Laras : Yes, it sounds great! I’ll be there 4 p.m.
Anna : OK! Sorry, Laras. I’ll be late for a group project meeting, bye. I have to
go now. See you later laras.
Laras : Bye. Take care Anna!
FIND OUT:
NOUN :
ADJECTIVE :
VERB :
Jakarta, 26 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
74
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Control Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Listening dan Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : III
I. Standar Kompetensi
Memahami makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan
lingkungan terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat.
III. Indikator
Siswa mampu menulis kosa kata yang kosong di dalam SMS
berdasarkan dialog yang diperdengarkan
Siswa mampu mengartikan kalimat yang ada di dalam SMS
Siswa mampu mengerti isi dari SMS
Siswa mampu membedakan kata benda (noun), kata sifat
(adjective), dan kata kerja (verb)
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
1. Pesan SMS melalui audio media
2. Noun, Adjective, and Verb.
Sentence :
Aji has a beautiful hair with a short neck. He wears a white
uniform.
Dari kalimat diatas, maka:
Noun: Aji, a, hair, neck, uniform.
Adjective: beautiful, short, white.
75
Verb: has, wears.
V. Metode Pembelajaran
(Pairs)
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru meminta siswa mencari teman sebagai pasangan
belajarnya.
Siswa mendapati teman pasangan untuk belajar
Guru menerangkan kalimat yang berisi noun, adjective dan
verb
Siswa menyimak penjelasan guru
Guru memberikan siswa lembar kerja siswa
Guru memperdengarkan siswa beberapa pesan SMS
Siswa mendengarkan pesan SMS dari guru dengan seksama
Guru meminta siswa melengkapi kosa kata kosong yang
mereka dengar dari pesan SMS yang diperdengarkan
Siswa melengkapi kosa kata yang kosong
Guru meminta siswa membedakan noun, adjective dan verb
Siswa melaksanakan tugas yang diberikan
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
76
b. Media pembelajaran : Audio Media (Rekaman)
VIII. Penilaian
Teknik : Tes Tulis
SHORT MESSAGE SERVICE (SMS)
A. Listen to the audio, then complete the blank words. SMS 1
When A Short Message Becomes Shorter Nelly is 13 years old and she ……. in Bandung. It is Sunday and she is going to …… shopping in Paris Van Java Mall. She wants to …… her friend, Prita to …… there together. So, she takes her …….. ………. and sends a text message to Prita. This is what actually wants to ……..: Hi Prita! Are you okay? I’m …….. Please …… me before tomorrow. Thanks. See you!
SMS 2
From : Jack (081899734670)
Bram, I just got a …… news. As you know that Nita’s father is being hospitalized. He ………. away last night. Please forward to other friends.
SMS 3
From : Andri (081321858009)
Hi, Intan. Are you feeling better now?
There’s good …….. from school today.
Pusat Ilmu will hold a …….. fair in our
school next Saturday. There will be some
………… books to buy. The list of books
had been already distributed. I’ll ……. you
tomorrow if you come. All prices will be
…… off until 75%. It’s fantastic, isn’t it?
I’ll ….. some. What do you think of it?
SMS 4
Rika’s message to Vera
From: Rika (085620083244)
Hi, Vera. I want to ….. you something. I
have an ….. What do you think about
77
taking a computer course this semester?
Would you like to? I’ll be very …… if we
can …… course together. ….. me soon,
please. Thanks.
Vera’s reply to Rika
From : Vera (087823482123) I have made up my ……. I ……. to take a computer course with you this semester, Rika. Taking this course is really a good idea. It would be better if we ….. and …….. about where we will take the course.
B. BASED ON THE SMS ABOVE, FIND OUT : NOUN, ADJECTIVE and VERB. Then,
TRANSLATE their meaning!
Noun (kt.benda)
Adjective (kt.sifat)
Verb (kt.kerja)
Jakarta, 27 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
78
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Control Class
Sekolah : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (tujuh)
Aspek : Listening dan Vocabulary
Waktu : 2 x 40 menit
Tahun Pelajaran : 2013-2014
Pertemuan : IV
I. Standar Kompetensi
Memahami makna dalam teks lisan fungsional dan monolog pendek
sangat sederhana yang berbentuk descriptive untuk berinteraksi dengan
lingkungan terdekat.
II. Kompetensi Dasar
Merespon makna yang terdapat dalam teks lisan fungsional pendek
sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat.
III. Indikator
Siswa mampu melengkapi kosa kata yang kosong di dalam
dialog dan paragrap
Siswa mampu mengartikan kata yang ada di dalam dialog dan
paragraph
Siswa mampu mengartikan kalimat yang ada di dalam dialog
dan paragraph
Siswa mampu mengerti isi dari dialog dan paragrap
Siswa mampu membedakan kata benda (noun), kata sifat
(adjective), dan kata kerja (verb)
Karakter siswa yang diharapkan:
-Rasa hormat dan perhatian (respect)
-Tekun (diligence)
-Tanggung Jawab (responsibility)
-Berani (Courage)
-Rasa ingin tahu (coriousity)
IV. Materi Pokok
1. Dialog dan paragrap melalui audio media
2. Noun, Adjective, and Verb.
Sentence :
I love my room. It is clean and neat
Dari kalimat diatas, maka:
79
Noun: I, my room
Adjective: clean, neat
Verb: love, is
V. Metode Pembelajaran
(Pairs)
VI. Langkah-langkah Kegiatan
A. Pendahuluan
Greeting
Ice Breaking
Mengabsen
Penjelasan tentang materi yang akan dibahas
B. Kegiatan Pokok
Guru meminta siswa mencari teman sebagai pasangan
belajarnya.
Siswa mendapati teman pasangan untuk belajar
Guru menerangkan kalimat yang berisi noun, adjective dan
verb
Siswa menyimak penjelasan guru
Guru memberikan siswa lembar kerja siswa
Guru memperdengarkan siswa dialog dan paragrap
Siswa mendengarkan dialog dan paragrap dari guru dengan
seksama
Guru meminta siswa melengkapi kosa kata kosong yang
mereka dengar dari dialog dan paragrap yang
diperdengarkan
Siswa melengkapi kosa kata yang kosong
Guru meminta siswa membedakan noun, adjective dan verb
Siswa melaksanakan tugas yang diberikan
C. Penutup
Guru bersama siswa menyimpulkan materi yang telah
dipelajari.
Guru memberikan latihan soal sebagai penilaian untuk
mengetahui pemahaman siswa mengenai materi yang telah
diajarkan.
Guru bersama siswa mengakhiri pembelajaran dengan
mengucapkan hamdalah.
Guru mengucapkan salam dan keluar kelas
VII. Sumber dan Media
a. Sumber pembelajaran:
Buku teks “ Ai Siti Djamilah, Titie K. Surtiyah, Anwar
Sofyanda, Learning More English 1 for Grade VII Junior
High School, Bandung : Grafindo Media Pratama, 2013”.
80
Buku teks “ Djatmika, Agus Dwi Priyanto, Ida Kusuma
Dewi, Passport to the World, A Fun and Easy English Book
for Grade VII of Junior High Schools, Solo: PT Tiga
Serangkai Pustaka Mandiri, 2012”.
b. Media pembelajaran : Audio Media (Rekaman)
VIII. Penilaian
Teknik : Tes Tulis
Dialogue 1
Anita : Morning, Andita
Andita : Morning, Anita. ..... …… ……?
Anita : I am fine, thank you. And you?
Andita : I am fine, too. Thank you.
Anita : Let’s …. to my bedroom. What do you ……. of it?
Andita : Wow.. it is a …….. bedroom.
Anita : Thank you.
Andita : What is your ………. thing in your bedroom?
Anita : This ……. . My mother ……. it to me. What do you think of it?
Andita : It is ……... .
Anita : Thanks
Dialogue 2
Dian : This is my bedroom, Sani. It’s my favourite …….. in my house.
Sani : O, really?
Dian : Yes. What do you think of my bedroom.
Sani : I think it is a nice bedroom.
Dian : Do you think so, Sani?
Sani : I think …. Your room is …… and …... How many times a week do you
…… it?
Dian : I ……. it everyday. I ……. the bedsheets once a week.
Paragraph
My House
I live in a beautiful …….. house. The house has three bedrooms. The
bedrooms are in upstairs. The …… room, the ……., and the …….. room are in
downstairs. My house has a ……. . The garden is full of flowers and …... The
colour of the house is white and brown. There is a ……. for our ….. We like ……
here because it’s very …... .
81
Group of words. Fine Thank Let Gave Bedroom Think
Nice Favourite Thing Blanket Go Lovely
Room House Clean Neat Sweep Change
Bedsheet Live Beautiful Modern Mother Has
Living
Room
Kitchen Dining
Room
Balcony Garden Full
Flowers Trees Colour Garage Car Like
Making group the words above into kind of words below!
Noun
(kt.benda)
Adjective
(kt. Sifat)
Verb
(kt.kerja)
Jakarta, 28 Februari 2014
Guru Praktikan
Neneng Suhaimi
NIM 109014000019
82
APPENDIX 3
QUESTIONS FOR VALIDITY TEST
1. Agus: Lovely view, don’t you think?
Irwan:Yeah, I think so. I love the beach scenery very much.
What does the word “ beach” mean?
a. Pantai c. Gunung
b. Hutan d. Lembah
2. Agus: I’m Agus, by the way. Nice to meet you
Irwan: Nice to meet you. I’m Irwan.
What does the word “nice” mean?
a. Buruk c. Senang
b. Kecewa d. Khawatir
3. Laras: Hi, Anna. Where you have been? I haven’t seen you for a long time?
Anna: Hi, Laras. I’m glad to meet you here.
What does the word “ meet” mean?
a. Bertemu c. Belajar
b. Tinggal d. Berdiskusi
4. Laras: I miss you so much.
Anna: Yeah, I miss you, too.
What does the word “miss” mean?
a. Bertemu c. Berpikir
b. Bermimpi d. Rindu
5. Anita: Let’s go to my bedroom. What do you think of it?
Andita: Wow.. it is a nice bedroom.
What does the word “ think” mean?
a. Bertemu c. Berpikir
b. Bermimpi d. Rindu
6. Sani: how many times a week do you clean your bedroom?
Dian: I sweep it everyday. I change the bedsheets once a week.
What does the word “sweep” mean?
a. Menyiram c. Menyapu
b. Mencuci d. Memasak
7. Agus : Well, have you been at this beach before, Irwan?
Irwan : Yes, I have been here for several times. I usually came here when it was on
semester holiday.
What does the word “holiday” mean?
a. Hari kelahiran c. Hari Ibu
b.Haribesar/raya d.HariKemerdekaan
8. Nanang : The beach is very beautiful, isn’t it?
Budi : Yes, you are absolutely right.
What does the word “beautiful ” mean?
a. Besar c. Kecil
b. Buruk d. Indah
83
9. Santi : What do you think about my room?
Laras: Your room is clean and neat.
What does the word “clean” mean?
a. Besar c. Bersih
b. Kecil d. Kotor
10. Festi : This is my bedroom, Ikoh. It is my favourite room in my house.
Caca : Oh, really?
What does the word “room” mean?
a. Kamar c. Pagar
b. Gerbang d. Garasi
This message for number 11 to 13.
Hi, Vera. I want to tell you something. I have an idea. What do you think about taking a
computer course this semester? Would you like to? I’ll be very happy if we can take
course together. Reply me soon, please. Thanks.
11. What does the word “tell ” (line 1) mean?
a. Menyanyikan c. Melakukan
b. Menceritakan d. Membuat
12. What does the word “idea ” ( line 2) mean?
a. Ide c. Jadwal
b. Susunan d. Catatan
13. What does the word “take” (line 5) mean?
a. Mengambil c. Membuat
b. Mengolah d. Melakukan
This paragraph for number 14 and 16.
I live in a beautiful modern house. The house has three bedrooms. The bedrooms are in
upstairs. The living room, the kitchen, and the dining room are in downstairs. My
house has a balcony. The garden is full of flowers and trees. The color of the
house is white and brown. There is a garage for our car. We like living here
because it’s very nice.
14. What does the word “live” (line 1) mean?
a. Tinggal c. Menjaga
b. Pindah d. Membersihkan
15. What does the word “garden” (line 5) mean?
a. Halaman c. Sawah
b. Kamar d. Taman
16. What does the word “garage” (line 7) mean?
a. Kamar c. Pagar
b. Gerbang d. Garasi
84
Read the following short message to answer questions number 17 to 20
From : Andri (081321858009
Hi, Intan. Are you feeling better now?
There’s good news from school today.
Pusat Ilmu will hold a book fair in our
school next Saturday. There will be
some interesting books to buy. The list
of books had been already distributed.
I’ll show you tomorrow if you come.
All prices will be cut off until 75%.
It’s fantastic, isn’t it? I’ll buy some.
What do you think of it?
17. What does the word “good” (line 2) mean?
a. Baik c. Mengecewakan
b. Buruk d. Membosankan
18. What does the word “Interesting” (line 5) mean?
a. Membosankan c. Kuno
b. Menarik d. Baru
19. What does the word “Fantastic” (line 9) mean?
a. Buruk c. Luar biasa
b. Indah d. Aneh
20. What does the word “buy” (line 9) mean?
a. Membuat c. Menjual
b. Menukar d. Membeli
21. By using this tool, our communication becomes easier and faster. What is this?
a. Telephone
c. Telegraph
b. Mobile Phone
d. Television
22. People use this thing to sleep and to take a rest. What is this?
a. Lamp c. Carpet
b. Curtain d. Bed
85
23.
From the picture above, this is…
a. Pillow c. Bed
b. Blanket d. Curtain
24. People usually put this picture in the living room. What is this?
a. Table c. Sofa
b. Vas d. Carpet
25. This is a…..
a. Telephone c. Television
b. Laptop d. Radio
26. We use it to cool the food and drink. It is a….
a. Cupboard c. Box
b. Refrigerator d. Shelf
86
27. It is used to clean our teeth. What is this?
a. Glue c. Toothpaste
b. Soap d. Shampoo
28. People can clean their hair by using these things. What are these?
a. Glue c. Toothpaste
b. Soap d. Shampoo
29. This picture is….
a. Vas b. lamp
c. Pillow d. carpet
30. It is a…..
a. Blanket c. Curtain
b. Carpet d. Pillow
This paragraph for number 31 to 35
Complete the blank with the appropriate words!
Nelly is 13 years old and she …… (31) in
Bandung. It is Sunday and she is going to
get …… (32) in Paris Van Java Mall. She
wants to ask her friend, Prita to ….. (33)
there together. So, she takes her ……( 34)
and sends a text message to Prita. This is
what Nelly actually wants to say:
Hi, Prita. Are you okay? I’m great. Please
….. (35) me before tomorrow. Thanks. See
you!
87
31. a. Works c. Arrives
b. Lives d. Leaves
31. a. Running c. Swimming
b. Shopping d. Studying
32. a. Go c. Start
b. Stop d. Finish
33. a. Jacket c. Pocket
b. Money d. Mobile Phone
34. a. Buy c. Hate
b. Call d. Love
35. Ayu : Hi, I’m Ayu. What is your name?
Hery: Hi, Ayu. I’m Hery. Nice to meet you.
Ayu : Nice to meet you, too.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
36. Isti : Hello, Bila. Long time no see you. How are you?
Bila : Hello, Isti. I’m fine. Thanks
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
37. “…can we travel to spend our holiday in Surabaya?”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
38. “…. I think so. I must say this room is nice and comfortable”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
39. Ulfa: Would you come to my birthday party tonight?
Ayu: Of course, dear. I’ll be happy to come there.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
40. “ Wow…. The sounds great!”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
88
41. Nuren: Why do you come late?
Amy: I’m sorry. There was a traffic jam.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
42. “… I think so. Your bedroom is very nice. It is also clean and neat”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
43. A : What do you think about this party?
B : This is a nice party. Isn’t it?
The underlined word belongs the kind word of…
a. Noun c. Adjective
b. Verb
44. “….people use the mobile phone to call and send SMS”.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
45. B : Where do you want to go?
C: I want to go to Supermarket to help my mother carry the shopping bags.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
46. “ Bram, I just got a bad news.”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
47. “Hi, Intan. Are you feeling better now?”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
48. “Let’s go to my bedroom. What do you think of it?”
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
49. “What is your favorite color in your bedroom?
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
89
50. I live in beautiful house. It has three bedrooms.
The underlined word belongs the word kind of….
a. Noun c. Adjective
b. Verb
51. Do you have a small or a big house?
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
52. My house has a balcony.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
53. The garden is full of flowers and trees. The color of the house is white and
brown.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
54. There is a garage for our car.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
55. Hi, Vera. I want to tell you something. I have an idea.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
56. Nelly sends a text message to Prita.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
57. I’ll be very happy if we can take course together. Reply me soon, please.
Thanks.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
58. There’s good news from school today.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
59. There will be some interesting bookstore buy.
90
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
Note:
- The questions which are written in bold are not used for the test in
experiment or control class because they are not valid.
- The writer uses ANATES software for test the validity
- The writer do the revision in 9 questions, they are:
1. Agus: Lovely view, don’t you think?
Irwan:Yeah, I think so. I love the beach scenery very much.
What does the word “ scenery” mean?
a. Suasana c. Gambar
b. Pemandangan d. Ombak
2. Agus: I’m Agus, by the way. Nice to meet you
Irwan: Nice to meet you. I’m Irwan.
What does the word “nice” mean?
a. Menakjubkan c. Mengagumkan
b. Mempesona d. Menyenangkan
6. Sani: how many times a week do you clean your bedroom?
Dian: I sweep it everyday. I change the bedsheets once a week.
What does the word “bedsheets” mean?
a. Seprai c. Selimut
b. Bantal d. Tempat Tidur
9. Santi : What do you think about my room?
Laras: Your room is clean and neat.
What does the word “neat” mean?
a. Mewah c. Rapi
b. Indah d. Nyaman
17.
What does the word “news” (line 2) mean?
a. Berita c. Percakapan
From : Andri (081321858009
Hi, Intan. Are you feeling better now?
There’s good news from school today.
Pusat Ilmu will hold a book fair in our
school next Saturday. There will be some
interesting books to buy. The list of
books had been already distributed. I’ll
show you tomorrow if you come. All
prices will be cut off until 75%. It’s
fantastic, isn’t it? I’ll buy some. What do
you think of it?
91
b. Wacana d. Dialog
24. People usually put this picture in the living room. What is this?
a. Table c. Sofa
b. Chair d. Carpet
29. This picture is….
a. Blanket c. Pillow
b. Lamp d. Carpet
35.
a. Talk c. Meet
b. Call d. Shout
46. B : Where do you want to go?
C: I want to go to Supermarket to help my mother carry the shopping bags.
The underlined word belongs the word kind of…
a. Noun c. Adjective
b. Verb
Nelly is 13 years old and she …… (31) in
Bandung. It is Sunday and she is going to
get …… (32) in Paris Van Java Mall. She
wants to ask her friend, Prita to ….. (33)
there together. So, she takes her ……( 34)
and sends a text message to Prita. This is
what Nelly actually wants to say:
Hi, Prita. Are you okay? I’m great. Please
….. (35) me before tomorrow. Thanks.
See you!
92
ANSWER KEY OF QUESTIONS OF VALIDITY TEST
1. B 11. B 21. B 31. B 41. C 51. B
2. C 12. A 22. D 32. B 42. C 52. C
3. A 13. A 23. D 33. A 43. B 53. A
4. D 14. A 24. C 34. D 44. C 54. C
5. C 15. D 25. C 35. B 45. B 55. A
6. C 16. D 26. B 36. B 46. A 56. A
7. B 17. A 27. C 37. C 47. C 57. B
8. D 18. B 28. D 38. B 48. C 58. B
9. C 19. C 29. C 39. A 49. B 59. A
10. A 20. D 30. A 40. C 50. A 60. A
93
The Result of Validity Test
APPENDIX 4
REKAP ANALISIS BUTIR ===================== Rata2= 30.43 Simpang Baku= 2.91 KorelasiXY= 0.67 Reliabilitas Tes= 0.80 Butir Soal= 35 Jumlah Subyek= 35 Nama berkas: E:\PERKULIAHAN\SKRIPSI\FLASH CARDS – VOCABULARY MEANING\VALIDITY SOAL.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 0.00 Sangat Mudah 0.037 - 2 2 11.11 Sangat Mudah 0.205 - 3 3 33.33 Sangat Mudah 0.288 - 4 4 22.22 Sangat Mudah 0.423 Sangat Signifikan 5 5 22.22 Sangat Mudah 0.335 Signifikan
6 6 22.22 Sangat Mudah 0.147 - 7 7 11.11 Sangat Mudah 0.037 -
8 8 0.00 Sangat Mudah -0.034 - 9 9 0.00 Sangat Mudah 0.026 - 10 10 0.00 Sangat Mudah 0.026 - 11 11 33.33 Mudah 0.447 Sangat Signifikan 12 12 11.11 Sangat Mudah 0.384 Signifikan 13 13 33.33 Sedang 0.277 - 14 14 11.11 Sangat Mudah 0.384 Signifikan 15 15 22.22 Mudah 0.279 - 16 16 22.22 Sangat Mudah 0.402 Sangat Signifikan 17 17 0.00 Sangat Mudah -0.006 - 18 18 11.11 Sangat Mudah 0.179 - 19 19 0.00 Sangat Mudah NAN NAN 20 20 22.22 Sangat Mudah 0.374 Signifikan 21 21 11.11 Mudah 0.199 - 22 22 77.78 Sedang 0.632 Sangat Signifikan 23 23 33.33 Mudah 0.342 Signifikan 24 24 0.00 Sangat Mudah NAN NAN 25 25 0.00 Sangat Mudah NAN NAN 26 26 11.11 Sangat Mudah 0.179 - 27 27 0.00 Sangat Mudah -0.094 - 28 28 11.11 Sangat Mudah 0.384 Signifikan 29 29 0.00 Sangat Mudah -0.006 - 30 30 44.44 Mudah 0.323 Signifikan 31 31 55.56 Mudah 0.407 Sangat Signifikan 32 32 33.33 Sangat Mudah 0.273 - 33 33 44.44 Mudah 0.373 Signifikan 34 34 66.67 Mudah 0.672 Sangat Signifikan
94
35 35 44.44 Sedang 0.276 -
The Result of Validity Test
REKAP ANALISIS BUTIR ===================== Rata2= 12.49 Simpang Baku= 5.23 KorelasiXY= 0.74 Reliabilitas Tes= 0.85 Butir Soal= 25 Jumlah Subyek= 35 Nama berkas: E:\ PERKULIAHAN\SKRIPSI\FLASH CARDS – WORD CLASSES\VALIDITY SOAL.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 36 1 0.00 Sedang 0.070 - 37 2 44.44 Sedang 0.280 - 38 3 55.56 Sedang 0.456 Signifikan 39 4 88.89 Sedang 0.676 Sangat Signifikan 40 5 44.44 Mudah 0.499 Sangat Signifikan 41 6 55.56 Sedang 0.461 Signifikan 42 7 33.33 Sukar 0.321 - 43 8 22.22 Sedang 0.134 - 44 9 44.44 Sedang 0.348 - 45 10 77.78 Sedang 0.523 Sangat Signifikan 46 11 55.56 Sedang 0.358 - 47 12 66.67 Sedang 0.504 Sangat Signifikan 48 13 77.78 Sedang 0.545 Sangat Signifikan 49 14 77.78 Sedang 0.625 Sangat Signifikan 50 15 77.78 Sedang 0.732 Sangat Signifikan 51 16 77.78 Sedang 0.692 Sangat Signifikan 52 17 44.44 Sukar 0.443 Signifikan 53 18 44.44 Sedang 0.458 Signifikan 54 19 88.89 Sedang 0.653 Sangat Signifikan 55 20 88.89 Sedang 0.722 Sangat Signifikan 56 21 -22.22 Sangat Sukar -0.286 - 57 22 33.33 Mudah 0.378 - 58 23 77.78 Sedang 0.613 Sangat Signifikan 59 24 0.00 Sangat Sukar -0.116 - 60 25 55.56 Mudah 0.579 Sangat Signifikan
95
APPENDIX 5
KISI-KISI SOAL
Nama Sekolah : MTs N 13 Jakarta Alokasi Waktu : 40 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 40
Kurikulum Acuan : KTSP 2006 Semester : II (genap)
Standar
Kompetensi
Kompetensi
Dasar
Indikator Bentuk
Soal
No. Soal
Membaca:
Memahami
makna dalam
teks tulis
fungsional
sangat
sederhana
berbentuk
descriptive
yang
berkaitan
dengan
lingkungan
terdekat
Merespon makna
yang terdapat
dalam teks tulis
fungsional
pendek sangat
sederhana secara
akurat, lancar
dan berterima
yang berkaitan
dengan
lingkungan
terdekat.
1.Mengartikan kata
yang berada di dalam
teks dan dialog
2.Menebak kata
berdasarkan gambar
yang disajikan
3. Melengkapi kata
yang kosong dalam
sebuah paragraph
4. Menggolongkan kata
yang termasuk ke
dalam kelompok noun
(kata benda)
5. Menggolongkan kata
yang termasuk ke
dalam kelompok
adjective (kata sifat)
6. Menggolongkan kata
yang termasuk ke
dalam kelompok verb
(kata kerja)
Pilihan
Ganda
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12.
13, 14, 15, 16,
17.
18, 19, 20, 21,
22.
24, 31, 34, 36,
38, 40.
25, 26, 28, 29,
33, 35.
23, 27, 30, 32,
37, 39.
96
APPENDIX 6
RESEARCH INSTRUMENT
PRETEST
1. Agus: Lovely view, don’t you think?
Irwan:Yeah, I think so. I love the beach scenery very much.
What does the word “scenery” mean?
a. Suasana c. Gambar
b. Pemandangan d. Ombak
2. Laras: I miss you so much.
Anna: Yeah, I miss you, too.
What does the word “miss” mean?
a. Bertemu c. Berpikir
b. Bermimpi d. Rindu
3. Anita: What do you think of my bedroom?
Andita: Wow.. it is a nice bedroom.
What does the word “think” mean?
a. Bertemu c. Berpikir
b. Bermimpi d. Rindu
4. Sani: How many times a week do you clean your bedroom?
Dian: I sweep it everyday. I change the bedsheets once a week.
What does the word “bedsheets” mean?
a. Seprai c. Selimut
b. Bantal d.Tempat Tidur
5. Agus: I’m Agus, by the way. Nice to meet you.
Irwan: Nice to meet you, too. I’m Irwan.
What does the word “nice” mean?
a.Menakjubkan c.Mengagumkan
b.Mempesona d.Menyenangkan
6. Santi : What do you think about my room?
Laras: Your room is clean and neat.
What does the word “neat” mean?
a. Mewah c. Rapi
b. Indah d. Nyaman
97
This message for number 7 and 8.
Hi, Vera. I want to tell you something. I have an idea. What do you think
about taking a computer course this semester? Would you like to? I’ll be very
happy if we can take course together. Reply me soon, please. Thanks.
7. What does the word “tell ” (line 1) mean?
a. Menyanyikan c. Melakukan
b. Menceritakan d. Membuat
8. What does the word “idea ” ( line 2) mean?
a. Ide c. Jadwal
b. Susunan d. Catatan
This paragraph for number 9 and 10.
I live in a beautiful modern house. The house has three bedrooms. The
bedrooms are in upstairs. The living room, the kitchen, and the dining room are in
downstairs. My house has a balcony. The garden is full of flowers and trees. The
color of the house is white and brown. There is a garage for our car. We like
living here because it’s very nice.
9. What does the word “live” (line 1) mean?
a. Tinggal c. Menjaga
b. Pindah d. Membersihkan
10. What does the word “garage” (line 7) mean?
a. Kamar c. Pagar
b. Gerbang d. Garasi
Read the following short message to answer questions number 11 and 12
From : Andri (081321858009
Hi, Intan. Are you feeling better now?
There’s good news from school today.
Pusat Ilmu will hold a book fair in our
school next Saturday. There will be
some interesting books to buy. The list
of books had been already distributed.
I’ll show you tomorrow if you come.
All prices will be cut off until 75%. It’s
98
fantastic, isn’t it? I’ll buy some. What
do you think of it?
11. What does the word “news” (line 2) mean?
a. Berita c. Percakapan
b. Wacana d. Dialog
12. What does the word “buy” (line 9) mean?
a. Membuat c. Menjual
b. Menukar d. Membeli
13. People use this thing to sleep and to take a rest. What is this?
A
a. Lamp c. Carpet
b. Curtain d. Bed
14.
From the picture above, this is…
a. Pillow c. Bed
b. Blanket d. Curtain
99
15. People usually put this picture in the living room. What is this?
a. Table c. Sofa
b. Chair d. Carpet
16. People can clean their hair by using these things. What are these?
a. Glue c. Toothpaste
b. Soap d. Shampoo
17. It is a…..
a. Blanket c. Curtain
b. Carpet d. Pillow
This paragraph for number 18 to 22
Complete the blank with the appropriate words!
Nelly is 13 years old and she …… (18)
in Bandung. It is Sunday and she is going to
100
18. a. Works c. Arrives
b. Lives d. Leaves
19. a. Hunting c. Cooking
b. Shopping d. Studying
20. a. Go c. Start
b. Stop d. Finish
21. a. Jacket c. Pocket
b. Money d. Mobile Phone
22. a. Talk c. Meet
b. Call d. Shout
23. “…can we travel to spend our holiday in Surabaya?”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
24. “…. I think so. I must say this room is nice and comfortable”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
25. Ulfa: Would you come to my birthday party tonight?
Ayu: Of course, dear. I’ll be happy to come there.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
get …… (19) in Paris Van Java Mall. She
wants to ask her friend, Prita to ….. (20)
there together. So, she takes her ……( 21)
and sends a text message to Prita. This is
what Nelly actually wants to say:
Hi, Prita. Are you okay? I’m great. Please
….. (22) me before tomorrow. Thanks.
See you!
101
26. “ Wow…. The sounds great!”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
27. “….people use the mobile phone to call and send SMS”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
28. “ Bram, I just got a bad news.”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
29. “Hi, Intan. Are you feeling better now?”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
30. “Let’s go to see my room. What do you think of it?”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
31. “What is your favorite color in your bedroom?
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
32. I live in beautiful house. It has three bedrooms.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
33. Do you have a small or a big house?
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
102
34. My house has a balcony.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
35. The garden is full of flowers and trees. The color of the house is white and
brown.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
36. There is a garage for our car.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
37. I’ll be very happy if we can take course together. Reply me soon, please.
Thanks.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
38. There will be some interesting books buy.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
39. B : Where do you want to go?
C : I want to go to Supermarket to help my mother carry the shopping
bags.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
40. “….the living room, the kitchen, and the dining room are in downstairs”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
103
ANSWER KEY OF PRETEST
1. B 11. A 21. D 31. A
2. D 12. D 22. B 32. B
3. C 13. D 23. B 33. C
4. A 14. D 24. A 34. A
5. D 15. C 25. C 35. C
6. C 16. D 26. C 36. A
7. B 17. A 27. B 37. B
8. A 18. B 28. C 38. A
9. A 19. B 29. C 39. B
10.D 20. A 30. B 40. A
104
RESEARCH INSTRUMENT
POST TEST
A. Choose the right answer by crossing A, B, C, or D
1. Aliza : Do you like flowers?
Melly : Yes. I like them. I like gardening at my house.
Aliza : Really?
Melly : Of course. I’ll show you my various flowers at my garden.
Aliza : Okay.
What does the word “show” mean?
a. Menanam c. Menyiram
b. Memperlihatkan d. Menonton
2. Riko : Do you like water sport?
Deni : Yes, of course. I spend my holiday to get surfing at the sea.
What does the word “surfing” mean?
a. Berparasut c. Berenang
b. Menyelam d. Berselancar
3. Nisa: Your bedroom is clean and neat. How many times a week do you
clean your bedroom?
Caca: I clean it everyday.
What does the word “neat” mean?
a. Rapi c. Berantakan
b. Bersih d. Kotor
4. Mita :Hello Niken, good morning?
Niken : Hello Mita, good morning.
Mita : What are you doing?
Niken : I am making apel juice
Mita : Can I help you?
Niken : Yes, sure.
What does the word “help” mean?
a.Menolong c.Membuat
b.Menonton d. Melakukan
5. Isti : Could you help me to cut the apples, please
Bila: Okay.
What does the word “cut” mean?
a. Mengiris c. Memotong
b. Mencuci d. Memasak
105
This message for number 6 and 7.
Hello Shanti. Long time no see you. How are you? Tonight is my birthday
party. Would you mind coming to my house at 7 pm? I’ll be very happy if you
can come to my party. Reply me soon, please. Thanks.
6. What does the word “see ” (line 1) mean?
a. Melihat c. Menceritakan
b. Mendengar d. Meminta
7. What does the word “reply ” ( line 5) mean?
a. Menanyakan c. Melanjutkan
b. Menjawab d. Mengobrol
This paragraph for number 8 and 9.
This is my house. I have three rooms, one living room, one kitchen, and one
bathroom. My room is next to the living room. I have a bed, a table, and a chair. I
have a set of computer on my desk.
My living room is not large. I have two sofas and one table. There are
television and DVD player. The kitchen is near to the dining room. The bathroom
is behind my house. I have a toilet, a shower and place for washing clothes.
8. What does the word “desk” (line 5) mean?
a. Rak c. Kursi
b. Lemari d. Meja Tulis
9. What does the word “kitchen” (line 8) mean?
a. Kamar Tidur c. Kamar Mandi
b. Dapur d. Garasi
Read the following short message to answer questions number 10 and 11
From : Dennise (081321858009)
Ricky, are you free this afternoon? If
you are, would you come with me to
the book fair? There are some new
books and novels to buy. All prices will
be cut of until 50%. There are also
106
some interesting events. It’s amazing,
isn’t it? What do you think of it?
10. What does the word “book fair” (line 3) mean?
a. Toko Buku c. Gudang Buku
b. Bazar Buku d. Lomba Buku
11. What does the word “amazing” (line 6) mean?
a. Menakjubkan c. Membosankan
b. Mengkhawatirkan d. Menarik
12. People do this water sport to spend their holiday. What is this?
a. Surfing c. Parasailing
b. Swimming d. Parachuting
13.
From the picture above, this is a…
a. Pool c. Water
b. Brush d. Bathtub
107
14. We can clean our body by using this thing. It is a….
a. Shampoo c. Brush
b. Toothpaste d. Soap
15. It is a…..
a. Hospital c. Mall
b. House d. Historical Building
This paragraph for number 16 to 20
Complete the blank with the appropriate words!
There is a new department store in our
town. It is at the end of the main road. I …..
(16) a newspaper there everyday. This big
store is opened everyday, even Sunday. It is
always busy on Sunday. A lot of people like
to get ………. (17) on Sunday.
They sell milk, eggs, biscuits, tea,
sugar, and coffee. You can …… (18) aspirin
and toothpaste. You can also get other things
such as clothes, shoes, and cosmetics. You
can even buy fruits and vegetables.
108
16. a. Buy c. Reply
b. Watch d. Assigne
17. a. Hunting c. Cooking
b. Shopping d. Studying
18. a. Give c. Stop
b. Get d. Sell
19. a. Jacket c. Dress
b. Pocket d. Shoes
20. a. Pay c. Sell
b. Cook d. Carry
B. Choose the right answer based on the word kinds by crossing A, B, or
C
1. “…. I have a nice bedroom. It has light blue wall. There is also a beautiful
lamp.”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
2. “…. In my room, there is a cage of my hamster. I love my hamster so
much.”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
3. Ulfa: Do you have a garden in your new house?
Although there are many things in the
store, you can find the things you need
easily. You can find ……. (19) in the shoe
department and vegetables at the vegetable
stalls. You can use a trolley when you need
to ……. (20) many things. It is really a very
big store in our town.
109
Ayu: Yes, I have a small garden and also a swimming pool
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
4. “ You may come over to my house and swim anytime.”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
5. “…there are also some interesting events. It’s amazing, isn’t it? What do
you think of it?”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
6. “….they sell milk, eggs, biscuits, tea, sugar, and coffee”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
7. “….there are some new books and novels to buy”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
8. “My room is next to the living room. I have a bed, a table, and a chair”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
9. “I have a set of computer on my desk”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
10. “There is a new department store in our town.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
110
11. “…you can also get other things such as clothes, shoes, and cosmetics.
You can even buy fruits and vegetables”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
12. “…although there are many things in the store, you can find the things you
need easily”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
13. “…it is really a very big store in our town”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
14. “…there are also some interesting events “.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
15. “…I’ll be very happy if you can come to my party. Reply me soon, please.
Thanks”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
16. “…I’ll show you my various flowers at my garden”.
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
17. “..my living room is not large. I have two sofas and one table. There are
modern television and DVD player”. Kata yang bergaris bawah termasuk
ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
111
18. “….It’s amazing, isn’t it? What do you think of it?”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
19. “…your bedroom is clean and neat. How many times a week do you clean
your bedroom?”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
20. “Could you help me to cut the apples, please …”
Kata yang bergaris bawah termasuk ke dalam jenis kata…
a. Kata Benda c. Kata Sifat
b. Kata Kerja
112
ANSWER KEY OF POST TEST
PART A PART B
1. B 11. A 1. A 11. B
2. D 12. C 2. B 12. A
3. A 13. D 3. C 13. C
4. A 14. D 4. A 14. C
5. C 15. A 5. C 15. C
6. A 16. A 6. A 16. B
7. B 17. B 7. B 17. C
8. D 18. B 8. A 18. B
9. B 19. D 9. B 19. B
10.B 20. D 10.A 20. A
113
APPENDIX 7
THE RESULT OF NORMALITY AND HOMOGENEITY TEST
A. TEST OF NORMALITY
1. Normality of pretest data in both experiment and controlled class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .111 31 .200* .947 31 .130
Control .134 31 .166 .966 31 .427
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
2. Normality of posttest data in both experiment and controlled class
The data are categorized normal distributed if the value of
significant is higher than 0.05. The result above show that all of data is
higher than 0.05, therefore it can be concluded that all data are normal
distributed.
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .149 31 .079 .946 31 .122
VAR00002 .110 31 .200* .962 31 .321
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
114
B. TEST OF HOMOGENEITY
1. PRE-TEST
Test of Homogeneity of Variances
Variable
Levene
Statistic df1 df2 Sig.
2.784 1 60 .100
2. POST-TEST
Test of Homogeneity of Variances
Variable
Levene
Statistic df1 df2 Sig.
2.861 1 60 .096
The data are categorized homogenous if the value of significant is
higher than 0.05. The result above show that all of data is higher than 0.05,
therefore it can be concluded that all data are homogenous.
Appendix 8
Nornor : Un.01/F. 1/KM.01 .31.Iilb.12014Lamp. . Outline/ProposalHal : Permohonan lzin Penelitian
Nama
NIM
Jurusan
Semester
Tembusan:1. Dekan Fll-K2 Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan
No. Revisi
SURAT PERMOHONAN IZIN PENELITIAN
115
01
1t1
Jakarta, 20 Januari 2014
Kepada Yth.
Kepala l''llaclr"asah 1-sanawiyah Negeri 13 Jakar-tadiTempat
Assalam u' al a iku m wr.wb.
Dengan hormat kami sampaikan bahwa,
: Neneng Suhaimi
:109014000019
: Pendidikan Bahasa lnggris
: Sepuluh (X)-fahun Akademik .201312014
Judul Skripsi . The Effectiveness of Using Visual Media in lmproving(\+, ..J^^+^r \ ,- ^^L. ,. -.Diuqenis V'OCaPUrai-y
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan LJIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.
Wassal am u' al aiku m wr.wb.
idikan Bahasa Inggris
lat2 199 r03 r 002
KEMENTERIAN AGAMAUIN JAKARTAFITKJl lr. H Juanda No 95 Ciputat 15412 lndonesia
FORM (FR)
No. Dokumen : FITK-FR-AKD-082
Tgl. Terbit : 1 Maret 2010
1
rc1If'c +'s;
ii sr';y,! lJrt* [*
Appendix 9 116
KEMENTERIAN AGAMAMADRASAH TSANAWIYAH NEGERI 13
JAKARTA SELATANJL. H. DILT]N ULT]JAMI RAYA, PESANGGRAHAN. JAK - SEL. T8LP.7374152
JL. H. MUHTAR RAYA GG. H. DOEL PETUKANGAN UTARA. PESANGGRAHAN JAK . SEL. TELP.73883765
Website :wwrv.rntsnl3iakarta.co,cc Email : [email protected]
SURAT KETERANGANNomor : MTs.09.1.13/PP.00.51 tgr 12014
Yang Sertanda-iangan di o-awah ini Kepalar=v{adrasali Tsairawilah NeBeri 13 Jakaita
Selatan :
Nama
NIPPangkat/Golongan
Jabatan
Unit Kerja
Menerangkan bahwa:
Nama
NIMFakultas
.Iurusan
Dra. Hj. Retno Dewi Utami, M.Pd
t96712151994032003
Pembina Tk.1/IV.bKepala Madrasah
MTs.N 73 Jakuta Selatan
Neneng Suhaimi
109014000019
Ilmu Tarbiyah dan Keguruan
Pendidikan Bahasa Inggris
Bahwa benar nama tersebut diatas telah melakukan penelitian di MTs. Negeri 13 Jakarta
Selatan terhadap peserta didik kelas VII (tujuh) terhitung sejak tanggal2S Januari s.d 7 Maret
2014 dengan Judul " The Effictiveness of Using Visual Media in Improving Students'
Vocubulury "
Demikian Surat Keterangan ini dibuat untuk dapat dipergunakan sebagaimana mestinya.
2014
Dewi Utami, M.Pdt2r51994032003